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SWPBIS and the Changing Role of the Clinician Presented by Mark Todhunter, LMFT Desert/Mountain Children’s Center.

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Presentation on theme: "SWPBIS and the Changing Role of the Clinician Presented by Mark Todhunter, LMFT Desert/Mountain Children’s Center."— Presentation transcript:

1 SWPBIS and the Changing Role of the Clinician Presented by Mark Todhunter, LMFT Desert/Mountain Children’s Center

2 Clinicians Traditional Roles in Schools Crisis Intervention Clinical Assessment Individual Therapy

3 Clinicians Biggest Frustration Work with a student one hour a week and then send him back into the system that created him.

4 Two Main Systems Impacting Student Therapist Disorganized Home Environment Disorganized School Environment

5 Two Main Systems Impacting Student Therapist PBIS Home Environment PBIS School Environment

6 What is School-wide Positive Behavior Support?  School-wide PBIS: A systems approach for establishing the social culture and individualized behavioral supports needed for schools to achieve both social and academic success for all students.  Evidence-based features of SW-PBIS  Prevention  Define and teach positive social expectations  Acknowledge positive behavior  Arrange consistent consequences for problem behavior  On-going collection and use of data for decision-making  Continuum of intensive, individual interventions.  Administrative leadership – Team-based implementation (Systems that support effective practices)

7 Establishing a Social Culture Common Vision/Values Common Language Common Experience MEMBERSHIP

8 SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence, Academic Achievement and Safety Supporting Decision Making School-wide PBS

9 Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT

10 Individual Student Supports Individual supports are more effective when implemented within integrated, school-wide systems of prevention.

11 11 Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students ~15% ~5% School-Wide Positive Behavior Support Wraparound

12 Wraparound “Wraparound is both a philosophy of care and a defined process for developing a plan of care for an individual youth and his/her family (Burns & Goldman, 1999). Wraparound supports students and their families by proactively organizing and blending natural supports, interagency services, PBS, and academic interventions as needed.”  Eber et al., 2009

13 Wraparound 10 guiding principles Strength-based family leadership Team based Flexible funding/services Individualized Perseverance Outcome focused Community based Culturally competent Natural supports Collaborative

14 Wraparound The wraparound process can be described as one in which the team: ◦ Creates, implements and monitors an individualized plan using a collaborative process driven by the perspective of the family. ◦ Develops a plan that includes a mix of professional supports, natural supports and community supports. ◦ Bases the plan on the strengths and culture of the youth and their family; and ◦ Ensures that the process is driven by the needs of the family rather than the services that are available or reimbursable.  VanDenBerg, Burns, & Buchard, 2008

15 Wraparound The wraparound process, and the plan itself, is designed to be culturally competent, strengths based, and organized around family members’ own perceptions of needs, goals, and likelihood of success of specific strategies.

16 Wraparound with PBIS Illinois: Lucille Eber  Completing the continuum of schoolwide positive behavior support: Warparound as a tertiary-level intervention.  Eber, Hyde, Rose, Breen, McDonald, & Lewandowski, 2009 ◦ School-wide PBS ◦ Targeted Support (Check-in/ Check-out) ◦ Function-based Behavioral Support ◦ Wraparound support  Every school has access to wrap-coordinator  SIMEO Data system  Level of risk at student faces

17 Positive Behavior Support Targeted Intensive Adapted from George Sugai, 1996 © Terrance M. Scott, 2001 Universal School-Wide Data Collection and Analyses School-Wide Prevention Systems (rules, routines, arrangements) Analyze Student Data Interviews, Questionnaires, etc. Observations and ABC Analysis Multi-Disciplinary Assessment & Analysis Simple Student Interventions Group Interventions Complex Individualized Interventions Team-Based Wraparound Interventions Intervention Assessment

18 Issues Building capacity ◦ Defining the Wraparound approach with operational precision ◦ Building measures of fidelity as well as measures of outcome ◦ Developing the organizational models  Teams/ Process/ Administrative Support ◦ Professional Knowledge  Individuals with skills, experience, knowledge

19 Summary Wraparound supports SWPBS SWPBS supports wraparound Build integrated support structure  Knowledge about student (personal, physical, emotional)  Knowledge about context  Immediate context  Social/ family/ cultural context  Knowledge about behavioral theory


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