PPT-jpschools.org Academic Behavior intervention team

Overview Academic Behavior Intervention Team aBIT is Defined as Team of educators that apply a MultiTier System of Support in areas of Academics RTI and Behavior SWPBIS. www.invo.org.uk www.invo.org.uk www.invo.org.uk www.invo.org.uk www.invo.org.uk www.invo.org.uk www.invo.org.uk This guide was published in February 2002 and revised in August 2006 under the title: A Developing a Competing Pathway. Handouts. Behavior Intervention Plan . Template. FBA/BIP . Evaluation . Rubric. Teaching . Desired Long-Term Replacement Behavior . Handout. Elementary . Expectations Matrix. Monitoring . Student Progress. Handouts. Behavior Intervention Plan Template. FBA/BIP Evaluation . Rubric. BIP . Implementation Fidelity Review Form. BIP Social Validity Survey for Teachers. Elements of a BIP. Joseph . Wehby. , Ph.D. . NCII Senior Advisor. Vanderbilt University. January 2013 . Today’s Webinar. The need for intensive intervention. Using Data-Based Individualization (DBI) to provide intensive intervention in . Utah Behavior Support Clinic. Dr. Sellers, BCBA-D. October, 2015. Idaho Partnerships Conference on Human Services. IMPORTANCE OF FUNCTION-BASED INTERVENTIONS. 1. “Function”?. Functions of Behavior. Sample. . Staff Presentation. . What is Bullying?. Bullying . is a form of violence that involves one or more individuals using power to . chronically . control . and/or . intentionally . demean. , embarrass, or physically . Ami . Flammini. , IL PBIS Network. Primary Prevention:. School-/Classroom-. Wide Systems for. All Students,. Staff, & Settings. Secondary Prevention:. Specialized Group. Systems for Students with At-Risk Behavior. Collaboration for Effective Educator Development, Accountability and Reform . H325A120003. Part 5:. Intensive . Intervention. Data-Based Individualization. Functional Assessment of Behavior. Function-Based Interventions. Screener (SAEBRS) . (. Kilgus. , . Chafouleas. , Riley-Tillman, & von der . Embse. , 2013). The SAEBRS form was created by Stephen P. . Kilgus. , Sandra M. . Chafouleas. , T. Chris Riley-Tillman, and Nathaniel P. von der . School-wide Positive . Support . for Grades K-12. Learning Behavior Expectations. Maintaining a conducive environment for learning. Instructing students in appropriate behavior across physical locations. 1) Problem Solving Models (RTI or PBS) essentially mean interventions for everyone in need. Essentially any child not responding is considered in need. . 2) No Child Left Behind and IDEIA mandate accountability, or that we have defensible outcome data on all interventions. Making Sense of Progress Monitoring Data to Guide Intervention Decisions. Lynn Fuchs, Ph.D., Vanderbilt University. Lee Kern, Ph.D., Lehigh University. Help educators . understand how to . review . progress monitoring and other . . . . Joanne . Harvest . Koren. Lecturer-in-Law . and Director . Academic . Achievement . Program. . University . of . Miami . School of Law.  . . Alex Schimel. Lecturer-in-Law . and Associate Director. Rose Iovannone, Ph.D., BCBA-D. iovannone@usf.edu. 813-974-1696. The contents of this training were developed under grant H324P04003 from the Department of Education. Agenda. Overview PTR. PTR Process.