Association for Behavior Analysis International

A multi-tiered systems of support framework (MTSS) is established as a method to improve behavior support as well as prosocial and academic achievement in schools across the country. The adoption of this methodology, often referred to as school-wide positive behavior interventions and support (PBIS), has been encouraged by federal and state regulations. Both federal and state agencies in education, mental health, and human services have provided numerous grants to assist schools, and other organizations to adopt this framework. Through the OSEP National Technical Center on PBIS, over 20,000 schools are involved in implementing SWPBIS. This symposium will review the components of MTSS/PBIS, an organizational behavior management framework, the evidence of effectiveness and the future impact this might have on our educational and human services systems. Behavior analysts have an important role to play in increasing the efficacy of the schools and/or organizations in which we work. This framework provides an opportunity to utilize applied behavior analysis beyond individuals to change systems. Presenters will review the opportunities and challenges facing behavior analysts in working in organizations that use this framework, as well as, those organizations considering adopting this framework (Putnam & Kincaid, 2015; Putnam & Knoster, 2015).

This presentation will provide an overview of how schools are utilizing multi-tiered systems of support (MTSS)/ PBIS, an organizational behavior management framework, across individuals, small groups, classrooms, and school-wide. Often this is referred to as a three-tiered continuum of behavior support practices. The framework includes links to applied behavior analysis in that evidence-based practices include school-wide prevention-based modifications in the environment and methods to teach replacement behaviors to all individuals. Data-based decision making within a team-based approach to problem solving is a fundamental component at each tier, as individuals learn to examine problems more systematically and consider not only what changes to make for individuals and groups of students, but how to support adult behavior change such that practices can be sustained over time. Furthermore, schools have established data systems to include methods to measure treatment fidelity and outcomes over time. By utilizing a comprehensive and systematic approach, each aspect of behavioral support is strengthened for the individuals and staff at each of the multiple tiers The presentation will also review the research supporting the use of multi-tiered systems of support (MTSS) and positive behavioral interventions and supports (PBIS) as an approach with foundations in ABA. For these reasons, the adoption of the methodology associated with the framework has been supported through both federal and state regulations. Participants will become familiar with the legislation that encourages the use of PBIS and MTSS that began with the Individuals with Disabilities Act (IDEA, 1997) and has extended most recently the Every Student Success Act (ESSA, 2015). For example, IDEA of 1997 encouraged schools to utilize functional behavior assessments when developing positive behavioral support plans and provided funds to states for professional development to build practices in positive behavioral support to improve student behavior in the classroom. Both federal and state agencies in education, substance abuse and mental health organizations, and human services have provided numerous grants to assist schools, and other organizations to adopt this framework. Several of these will be reviewed such that participants see the impact of this framework across multiple governing agencies.