Presentation on theme: "SWPBIS and the Changing Role of the Clinician"— Presentation transcript:
1 SWPBIS and the Changing Role of the Clinician Presented byMark Todhunter, LMFTDesert/Mountain Children’s Center
2 Clinicians Traditional Roles in Schools Crisis InterventionClinical AssessmentIndividual 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 EnvironmentDisorganized SchoolEnvironmentTherapist
5 Two Main Systems Impacting Student PBIS Home EnvironmentPBIS School EnvironmentTherapist
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-PBISPreventionDefine and teach positive social expectationsAcknowledge positive behaviorArrange consistent consequences for problem behaviorOn-going collection and use of data for decision-makingContinuum of intensive, individual interventions.Administrative leadership – Team-based implementation (Systems that support effective practices)
7 Establishing a Social Culture Common LanguageMEMBERSHIPCommon ExperienceCommon Vision/Values
8 School-wide PBS Supporting Social Competence, Academic Achievement and SafetySchool-wide PBSOUTCOMESSupportingStudentBehaviorSupportingDecisionMakingPRACTICESDATASWPBS: Four ElementsSWPBS 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 schoolSWPBS “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.SYSTEMSSupportingStaff Behavior
9 Systems for Students with High-Risk Behavior SCHOOL-WIDEPOSITIVE BEHAVIORSUPPORTTertiary Prevention:SpecializedIndividualizedSystems for Students with High-Risk Behavior~5%Secondary Prevention:Specialized GroupSystems for Students with At-Risk Behavior~15%Primary Prevention:School-/Classroom-Wide Systems forAll 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: SpecializedIndividualizedSystems for Students with High-Risk Behavior~5%Secondary Prevention:Specialized GroupSystems for Students with At-Risk BehaviorPrimary Prevention:School-/Classroom-Wide Systems forAll 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
14 WraparoundThe 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; andEnsures 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 WraparoundThe 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, 2009School-wide PBSTargeted Support (Check-in/ Check-out)Function-based Behavioral SupportWraparound supportEvery school has access to wrap-coordinatorSIMEO Data systemLevel of risk at student faces
18 Issues Building capacity Defining the Wraparound approach with operational precisionBuilding measures of fidelity as well as measures of outcomeDeveloping the organizational modelsTeams/ Process/ Administrative SupportProfessional KnowledgeIndividuals with skills, experience, knowledge
19 Summary Wraparound supports SWPBS SWPBS supports wraparound Build integrated support structureKnowledge about student (personal, physical, emotional)Knowledge about contextImmediate contextSocial/ family/ cultural contextKnowledge about behavioral theory