THETHE TARGETEDTARGETED TEAMTEAM PLANS AND STRATEGIES FOR

CREATING EFFECTIVE POSITIVE SUPPORT FOR

STUDENTS AT-RISK

TARGETED TARGETED INTERVENTIONS AND INTERVENTIONS AND

PBISPBIS

Part of 3 tiered Positive Intervention school modelPart of 3 tiered Positive Intervention school model

Used for students who need additional specialized Used for students who need additional specialized interventions and support-( 5-15% of students)interventions and support-( 5-15% of students)

Links school-wide expectations with group or Links school-wide expectations with group or individualized needsindividualized needs

Focus on communication and teaching behavioral Focus on communication and teaching behavioral expectations expectations Intensive (1-2%)Intensive (1-2%)

Data driven decision making Data driven decision making TARGETED (5-15%)TARGETED (5-15%)

Universal (80-Universal (80-

90%)90%)

BUILDING A “GOOD” PLANBUILDING A “GOOD” PLAN

F B Ac o n d u c t fu n c tio n al-b as ed as s es s m en t

B IPb eh av io ral in terven tio n p lan n ingreteac h b eh av io ral exp ec tatio n s

in c reas e p o s itive s u p p o rts

A c tio n p la nred u c tio n o f th e pro b lem b eh av io r

c h ild s p ec ifics m all g ro u p /in d iv id u al

FO C U STargeted/P A T TeamM eeting Dec is ions

What are the setting events?What are the setting events? Where does the problem behavior occur?Where does the problem behavior occur? When does the problem behavior happen?When does the problem behavior happen? What is the frequency and intensity of the What is the frequency and intensity of the

problem?problem? What is the function of the behavior?What is the function of the behavior? What triggers the behavior problem?What triggers the behavior problem? What are the chains of events that can escalate the What are the chains of events that can escalate the

behavior?behavior?

PURPOSE OF THEPURPOSE OF THEFFunctional unctional BBehavioral ehavioral AAssessmentssessment

Collect data to determine Collect data to determine function of the behaviorfunction of the behavior

Develop a testable hypothesis Develop a testable hypothesis for the problem behaviorfor the problem behavior

Identify acceptable Identify acceptable alternativesalternatives

Obtain information on how Obtain information on how the student functions in the student functions in various settings.various settings.

Help develop an on-going Help develop an on-going evaluation and monitoring evaluation and monitoring systemsystem

PURPOSE AND FUNCTIONPURPOSE AND FUNCTION OF THEOF THE

B.I.PB.I.P.. Define Setting EventsDefine Setting Events Define the Antecedent Triggers of the behaviorDefine the Antecedent Triggers of the behavior Define the Problem BehaviorDefine the Problem Behavior Define the natural consequences for the problem Define the natural consequences for the problem

behaviorbehavior Define acceptable Replacement BehaviorDefine acceptable Replacement Behavior Define positive reinforcement steps to get to Define positive reinforcement steps to get to

acceptable behavioracceptable behavior Define how data will be kept Define how data will be kept Define how to evaluate effectiveness of the plan.Define how to evaluate effectiveness of the plan.

PBIS and HORNE STREETPBIS and HORNE STREET

At Horne Street School we are attempting to At Horne Street School we are attempting to “face the challenges of providing “face the challenges of providing meaningful and effective interventions for meaningful and effective interventions for children with problem behaviors.” children with problem behaviors.” R. Van AckerR. Van Acker

The secret is that a positive approach leads to The secret is that a positive approach leads to positive results and success.positive results and success.