1. Tier 2 TA Self-Regulation
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The Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this presentation and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material.

2. Today’s Define self-regulation
How does self-regulation fit into our PBIS system.
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4. Self-Regulation
Self-regulation is the ability to monitor and control our own behavior, emotions, or thoughts, altering them in accordance with the demands of the situation.
Need ability to:
inhibit first responses
resist interference from irrelevant stimulation
persist on relevant tasks even when we don't enjoy them.

5. What determines a person’s ability to self-regulate?
CHAT

6. Self-Regulation Tier 1
80-90%Tier 1/Universal Interventions All settings, all students Preventive, proactive

7. How does your universal teaching of expectations teach self-regulation?
Elementary – Social Skills
MS/HS – Academic Skills
Explain social skills at Elem. and Academic Skills at MS/HS
Activity
CHAT

8. What Regulatory Skills are Needed?
Social Skills
Academic

9. Add questions to Slide 12
What intervention will help students apply the skills learned?

10. Self-Regulation – Tier 2
5-15%Tier 2/Selected Interventions
Some students (at-risk)
High efficiency, rapid response, small group
Some individualizing
You have a student that needs a little bit more support around self-regulation of social skills?

11. Tie into Your System
What questions do you ask to determine the appropriate intervention for student need?
How do you begin to develop interventions that meet the function of student behavior?
How do your progress monitor?
Question #1: Is not a brief FBA - are you asking questions that will help you determine the function/motivation of the behavior?

12. What makes a SAIG group evidence based?
What intervention will teach self-regulation?
Match the Intervention to Function
What intervention will help students apply the skills learned?
Example
What makes a SAIG group evidence based?
How can you use this chart with your tier 2 interventions?
From the Tiered Fidelity Inventory (TFI)

13. SAIG: Systematic Re-teaching of Skills
Written, consistent Cool Tools
Written, consistent
language
Universal Teaching Curriculum for Social-Emotional Learning
Plan for re- and
Pre- teaching
Application in all environments
Teaching Plan
Application in all environments

14. BACK TO BASICS: Relationships Consistent behavioral responses
Predictable, safe environment
Feedback

15. So, what skills do your students need?
And how do you know??
YOUR DATA.

16. What resources do you already have?
Think: Personnel, use of time, materials, etc…
How can you systematically and efficiently teach these skills given your system’s current capacity?

17. https://attendee.gototraining.com/r/1173020949342973185
Next Session
March 17
8:30-9:30 AM
Brief FBA/BIP
High School Tier 2
March 18
8:30-9:30