An Overview of School-wide PBIS 11/14/18

© 2014 May Institute, Inc.1

PBIS 101: An Introduction to SW-PBIS

www.mayinstitute.orgwww.pbis.org

Bob Putnam, Ph.D., LABA, BCBA-Dbputnam@mayinstitute.org

The May Institute, Inc.OSEP Center on Positive Behavioral Interventions & Supports

Why SWPBIS?

3 Worries & Ineffective Responses to Problem Behavior

“Wait-n-See” approach

“Get Tough” reactive practices

“Train-n-Hope” training format

SW-PBIS Logic!

Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable(Zins & Ponti, 1990)

What is PBIS?

Improving overall functional outcomes of

our individuals

Ensuring that all individuals have access

to most effective and accurately implemented

practices

System-wide PBIS: Provides a Framework for these practices and

outcomes

Decision-making framework that guides

the selection, implementation, and integration of these

practices

An Overview of School-wide PBIS 11/14/18

© 2014 May Institute, Inc.2

SWPBS aka MTSS, SWPBS, MTSS-B, MTBF, RtI-B…

Framework

Continuum

Academically

All

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%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

ALL

SOME

FEW

MTSSIntegrated Continuum

Academic Continuum

Behavior Continuum

IMPLEMENTATION W/ FIDELITY

CONTINUUM OF EVIDENCE-BASEDINTERVENTIONS

PREVENTION& EARLY

INTERVENTIONCONTINUOUSPROGRESS

MONITORING

DATA-BASEDDECISION MAKING

& PROBLEM SOLVING

UNIVERSAL SCREENING

RtIPBIS

MTSS

Universal

Targeted

IntensiveContinuum of

Support“Bill”

Dec 7, 2007

Science

Soc Studies

Comprehension

Math

Soc skills

Basketball

Spanish

Label behavior…not people

Decoding

Writing

Technology

An Overview of School-wide PBIS 11/14/18

© 2014 May Institute, Inc.3

Universal

Targeted

IntensiveContinuum of Support for

ALL:“Malcomb”

Dec 7, 2007

Prob Sol.

Coop play

Adult rel.

Anger man.

Attend.

Peer interac

Ind. play

Supportsforallstudentsaremulti-tiered

Self-assess

Homework

Technology

Critical Features of PBIS

PRACTICES

Supporting Culturally

Knowledgeable Staff Behavior

Supporting Culturally RelevantEvidence-based Interventions

OUTCOMES

Supporting Culturally Equitable Social Competence & Academic Achievement

SupportingCulturally Valid

DecisionMaking

Science of Behavior• “If we teach it, they will learn”

– When a student cannot read, we teach her to decode and build fluency

– When a student struggles in math, we teach him to add, subtract etc. and build fluency

– When a student cannot dress himself, we teach him to put on each piece of clothing (over head, pull up)

– When a student has difficulty getting along with peers, talks back, and/or disrupts the class, …

…Students CAN and DO learn better ways of behaving by being TAUGHTdirectly & receiving positive feedback

1. Leadership team & Coaching

2. Common purpose & approach to discipline

3. Clear set of positive expectations & behaviors

4. Procedures for teaching expected behavior

5. Continuum of procedures for encouragingexpected behavior

6. Continuum of procedures for discouraginginappropriate behavior

7. Procedures for on-going monitoring & evaluation

School-wide Systems

An Overview of School-wide PBIS 11/14/18

© 2014 May Institute, Inc.4

• Classroom-wide positive expectations taught & encouraged

• Teaching classroom routines & cues taught & encouraged

• Ratio of 6-8 positive to 1 negative adult-student interaction

• Active supervision• Redirections for minor, infrequent behavior

errors• Frequent precorrections for chronic errors• Effective academic instruction & curriculum

ClassroomSetting Systems

• Positive expectations & routines taught & encouraged

• Active supervision by all staff– Scan, move, interact

• Precorrections & reminders• Positive reinforcement

NonclassroomSetting Systems

• Behavioral competence at school & district levels

• Function-based behavior support planning • Team- & data-based decision making• Comprehensive person-centered planning &

wraparound processes• Targeted social skills & self-management

instruction• Individualized instructional & curricular

accommodations

Individual StudentSystems

Critical Features of PBIS

PRACTICES

Supporting Culturally

Knowledgeable Staff Behavior

Supporting Culturally RelevantEvidence-based Interventions

OUTCOMES

Supporting Culturally Equitable Social Competence & Academic Achievement

SupportingCulturally Valid

DecisionMaking

Establishing and Teaching Expected Behaviors

An Overview of School-wide PBIS 11/14/18

© 2014 May Institute, Inc.5

Science of behavior has taught us to consider ….

Skill Deficits “I don’t know what to do or when to do it”

“I have not mastered that skill”

vs.

Performance Deficits “I am not motivated to use that behavior”

“It does not work for me (ineffective) or does not work as well (inefficient) as other behaviors”

Few positive SW expectations defined, taught, & encouraged

Teaching Matrix

SETTING

All Settings Hallways Playgrounds Cafeteria

Library/Compute

r LabAssembly 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.

Expe

ctat

ions

Acknowledging Expected Behaviors

Acknowledge & Recognize

An Overview of School-wide PBIS 11/14/18

© 2014 May Institute, Inc.6

“Dress up your teacher”Attention All Students! We are excited to announce our next school-wide PBIS celebration! If you earn 350 tickets as a grade by October 29th, you may bring in accessories to dress up your homeroom teacher on Friday, October 30th!

Discouraging Inappropriate Behaviors

Establish a continuum of procedures to respond to rule violating behavior.

• Classroom-based responses

• Office Discipline Referrals– Minor vs. Major– Classroom Managed vs. Office

Managed

• Process for applying consequences and informing staff

Critical Features of PBIS

PRACTICES

Supporting Culturally

Knowledgeable Staff Behavior

Supporting Culturally RelevantEvidence-based Interventions

OUTCOMES

Supporting Culturally Equitable Social Competence & Academic Achievement

SupportingCulturally Valid

DecisionMaking

What types of Data?• Academic / Behavior / Social student data• Adult behavior and perception • Systematic Screening • Treatment Integrity• Social Validity

An Overview of School-wide PBIS 11/14/18

© 2014 May Institute, Inc.7

You can prevent it!(or at least minimize it)

If you can predict it…

0

5

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20

Ave

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ferr

als

pe

r D

ay

Sept Oct Nov Dec Jan Feb Mar Apr May JunSchool Months

Office Referrals per Day per MonthThis Year

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50

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mb

er

of

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ferr

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La ng Achol Arso n Bomb Combs Defia n Disru pt Dre ss Agg/ fgt Theft Har ass Prop D Skip Tard y Tobac Vand Wea p

Types of Problem Behavior

Referrals per Prob Behavior

Language Defiance Disruption Harassment Skiping

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um

be

r o

f R

efe

rra

ls

7:0 0 7:3 0 8:0 0 8:3 0 9:0 0 9:3 0 10 :00 10 :30 11 :00 11 :30 12 :00 12 :30 1:0 0 1:3 0 2:0 0 2:3 0 3:0 0 3:3 0

Time of Day

Referrals by Time of Day

12:00

0

20

40

60

80

Nu

mb

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of

Off

ice

Re

ferr

als

Bath R Bus A Bus Caf Class Comm Gym Hall Libr Play G Spec Other

School Locations

Referrals by Location

Cafeteria Hall

Office Referrals per Student

Ulster County BOCES

Interventions Should begin here

Punishment alone does not change behavior.

An Overview of School-wide PBIS 11/14/18

© 2014 May Institute, Inc.8

What are the outcomes?

RCT & Group Design PBIS StudiesBradshaw, C. P. (2015). Translating research to practice in bullying prevention. American Psychologist, 70, 322-332.

Bradshaw, 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.

Sorlie, M., & Ogden, T. (2015). School-wide positive behavior support Norway: Impacts on problem behavior and classroom climate.International Journal of School and Educational Psychology, DOI: 10.1080/21683603.2015.1060912.

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

Oct 2015

Increase in Teacher SatisfactionPercentage of Teachers who Reported the School

Discipline Plan as Ineffective

PBS implemented

Time Lost to Discipline(Barrett and Swindell-2002)

Referrals 20 minutes 15 minutesStudent Administrator

71

3041

3515 20

0

10

20

30

40

50

60

70

80

Last Year This Year Time Regained

Student Days Admin Days

Days Lost due to discipline in 2009-2010

Days Lost due to discipline in 2011-2012

Days Regained between 2009 and 2012 by using PBIS, school wide prevention and reducing number of discipline referrals

Office Referrals reduced from 1393 to 546

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

GENERAL IMPLEMENTATION

PROCESS

An Overview of School-wide PBIS 11/14/18

© 2014 May Institute, Inc.9

Exploration/Adoption

DevelopCommitment

Installation

EstablishLeadershipTeams,SetupDataSystems

InitialImplementation

ProvideSignificantSupporttoImplementers

Elaboration

EmbedasStandardPractice/Addschools

ContinuousRegeneration

IncreaseEfficiency&Effectiveness

STAGESOFIMPLEMENTATION

Kincaid,FloridaPBISAdaptedfromFixsen &Blase,2005

Train & Hope

Train & Support

Step One: Readiness“Exploration / Adoption” “Installation”

DataSystems

PBISOverviewTeamLeader&

TeamDevelopment&Coaching

StaffSurveyandPBISbuy-invote

Step Two: Training

2DayTraining:1. Consistency2. PositiveExpectations3. Teachingsocialskills4. Monitoring5. Reinforcement6. Respondingtoproblembehavior7. Datasystem

PlanDevelopment1. FinishPlanDocument2. Planstaffandstudenttrainingschedules

OptionaladditionaldaywithPBIStrainertocompletetheplan

Step Three: Initial Implementation

OngoingCoachingSupport

StaffTrainingonschool-wideplan

StudentTrainingonschool-wideplan

MonthlyTeamMeetingsandDataReview

An Overview of School-wide PBIS 11/14/18

© 2014 May Institute, Inc.10

PBIS works because:“Universal language and common

expectations are terrific.” (practices)

“It wasn’t dumped on us... it was a process and gradually implemented at our pace.” (process)

“It wasn’t packaged… we created it to work for us!” (framework)

“It’s a Process”