2023 Early Hearing Detection & Intervention Conference
March 5-7, 2023 • Cincinnati, OH
6/21/2017 | 3:15 PM - 4:00 PM | Behavior Response Support Team: A Collaborative Approach to Implementing Class-Wide PBIS | Cascade C
Behavior Response Support Team: A Collaborative Approach to Implementing Class-Wide PBIS
Are you currently implementing School-Wide Positive Behavior Interventions and Supports (SWPBIS) but still struggling with problem behaviors in the classroom? The University of Utah’s professors and graduate students have partnered with a large urban school district to create a Behavior Response Support Team (BRST) to support the behavioral needs of students in the classroom. University personnel work with school-based teams and provide training, coaching, monitoring, and problem-solving. Teachers are trained to implement appropriate Tier 1 and Tier 2 interventions to support student behaviors. Participants will be provided with Tier and Tier 2 class-wide behavioral strategies and tools that have been successfully utilized through the project, as well as see actual footage of teachers providing the interventions in classrooms. Come learn about this replicable and collaborative approach to building capacity and implementing Class-Wide PBIS.
- 1.Participants will understand the goals and purpose of the Behavior Response Support Team (BRST) project as well as make connections to its alignment with an MTSS approach to supporting student behavior. Participants will receive handouts and will engage in group discussions regarding how to implement Tier 1 and Tier 2 classroom interventions. They will also understand how a collaborative effort between a university and school district can be an effective approach to PBIS implementation. .
- 2. Discuss the BRST model of collaboration between a university and a school district. This partnership provides training and personnel to focus on the behavioral needs of the district. Participants will learn about the collaboration efforts that include; coaching, data-collection, and training. They will be given examples of what the collaboration looks like and how to implement good practices both school and class-wide. An emphasis will also be placed on how to build capacity within a school district by ensuring a collaborative effort with LEAs and providing training that will support sustainable systems change over time.
- 4. Participants will learn about the scale-up plan for including training the district personnel for independent implementation and how to expand this type of collaboration over time. They will be provided with a visual that represents a systems approach to implementing a collaborative model as well as how to scale-up over time. Participants will also engage in discussion regarding the pitfalls and challenges that occur with systems change and how to address those.
Presentation:
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Handouts:
Handout is not Available
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Andrea Miller
(), Granite School District, amiller@graniteschools.org;
Andrea T. Miller, LCSW, Elementary Counseling Grant Coordinator for Granite School District; GMTSS Liaison with the UMTSS Implementation team, and an adjunct Instructor for the University of Utah Special Ed. Department. She earned her B.S. in Psychology from BYU with a. and Masters in Social Work from the University of Utah. She has been involved with PBIS for over 20 years as a Certified School Social Worker, building team facilitator, and as a district coach.
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Kristen Stokes
(), University of Utah, kristen.stokes@utah.edu;
Kristen Stokes is a Ph.D student at the University of Utah in the Special Education Department and is also working towards her BCBA. She has worked in the field of early childhood and elementary education for the past 10 years and is currently supporting MTSS implementation efforts through research and coaching.
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Grace Wayman
(), University of Utah, grace.wayman@utah.edu;
Grace Wayman is a Ph.D student at the University of Utah in the Special Education Department and is also working towards her BCBA certification. She has worked in the field of special education for the past 12 years including roles as an ABA therapist, special education teacher, specialist and instructional coach. Grace has spent the last 10 years working in public education supporting MTSS efforts, and currently is conducting research in the area of PBIS.
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Natalie Jensen
(), University of Utah, natalie.jensen@utah.edu;
Natalie is currently a student at the University of Utah in the School Psychology Department.
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