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
Disorganized Home Environment
Disorganized School
Environment
Therapist

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

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 Language
MEMBERSHIP
Common Experience
Common Vision/Values

8. School-wide PBS Supporting Social Competence,
Academic Achievement and Safety
School-wide PBS
OUTCOMES
Supporting
Student
Behavior
Supporting
Decision
Making
PRACTICES
DATA
SWPBS: Four Elements
SWPBS builds from a focus on student Outcomes: academic achievement, social competence, and safety.
SWPBS “Practices” are the behaviors of adults that affect how students perform. These are the daily, classroom, and on-going discipline practices of the school
SWPBS “Systems” are the organizational decisions and structures that support effective STAFF Behavior. A major strength of SWPBS is the emphasis on practices delivered WITH the systems needed to support the practices.
The use of data for decision-making is the single most important system within SWPBS. This element is used both to ensure the SWPBS practices are tailored to the local context/culture, and to benefit the continuous regeneration needed for sustained implementation.
SYSTEMS
Supporting
Staff Behavior

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

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

11. School-Wide Positive Behavior Support Wraparound Tertiary Prevention:
Specialized
Individualized
Systems for Students with High-Risk Behavior
~5%
Secondary Prevention:
Specialized Group
Systems for Students with At-Risk Behavior
Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
~15%
This is the same model used by RTI for academics—the two systems are the same; within IPBS we are building on this logic to support all students.
~80% of Students

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

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