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

Clinicians Traditional Roles in Schools Crisis Intervention Clinical Assessment Individual Therapy

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

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

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

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)

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

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

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

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

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

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

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

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

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.

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

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

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

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