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1 Division of Students with Disabilities and English Language Learners
Corinne Rello-Anselmi, Deputy Chancellor
Overview of Positive Behavior Intervention and Supports (PBIS)
This presentation lays the foundation for a school wide approach to positive
behavioral interventions and supports.
Shared Path to Success: Behavior
Created by DSWDELL BehaviorTeam
Contact: Satish Moorthy
Email: [email protected] Spring 2014
Positive Behavioral Intervention and Supports (PBIS)
Positive Behavioral Interventions and Supports (PBIS)
promote school-based prevention systems to improve
student social, emotional and behavioral outcomes and
build positive school climate and culture.
Improving student academic and behavior outcomes is
about ensuring all students have access to the most
effective and accurately implemented instructional and
behavioral practices and interventions possible.
By building a continuum of supports that begins with the
whole school and extends to intensive, wraparound
support for individual students and their families, PBIS
provides a multi-tiered operational framework for
achieving these outcomes for all students.
2
Positive Behavioral Intervention and Supports (PBIS)
PBIS is NOT a curriculum, intervention, or practice, rather it is:
a decision making framework that guides selection, integration, and
implementation of the best evidence-based academic, social, emotional and
behavioral practices for improving important academic and behavior outcomes
for all students.
3
Why School-Wide Positive Behavioral Interventions
and Supports?
4
If a child doesn’t know how to read
…we teach
If a child doesn’t know how to swim
…we teach
If a child doesn’t know how to tie his shoes
…we teach
If a child doesn’t know how to multiply
…we teach
If a child doesn’t know how to behave
... we?
5
Most Common Responses to Disciplinary Issues…
Removal
Increased supervision and monitoring
Exclusion
Counseling
Suspension
Referrals
Placement…
6
Common Problem Behaviors
> Late To Class
> Nonattendance
> Truancy
> Insubordination
> Noncompliance
> Defiance
> Disruptive
> Uncooperative
> Disrespect
> Dress Code
> Inappropriate Language
> Verbal Abuse
> Social Withdrawal
> Unprepared To Learn
> Stealing
> Vandalism
> Property Destruction
> Smoking/Drugs Use
> Selling Drugs
> Harassment
> Aggression
> Physical Abuse
> Fighting
> Violent Behavior
> Weapons
7
8 .
“Punishing” problem behaviors (without a proactive support system) is associated with increases in:
A. Aggression; B. Vandalism; C. Truancy; and D. Drop out.
> These outcomes adversely affect student academic and social/ emotional
achievement.
> These outcomes result in a greater financial burden to schools.
(Mayer, 1995, Mayer & Sulzar-Azaroff, 1991, Skiba & Peterson, 1999)
Research Shows Negative Effects of
Traditional, Exclusionary Approaches To School Discipline
9
Social Skills Training
Academic Restructuring
Behavioral Instruction
(Elliot, Hamburg, & Williams, 1998; Gottfredson, 1997; Lipsey, 1991; 1992;
Tolan & Guerra, 1994)
Research Indicates the Most Effective Responses
to School Violence is an Alternative Approach
Outcomes of School-Wide PBIS
Reduction in problem behavior
Improved academic performance
Improved school safety
Reduction in staff turnover
(Examining the Evidence Base for School-Wide Positive Behavior Support,
2010 Focus on Exceptional Children, 49, (8) 1-14.)
10
> Building capacity in schools to increase
appropriate student behavior & decrease student
problem behavior
> Building a continuum of support for all students
> Building comprehensive systems
School-Wide PBIS: Rethinking School Discipline
11 .
School-Wide Systems for Student Success:
Multi-tiered Frameworks
Tier 3/Tertiary Interventions 1-5%
>Individual students
>Assessment-based
>High intensity
Tier 2/Secondary Interventions 5-15%
>Some students (at-risk)
>High efficiency
>Rapid response
>Small group interventions
> Some individualizing
Tier 1/Universal Interventions 80-90%
>All students
>Preventive, proactive
1-5% Tier 3/Tertiary Interventions
5-15% Tier 2/Secondary Interventions
80-90% Tier 1/Universal Interventions
(Illinois PBIS Network (2008). Adapted from “What is school-wide PBS?”. [PowerPoint slides] Retrieved from
http://pbis.org/schoolwide.htm)
>Individual students
>Assessment-based
>High intensity
>Some students (at-risk)
>High efficiency
>Rapid response
>Small group interventions
> Some individualizing
>All students
>Preventive, proactive
Academic Systems Behavioral Systems
School-Wide Implementation
1. Create leadership team
2. Develop behavior and social/emotional purpose statement
3. Develop a set of 3-5 positive expectations and behaviors (core values
for positive school culture)
4. Develop procedures for teaching expected school-wide and
classroom behavior
5. Create continuum of procedures for encouraging expected behavior
6. Create continuum of procedures for discouraging rule violations
7. Develop procedures for on-going data-based monitoring and
evaluation
12
TERTIARY PREVENTION
SECONDARY PREVENTION
UNIVERSAL PREVENTION
± 80%
± 15%
± 5%
ESTABLISHING CONTINUUM of Evidence-Based Practices
UNIVERSAL PREVENTION
Teach SW expectations
Proactive SW discipline
Positive reinforcement
Effective instruction
Parent engagement
SECONDARY PREVENTION
Check in/out
Targeted social skills instruction
Peer-based supports
Social skills club
TERTIARY PREVENTION
Function-based support
Wraparound
Person-centered planning
13
Teaching Expectations/Rules
Using an Instructional Approach
Define Observable, measurable
Teach Identify, prior knowledge, model, structured practice,
acknowledge
Remind Pre-correct, prompt behaviors/rules prior to entering natural
context
Monitor Supervise, feedback/acknowledgement, data
Evaluate Data, modifications needed, non-responders needing more
support
14
15
Redesign Learning & Teaching Environment
16
Other Examples of Positive School-Wide Expectations
17
Teaching Behavioral School-Wide Expectations
> Teach in the actual settings where behaviors are to occur
> Teach the words by demonstrating the actions using examples and non-examples.
> Model and practice to fluency
> Build a social culture that is predictable and focused on student success
18
Teaching
Matrix
SCHOOL SETTINGS
All Settings Hallways Playgrounds Cafeteria
Library/
Computer
Lab
Assembly Bus
Respect
Ourselves
Be on task.
Give your
best effort.
Be prepared.
Walk. Have a plan.
Eat all your
food.
Select healthy
foods.
Study, read,
compute. Sit in one spot.
Watch for your
stop.
Respect
Others
Be kind.
Hands/feet to
self.
Help/share
with others.
Use normal
voice volume.
Walk to right.
Play safe.
Include others.
Share
equipment.
Practice good
table manners
Whisper.
Return
books.
Listen/watch.
Use appropriate
applause.
Use a quiet
voice.
Stay in your
seat.
Respect
Property
Recycle.
Clean up
after self.
Pick up litter.
Maintain
physical
space.
Use equipment
properly.
Put litter in
garbage can.
Replace trays
& utensils.
Clean up
eating area.
Push in
chairs.
Treat books
carefully.
Pick up.
Treat chairs
appropriately.
Wipe your feet.
Sit
appropriately.
Expecta
tions
19
Teaching
Matrix
SCHOOL SETTINGS
All Settings Hallways Playgrounds Cafeteria
Library/
Computer
Lab
Assembly Bus
Respect
Ourselves
Be on task.
Give your
best effort.
Be prepared.
Walk. Have a plan.
Eat all your
food.
Select healthy
foods.
Study, read,
compute. Sit in one spot.
Watch for your
stop.
Respect
Others
Be kind.
Hands/feet to
self.
Help/share
with others.
Use normal
voice volume.
Walk to right.
Play safe.
Include others.
Share equipment.
Practice good
table manners
Whisper.
Return
books.
Listen/watch.
Use appropriate
applause.
Use a quiet
voice.
Stay in your
seat.
Respect
Property
Recycle.
Clean up
after self.
Pick up litter.
Maintain
physical
space.
Use equipment
properly.
Put litter in
garbage can.
Replace trays
& utensils.
Clean up
eating area.
Push in
chairs.
Treat books
carefully.
Pick up.
Treat chairs
appropriately.
Wipe your feet.
Sit
appropriately.
Expecta
tions
20
Expecta
tions
Expectations & Behavioral Skills Are Taught
Within The Recognized Natural Context
21
22
Evaluating School-Wide PBIS Systems
>Outcome Metrics for All Students
>Increased attendance/reduced absenteeism
>Increased academic achievement
>Reduced suspensions/ time out of class
>Insure appropriate referrals to special education
>Increase referrals to least restrictive environment
>Reduced discipline referral rates and violent incidents as outlined in
the Chancellor’s Discipline Code (reflected in OORS)
>Reduction of disproportionality
23
Evaluating School-Wide PBIS Systems
>Established PBIS leadership team
>Faculty commitment
>Effective procedures for dealing with
discipline
>Data entry and analysis plan
established
>Expectations and rules developed
>Recognition/reinforcement system
>Lesson plans for teaching behavior
>Implementation plan
>Classroom Systems
>Evaluation
Benchmarks of Quality- Research Based School-Wide Fidelity Tool
Process and Implementation Evaluation Measures:
24
25
26
PBIS and Federal Law
Individuals with Disabilities Education Act (IDEA)
> Since Congress amended the Individuals with Disabilities Education Act (IDEA) in
1997, PBIS is the only approach to addressing behavior that is specifically mentioned
in the law.
> This emphasis on using functional assessment and positive approaches to
encourage good behavior remains in the current version of the law as amended in
2004.
> IDEA provides support for the use of PBIS in its provisions by authorizing states
to use professional development funds to "provide training in methods of . . . positive
behavioral interventions and supports to improve student behavior in the classroom"
(20 U.S.C. §1454(a)(3)(B)(iii)(I)).
27
PBIS and New York State Policy
New York State Guidelines
NYSED supports statewide implementation of the PBIS initiative with funds provided
through the Individuals with Disabilities Education Act (IDEA).
The New York State Education Department (NYSED) has established a State PBIS
Technical Assistance Center (NYS PBIS TAC).
NYSED has integrated PBIS support as part of its coordinated statewide special
education technical assistance network, the Regional Special Education Technical
Assistance Support Centers (RSE-TASC).
NYSED strongly encourages all schools to implement PBIS.
NYSED in partnership with the NYS Office of Mental Health is promoting PBIS as a
cross-system initiative to support social and emotional learning for all students as
described in the 2006 NYS Children’s Plan.
PBIS is an allowable expenditure under NYSED Race to the Top.
28
PBIS and New York City Policy
Each school is expected to promote a positive school climate and culture that provides
students with a supportive environment in which to grow both academically and socially.
Schools are expected to take a proactive role in nurturing students’ pro-social behavior
by providing them with a range of positive behavioral supports as well as meaningful
opportunities for social emotional learning.
Effective social emotional learning helps students develop fundamental skills for life
effectiveness, including: recognizing and managing emotions; developing caring and
concern for others; establishing positive relationships; making responsible decisions; and
handling challenging situations constructively and ethically. Examples can include:
providing students with meaningful opportunities to share ideas and concerns and
participate in school-wide initiatives; student leadership development; periodic recognition
of students’ achievements in a range of academic and co-curricular areas; using
corrective feedback; and developing school-wide positive behavior systems.
(The Discipline Code and Bill of Student Rights and Responsibilities, K-12, September
2011)
NYC DOE Discipline Code
PBIS Practices Align with Other
NYCDOE Citywide Initiative:
> Universal Design for Learning (Engagement)
> Teacher Effectiveness
> Social and Emotional Learning
> Culturally Responsive Instruction
> Response to Intervention
29
Please see
Resources: Positive Behavioral Supports and
Interventions for additional information.
30