TFI 3.7 RESOURCES: Professional Development
A written process is followed for teaching all relevant staff about basic behavioral theory, function of behavior, and function-based intervention.
Embedded Files
Systems support the accurate and durable implementation of practices by staff, the efficient use of data for decision-making, and achievement of outcomes. Staff are trained to prevent many student behavior problems as well as to deal with disruptive behaviors in a proactive and positive manner. Systems provide the procedures and infrastructure to support and maintain new evidence-based practices.
Systems support the accurate and durable implementation of practices by staff, the efficient use of data for decision-making, and achievement of outcomes. Staff are trained to prevent many student behavior problems as well as to deal with disruptive behaviors in a proactive and positive manner. Systems provide the procedures and infrastructure to support and maintain new evidence-based practices.
TFI 3.7 Big Ideas
TFI 3.7 Big Ideas
In element, TFI 3.7, the Tier 3 Systems Planning Team will provide appropriate staff with training options to support behavior plan development and implementation.
On-Demand Tier 3 Systems Planning Team Training Options
On-Demand Tier 3 Systems Planning Team Training Options
The following on-demand trainings have been created to equip Tier 3 Systems Planning Teams to conduct Functional Behavior Assessments (FBA). Each year the Tier 3 Systems Planning Team should set aside time to review and discuss each of these trainings. This will help the Team to align their work and ensure consistency across all Unique Student Support Teams.
Data Collection: Event Frequency & Intensity
Data Collection: Event Frequency & Intensity
How to Collect Event Frequency & Intensity Data?
The unique Student Support Team will need to have a clear understanding of how often and how intense the student's behavior(s) are on a daily basis in order to select a behavior plan, establish a baseline, and develop achievable goals. This presentation will show participants how to capture both Event Frequency and Intensity Data within the classroom setting.
Please download the Event Frequency and Intensity Form prior to viewing this presentation.
Data Collection: Antecedents --> Behavior --> Consequences
Data Collection: Antecedents --> Behavior --> Consequences
What are the A-B-C’s of Behavior and How is this Data Collected?
Understanding how antecedents and consequences affect student behavior is an integral part of conducting Functional Behavior Assessments. This presentation will review the terms Antecedent, Behavior, and Consequence, along with teach participants how to use the A-B-C Log to record behavior events.
Please download the ABC Log prior to viewing this presentation.
Data Collection: Environmental Factors
Data Collection: Environmental Factors
Understanding how Environmental Factors contribute to and/or trigger student behavior is an integral part of conducting Functional Behavior Assessments. This presentation will define and discuss the eight Environmental Factors the Team will analyze to reduce or alleviate the student's need to demonstrate the behavior impeding learning.
Social Setting, Physical Setting, Scheduling Factors, Instructional Strategies, Degree of Independence, Degree of Participation, Social Interaction and Degree of Choice.
Please complete the Environmental Factors training prior to proceeding to the Classroom Observation 1, Classroom Observation 2, and Non-Classroom Observation trainings.
Classroom Observation One will be focussed on collecting information on how the student responds to the following five Environmental Factors: Physical Setting, Instructional Strategies, Scheduling Factors, Degree of Independence, and Degree of Choice. This presentation will define each factor and provide examples of how to complete the Classroom Observation One Form.
Please download the Classroom Observation 1 form prior to viewing this presentation.
Classroom Observation Two will be focussed on collecting information on how the student responds to the following three Environmental Factors: Social Setting, Social Interaction, and Degree of Participation. This presentation will define each factor and provide examples of how to complete the Classroom Observation two Form.
Please download the Classroom Observation 2 form prior to viewing this presentation.
The Non-Classroom Observation will be focussed on collecting information on how the student responds to the following factors within the environment: common area procedures, the supervisor’s use of movement and scanning, interactions with staff and peers, and additional aspects of the environment in relation to the student and their behavior. This presentation will define each factor and provide examples of how to complete the Non-Classroom Observation Form.
Please download the Non-Classroom Observation form prior to viewing this presentation.
Whole Staff Training
Whole Staff Training
Each Tier 3 Systems Planning Team will provide staff with an overview of Tier 3 annually. This training should be detailed enough, so that when teachers have a student receiving Tier 3 support they have a basic understanding of:
Behavior Theory,
Function of Behavior, and
Function-based interventions.
The work of the Tier 3 Team is to develop a training and/or training series, identify who will schedule this training annually, and identify who will provide the training and coaching to staff. This process should be written down and followed each year by the Tier 3 Team.
How to Score 2 Points on TFI 3.7
To receive a 2 Point Score Teams must be able to say yes to the following set of questions.
a) Members of the The Tier 3 Systems Planning Team reviewed/discussed the following on-demand trainings:
b) A member of the Tier 3 Systems Planning Team trained/coached all teachers who had a student going through the FBA process to collect data using the Event Frequency & Intensity Recording on-demand training, and
c) The Tier 3 Systems Planning Team trained all staff on the following Tier 3 Concepts:Basic Behavior Theory, Function of Behavior, Function-Based Interventions.
2 Point:
2 Point:
Written process used to teach and coach all relevant staff in basic behavioral theory, function of behavior, and function-based intervention.
Written process used to teach and coach all relevant staff in basic behavioral theory, function of behavior, and function-based intervention.
1 Point:
1 Point:
Professional development and orientation process is informal.
Professional development and orientation process is informal.
0 Point:
0 Point:
No process for teaching staff in place.
No process for teaching staff in place.
Information adapted from: MO-SWPBIS Handbook/Tier Three Implementation Guide; Center on PBIS/PBIS.orgImages obtained from Google Images and/or created by J. Patrick
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