PBIS 101 School-Wide Positive Behavior Support: An Overview 2015- PBIS 101 School-Wide... · PBIS 101: An Overview of School-wide PBIS 11/19/2015 © 2015 May Institute, Inc. 1 PBIS

PBIS 101: An Overview of School-wide PBIS 11/19/2015

© 2015 May Institute, Inc.

1

PBIS 101

School-Wide Positive Behavior

Support: An Overview

www.mayinstitute.org

www.pbis.org

Marcie Handler, Ph.D., BCBA-D

[email protected]

The May Institute, Inc.

OSEP Center on Positive Behavioral Interventions & Supports

GOAL

Establish a 3-5 year plan to…

• Develop efficient and effective

district-wide and school-wide

systems, practices, and capacity

to improve discipline and academic

support practices for ALL students

using data based decision-making

SW-PBS Logic!

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

(Zins & Ponti, 1990)

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 TAUGHT

directly & receiving positive feedback

SWPBS is

Framework

Continuum

Academically

All



2

IMPLEMENTATION W/ FIDELITY

CONTINUUM OF EVIDENCE-BASED INTERVENTIONS

PREVENTION & EARLY

INTERVENTION

CONTINUOUS PROGRESS

MONITORING

DATA-BASED DECISION MAKING

& PROBLEM SOLVING

UNIVERSAL SCREENING

RtI PBIS

MTSS

~80% of Students

~5%

SECONDARY PREVENTION (group)

• Check in/out

• Targeted social skills instruction

• Peer-based supports

• Social skills club

• Connections

TERTIARY PREVENTION (individual)

• Function-based support

• Wraparound

• Person-centered planning

• Coordination of care plans

PRIMARY PREVENTION (universal)

• Teach SW expectations

• Proactive SW discipline

• Positive reinforcement

• Effective classroom instruction

• Parent engagement

• Classroom behavior support

• Data-based decisions

~15%

SOME

FEW

CONTINUUM OF SCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT (example)

ALL

Universal

Targeted

Intensive

PRACTICES

Supporting

Staff Behavior

Supporting

Student Behavior

OUTCOMES

Supporting Social Competence &

Academic Achievement

Supporting

Decision

Making

Approach

4 Integrated

Elements • Improvement in school climate and

academic performance: – Increase in

• prosocial behaviors

• time on-task

• academic performance

• school attendance

• classroom on-task behavior

• student, staff, and parent perceptions of school safety

• student, parent and staff satisfaction

• staff retention and attendance

Positive Behavior Support Primary Outcomes

1. Common purpose & approach to discipline

2. Clear set of positive expectations & behaviors

3. Procedures for teaching expected behavior

4. Continuum of procedures for encouraging

expected behavior

5. Continuum of procedures for discouraging

inappropriate behavior

6. Procedures for on-going monitoring &

evaluation

School-wide Systems

Few positive SW expectations defined,

taught, & encouraged =

COMMON LANGUAGE



3

School-wide

Rules/

Expectations

Typical Settings/ Contexts

All Settings Assemblies Bathroom Cafeteria Recess Hallway Bus

Be

Respectful

Calm and

quiet bodies

Use kind

words

Calm and

quiet

bodies

Respect

privacy

Whisper

voices

Eat your

own food

Take turns

Share

Include

everyone

Use

appropriate

language

Quiet voices

Hands to

yourself

Quiet and

appropriate

language

Calm and

quiet bodies

Be

Responsible

Take care of

materials

Do your best

Appropriat

e response

Clean up after

yourself

Appropriate

use of the

bathroom

Use quiet

voices

Raise your

hand

Use

equipment

appropriately

Keep hands

and feet to

yourself

Go directly

where you

need to

Stay in your

assigned

section

Keep things

in your

backpack

Be Ready

Follow

directions

and stay on

task

Eyes on

the

speaker

Listen

Do your

business and

get back to

class

Focus on

eating

Clean up

after

yourself

Talk about the

game’s rules

before you

play

Have a plan

for what to

play

Have what

you need

Walk single

file on the

right

Sit and stay

in your seat

Teach Expectations & behavioral

skills…to students and adults

Acknowledge & Recognize


• Fine Dining

• ATTENDance

• Dress up your Teacher

FEEDBACK


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

• Other School-Based Consequences

– Warnings

– Loss of privileges (e.g., recess, school dance, bus pass)

– Detention

– Restitution

– Suspension

… That link to

function and

are instructional



4

Staff Training

• Common language

• New Procedures

• Implementing lessons

• Providing reinforcement

• Documenting minors/majors

Agreements

Team

Data-based

Action Plan

Implementation Evaluation

GENERAL

IMPLEMENTATION

PROCESS

GENERAL

IMPLEMENTATION

PROCESS

Behavioral Capacity

Priority & Status

Data-based Decision Making

Communications

Administrator

Representation

Team

Coaching

Classroom

SWPBS

Practices

Non-classroom Individual

Student

1. Common purpose & approach to discipline

2. Clear set of positive expectations & behaviors

3. Procedures for teaching expected behavior

4. Continuum of procedures for encouraging

expected behavior

5. Continuum of procedures for discouraging

inappropriate behavior

6. Procedures for on-going monitoring &

evaluation

School-wide Systems



5

• 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

Classroom

Setting Systems

• Positive expectations & routines taught & encouraged

• Active supervision by all staff

– Scan, move, interact

• Precorrections & reminders

• Positive reinforcement

Nonclassroom

Setting Systems

• Behavioral competence across staff

• 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 Student

Systems

Break please!

Improvements in Behavior

469

321

71

0

50

100

150

200

250

300

350

400

450

500

2011-2012 2012-2013 2013-2014

Office Referrals Changes in School Climate



6

Fewer Suspensions…

and Students

143

26 21

37

14 10

0

20

40

60

80

100

120

140

160

OSS Days OSS Events Students ReceivingOSS

Middle School Out of School Suspensions

2012-13

2013-14

“We found some minutes?”

After reducing their office discipline referrals from 400 to 100, …..

Students gained 6000 instructional minutes back (300 less referrals x 20 minutes)…

and students requiring individualized, specialized behavior intervention plans decreased from 35 to 6.

0

10

20

30

40

50

60

70

80

Behavior Frequency

2009-2010 2010-2011 2011-2012

67% 67%

58%63%

30%

50%

58%

14%

43%40%

46%

100%

67%

92%

75%

90%

71% 71%

54%

68%

60%

73%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Benchmarks of Quality Year over Year Goal = 80%

Exploration / Adoption

Develop Commitment

Installation

Establish Leadership Teams, Set up Data Systems

Initial Implementation

Provide Significant Support to Implementers

Elaboration

Embed as Standard Practice / Add schools

Continuous Regeneration

Increase Efficiency & Effectiveness

STAGES OF IMPLEMENTATION

Kincaid, Florida PBIS



7

Where are you in implementation process? Adapted from Fixsen & Blase, 2005

• We think we know what we need, so we ordered 3 month free trial (evidence-based)

EXPLORATION & ADOPTION

• Let’s make sure we’re ready to implement (capacity infrastructure)

INSTALLATION

• Let’s give it a try & evaluate (demonstration)

INITIAL IMPLEMENTATION

• That worked, let’s do it for real (investment)

FULL IMPLEMENTATION

• Let’s make it our way of doing business (institutionalized use)

SUSTAINABILITY & CONTINUOUS

REGENERATION

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

Data Systems

PBIS Overview

Team Leader & Team Development

Staff Survey and PBIS buy-in vote

Step Two: Training

2 Day Training: 1. Consistency 2. Positive Expectations 3. Teaching social skills 4. Monitoring 5. Reinforcement 6. Responding to problem behavior 7. Data system

Plan Development 1. Finish Plan Document 2. Plan staff and student training schedules

Optional additional day with PBIS trainer to complete the plan

Step Three: Initial Implementation

Ongoing Coaching Support

Staff Training on school-wide plan

Student Training on school-wide plan

Monthly Team Meetings and Data Review

PBIS works because: “Universal language and common

expectations are terrific.”

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

“It wasn’t packaged.. we created it to work for us!”

Documents

PBIS 101 School-Wide Positive Behavior Support: An Overview 2015- PBIS 101 School-Wide... · PBIS 101: An Overview of School-wide PBIS 11/19/2015 © 2015 May Institute, Inc. 1 PBIS