Lessons Learned in Building A Continuum of Positive Behavior Support

Tim Lewis, Ph.D.University of Missouri

OSEP Center on Positive Behavioral Intervention & Supports

www.pbis.org

Remember….

• Educators cannot “make” students learn or behave

• Educators can create environments to increase the likelihood students learn and behave

• Environments that increase the likelihood are guided by a core curriculum and implemented with consistency and fidelity

Why Are we Here?

RCT & Group Design PBIS StudiesBradshaw, C.P., Koth, C. W., Thornton, L. A., & Leaf, P. J. (2009). Altering school climate through school-wide Positive

Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115

Bradshaw, C. P., Koth, C. W., Bevans, K. B., Ialongo, N., & Leaf, P. J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473.

Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148.

Bradshaw, C. P., Pas, E. T., Goldweber, A., Rosenberg, M. S., & Leaf, P. J. (2012). Integrating school-wide positive behavioral interventions and supports with tier 2 coaching to student support teams: The PBISplus model. Advances in School Mental Health Promotion 5, 177-193.

Bradshaw, C. P., Reinke, W. M., Brown, L. D., Bevans, K. B., & Leaf, P. J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26.

Bradshaw, C. P., Waasdorp, T. E. & Leaf, P. J. (2012). Effects of School-Wide Positive Behavioral Interventions and Supports on child behavior problems. Pediatrics, 130(5), 1136-1145.

Goldweber, A., Waasdorp, T. E., & Bradshaw, C. P. (in press). Examining the link between forms of bullying behaviors and perceptions of safety and belonging among secondary school students. Journal of School Psychology.

Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145.

Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14.

Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (2012). The impact of School-wide Positive Behavioral Interventions and Supports (SWPBIS) on bullying and peer rejection: A randomized controlled effectiveness trial. Archives of Pediatrics and Adolescent Medicine, 116(2), 149-156

June 2014

• Reduced major disciplinary infractions / aggression

• Improvement in concentration, prosocial behavior, & emotional

regulation• Improvements in academic achievement

• Enhanced perception of organizational health & safety

• Reductions in teacher reported bullying behavior & peer rejection

• Improved school climate

• pbis.org - Research

Comm Arts

Math Comm Arts

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Math

Preparation Emerging Bronze Silver Gold non SW-PBS All Schools

44.0%

46.0%

48.0%

50.0%

52.0%

54.0%

56.0%

58.0%

60.0%

MAP Proficiency by SW-PBS Implementation Levels - All Students

2010 2011

Comm Arts

Math Comm Arts

Math Comm Arts

Math Comm Arts

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Math

Preparation Emerging Bronze Silver Gold non SW-PBS All Schools

20.0%

25.0%

30.0%

35.0%

40.0%

45.0%

50.0%

MAP Proficiency by SW-PBS Implementation Levels - IEP Students

2010 2011

Top 10 Things I Wish I knew 20 Years Ago

10. Assistant Superintendents, Curriculum Coordinators, Business Managers, Principal Reassignment Policies, Teacher Transfers…..

• Don’t build your system based on people• Function vs. Job Title• Stake Holders

– Political Support / Visibility

9. Start Small and build on Successes

• Non Classroom• Outcomes = buy in• Continue to highlight

8. The Ship has Got to Sail

• Focus on the 80%• Apply problem solving / function based logic

to those still on the dock

7. Data Data Data

• Does it answer your questions• Consistency• And yes, it really is important that you send

data to your Coaches on time

6. Connect to Families

• Build plans for connections early and revisit often

• Connection Levels across tiers of support– Awareness– Involvement– Support

5. Its still all about the classroom

• Classroom Management Basics• Good Academic Instruction• “When we Need It”

– pbismissouri.org / school teams / effective classroom practices

4. Make Sure Someone Oversees Tier II Systems

• What students should be in Tier II – Screening– Data Decision Rules

• Connect points to Universals / Tier III / other specialized support

• Systems, Systems, Systems

3. Implementation Phases & Readiness

Phases of ImplementationExplorationInstallationInitial ImplementationFull ImplementationInnovationSustainability

15% Tier 3Goal 5%

16% Tier 2Goal 15%

69% Tier 1Goal 80%

6+ Referrals

2-5 Referrals

0-1 Referral

57 students with 9+ Referrals

1712 referrals

Baseline Behavior Data Spring

7% Tier 3Goal 5%

10% Tier 2Goal 15%

83% Tier 1Goal 80%

Post Intensifying Tier I + Classrooms

516 Referrals

16 Students with 9+ Referrals

6+ Referrals

2-5 Referrals

0-1 Referrals

2. Mimicry Sincerest Form of Flattery

• Good Consumers• “Modest” Bragging• Be prepared for next “hot topic”

1. Repetition Builds Fluency

• Data– What do we need to put in place– Is it working

• Practices– Research to support– “Buy in”

• Systems– Training & Technical Assistance

Lessons Learned in Building A Continuum of Positive Behavior Suport

Tim Lewis, Ph.D.University of Missouri

OSEP Center on Positive Behavioral Intervention & Supports

www.pbis.org