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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, [email protected]
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
10
15
20
Ave
Re
ferr
als
pe
r D
ay
Sept Oct Nov Dec Jan Feb Mar Apr May JunSchool Months
Office Referrals per Day per MonthThis Year
0
10
20
30
40
50
Nu
mb
er
of
Re
ferr
als
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
0
10
20
30
40
50 N
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
er
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”