connecting the dots: how to integrate mental health initiatives … · mts of pbis while...

Connecting the Dots: How to Integrate Mental Health Initiatives within Existing Behavior Support

Structures

UFGainesville

May 30, 2017

Lucille Eber Ed.DMidwest PBIS Network and

National PBIS TA Center [email protected]

Alignment

MentalHealth

PBIS

ISF

Practicalstrategies

Resources(Free)

Agenda for Today:

Freeofcharge

Freeparking(?)

FREELunch

Researchsharing(brief)

Noondeparture

1. UnderstandneedforaligningrelatedinitiativesattheDistrictLevel.

1. Identifyaprocess/toolsforaligning.

2. UnderstandneedforinterconnectingMTSS-B/PBISandMentalHealth.

3. Identifyprocess,structures,toolsforstrengtheningfoundationsofMTSofPBISwhileintegratingmentalhealthandothercommunitypartners.

1. Identify1or2“takebacktoteam(s)”strategies/examples/toolstoinformactionstepsforstrengtheningyourcurrentsystemstoexpediteoutcomesformostvulnerablepopulations.

PossibleLearningObjectivesforToday

Describe how interventions for students with significant mental health challenges can be efficiently delivered within a school-widesystem of Positive Behavior Supports.

Share examples of how individualized interventions, can be layered up from an effective school-wide PBS curriculum.

Level 2 BIG Ideas for Today:

YourOpportunitiestoRespond

1. ABIGIdeaI“get”andcanmaybeshare?

1. ABigIdeaIamstill“circling”?

1. ABIGIDEAIcantakebackandwecanDO?

WhyInvestinAlignment?

• Unaligned efforts are ineffective and inefficient

• Doing many things, but none of them well• Initiative fatigue (Project 1= Monday, Project 2 =Wed, Project 3

=Thurs)• Assumption that New is better… .More is better• Political value of “touching” many efforts (“we have XXX in our school”)• Assumption that if we train individuals in many things THEY will do the

alignment and integration on their own.

Alignment• New emphasis on “sustainability” and “efficiency” have heightened

attention on the need for effective systems of alignment.

• McIntosh– One of the major variables to sustained implementation of effective

practices is the introduction of new initiatives that either (a) compete with resources needed for sustained implementation or (b) contradict existing initiatives.

• We know more about how to conduct small-scale “demonstrations” than how to take effective demonstrations and make the highly efficient “standard operation procedures.”

Definealignment

SourcesofFrustration

• The “Shotgun” approach

• The Parallel Play Approach

• Initiative Conflict

• Monogamy (one way)

• Serial Monogamy

FeaturesofEffectiveAlignment• Begin by defining the “unit” of impact (school, district, community)• Define WHO will own the goal of establishing alignment

– Need a leadership team who operates at the point where budgets for all initiatives converge• Define the “problem” with precision

– What is the difference between what we have and what we want?– Define a goal (or goals)

• Commit to using “evidence-based practices” that are appropriately “fit” with the culture of the setting

– Build an agreement to only adopt new initiatives (programs) if they meet standards for being evidence-based, logistically practical, culturally fit, better than what you already have

– Require any new initiative to have a Measure of Fidelity and a Measure of Impact• Conduct resource mapping to define what you already are doing

– Most context are already doing many initiatives as the plan to adopt something new• Organize “practices” around core features that achieve your goal

– Get content experts to help define practices and core features

ProcessofAlignment

• Define team with authority to guide alignment• Define common outcome measure based on “goal”• Define common fidelity measure based on “core feature” and content

practices• Conduct a “practices audit”

– Don’t try to combine… rather build• Design Professional Development Plan

– Build foundation practices– Then include “value added” elements

• Start with Alignment of Practices but always build common SYSTEMS – Team structure and function– Data systems for fidelity and impact– Training and Coaching of operational units (teams) not individuals– Continuous improvement system to adapt to local community

EffectiveAlignmentofInitiatives:PBIS,RestorativePractices,SecondStep

RestorativePractices

SecondStep PBIS

OrganizationalUnit

FidelityandOutcomeMeasures

CoreFeatureSummaryforeachInitiative

SingleProfDevelPlan

(withcoaching,policy,datasystems)

UseDistrict-LevelLeadershipTeamforcoordinationandimplementation.

UseRestorativePracticesfortheclassroomandadministrator“consequencesystem”…supplemented withdistrictpolicyandprocedures forsafety.

UseSecondStepmaterialsandprocedurestoteachschool-wideexpectations.

UsePBISframeworkforteamdevelopment, rewardsystem,familyengagement,bullyprevention, classroommanagementprotocols,datasystem,andTierII,TierIIIsupports.

UsePBISfidelitymeasures(TFI)andSISEPDistrictCapacityAssessment(DCA)toassessdevelopmentoforganizational capacity.

UsePBISstudentoutcomemeasures(OfficeDisciplineReferrals,Attendance,Suspension,Expulsion) Add…juvenile justicecontacts/arrests.

LogicModelsMatter:ResolveLogicConflictattheHighestLevel

• Consider not only what is being recommended but the assumptions about WHY recommendations should work.– Remember nearly all initiatives have a useful contribution

• Initiatives with conflicting logic models are more difficult to align.– Discovery Learning vs. Explicit Instruction– Teach emotions to guide behavior vs. Teach the Behaviors you Want.– Rewards damage intrinsic motivation vs. Rewards build intrinsic

motivation– Facilitated Communication

• It is worth taking time to find common ground.– Restorative justice

Wisconsin DPI

Why use the PBIS framework for trauma-sensitive schools?

The fundamental purpose of PBIS is to make schools more effective & equitable learning environments.

Rob Horner, Co-Director of the OSEP Technical Assistance Center for PBIS

Predictable

Consistent

Positive

Safe

WIDepartmentofPublic Instruction Trauma-SensitiveSchoolsResourceshttp://sspw.dpi.wi.gov/sspw_mhtrauma

Teaching Matrix

INCORPORATE Trauma Informed Strategies

All Settings Halls Playgrounds Classroom

Library/Computer Lab

Assembly Bus

Respectful

Be on task.Give your best effort.

Be prepared.

Walk. Have a plan.Study, read,

compute.

Sit in one spot.

Watch for your stop.

SafeBe kind.

Hands/feet to self.

Help/share with others.

Use normal voice

volume.Walk to right.

Share equipment.

Include others. Whisper.Return books.

Listen/watch.

Use appropriate applause.

Use a quiet voice.Stay in

your seat.

ResponsibleRecycle.Clean up after self.

Pick up litter.

Maintain physical space.

Use equipment properly.

Put litter in garbage can.

Push in chairs.Treat books

carefully.

Pick up.Treat chairs

carefully.

Wipe your feet.

Expe

ctations

Self CheckUse Calming

Strategy

UseyourwordsUsesafehands

Ask for helpConnect with Safe Person

Alignment:Defined

• Alignment:– “To be in precise adjustment or correct relative position”

– “The proper positioning of parts in relation to each other.

• Organizational Alignment– The simultaneous implementation of multiple initiatives with

efficiency and effectiveness.

16

WhyAlignmentisImportant

• New emphasis on “sustainability” and “efficiency” have heightened attention on the need for effective systems of alignment.

• “One of the major variables affecting sustained implementation of effective practices is the introduction of new initiatives that either (a) compete with resources needed for sustained implementation or (b) contradict existing initiatives.”

McIntosh (2015)

17

YourExamples

• Initiatives to improve early literacy

• Initiatives to improve social behavior

• Initiatives to reduce drop out

• Initiatives to enhance mental health

NPR

TheSilentEpidemic:TheMentalHealthCrisisinourSchools

publishedon-lineSeptember7,2016

NPRStoryConclusion:

In Schools, Mental Health should be

EVERYONE’s Job

Partnershipsareneeded:

• Onein5youthhaveaMH“condition”

• About80% ofthosegetnotreatment• Schoolis“defacto”MHprovider• JuvenileJusticesystemisnextlevelofsystemdefault• Suicideis2ndleadingcauseofdeathamongyoungadults• Factorsthatimpactmentalhealthoccur‘roundtheclock’• Itischallengingforeducatorstoaddressthefactorsbeyond

school• Itischallengingforcommunityproviderstoaddressthe

factorsinschool

Confusionaboutwhatconstituteseffectivesupport?

• Exclusion(orplacements)seenas“intervention”• Confuselabelas“intervention”• Confusepaperworkwithintervention• Confusepeoplewithinterventions• Notsogreatinterventions• Notsogreatfidelity• Resourcesnotallocatedcommensuratewithneeds

DidHenry“need”arestrictiveplacement?

QuickStudentExample#1:Studentw/EBDmovestonewDistrict

0

20

40

60

80

100

9/3 9/10 9/17 9/24 10/1 10/8

% o

f Goa

l Ach

ieve

d

%of Daily Total CICO Points

Henry’sDailyPointDataforBehavioralGoals

DidHenry“need”arestrictiveplacement?

Oreffectiveinterventions?

FailedInterventionsareNotNeutral

• Theyleavearesidualeffect…

WeKnowthePracticesthatWorkforStudentswithsignificantsocial/emotional/behavioralneeds…

• Proactive,strength-based;“setkidsup”toexperiencesuccess

• Highratesofconsistent,supportedinstruction;teach/practice/reinforce

• Predictableandconsistentenvironments• Knowunique“why?”foreachstudent/problem• Contextualfit:Strategicuseofnaturalsupports,and

settings• Carefulmonitoringofdataovertimewithongoing

revisionstoguideincrementalimprovementsinqualityoflife

• Behaviorsupportistheredesignofenvironments,nottheredesignofindividuals.

• Positivebehaviorsupportplansdefinechangesinthebehaviorofthosewhowillimplementtheplan.Abehaviorsupportplandescribeswhatwe willdodifferently.

Do ALL staff understand the context for effective behavior interventions?

CoreFeaturesofMTSS:

• Teambasedleadershipandcoordination• Evaluationofimplementationfidelity• Continuumofevidence-basedpractices• Continuousdata-basedprogressmonitoringanddecision-making

• Comprehensiveuniversalscreening• On-goingprofessionaldevelopmentincludingcoachingwithlocalcontentexpertise

AdvantagesofPBISFramework

• Promoteseffectivedecisionmaking• Improvesclimate&learningenvironment• Changesadultbehavior• Reducespunitiveapproaches• ReducesOSSandODRs• Improvesstudentacademicperformance

ExperimentalResearchonSWPBIS

Bradshaw,C.P.,Koth,C.W.,Thornton,L.A.,&Leaf,P.J.(2009).Alteringschoolclimatethroughschool-widePositiveBehavioralInterventionsandSupports:Findingsfromagroup-randomizedeffectivenesstrial. PreventionScience,10(2),100-115

Bradshaw,C.P.,Koth,C.W.,Bevans,K.B.,Ialongo,N.,&Leaf,P.J. (2008).Theimpactofschool-widePositiveBehavioralInterventionsandSupports(PBIS)ontheorganizationalhealthofelementaryschools. SchoolPsychologyQuarterly,23(4),462-473.

Bradshaw,C.P.,Mitchell,M.M.,&Leaf,P.J.(2010).ExaminingtheeffectsofSchool-WidePositiveBehavioralInterventionsandSupportsonstudentoutcomes:Resultsfromarandomizedcontrolledeffectivenesstrialinelementaryschools. JournalofPositiveBehaviorInterventions,12, 133-148.

Bradshaw,C.P.,Reinke,W.M.,Brown,L.D.,Bevans,K.B.,&Leaf,P.J. (2008).Implementationofschool-widePositiveBehavioralInterventionsandSupports(PBIS)inelementaryschools:Observationsfromarandomizedtrial. Education&TreatmentofChildren,31, 1-26.

Bradshaw,C.,Waasdorp,T.,Leaf.P., (2012)EffectsofSchool-widepositivebehavioralinterventionsandsupportsonchildbehaviorproblemsandadjustment.Pediatrics,130(5)1136-1145.

Horner,R.,Sugai,G.,Smolkowski,K.,Eber,L.,Nakasato,J.,Todd,A.,&Esperanza,J.,(2009).Arandomized,wait-listcontrolledeffectivenesstrialassessingschool-widepositivebehavior supportinelementaryschools.JournalofPositiveBehaviorInterventions,11, 133-145.

Horner,R.H.,Sugai,G.,&Anderson,C.M.(2010).Examiningtheevidencebaseforschool-widepositivebehavior support.FocusonExceptionality,42(8),1-14.

Ross,S.W.,Endrulat,N.R.,&Horner,R.H. (2012).Adultoutcomesofschool-widepositivebehavior support.JournalofPositiveBehavioralInterventions.14(2)118-128.

Waasdorp,T.,Bradshaw,C.,&Leaf,P.,(2012)TheImpactofSchoolwide PositiveBehavioralInterventionsandSupportsonBullyingandPeerRejection:ARandomizedControlledEffectivenessTrial.ArchiveofPediatricAdolescentMedicine. 2012;166(2):149-156

Bradshaw,C.P.,Pas,E.T.,Goldweber,A.,Rosenberg,M.,&Leaf,P. (2012).Integratingschoolwide PositiveBehavioralInterventionsandSupportswithtier2coachingtostudentsupport teams:ThePBISplus Model.AdvancesinSchoolMentalHealthPromotion,5(3),177-193.doi:10.1080/1754730x.2012.707429

Freeman,J.,Simonsen,B.,McCoach D.B.,Sugai,G.,Lombardi,A.,&Horner, (submitted)ImplementationEffectsofSchool-widePositiveBehaviorInterventionsandSupportsonAcademic,Attendance,andBehaviorOutcomesinHighSchools.

AdvancingEducation

Effectiveness:InterconnectingSchoolMentalHealthandSchool-Wide

PositiveBehaviorSupport

Editors:SusanBarrett,LucilleEber andMarkWeist

pbis.orgcsmh.umaryland

IDEAPartnershipNASDSE

ISFNationalLeadershipTeam

• SusanBarrett,Director,[email protected]

• LucilleEber,Director,[email protected]

• BobPutnam, ExecutiveVicePresidentofPBISandConsultation,[email protected]

• KellyPerales,DirectorofTrainingandTechnicalAssistancePBIS/MHIntegration,[email protected]

• MarkWeist,Professor,Clinical-CommunityandSchoolPsychology,USouth [email protected]

• SharonStephan, Co-Director,[email protected]

• NancyLever, Co-Director,[email protected]

• ElizabethConnors,AssistantProfessor,DirectorPerformanceMeasurement,[email protected]

• JoniSplett,AssistantProfessor,[email protected]

• AshleyQuell,[email protected]

DevelopmentofISF• 2002-2007:SiteDevelopmentwithPBISExpansion(informaland

independent)• 2005:CoP focusonintegrationofPBISandSMH• 2008:ISFWhitePaper:formalpartnershipbetweenPBISandSMH• 2009- 2013Monthlycallswithimplementationsites,national

presentations(fromsessionstostrands)• 2009-2011GrantSubmissions• June2012- September2013ISFMonograph• MonographAdvisorygroup• 2015:ISFLearningCommunity,SOCWebinarSeries• 2016:RCTGrantawarded• 2016:TargetedWorkGroupWebinars(8)• 2017:TargetedWorkGroupWebinarscontinuing

The Interconnected Systems Framework (ISF)

How Multi-Tiered Systems of Support (MTSS) can enhance mental health in schools

Installing MH through MTSS in Schools– Systems– Data– Practices

ItTakesaSystem…

…..thatbuildssystemcapacityforadvancedtiers

SupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport

PRACTICES

OUTCOMES

Social Competence &Academic Achievement ٭

Adapted from “What is a systems Approach in school-wide PBS?”OSEP Technical Assistance on Positive Behavioral Interventions and Supports. Accessed at http://www.Pbis.org/schoolwide.htm

Where do specific “MH” Interventions Fit?That depends on the data of

the school & community

Examples of Expanded View of Data

Child welfare contacts Violence ratesIncarceration ratesDeployed families Homeless families Unemployment spikes

Trauma-sensitive schoolsTrauma-sensitive schools

recognize the prevalence & impact of traumatic occurrence in students’ lives &

create a flexible framework that provides universal supports, is sensitive to the unique needs of students & is mindful of avoiding re-traumatization.

WIDepartmentofPublicInstructionTrauma-SensitiveSchoolsResourceshttp://sspw.dpi.wi.gov/sspw_mhtraumaAdapted from Helping Traumatized Children Learn

WIDepartmentofPublicInstructionTrauma-Sensitive Schools Resourceshttp://sspw.dpi.wi.gov/sspw_mhtrauma

KeyMessages

1.SingleSystemofDelivery

3.MentalHealthisforALL

4.MTSSessentialtoinstallSMH

An Interconnected Systems Framework

1.SingleSystemofDelivery• Onecommittedandfunctionalteamwithauthorityguides

thework,usingdataatthreetiersofintervention• MHparticipatesacrossALLTiers• EvidenceBasedPractices/Programsintegratedateachtier• Symmetry(ofprocess)atDistrictandBuildinglevel

• DistricthasaplantointegrateMHatallbuildings• Planisbasedoncommunityandschooldata

• Plantobuild“socialemotional”capacityacrossstaff• TrainingandCoachinginplaceforALLstaff(communityand

schoolemployed)• Staffarecompetentandconfidentinidentifying,intervening

and/orreferring

Traditional

MHcounselor“sees”studentatappointments

Cliniciansonlydo“mentalhealth”

Casemanagementnotes

AnInterconnectedSystemsFramework

MHpersononteamsatalltiers.Interventionsaredefined(corefeatures,dosage.Frequency,

outcomes)

MHiseveryone’sjob.Clinicianscontributetointegratedplan

FidelityANDoutcomedatadeterminedbeforedelivery;

datamonitoredcontinuouslybyteams

Individualization and Intensity ofInterventions Increases

A Few Students

>5%

ALL Students

100%

Some Students

>15%

Tier1Interventions&Supports- StructuredBehaviorInterventions forallstudents• PRIDEExpectationMatrix,

• PRIDEClassroomExpectations&PRIDEClassroomLessons• GuidanceServices,

• HomeroomGuidance• ContinuumofDisciplineResponses

• Student/ParentConferences,• Before&AfterSchoolProgram• ProjectSuccess(SubstanceUse)

Tier2:BehavioralInterventions&Supports- Supports forsomestudentswhostrugglewithmeetingtheexpectations

• SimpleBehaviorSupportPlans• SimpleFunctionalBehavioralAssessments(FBA)

• TargetedCounseling,• CopingCAT

• AcademicSeminar• Check In/CheckOut,

• Mentoring

Tier3:Individualized Supports -Structured Interventions forthefewstudentswiththegreatestneed

• ComplexFunctionalBehavioralAssessment(FBA)andBehaviorSupport• 3R(Respectful,Relevant,Realistic)Plan(s)

• IndividualizedFamilyandYouth-DrivenPlanningandSupport• CommunitySupports (WRAP,DCYF,MentalHealth,andChildandFamilyServices)

• EnhancedAcademicSeminar

MSPyramidofInterventions

2.AccessisNOTenoughAllworkisfocusedonensuringpositiveoutcomesforALLchildrenandyouthandtheirfamilies.

• Interventionsmatchedtopresentingproblemusingdata,monitoredforfidelityandoutcome

• Teamsandstaffareexplicitabouttypesofinterventionsstudentsandyouthreceive(e.g.from“studentreceivescounseling”to“studentreceives4copingskillsgroupsessions)

• SkillsacquiredduringsessionsaresupportedbyALLstaff(e.g.staffareawarethatstudentisworkingondevelopingcopingskillsandprovidesprompts,pre-corrects,acknowledgesacrossschoolday)

Pre/PostCopingCatStudentsReportontheSCARED

(n=18)

35

36

37

38

39

40

41

42

43

44

45

PreCopingCat PostcopingCat

AverageNumberofAbsencesperStudent(FullDays)

Pre(7weeksprior togroup); During (8schoolweeksofintervention);Post(7weeksaftergroup)

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00

4.50

Pre-CopingCat DuringCopingCat PostCopingCat

AverageNumberofVisitstotheNurse(perweek)

Pre(7weeksprior togroup); During (8schoolweeksofintervention);Post(7weeksaftergroup)

0

1

2

3

4

5

6

7

8

9

Pre-CopingCat DuringCopingCat PostCopingCat

CaseExample#18th GradeFemaleStudent

0

10

20

30

40

50

60

70

80

SCAREDPre SCAREDPost AttendancePre

AttendanceDuring

AttendancePost

NuresPre NurseDuring Nursepost

3.MentalHealthisforALL• Positiveschoolclimateandcultureservesasprotectivefactor.

• Social/emotional/behavioralhealthaddressedwithsamelevelof

attentionandconcernasisourchildren’sacademicand

cognitiveachievement.

• SocialbehaviorskillstaughtandreinforcedbyALLstaffacross

ALLsettings,andembedded inALLcurriculum

• Behaviorexamplesusedtoexplicitlyteachwhatbehaviorslook

likeandsoundlikeacrossschoolsettings.

EBP=TeachingSkills(sameforsocial/emotionalasforacademics)

Define simply

Model/demonstratew/rangeofexamples

Practice inrangeofnaturalsettings

Monitor&providepositivefeedback&reinforcement

Basedondata,adjustinstruction&reteach

Teaching Matrix

INCORPORATE Coping Strategies for Managing Stress

All Settings Halls Playgrounds Lunch

Library/Computer Lab

Assembly Bus

Respectful

Be on task.Give your best effort.

Be prepared.

Walk. Have a plan.Study, read,

compute.

Sit in one spot.

Watch for your stop.

Achieving&

Organized

Be kind.Hands/feet

to self.Help/share with others.

Use normal voice

volume.Walk to right.

Share equipment.

Include others. Whisper.Return books.

Listen/watch.

Use appropriate applause.

Use a quiet voice.Stay in

your seat.

ResponsibleRecycle.Clean up after self.

Pick up litter.

Maintain physical space.

Use equipment properly.

Put litter in garbage can.

Push in chairs.Treat books

carefully.

Pick up.Treat chairs

carefully.

Wipe your feet.

Expe

ctations

Have a lunch plan and choose quiet or social

lunch area

Invite friends to join me

Invite those sitting alone to

join in

Use my breathing technique

Listen to my signals

4.InstalledandalignedwithcorefeaturesofMTSSframework.

«Teams«Data-basedDecision- making«ContinuumoflinkedEBP’s«Screening«Progressmonitoring«OngoingPD/coaching

Are these features in place (or partially/in progress) in your district?

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

SCHOOL-WIDE POSITIVE BEHAVIOR

SUPPORT

ConsiderFeaturesofSWPBISw/regardstoyouthwithEBD

Module1:PBISTeamModule2:FacultyCommitmentModule3:ExpectationsandRulesModule4:LessonPlansModule5:AcknowledgementModule6:DisciplineProceduresModule7:DataEntryandAnalysisModule8:ClassroomBehaviorSystemsModule9:EvaluationModule10:ImplementationPlan

CommonLanguageExpectations 3-5overarchingschool-wide

expectations

Behaviors/Rules specifictasksstudentsaretodotoachievetheschool-wideexpectations

Routines/Procedures methodsorprocessforhowthingsaredoneinnon-classroomsettingsandeachclassroom

Howwillweteachbehavior?Whenwillweteachbehavior?

Kick-offevents– Teachingstaff,studentsandfamiliestheexpectationsandrules

On-goingdirectinstruction– Data-drivenandscheduleddesignedlessons– Pre-correction– Re-teachingimmediatelyafterbehavioralerrors

EmbeddingintocurriculumBoostertrainings

– Scheduledanddata-driven

Continuedvisibility– VisualDisplays– posters,agendacovers– Dailyannouncements– Newsletters

Guidelines• School-widereinforcementsareforevery student• Acknowledgethebehavior• Includethestudents inidentifyingpossiblerecognitions

• Recognizestudentsotherthanyourownincommonareas

• Recognitioncloselyfollowsthedesiredbehavior• Keepitnovel

Tier 1/UniversalSchool-Wide Assessment

School-Wide Prevention Systems

SIMEO Tools: HSC-T, RD-T, EI-T

Check-in Check-out (CICO)

Group Intervention with Individualized Feature (e.g., Check and Connect - CnC and Mentoring)

Brief Functional Behavior Assessment/Behavior Intervention Planning (FBA/BIP)

Complex or Multiple-domain FBA/BIP

Wraparound

ODRs,Credits, Attendance,

Tardies, Grades, DIBELS, etc.

Daily Progress Report (DPR)

(Behavior and Academic Goals)

Competing Behavior Pathway, Functional Assessment Interview,

Scatter Plots, etc.

Social/Academic InstructionalGroups (SAIG)

PositiveBehaviorInterventions&Supports:AResponsetoIntervention(RtI)Model

Tier 2/Secondary

Tier 3/Tertiary

Individual StudentInformation System (ISIS)

USDOE-OSEP Tertiary Demo Project

#H326M0060010

MoreStudentsAccessTier2/3InterventionsWhenTier1/UniversalisinPlace

7.94%

4.95%

0%2%4%6%8%

10%

Partially Implementing(n=26)

Fully Implementing(n=125)

% s

tud

en

ts

FY09SchoolProfileToolStudentsAccessingTier2/Tier3Interventions

Reflection:AccesstoTier1/2

Thinkof2 studentswhoyouthinkneed(oralreadyaccessing)intensivelevelsupports.

- WhatistheircurrentaccesstoTier1looklike?Tier2?

- HowisorhowcouldTier1be‘tweaked”toensurettheyexperiencemoresuccess?

Tier2/Tier3…..ChangingExistingSystems

• Harderthanstartingfromscratch• Schoolsthinktheyare“alreadydoingit”…–Needto“deconstruct” someexistingteamingapproachesandpractices

–Datanotbeingusedexcepttojustifyplacements

TIER2/3:InterventionExamples,Decision-RulesandTools

Reflection:InterventionsatyourSchools?

1. Identify a Tier 2/3 intervention example you are installing or implementing in your school(s).

1.How is it connected down to Tier 1?

1.How does it provide a foundation for building a Tier 3 intervention?

FailedInterventionsareNotNeutral

• Theyleavearesidualeffect…

ExamplesofIneffectiveSecondary/TertiaryStructures

• ReferralstoSp.Ed.seenasthe“intervention”

• FBAseenasrequired“paperwork” vs.aneededpartofdesigninganintervention

• Interventionsthesystemisfamiliarwithvs.oneslikelytoproduceaneffect– (ex:studentsentforinsightbasedcounselingatpointofmisbehavior)

ExampleofChangethatmaybeNeeded

• “Groups” thatarenotevidence-based• Clinicians“seeing” studentsw/oclarityofinterventionanddatatodetermineeffectiveness

• Re-installFBA/BIPprocesswithfocusoneffectivenessvscompliance

3-Tiered System of Support

Necessary Conversations (Teams)

Check-In Check-Out

Skills Groups

Group w. individual

feature

ComplexFBA/BIP

Problem Solving Team Meeting

Tertiary Systems Team Meeting

Brief

FBA/BIP

Brief FBA/BIP

Wraparound

Secondary Systems Team

Meeting

Plans schoolwide &

classroom supports

Uses process data; determines overall

intervention effectiveness

Standing team; uses FBA/BIP process for one student at a time

Uses process data; determines overall

intervention effectiveness

UniversalTeam

Meeting

Universal Support


#H326M0060010

Coordinatorvs.FacilitatorCoordinator

• Organizesand/oroverseesthespecificinterventionssuchasCICO,S/AIG&GroupwithIndividualFeatures

• Rolesinclude:schedulingmeetings,review&collectdatatoshareduringteammeetings,etc…

Facilitator• Directlyprovidesinterventionsupportservicestoyouth/families

• Rolesinclude:meetingwithstudentsforCICO,runninggroups


#H326M0060010

Tier 2/Tier 3 Tracking Tool

http://tinyurl.com/hzr9ufy

Check-in-Check-out(CICO)

• Merely an extension of Tier 1• Some get high frequency scheduled positive

contact with adults• Youth solicit the positive contact/feedback• Low effort for teacher if built on Tier 1• Need to have 7-12% accessing if it is to come

to be a routine in your school(s)• If you only have 1-2% on CICO, those are

likely to be kids who need more….

Whydoyouwant7-12%onCICO?

1. Kidswhohere-to-forwouldhavegottennothing(‘tilthey‘gotworse”)nowgetapositiveboostofsupport(seaofineligibility)

2. Allteacherswillexpectthateverydaytheywillhavekidscrosstheirthresholdwhoneedhigherrateofpositivecontact

3. Quicker/easiertosupportkidswhoneedTier3

4. StructuretobuildtransferenceandgeneralizingfromSocialSkillsinstructionalgroupsandfunction-basedbehaviorplans

Social/AcademicInstructionalGroups

• Selectionintogroupsshouldbebasedonyouths’ reactiontolifecircumstancenotexistenceoflifecircumstances(ex.fightingwithpeers,notfamilydivorce)

• Goalsforimprovementshouldbecommon acrossyouthinsamegroup(ex.useyourwords)

• DatashouldmeasureifskillsarebeingUSED innaturalsettings,notincounselingsessions(transferenceofskillstoclassroom,caféetc.)

• Stakeholders (teachers,familyetc.)shouldhaveinputintosuccessofintervention(ex.DailyProgressReport)

DailyProgressReport(DPR)SampleNAME:______________________ DATE:__________________

Teacherspleaseindicate YES(2),SO-SO(1),orNO(0)regardingthestudent’sachievementinrelation tothefollowingsetsofexpectations/behaviors.

EXPECTATIONS1 st block 2 nd block 3 rd block 4 th block

Be Safe 2 1 0 2 1 0 2 1 0 2 1 0

Be Respectful 2 1 0 2 1 0 2 1 0 2 1 0

Be Responsible 2 1 0 2 1 0 2 1 0 2 1 0

Total Points

Teacher Initials

AdaptedfromGrantMiddleSchool STARCLUB

RespondingtoProblemBehaviorinSchools:TheBehaviorEducationProgram byCrone,Horner,andHawken




Be Safe 2 1 0 2 1 0 2 1 0 2 1 0

Be Respectful 2 1 0 2 1 0 2 1 0 2 1 0

Be Responsible 2 1 0 2 1 0 2 1 0 2 1 0

Total Points

Teacher Initials



“Social & Academic

Instructional Groups”

Walk to classKeep hands to self

Use appropriate language

Raise hand to speak

Bring materials Fill out assignment

notebook

Daily Progress Report (DPR) SampleNAME:______________________ DATE:__________________

EXPECTATIONS1st block 2nd block 3rd block 4th block 5th block 6th block 7th block

Be Safe 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

Be Respectful 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

Be Responsible 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

Total Points

Teacher Initials

“Social & Academic Instructional

Groups”(sample coping skills group)

Label feelingUse deep breathing

Use calm words with peers

Let teacher know feeling temperature if

above yellow




Be Safe 2 1 0 2 1 0 2 1 0 2 1 0

Be Respectful 2 1 0 2 1 0 2 1 0 2 1 0

Be Responsible 2 1 0 2 1 0 2 1 0 2 1 0

Total Points

Teacher Initials



Trauma-InformedTier 2 Group

Self-CheckUse calming strategy

Use your wordsUse safe hands

Ask for helpConnect with safe

person




Be Safe 2 1 0 2 1 0 2 1 0 2 1 0

Be Respectful 2 1 0 2 1 0 2 1 0 2 1 0

Be Responsible 2 1 0 2 1 0 2 1 0 2 1 0

Total Points

Teacher Initials



“Tier 3 Plan with Trauma-Informed

Strategy”

SOS (slow down, orient, self-check)Use mindfulness

Distract & Self-Soothe

Let ‘M Go

Make A LinkMake Meaning




Be Safe 2 1 0 2 1 0 2 1 0 2 1 0

Be Respectful 2 1 0 2 1 0 2 1 0 2 1 0

Be Responsible 2 1 0 2 1 0 2 1 0 2 1 0

Total Points

Teacher Initials



Use your wordsUse deep breathing

Keep arm’s distance

Use #2 voice level when upset

Ask for breaksSelf-monitor with

DPR

Individualized Student Card

(FBA/BIP)

ExampleSpring2014:IdentifiedNeed

• Asmall (15)groupofstudentswhowereaskingtogototheofficeonadailybasisorwerefrequentlyabsent– Mostbehaviorswereinternalizing:anxiety,withdrawal,avoidanceof

others– Thesewerestudentswhoperformedacademically,notspecialeducation

eligible• Schoolpsychologistresearchedsmallgroupinterventionsforthesestudents• FoundCopingCat

Coping CAT is a Cognitive Behavioral Intervention that helps students recognize & analyze feeling related to stress & develop strategies to cope with stress provoking situations. It is an 8 week, group intervention that meets on a weekly basis for 45 minutes.

ModifiedCopingCatCopingCatsmallgroups(6students)areco-facilitatedbyaCommunityMentalHealthCounselorandaschoolcounselor.Studentresponsibilities includeparticipating inweeklygroupsessions, completinghomeworkassignments(usingcopingstrategies)&self-monitoringprogress.

Teacherresponsibilities includepromptingstudentstousetheircopingstrategies&awillingnesstoparticipateinprofessionaldevelopmentregardingstressmanagement&/oranxiety.CopingCatinstructorresponsibilities includeimplementing theCopingCatcurriculumwithfidelity&monitoringstudentprogress(OfficeVisitRequestsandAttendanceRate)withstudents&teachers.

Pre-postmeasure:ScreenforChildAnxietyRelatedDisorders(SCARED).Birmaher,Khetarpal,Cully,Brent,&McKenzie,1995.

Resource: Recorded webinarInstalling ISF-Local Experiences Integrating SOC & EducationA review of the core components of the ISF and experiences from SOC/Education efforts in New Hampshire. https://theinstitute.adobeconnect.com/p5sh4fur2al/

MethuenPublicSchoolsMethuen,MAJohnCrocker

SessionE8NationalPBISLeadershipForumOctober

28,2016

John Crocker

Comprehensive School Mental Health System National Quality Initiative Summit

April 26, 2016

Example– ScreeningforInternalizingProblems

• TwolargescalescreeningsatMethuenHighSchool– GAD-7anxietyscreener(January)– PHQ-9depressionscreener(April)

• ElectronicscreeningusingGoogleforms• Parentnotificationandopt-outprocessinadvance• 100%ofstudentswhorequiredfollow-upreceiveditwithin7

daysofthescreening

MethuenHS,cont.• Thetwoscreeningsyieldedthefollowingdata:

– GAD-7(January)• 840responses(approx.45%ofthehighschoolpop.)• 85studentsscoredinthesevererange(10.1%ofrespondents)• 104studentsscoredinthemoderaterange(12.4%ofrespondents)

– PHQ-9(April)• 853responses(approx.45%ofthehighschoolpop.)• 69studentsscoredinthesevererange(8.1%ofrespondents)• 102studentsscoredinthemoderaterange(12.0%ofrespondents)

– 8.1%ofstudentsscoredinthemoderateorsevererangeonbothscreeners

– 2.3%ofstudentsscoredinthesevererangeonbothscreeners

IntegrationofPositiveFamilySupportintoPBIS&RTI (TomDishonandKevinMoore)

Indicated

Selected

Universal

•FamilyCheck-Up•ParentingSupportSessions•ParentManagementTraining•CommunityReferrals

•ParentIntegrationCICO•Attendance&HomeworkSupport•Home-SchoolBeh ChangePlans•EmailandTextmessages

•FamilyResourceCenter•ParentingMaterials

(Brochures/Videos/Handouts)•PositiveFamilyOutreach•Student NeedsParentScreening

•IndividualizedSupports•FunctionalBehavioralAssessments

•SpecializedSupports•Check-In/Check-Out

• SchoolRules&Expectations

•PositiveReinforcement•Student NeedsScreening

(http://fcu.cfc.uoregon.edu/)

Check-In:YourOpportunitiestoRespond




WeKnowthePracticesthatWork…• Proactive,strength-based;“setkidsup” toexperience

success• Highratesofconsistent,supportedinstruction;

teach/practice/reinforce• Predictableandconsistentenvironments• Knowunique“why?” foreachstudent/problem• Contextualfit:Strategicuseofnaturalsupports,and

settings• Carefulmonitoringofdataovertimewithongoing

revisionstoguideincrementalimprovementsinqualityoflife

WeKnowtheSystemFeaturesNeededtoSupporttheEffectivePractices…

• ATeam uniquetoeachindividualchild&family– Blendthefamily/naturalsupportswiththeschoolrepresentativeswhoknowthechildbest

• AdefinedMeeting Process– Meetfrequentlyandusedata– Develop,implement,reviewrangeofinterventions

• FacilitatorRole– Bringingteamtogether– Blendingperspectives;guidingconsensus– Systematicuseofdata(strengthsandneeds)

Thepersonwhoissupposedtoimplementthestrategyneedstobeactivelyinvolvedindesigningit;oritprobablywon’twork!

Ownership&Voice:AKeytoInterventionDesign

Interventions…

Tier3Interventions

• Person-Centered(voiceandchoice)• Highlyindividualized(uniqueteamperstudent)• MultipleDataSources(addTier3data- Perceptiondata)

• Complexfunction-basedbehaviorplans• Wraparound/RENEW/FamilyFocusedPlans

DoAllStaffUnderstandtheContextforPBIS?

• Behaviorsupportistheredesignofenvironments,nottheredesignofindividuals.

• Positivebehaviorsupportplansdefinechangesinthebehaviorofthosewhowillimplementtheplan.Abehaviorsupportplandescribeswhatwe willdodifferently.

Problem Solving Steps

Step 1: Problem Identification

Step 2: Problem Analysis

Step 3: Intervention Design

Step 4: Response to Intervention Why is it occurring?

What’s the problem?

What are we going to do about it?

Is it working?

Setting Event Strategies

Antecedent Strategies

Teaching/ Instructional Strategies

Consequence Strategies

CompetingBehaviorPathwayBehaviorInterventionPlan

Neutralize/eliminate

settingevents

Add relevant & remove irrelevanttriggers

Teach alternativethat is more

efficient

Add effective & & removeineffectivereinforcers

BehavioralPathwaySettingEvent

DayswithGym

ProblemBehavior

Negativecommentsaboutactivityandtopeersleadingtophysicalcontact

Consequence

SentoutofP.E.class

Function

Toescapesetting

BriefFunction-basedInterventions

•SettingEventStrategies•Addcheck-inbeforegym

TeachingStrategies•Teachsocialskills(gettingalongwithothers,friendship,problemsolving,sportsmanship)

•Teachhowtoapproachgymteachertoaskforadrinkofwatertoleavesetting.

•Teachstudenthowtore-enterandcontinuewithactivity

ConsequenceStrategiesAcknowledging/rewardingstudentwhenusesnewskills(askingforadrinkofwatertoleave,usingrespectfullanguagewithpeers,beingagoodsport,etc..)

AntecedentStrategies•BehaviorLessonsforallstudentsaboutusingrespectfullanguagewithselfandothersandhowtobeagoodsport

•.Morefrequentactivitieswithlessfocusoncompetition(parachute,4-square,etc...)

•Pre-correct

TertiaryLevel“Coaches”HavetoHelpEstablishCapacity(Fidelity)forWraparound:

• Commitmentoftime• Commitmentto“stayattable”• Willingnesstoregroupandbesolution-focused

• Nojudgingorblaming• Timeforlisteningtostories• Timeforventing,validating

• Establishingconsensus• Voiceofstudent/familyinprioritizing• Establishingownership

TertiaryInterventionsPhasesofTier3Coaching

«Phase1:Modeling- Coachmodelsthedesiredskillsandcompetencies

«Phase2:SupportandFeedback- Coachprovidessupportandfeedback

«Phase3:Monitoring– Coachmonitorstoensurefidelity

WHAT DOES THIS LOOK LIKE AT A SCHOOL SITE?

MTSSMentalWellness

IdentificationofNeeds

Interventions/Programs

Sample High School: PBIS(Within Placer County CA)

«Third year of PBIS implementation– Tiers I and II are solid – Partially implementing Tier III (School

based Wraparound)

«50% reduction in office referrals

Sample High School: PBISSystems(SupportingAdultBehavior)¡ DistrictLeadershipTeam(guidedbyDCA)

¡ 2districtPBIScoachessupport18schoolsacrossthedistrict

¡ TierITeam&InterventionTeam¡ TeamcompletesTieredFidelityInventorytwotimesperyear(TierI=84%,TierII=75%,TierIII=34%)

Sample High School: PBIS

TierIII: Wraparound

TierII: CheckinCheckOutPeerMentoring

TierI: 4Pos.Rules(SOAR)RulesDefined/Taught-VideoAcknowledgmentSystemConsistentConsequencesUseofDataFamilyEngagement

Sample High School: School Mental Wellness (SMW)

• Current needs: Sample High School is a high performing school with a diverse student body of 2,000 students.

• Recent data indicates that Sample High School’s students reflect national trends with approximately 20% (400 students) reporting mental health concerns that are significant enough to cause impairment.

• California Healthy Kids Survey/school counselors report high number of students are leaving class and high levels of suicidal ideation.

MHprogramstoEnhanceTheirPBIS

TierIII:ASIST

TierII:MentalHealthFirstAid

ReconnectingYouth

TierI:EliminatingBarriersto

Learning(EBL)

Universal System to Identify Students with Possible Mental Health Needs

Five ModulesEliminatingBarriersforLearning:TheFoundation

Social-emotionaldevelopment,stigma,anddiscrimination

Social-Emotional Development,MentalHealth,andLearningOverviewofdisorders,effectsonlearning,riskfactors,andclassroomstrategies

MakingHelpAccessibletoStudentsandFamiliesFormulateaplantohelpstudentswithmentalhealthneeds

StrategiesToPromoteaPositiveClassroomClimateCreateaclimatethatpromoteslearningandmentalwellnessCreateaformalactionplanforpromotingmentalwellness

InfusingCulturalCompetenceintoMentalWellnessInitiativesPracticalconsiderationsfortheclassroomandcampus

MentalHealthFirstAid• 8-hour course that teaches you how to help

someone who is developing a mental health problem or experiencing a mental health crisis

• Helps you identify, understand, and respond to signs of mental illnesses and substance use disorders– A ssess for risk of suicide or harm– L isten nonjudgmentally– G ive reassurance and information– E ncourage appropriate professional help– E ncourage self-help and other support strategies

For more information about Youth Mental Health First Aid training, Visit: http://www.wishschools.org/resources/YMHFA.cfm

AppliedSuicideInterventionSkillsTraining(ASSIST)

• For caregivers who want to feel more comfortable, confident and competent in helping to prevent the immediate risk of suicide

• Two-day, highly interactive and practice-oriented workshop (15 hours)

• Develop skills – Learn how to communicate with a suicidal

individual – Recognize and review risk – Intervene to prevent the immediate risk of suicide– Understand resources available

• Peerclubsledbyanadvisorthatbringmentalhealthawarenesstocampus

• Clubsopentoallstudents,regardlessofmentalhealthstatus

• Clubspromotementalhealthactivitiesoncampus

• Strivetocreateasafeandstigmaanddiscrimination-freeenvironmentoncampus

• Createslife-longmentalhealthadvocates

Activitiesinclude:

• ParticipateintheDirectingChange

videocontest

• ParticipateinMentalIllnessAwarenessWeek

• Moviescreenings

• Hosteventsfeaturingspeakerswithlivedexperience

• Learningtheaccuratefactsaboutmentalillness

• Discussionsonhowtosupportfriends

• Identificationofon-andoff-campusresourcesandservices

• Advocatingfordistrictadministrationtocreatenewpoliciesoractionplansformentalhealthawareness,educationandpre/post–visionplans

Signs of Suicide ¡ Secondaryschool-basedsuicideprevention

programthatincludesscreeningandeducation¡ Studentsatriskreferredforprofessionalsupport

¡ Videoteachesstudentstorecognizesignsofdepressionandsuicideinthemselvesandothers

¡ Guidedclassroomdiscussionsaboutsuicideanddepression

- Acknowledge- Care- Tell

For more information about Suicide Prevention trainings, Visit: http://www.wishschools.org/resources/index.cfmOr https://dpi.wi.gov/sspw/mental-health/youth-suicide-prevention/training

Eliminating Barriers to Learning in Action

« Anna has been struggling to complete her assignment for the past few months and often appears worried in class. Her attendance has been poor, her grades recently declined and Ms. Dennis suspects that Anna may be abusing alcohol or drugs. Ms. Dennis responds by:

« Providing immediate support and « Referring Anna to Sample High School’s Intervention

Team

The Intervention Team at Sample High School

• The Intervention Team at Sample High School meets and after reviewing the progress on the effectiveness of their Tier II interventions and review progress monitoring data on specific students that have been placed into these interventions, the team begins reviewing new referrals.

• Ms. Dennis had completed a Request for Assistance Form for Anna and the team begins by reviewing this form.

• Specific concerns included: possible anxiety, possible drug use, frequent absences, withdrawal, and poor work completion

• The team decides to place Anna into a Tier II Intervention

ReconnectingYouth

75lessonsintheRYcurriculum.Itistypicallyofferedasasemester-long,for-creditclassbyateacher/facilitator–RYprogramgoals:¡ Increasedschoolperformance¡ Decreaseddruginvolvement¡ DecreasedemotionaldistressActivitiesFocusOn¡ Self-esteemEnhancement¡ DecisionMaking¡ PersonalControl¡ InterpersonalCommunication

CheckinCheckout

• The intervention Team Selects Check in Check out for Anna, below is her response to this intervention:– The concerns about Anna’s drug abuse

has grown since the Intervention team last met. Her attendance has improved but she continues to struggle behaviorally (see chart below)

Intervention Team Meeting

¡ Afterseveralweeks,theInterventionTeamreconvenedanddiscussedAnna’sprogresstodate.Annacontinuedtohavesignificantneeds,substanceusecontinuesandthereappearstobecomplexfamilyneeds.

Theyquicklyruledoutfadingsupportsanddecidedtoeither

¡ KeepAnnainherexistingTierIIinterventionor

¡ PlaceherintoSchoolBasedWraparound

SchoolBasedWraparound

• Holistic method of engaging with individuals with complex needs

• Focus on home, school and community• Process aims to achieve positive outcomes by

providing a structured, creative and individualized team planning process

• Focus on strength and needs• Development of family and students

resources • Begins from the principle of “voice and

choice”

Anna’s Wraparound Team¡ Team Members: Anna, Science Teacher, School

Counselor, Pastor, Neighbor and Family Friend/Previous Girl Scout Leader

¡ Second Meeting: ¡ Anna does not show up for the meeting¡ Ms. Irvin, the family friend, reports that Anna had

told her that she does not want to participate because she “does not plan on being around for next semester.”

¡ Ms. Brown, the school counselor, identifies this as a possible warning sign and establishes time to meet with Anna to conduct an ASIST intervention

Anna’s ASIST Intervention

¡Ms.BrownmeetswithAnna,engagesandconnectsAnna’swarningsigns/invitationsandasksdirectlyandclearlyifAnnaishavingthoughtsofsuicide.

¡ Annareportsthatyesshehasrecentlybeenthinkingaboutendingherlifebutdoesnotyethaveasuicideplan.

¡Ms.Brownfollowstheschool’sprotocolandnotifiesAnna’sparents.Ms.BrownprovidesconnectionstoformalsupportsinthecommunityandisanongoingsupportcontactforAnnaatschool.

Wraparound¡ Anna’s Wrap around team continues to meet and after several

months, they reevaluate her progress. ¡ Anna is no longer having thoughts of suicide and is not using drugs¡ Anna attendance has improved but could still be better¡ Anna has not had a behavioral referral in 6 weeks and she is passing

her classes ¡ Below is pre and post data from wrap

Measure Pre Post

GPA 1.22 2.40

SchoolAttendance 60% 75%

BERS,Teacherratingofstudent 86 111

BERS,Parentratingof student 76 94

BERS,Student ratingofself 69 100

Discipline Violations, Averagepermonth 4 1

TechnicalGuideforAlignmentofInitiatives,Programs,Practices

inSchoolDistricts

NationalTechnicalAssistanceCenteronPositiveBehaviorInterventionsandSupport.(2017).

Eugene,OR:Retrievedfromwww.pbis.org

TheAlignmentProcess

• SectionI.AssessmentofCurrentInitiatives• Coordinateandleadalignmentprocesswithanexecutivelevelteam.• Definethevaluedoutcome(s)tobeachieved.• Developaninventoryoftherelatedinitiativesthatarecurrently

implementedacrossthedistrict.• Hastheteamidentifiedthecoresystemfeaturesforinitiatives

targetedforalignment?• Analyzeandmakedecisionsforalignmentofinitiatives• Designtheplanforeffectivealignmentincludingimplementation,

evaluationandprofessionaldevelopment.• SectionII.Teamadoptsaformalprocessforaddingnewinitiatives• Foranynewinitiativesbeingconsidered,determinetheir“fit”,

includingevidence-baseamongotherinitiatives.• Ifteamdeterminesnewpractice/initiativeistobeadopted,team

determineshowthenewpractice/initiativecanbealignedwithintheexistingframeworkforrelatedinitiatives.

HowDidyouDo?




• MakeitworkforTeachers,KidsandFamilies

• MakeMentalHealthInterventionsTransparent

• MakesureAdultsFeelCompetentandConfidentatallTiers

Context Matters

ISFrecordedwebinarsoftheISFTargetedWorkGroup

ToolsPublications

etc

www.midwestpbis.org“content’“ISF”

*neweBookavailableatwww.pbis.org

AligningandIntegratingFamilyEngagementinPositiveBehavioral InterventionsandSupports(PBIS):ConceptsandStrategiesforFamiliesand

SchoolsinKeyContexts

Editors:MarkD.Weist,S.AndrewGarbacz,KathleenLane,andDonKincaid

PBISNationalLeadershipForum

September28– 29Hilton,DowntownChicago

“PBIS:Starting,Scaling,andSustaining”

• 75differentbreakoutsessions– includingastrandonmentalhealthintegration

• NationalTrainersandExemplars• 19Roundtable/Discussions• NetworkingPosterSession

ACE Study:

The Relationship of Adverse Childhood Experiences and Adult Health

Source: Adverse Childhood Experiences (ACE) Study. Information available at http://www.cdc.gov/ace/index.htm

NationalChildTraumaticStressNetworkEmpiricallySupportedTreatments&PromisingPracticesList

http://www.nctsn.org/resources/topics/treatments-that-work/promising-practices

– Clinical&anecdotalevidence– ResearchEvidence– Outcomes

http://naswil.org/news/chapter-news/featured/for-school-social-workers-sparcs-sparks-interest-among-adolescents-in-champaign-county/

http://sparcstraining.com/index.php

• ovc.gov forvideo—clickonLibraryandMultimediathenvideosthenChild&YouthVictimization

• www.depts.washington.edu/hcsats/resources.html,clickonResourcesthenTherapyResources

• NationalChildTraumaticStressNetworkSchoolsCommittee.(October2008).ChildTraumaToolkitforEducators.LosAngeles,CA&Durham,NC:NationalCenterforChildTraumaticStress.

• nctsn.org,clickonResourcesthenAudiencesthenResourcesforSchoolPersonnel

• ovc.gov forvideo—clickonLibraryandMultimediathenvideosthenChild&YouthVictimization

• www.depts.washington.edu/hcsats/resources.html,clickonResourcesthenTherapyResources

Resources

• https://dpi.wi.gov/sspw/mental-health/trauma/modules

connecting the dots: how to integrate mental health initiatives … · mts of pbis while...

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