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This product was developed by Florida’s Positive Behavior Support Project through University of South Florida, Louis de la Parte Florida Mental Health.

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Presentation on theme: "This product was developed by Florida’s Positive Behavior Support Project through University of South Florida, Louis de la Parte Florida Mental Health."— Presentation transcript:

1 This product was developed by Florida’s Positive Behavior Support Project through University of South Florida, Louis de la Parte Florida Mental Health Institute funded by the State of Florida, Department of Education, Bureau of Exceptional Education and Student Services, through federal assistance under the Individuals with Disabilities Education Act (IDEA), Part B. Positive Behavior Support Individual Training Orientation

2 Purpose of orientation… Develop an understanding of – How to access Individual Level Training – Different modes of training available – Content of the PBS training – Participant responsibilities

3 PBS Agreement with Florida DOE Individual training is available to schools doing school-wide (non-school-wide schools can attend) An identified and committed team to support an identified student is required (case study) District staff must be identified to participate in training as future trainer

4 Accessing Individual Level Training After completing Next Steps, coach contacts district coordinator to request individual level training District coordinator identifies interested schools and the mode of training preferred (web- based or on-site) District coordinator works w/PBS Project to plan District coordinator identifies person who will be future trainer

5 Steps for Schools When Training is Authorized by the District Identify who should participate in the training – School-wide team member (s) – Target student identified and support team members selected to participate in training Determine mode of training desired Identify dates for training/TA (w/district coordinator) Complete the pre-training packet

6 Modes of Individual Level Training Web-based On-site

7 Features of the On-Site Individual Training Training-of-trainers 3 to 3 ½ days Multiple constituencies and agencies Case study format Content with supported application Comprehensive curriculum Development of networks and communities Technical support for participants

8 Features of the Web-Based Individual Training Flexible time frames/locations to access 4 on-line modules (1 ½ - 2 hrs each) Case study example format Basics of individual level curriculum Technical support for participants

9 Web-based vs. On-site Training Provides a general understanding of process Provides in-depth knowledge of the process Four 1 ½ - 2 hr. modules3 – 3 ½ days on-site Any School-wide school can participate At least 1 School-wide school must participate No stipendStipend for summer training Person-centered planning, functional assessment, curriculum/instruction, developing a support plan Comprehensive training in a case-study format w/application activities imbedded 4-8 hours of TA

10 Technical Assistance Technical Assistance is designed to enhance the capacity of districts to develop and implement effective, positive, assessment- based interventions addressing problem behavior within schools at the school-wide, non-classroom, classroom, and individual student levels.

11 Technical Assistance Options… Information and materials Phone consultation On-site coaching Program development/enhancement for individual students Follow-along assistance in conjunction with training Technical Assistance Options

12 Individual Student 5-Step PBS Process 1 – Establish Goals 2 – Gather Information 3 – Synthesize/Analyze Data 4 – Design Plan 5 – Implement/Monitor Plan

13 On-site 3 ½ Day Training

14 Identifying a focus individual… Collaborative selection process Criteria for selecting focus individuals – Required -history of severe problem behaviors (e.g., prolonged pattern, frequent and/or high intensity aggression, self-injury, destructive behaviors) – Suggested - involved in multiple settings with more than one support provider.

15 Support Team Members Knowledge of focus child Vested interest in supporting the child Diverse perspectives Access to resources Student (when appropriate)

16 Family Involvement Foundation for meaningful lasting behavior change Scope of support Powerful, valuable,durable resource Expertise, knowledge of family members

17 Family Involvement Support Team notify PBS Project when family member(s) are identified. PBS training coordinator will make direct contact with the family member to discuss the training and process to the family in detail.

18 Training/Activity Overview Day 3.5 Training Extension Activity Pre-training Activity Extension Activity Day 1 Training Day 2 Training Day 3 Training Extension Activity

19 Extension activities… Prior to Day 1 training – ID Focus Child – Family Member Orientation – Participation forms – Person-centered planning activities – Due 2 weeks prior to Day 1 training (turn in to district contact who notifies PBS Project)

20 Training Process… Day 1 – PBS overview – Teaming/collaboration – Person-centered Planning

21 Extension activities… Prior to Day 2 training – Positive environment checklist – Record review – Complete PCP (if needed) – Due 1 week prior to Day 2 (faxed to District Coordinator)

22 Training Process… Day 2 – Team updates – Step 1: Identifying goals – Step 2: Information Gathering – Step 3: Hypothesis development

23 Extension activities… Prior to Day 3 training – Complete functional assessment interviews – Collect scatter plot and ABC data – Identify patterns in the data – Complete summary statements (optional on day 2 or day 3) – Due 1 week prior to Day 3 (faxed to District Coordinator)

24 Training Process… Day 3 – Team updates – Step 3: Hypothesis statements – Step 4: Developing interventions – Step 5: Monitoring and evaluating

25 Extension activities… Prior to Final Day training – Develop behavior support plan – Develop implementation plan – Prepare to present on Final Day – Data on outcomes due 1 week prior to Day 3.5 (fax to District Coordinator)

26 Training Process… Final Day – Wrap up and answer any questions – Team presentations – District contact presentation to teams on on-going support and spread across the district

27 Checkpoints… PBS Project post training day check with district contact. District contact check on completion of extension activities. Teams fax extension activity information to District Coordinator who communicates readiness to PBS Project. – TA Support available for extension activities – Completed extension activities are required for participation in subsequent training days

28 Web-based Training Identify team & focus student for activities Participants register on-line for access password Complete 4 modules on any internet accessible computer at own pace (each takes 1 ½ - 2 hrs.) Schedule TA visits to support the team as they go through the process with focus student (4-8 hrs. total) For added support, include district level trainer in completing modules and TA visits

29 Module 1: Collaborative Teaming & Person-centered Planning Provides an Overview of Positive Behavior Support Developing a PBS Team: – Advantages of Teaming – Responsibilities of the Team Person-Centered Planning Process; – What is it? Why is it important? What is the goal? – Different types of Person-Centered Planning Sample Person-Centered Planning for Britney with Activities

30 Module 2: Functional Behavior Assessment Introduction to FBA’s as a process for understanding the function or purpose of behavior Basic Principles of Behavior: – ABC’s of Behavior – How to define behavior – Functions of Behavior The FBA Process – What do we learn from doing an FBA? – Who should participate? – Steps in FBA Process – How to Formulate a Hypothesis

31 Module 3: Instructional Issues & Strategies When to address curriculum & instruction when dealing with problem behavior Steps for making individualized adaptations What are adaptations and accommodations 3 types of adaptations: – Curricular – Instructional – Ecological Consequence interventions: Replacement Behaviors

32 Module 4: Developing, Implementing, & Evaluating PBS Plans Review hypothesis development Linking the hypothesis to support plans Areas of intervention: 1.Preventative Strategies Characteristics What, when, and where 2.Teaching Other Behaviors Replacement Skills General Skills Coping & Tolerance Skills

33 Module 4: Developing, Implementing, & Evaluating PBS Plans Areas of intervention (continued): 3. Lifestyle Interventions Quality of life How to develop effective behavior support plans Maintenance and generalization of skills

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