Effects of Team-Initiated Problem Solving on Decision Making by Schoolwide Behavior Support Teams

Abstract

The authors examined the problem-solving practices of school teams engaged in implementing and improving schoolwide behavior support implementation. A multiple baseline design across 4 elementary school teams was used to assess the effects of the Team-Initiated Problem Solving (TIPS) training program (1 day of team training plus 2 coached meetings). A direct observation data collection protocol-Decision Observation, Recording, and Analysis-was used to index if teams followed "meeting foundations" practices for effective problem solving (e.g., predictable agenda, stable participants, clear roles for facilitator, minute taker, data analyst) and "thorough problem solving" practices for building interventions (e.g., problem definition, use of data, solution development, action planning). Direct observation results indicate that 3 of the 4 teams demonstrated improved meeting foundations and problemsolving skills after TIPS training. The fourth team also performed well, but documented baseline patterns that were either at optimum levels (meeting foundations) or with an increasing trend (problem solving) that prevented demonstration of an intervention effect. 42 Downloaded by [Georgian Court University] at 16:53 04 April 2015 Effect of TIPS Training 43Team members perceived their meetings after TIPS training as resulting in more effective problem solving. Collectively, the results are interpreted as demonstrating a functional relation between TIPS training and improved problem solving practices by school teams. Implications address how to improve team-based consultation and problem solving in schools.Data-based decision making and problem solving are continuous and central activities in schools. Decisions are made not just about individual students and their instruction, but also about the organization of schoolwide educational systems and resources. Nearly every school in the country has teams meeting regularly to make decisions concerning administrative, academic, and social support issues. The assumption is that the involvement of multiple individuals on a team will provide a more inclusive system of problem solving and decision making in which collective experiences, knowledge, skills, language, and vision contribute to improving the core features of schooling and outcomes for children. The ubiquitous and central role of school psychologist as leaders in school-based decision making and on problemsolving teams (cf. a need for improved understanding of how collaborative problem-solving teams operate and how to assist individuals on them to effectively address educational concerns common in U.S. schools.An impressive literature exists with guidance and recommendations about the need for and the process of team-based problem solving (Bransford ). Two messages from this literature are (a) the steps for data-based problem solving remain consistent across time, context, and authors; and (b) there is evidence that current problem-solving practices in schools leave room for improvement.As a field, education is not using be...

Commentary on “Building Local Capacity for Training and Coaching Data-Based Problem Solving With Positive Behavior Intervention and Support Teams”

“…Further, data may not be something that teams use within their regular practice. For instance, Todd et al (2011) reported low levels of use of data in team meetings before coaching in the use of TIPS. The range of use of data across four schools in this study was 0% to 60%.…”

Within-year fidelity growth of SWPBIS during installation and initial implementation.

“…Installation involves the use of organizational resources to prepare before the program is used with clients/students. The activities during this phase for SWPBIS involve focusing on implementation drivers related to successful use such as providing training for data use (e.g., Todd et al, 2011). Further, resources need to be directed towards the creation of leadership teams comprised of administrators and teachers, self-assessments of current behavior norms and outcomes must be completed, and school-wide behavior expectations must be established.…”

A model for system‐wide collaboration to support integrated social behavior and literacy evidence‐based practices

“…The district team should have individuals who have the capacity to interpret systems‐wide behavior and reading data. Often this data analyst role (Todd et al, 2011) is played by district PBIS or instructional coaches. In Figure 1, between the district team and the school building leadership team, the role of the systems coach is identified.…”