Julie Boyle & Sarah Kluge, Berrien RESA

julie.boyle@berrienresa.org sarah.kluge@berrienresa.org

Incorporating a Positive Behavior Intervention Team

We will be discussing:

1. The purpose of a positive behavior intervention team.

2. The advantages of having a PBI team/ principles of collaboration.

3. How to set up a PBI team.4. How a PBI team functions.

The purpose of a positive behavior intervention team• To provide resources and assistance to

staff for challenging behaviors.• School wide

• Behavior incident forms• Data collection• Classroom management STOIC checklist• Hall passes

• Individual student needs • Meeting Mechanics• Functional Behavior Assessment• Behavior Intervention Plan

The advantages of having a behavior intervention

team• No one person has every answer.• Different perspectives increase the teams

ability of getting a comprehensive view of the student.

• The more diverse the team, the more diverse the ideas shared.

• The teams success depends on the level of involvement of each individual member. • A chain is only as strong as its weakest link.

Principles of collaboration

• Openness• Balance• Consensus• Documentation and Accountability

Openness

•There are no bad ideas, mutual respect is key. •Time is prioritized. •An agenda is developed and used.

Balance

•Balance means that no one person dominates the process or has more “say” in what happens.•Ground rules are established • What is important to us?

Consensus

•For any collaboration effort to succeed, participants must arrive at consensus and must be able to see that consensus was measurably achieved. • It is important that any minority voice, regardless of how loud or how important, not be allowed to make a decision for or impose their will on their fellow participants. • The squeaky wheel doesn’t get the

grease.•Similarly no minority objection should be ignored.

Documentation and Accountability

•A teaming infrastructure is established that supports problem solving •Developed plans are implemented until the team decides otherwise. •Action plan items are followed up.

How to set up a PBI team/every team needs:

• Diverse Members• Set Roles• Time• Materials

Diverse Members• Teachers• Para-professionals• Ancillary Staff: School Nurse, Social

Worker, Therapists, etc.• Administration*• Be on the same page as the team• Be available to provide administrative support• If the plan is not being followed• If more parent contact is needed

• The administrator is a member of the team, not the leader.

Set Roles• Meeting Scheduler• Meeting Reminders• Meeting set up and break down• Information Book Keeper• Meeting Mechanics Team• Person responsible for writing the FBA and

BIP

Meeting Scheduler• Schedule all of the initial meetings• Schedule all follow-up meetings• This includes reviewing initial requests, staffings, and

action plans

Meeting Reminders• Give written reminders to all team and

classroom staff about up-coming meetings.

Meeting set up and break down

• Organize chairs, tables, paper, and other needed items

• Return all items after meeting in complete

Information Book Keeper• Is responsible for record keeping. • The information book should include:

• Functional Behavior Analysis• Behavior Incident Reports• Data collection forms• Action Plans

Meeting Mechanics Team• Facilitator• Recorder• Time keeper• Data specialist• Implementation coordinator

Meeting Mechanics is: An efficient, effective process of addressing the behavioral needs of intensive students.

Person responsible for writing the FBA and BIP

• This person takes the information, including data, from the Meeting Mechanics meeting and writes the Functional Behavior Analysis and the Behavior Intervention Plan.

• Usually the social worker.

Time• Behavior Team meetings•Maintain records•Plan individual student meetings•Assign duties•Clerical

• Staffing/Meeting Mechanics• Administrative support

Materials• Data collection sheets• Meeting Mechanics

How a PBI team functions

How a PBI team functions

Level 1 School-wide and Classroom Problem-Solving

• A student with a behavior of concern may be identified through classroom teacher or through behavior incident reports.

• A member of the behavior committee will be available to the classroom teacher to provide data collection forms, any pertinent information from previous teachers to help track the behaviors of concern, and to let classroom staff know what they can expect from the PBI team.

• A Classroom Management STOIC Checklist is completed.

• Data collection options discussed and initiated.• Follow up as needed.• If behavior change occurs, no further action is

needed except for periodic follow up to make sure progress continues.

• If a problem still exists, go on to Level 2

How a PBI team functions

Level 2 Collaborative Problem-Solving

• If behavior continues to be a concern, there will be a staffing that involves the entire behavior committee and classroom staff.  

• The person assigned to the student will let the behavior committee know that more action is needed. The person in charge of scheduling will schedule a meeting.

• A meeting reminder will be sent out 1 day before the meeting. The meeting set up person will insure that the room is ready for the meeting in advance.

• Before the meeting has begun, the team needs to decide if Meeting Mechanics needs to be done.

• Data is brought to the meeting.• Action plan is developed.• If behavior change occurs, no further action is needed

except for periodic follow up to make sure progress continues.

• If a problem still exists, go on to Level 3

How a PBI team functions

Level 3 Intensive Problem-Solving

• Participants: Behavior Committee, all staff involved with student, and parents are now invited.

• If the behavior of concern continues a Functional Behavior Assessment will be completed.  A meeting will be held and everyone involved with the student will collaborate to create a Behavior Plan.

• Data is brought to the meeting.• Action plan is developed.

Follow-up meetings

• The purpose of this meeting is to follow up on effectiveness of behavior plan.

• Data is brought to the meeting.• Action plan is reviewed.• Make necessary changes to the plan.• Follow-up meeting is scheduled.

• Level 1: School-wide and classroom problem-solving• Bigger picture• Classroom management• Token economies

• Level 2: Collaborative problem solving• Smaller picture• Concentrated on individual student needs • Staffing

• Level 3: Intensive problem solving• Smallest picture• Outside agencies/parental involvement• FBAs and BIPs

IF ALL ELSE FAILS…

DUCT TAPE