Linking Academic and Behavior Supports through PBIS

Rob HornerUniversity of Oregon

www.pbis.org

Thanks to Catherine

Halliwell-Templin--------------------

Impressive set of Sessions

Goals• Purpose of PBIS

– Includes improved academic outcomes

• Symbiotic relationship between behavior support and academic support

• Importance of “multi-tiered” logic

• Importance of supports that emphasize “Prevention” as much as “Immediate” response to problems (both academic and behavior).

• Importance of attending to the “function” of behavior as well as the form.

• Information in this presentation comes from:

Kent McIntosh & Steve Goodman (in press). Multi-tiered systems of support: Integrating academic RTI and school-wide PBIS. New York: Guilford Press.

• Brandi Simonsen, Jennifer Freeman, Steve Goodman, Barbara Mitchell, Jessica Swain-Bradway, Brigid Flannery, George Sugai, Heather George, and Bob Putnam PBIS Technical Guide on Classroom Management

New Book– New Monograph

• I’m assuming you know about and use some of the following:– Tier I, II, and III academic interventions– Tier I, II, and III social behavior interventions– RtI, PBIS, and integrated MTSS

Assumptions…

Main Messages

• Effective behavior support improves academic outcomes

• Effective instruction improves classroom social behavior

• Equity in education requires BOTH effective behavior support and effective instruction

Purpose of PBIS

• The fundamental purpose of PBIS is to make schools more effective, efficient and equitable learning environments.

Predictable

Consistent

Positive

Safe

What comes first?

Academic Supports

Academic Gains

Behavior Supports

Behavior Gains

• Specific academic assessments and interventions

• Use of published curricula selected by school or district

• Use of direct assessment of skills

• Periodic assessment through benchmarking periods

• Focus on grade-level teaming

• Described in IDEA as SPED eligibility determination approach

• Specific social behavior assessments and interventions

• Use of free materials that are adapted to fit the school’s context

• Use of indirect assessment of behavior

• Continuous assessment of social behavior with existing data sources

• Focus on school-wide teaming

• Described in IDEA as school-wide prevention and individual intervention approach

• Scientifically-based interventions

• Instruction as prevention• Tiered continuum of

supports with increasing intensity based on need

• Regular screening for early intervention

• Use of a problem-solving model and data-based decision rules

• Focus on teaming• Emphasis on improving

quality of implementation• Embedded into school

improvement plan

Academic RTI PBIS

Features of MTSS (McIntosh & Goodman, in press)

• Specific academic assessments and interventions

• Use of published curricula selected by school or district

• Use of direct assessment of skills

• Periodic assessment through benchmarking periods

• Focus on grade-level teaming

• Described in IDEA as SPED eligibility determination approach

• Specific social behavior assessments and interventions

• Use of free materials that are adapted to fit the school’s context

• Use of indirect assessment of behavior

• Continuous assessment of social behavior with existing data sources

• Focus on school-wide teaming

• Described in IDEA as school-wide prevention and individual intervention approach

• Scientifically-based interventions

• Instruction as prevention• Tiered continuum of

supports with increasing intensity based on need

• Regular screening for early intervention

• Use of a problem-solving model and data-based decision rules

• Focus on teaming• Emphasis on improving

quality of implementation• Embedded into school

improvement plan

Academic RTI PBIS

Features of MTSS (McIntosh & Goodman, in press)

Multi-tiered Systems

• The key to effective and efficient linking of behavioral and academic supports.

Integrated Functions Across All Tiers of Support

Team approachTeam approach

ReinforcementReinforcement

Data-based decisionsData-based decisions

InstructionInstruction

Beh

avio

r S

uppo

rt Reading S

upportCurriculumCurriculum

Correction SystemCorrection System

Multiple Tiers of IntensityMultiple Tiers of Intensity

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

SCHOOL-WIDE POSITIVE BEHAVIOR

SUPPORT

27

Main Ideas:1. Invest in prevention first2. Multiple tiers of support

intensity3. Early/rapid access to

support

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity•Of longer duration

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

80-90% 80-90%Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Multi-tier Model

Dr. Laura Riffel

PBIS Is Integrated Continuum

Mar 10 2010

Academic Continuum

Behavior Continuum

Schools using PBISFebruary, 2015 20,384

00 01 02 03 04 05 06 07 08 09 10' 11' 12' 13' 14' 15'0

2500

5000

7500

10000

12500

15000

17500

20000

22500

25000

20% of all Schools in US

Number of Schools Implementation SWPBIS (Tier I) by StateFebruary , 2015

14 States with more than 500

schools

Oregon

Proportion of Schools Implementing SWPBIS by StateFebruary, 2015

13 States with at least 40% of all schools

using PBIS

Oregon

Behavior and Academic Supports

Academic Behavior• Effective Instruction

engages students, and is central to reduction in problem behavior

Behavior Academic• Effective Classroom

Management improves student engagement and is central to increased academic success.

McIntosh, Horner, Chard & Braun, (2008)Preciado, Horner, & Baker (2009)

Sanford & Horner (2013) Allday & Pakurar, 2007

Lee, Sugai & Horner (1999) Goodman et al.,

Allday & Pakurar (2007)

Greet Students by name when they enter

class

Ten Features of Effective Classroom Management

• Physical Layout is functional• Behavioral expectations taught• Teach common routines• Maintain high academic engagement• Prompt and pre-correct for appropriate behavior• Active supervision• High rate of positive recognition• Continuum of consequence for problem behavior• Collect and use data for decision-making• Request for assistance is easy and well defined (for teacher)

Instructional

Priming 32

Establish a Predictable

Environment• Define and teach classroom routines

• How to enter class and begin to work• How to predict the schedule for the day• What to do if you do not have materials• What to do if you need help• What to do if you need to go to the bathroom• What to do if you are handing in late material• What to do if someone is bothering you.• Signals for moving through different activities.

o “Show me you are listening”• How to determine if you are doing well in class

• Establish a signal for obtaining class attention

• Teach effective transitions.

Designing Classroom Routines

Routine Desired Behavior

Signal

Entering Class Walk in, sit down, start work

Instruction on board

Obtaining class attention

Orient to teacher, be quiet

?

Getting Help during seat work

? ?

Classroom Routines

Matrix

Routine What do you expect?

What is the signal?

Responding to Problem BehaviorTwo big ideas

• Always consider TWO responses (Immediate and Prevention)

• Select your response based on the function of the behavior as much as on the form of the behavior.

• Make every interaction a teaching event• Focus on what you want … more than what you don’t want• Invest in what happens BETWEEN problem events.

• Prevent escalation• Disengage quickly

• Continue instruction for remainder of class• Academic engagement is valued

• Minimize reward for problem behavior• Consider WHAT the behavior is, WHERE it is occurring, WHY it continues.• Remove access to the WHY

• Safety

Immediate Consequences for Problem Behavior

Punishment and shaming typically result in elevated levels of aggression and escape-maintained behavior

Assessing Behavioral Function• Define: Problem behavior, Context and Maintaining Function

Obtain:Peer attention

Teacher attentionPhysical ObjectsAccess to activity

Escape/ Avoid:Peer attention/ embarrassment

Teacher attention/ reprimand

Aversive TasksUncertainty/ Confusion

How have you avoided academic demands

Prevention• Change future situations to remove the trigger for problem

behavior.

• Teach expected behavior and a socially appropriate alternative for the problem behavior

• Pre-correct appropriate responses just prior to more difficult situations

• Elevate rewards for appropriate behavior

Strategies for Teachers

Colvin

Rayette

Academic

Shane

  Behavior Context Function

Prevent Immediate

1  

         

2  

         

3  

         

4  

         

5  

         

6  

         

Pre-school

Self-injury

Linking Behavior and Academic Supports

• Tier Io Provide an environment that is predictable, consistent, positive and safeo Provide explicit instruction that matches student performance levelo Build a learning community

• Tier IIo Increase structure, supplement instruction, elevate rewards, improve immediacy of

corrective feedback.o Differentiate instructiono Efficiency

• Tier IIIo Function-based supporto Comprehensiveo Individualized

• A program to add:o Mentoring by an adult in the school who looks out for the studento Structured process of feedback and recognition to a school dayo Instruction in needed skills o School-home communicationo Built-in monitoring of student progress

Check-in Check-out (CICO)

Tier II Interventions

Features

Check-inCheck-out

Social Skills Club

Grief/Loss Group

Lunch Buddies

Access to adult attention X X X X

Access to peer attention   X X X

Access to choice of alternative activities X X X X

Options for avoiding aversive activities X X X X

Options for avoiding aversive social attention     X X

Additional structural prompts for ‘what to do’ throughout the day

X X    

At least 5 structured times each day to receive feedback

X      

School-home communication system X      

Option to adapt into a self-management system

X X    X

Todd, 2002

DesiredAlternative

TypicalConsequence

Told “good job,”more work,

good grades

Do work successfully

w/o complaints

AcceptableAlternative

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Corrected for reading error

earlier in period

Asked to complete reading

assignment

Argues, threatens,

uses profanity

Removedfrom class

Function

Escapeacademic task

Ask for break, ask for help

BSP for Eddie

DesiredAlternative

AcceptableAlternative

TypicalConsequence

Do work successfully

w/o complaints

Ask for break, ask for help

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Asked to complete reading

assignment

Argues, threatens,

uses profanity

Function

Academic Skill Development

Reading: decoding

words fluently

Told “good job,”more work,

good grades

Removedfrom class

BSP for Eddie

Corrected for reading error

earlier in period

Escapeacademic task

Will there be challenges down the

road?

Ted Carr

• “ Attend as much or more to what you do BETWEEN problem behavior events as to what you do DURING a problem behavior event.”

Summary• Behavior support and Academic support are linked within

effective implementation of PBIS

• Behavior support and Academic support become more aligned for individual students as intensity of support is increased (e.g. move from Tier I, Tier II, Tier III supports)

• Both Academic and Behavior support should focus on the “function” as well as on the “form” of errors.

• Organize behavioral and classroom management systems around IMMEDIATE and PREVENTION elements.