Positive Behavior Supports Positive Behavior Supports and Interventions Study and Interventions Study

GroupGroupActivities and Recommendations for Activities and Recommendations for

Further studyFurther study

PBS Study group participants:

Dr. Peter Kozik, HESCDr. Amanda Fenlon, SUNY Oswego

Dr. Candace Mulcahy, SUNY BinghamtonDr. Kevin Miller, Buffalo State CollegeMr. Bud Buckhout, Cazenovia College

PBS Study Group ActivitiesPBS Study Group Activities

Attended VESID/SETRC Meeting-Roll out of PBS Attended VESID/SETRC Meeting-Roll out of PBS Quality Indicators-Provided feedbackQuality Indicators-Provided feedback

Gathered, compiled and shared PBS Resources for Gathered, compiled and shared PBS Resources for Teacher Educators (syllabi, program descriptions, Teacher Educators (syllabi, program descriptions, assignment descriptions and rubrics)assignment descriptions and rubrics)

Developed, piloted and administered survey: Teacher Developed, piloted and administered survey: Teacher Educator Survey of Positive Behavior Supports and Educator Survey of Positive Behavior Supports and InterventionsInterventions

Met several times to share resources, discuss survey, Met several times to share resources, discuss survey, activities and implications for teacher prep programsactivities and implications for teacher prep programs

PBS Resources for Teacher EducatoPBS Resources for Teacher Educatorsrs Sample Syllabi: SPE 521 Educational Planning: Proactive Behavior

Supports, Dr. Amanda Fenlon, SUNY Oswego MSED Childhood Special Education Program

EEX 6612 Methods of Behavioral Management, Dr. Kevin Miller, Buffalo State College

EPSY 384: ADVANCED POSITIVE BEHAVIOR SUPPORT, Dr. Brandi Simonson, University of Connecticut

PBS Resources for Teacher PBS Resources for Teacher EducatorsEducators

Sample Assignments/Rubrics:Sample Assignments/Rubrics: Functional Behavior Assessment and Positive Functional Behavior Assessment and Positive

Behavioral Support Project Portfolio Behavioral Support Project Portfolio Requirement Completed in EEX 6612, Dr. Requirement Completed in EEX 6612, Dr. Kevin Miller, Buffalo State CollegeKevin Miller, Buffalo State College

Functional Behavior Assessment Project, Dr. Functional Behavior Assessment Project, Dr. Amanda Fenlon, SUNY Oswego, MSED Amanda Fenlon, SUNY Oswego, MSED Childhood Special Education Program.Childhood Special Education Program.

Who should apply?The specialization in Positive Behavior Supports (PBS) is designed for students who…….have education, experience, or both in Special Education or a related area of study.….are pursuing advanced degrees in Special Education or a related area of study.….desire to gain an in-depth knowledge of Applied Behavior Analysis (ABA), the empirical basis for PBS.….commit to applying evidence-based practices in positive behavior interventions and supports in their future work.

What courses and experiences are required?The following required courses are offered in 4 consecutive semesters.•EPSY 213/320: Classroom and Behavior Management for Special Education •EPSY 349: Individualized Positive Behavior Support•EPSY 358: Applied Behavior Analysis •EPSY 381: Practicum in Positive Behavior SupportIn addition, students are required to complete activities to demonstrate mastery of competencies in the area of PBIS. The list of competencies is available upon request.•What are the timelines and next steps?Students may apply to participate in the specialization in PBS at two points in time: (a) upon acceptance into the Master’s Program in SPED or (b) at the end of their junior year in the Integrated Bachelor’s/Master’s (IBM) Program. Students may apply at any time if openings are available. Please note that the required sequence of courses takes 4 semesters (2 years) to complete.The application process includes (a) an application for admission to the specialization; (b) a personal statement focusing on experience, interest, and future endeavors in PBS; and (c) a minimum of 2 references who can speak to your experience and potential in PBS.Interested students should contact Dr. Brandi Simonsen for additional information (brandi.simonsen@uconn.edu).

UConn PBS Program Description

Teacher Educator Survey of Teacher Educator Survey of Positive Positive Behavior Supports and InterventionsBehavior Supports and Interventions

What are we currently doing?What are we currently doing?

Teacher Educator Survey of PBSTeacher Educator Survey of PBS

Sample Question: Sample Question: What type of fieldwork/practicum What type of fieldwork/practicum do students complete related to PBS: do students complete related to PBS: (check one)(check one)

7-10 week supervised student teaching in special 7-10 week supervised student teaching in special educator role that includes conducting an FBA and educator role that includes conducting an FBA and designing and implementing a PBS plan for a specific designing and implementing a PBS plan for a specific student student

25 hour supervised practicum that includes focused 25 hour supervised practicum that includes focused assignments around PBS  assignments around PBS 

Several structured classroom observations/team Several structured classroom observations/team meetings to develop FBA and design PBS plan meetings to develop FBA and design PBS plan

No field study related to PBSNo field study related to PBS

PBS surveyPBS survey

29 question survey29 question survey 19 respondents from TFQIS-19 respondents from TFQIS-

August- September, 2008August- September, 2008 Thank you for your participationThank you for your participation Data analysis still neededData analysis still needed

Response Percent

Response Count

47.4% 915.8% 389.5% 170.0% 00.0% 00.0% 0

answered question 19skipped question 0

Other

Teacher Educator Survey of Positive Behavior Supports and Interventions

Special Education

Answer Options

School Administration

Adolescence Education

In what program do you teach?

Psychology/School Counseling

Childhood Education

Response Percent

Response Count

5.3% 110.5% 236.8% 747.4% 90.0% 0

answered question 19skipped question 0

Teacher Educator Survey of Positive Behavior Supports and Interventions

A course is dedicated to instruction on PBS

Answer Options

An entire stand-alone program is dedicated to PBS

PBS is briefly covered in one course

To what extent is Positive Behavioral Supports and interventions (PBS) addressed in your program?

Instruction on PBS is infused throughout our program in

PBS is not currently covered in our program

Response Percent

Response Count

21.1% 426.3% 542.1% 810.5% 2

answered question 19skipped question 0

Teacher Educator Survey of Positive Behavior Supports and Interventions

No fieldwork related to PBS

What type of fieldwork/ practicum do students complete related to PBS:Feedback (check one):

Answer Options7-10 week supervised student teaching in special 25 hour supervised practicum that includes focused Several structured classroom observations/team

Response Percent

Response Count

84.2% 1678.9% 1568.4% 1352.6% 1089.5% 170.0% 0

answered question 19skipped question 0

Not covered currently in any course

Teacher Educator Survey of Positive Behavior Supports and Interventions

Unit on Collaborative/Social Skills instruction

Answer Options

Case studies of students with challenging behavior(s)

Positive Behavior Support Plan/Behavior Intervention

What types of PBS-related assignments are used in your course(s)? (Check any that you currently do.)

PBS Literature/article reviews

Functional Behavior Assessment (FBA)

What did we learn?What did we learn?

We’re just getting started!We’re just getting started! High level of PBS Expertise among members High level of PBS Expertise among members

of TFQIS that should be cultivated and sharedof TFQIS that should be cultivated and shared Need further data analysis of surveyNeed further data analysis of survey Need another more focused survey with Need another more focused survey with

qualitative componentqualitative component

Recommended Future ActivitiesRecommended Future Activities

Compile and analyze data from the PBS survey -Compile and analyze data from the PBS survey -Determine possible future professional Determine possible future professional development needs based upon data.development needs based upon data.

Kevin:Gather information on exemplar teacher Kevin:Gather information on exemplar teacher preparation programs/practices by reaching out to preparation programs/practices by reaching out to Task Force members identified by the survey. Task Force members identified by the survey. Request sharing of course syllabi, sample Request sharing of course syllabi, sample assignments, field practicum requirements, program assignments, field practicum requirements, program descriptions, etc.descriptions, etc.

Kevin “knows where you live”Kevin “knows where you live”

Recommended Future ActivitiesRecommended Future Activities

Consider creation of a PBS Consortium Consider creation of a PBS Consortium within the TFQIS.within the TFQIS.

Further explore how to align the Quality Further explore how to align the Quality Indicators for Positive Behavioral Support Indicators for Positive Behavioral Support and interventions with teacher preparation in and interventions with teacher preparation in New York State. New York State.

Further explore with SETRC the future use Further explore with SETRC the future use and implementation of the PBS QI. and implementation of the PBS QI.

Recommended Future ActivitiesRecommended Future Activities

Together with SETRC & VESID, consider Together with SETRC & VESID, consider developing a web-based PBS resource developing a web-based PBS resource (including some of the excellent content and (including some of the excellent content and materials from the QI) for teacher materials from the QI) for teacher preparation faculty, teachers and school preparation faculty, teachers and school districts which would highlight exemplar districts which would highlight exemplar teacher preparation programs/practices and teacher preparation programs/practices and practitioner related resources.practitioner related resources.

Thank you to Jerry, Peter, and the Thank you to Jerry, Peter, and the HESC for their support!HESC for their support!