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4/11/2016
1
Overview of School-Wide
Positive Behavior Support
Sara Whitcomb, [email protected]
• What is Positive Behavior Intervention & Support (PBIS)?
• What does it look like in schools?• How do we build it into our own evidenced-
based practices (Data-based decision-making)?• How does a school begin to implement PBIS?• How can May-UMass Partners support this
implementation?
PBIS Overview: Guiding Questions
Acknowledgements• Rob Horner, University of Oregon• George Sugai & Brandi Simonsen,
University of Connecticut• Bob Putnam, The May Institute USF and the Florida Positive
Behavior Support Project (http://flpbs.fmhi.usf.edu)
• www.pbis.org• SEL4MASS (sel4mass.org)• CASEL (www.casel.org)
The Problem
• 1 in 5 students have social-emotional challenges that could be diagnosed.
• 70% of children do not get services they need.• Mental health problems and challenging
behaviors are associated with:– Poor academic performance– Dropout– Unemployment– Struggles with friendships and relationships
Cook et al., 2015
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What our kids may be experiencing!
Silos in Research and Practice
Climate PBIS SEL
Keys to Prevention
Structure
Support
Positive Positive School Climate
(Bear, Whitcomb, Elias & Blank, 2015)
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Keys to Prevention
PBIS
SEL
Positive Positive School Climate
(Bear, Whitcomb, Elias & Blank, in press)
Positive Behavioral Interventions and Supports (PBIS)
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What is PBIS?
Improving academic and behavior outcomes of our
students
Improving academic and behavior outcomes of our
students
Ensuring that all students have access to most
effective and accurately implemented practices
Ensuring that all students have access to most
effective and accurately implemented practices
School-wide PBIS: Provides a Framework for these
practices and outcomes
School-wide PBIS: Provides a Framework for these
practices and outcomes
Decision-making framework that guides the selection, implementation,
and integration of these practices
Decision-making framework that guides the selection, implementation,
and integration of these practices
Number of Schools Implementing SWPBIS since 2000
0
2000
4000
6000
8000
10000
12000
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18000
20000
00 01 02 03 04 05 06 07 08 09 10' 11' 12' 13'
19,054PBIS Center (Horner, 2013)
Count of School Implementing SWPBIS by StateFebruary, 2013
0
200
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Proportion of Schools Implementing SWPBIS by StateFebruary, 2013
0
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SWPBS Logic!Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, scalable, & logical for all students.(Zins & Ponti, 1990)
“Maisy”Assessments indicate that Maisy performs in average to above average range in most academic areas. However, her teacher has noticed Maisy’s frequent talking & asking & answering questions without raising her hand has become an annoying problem to other students & to the teacher.
What would you do?
“141 Days!”
Intermediate/senior high school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of students have received at least one office discipline referral.
“Josie”Josie dresses in black every day, rarely interacts with teachers or other students, & writes & distributes poems & stories about witchcraft, alien nations, gundams, & other science fiction topics. When approached or confronted by teachers, she pulls hood of her black sweatshirt or coat over her head & walks away. Mystified by Josie’s behavior, teachers usually shake their heads & let her walk away. Recently, Josie carefully wrapped a dead squirrel in black cloth & placed it on her desk. Other students became frightened when she began talking to it.
What would you do?
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“Four corners”
Three rival gangs are competing for “four corners.” Teachers actively avoid the area. Because of daily conflicts, vice principal has moved her desk to four corners.
PRACTICES
SupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
Emphasize:
Elements
Emphasize:4 IntegratedElements
What is the of PBIS?
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
Science of Behavior
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SW-PBIS
Framework for enhancing adoption & implementation of
Continuum of evidenced-based interventions to achieve
Academically & behaviorally important outcomes for
All students
We can effectively teach appropriate behavior to all children
Intervene early
Use a multi-tier model of service delivery
Use research based, scientific validated interventions to the extent possible
Monitor student progress to inform interventions
Use data to make decisions
Use assessments for three different purposes
How to do Behavior Support well for all our students?
We can effectively teach appropriate behavior to all children
Intervene early
Use a multi-tier model of service delivery
Use research based, scientific validated interventions to the extent possible
Monitor student progress to inform interventions
Use data to make decisions
Use assessments for three different purposes
How to do Behavior Support well for all our students?
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Science of Human Behavior has taught us that students…Science of Human Behavior
has taught us that students…
Are born with bad behaviorsAre born with bad behaviors
Learn when presented with
contingent aversive
consequences
Learn better way of behaving by being taught
& receiving positive
feedback (consider function)
True or False
Science of Human Behavior has taught us that students…Science of Human Behavior
has taught us that students…
Are not born with bad behaviors
Are not born with bad behaviors
Do not learn when
presented with contingent
aversive consequences
Do learn better way of behaving by being taught
& receiving positive
feedback (consider function)
Teaching Behaviors like Academics
Define SimplyDefine Simply
ModelModel
Practice in Setting
Practice in Setting
Monitor & Acknowledge Continuously
Monitor & Acknowledge Continuously
Adjust for EfficiencyAdjust for Efficiency
We can effectively teach appropriate behavior to all children
Intervene early
Use a multi-tier model of service delivery
Use research based, scientific validated interventions to the extent possible
Monitor student progress to inform interventions
Use data to make decisions
Use assessments for three different purposes
How to do Behavior Support well for all our students?
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3-TIER LOGIC: EMPHASIS ON PREVENTION
PrimaryPrimary Reduces new cases of problem behavior
SecondarySecondary Reduces current cases of problem behavior
TertiaryTertiary Reduces complications, intensity, severity of problematic behavior
Primary Prevention:School-/Classroom-Wide Systems forAll Students,Staff, & Settings
Secondary Prevention:Specialized GroupSystems 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 BEHAVIORSUPPORT
ALL
SOME
FEW
35
ACADEMIC SYSTEMS SOCIAL/BEHAVIORAL SYSTEMS
Tier 1 Core Instructional Interventions• All students• Preventive, proactive
STUDENTS
RTI Model for Academics ANDSocial Skills/Behavior
Tier 1 Core Instructional Interventions• All settings, All students• Preventive, proactive
Tier 2 Targeted Group Interventions• Some students (at-risk)• High efficiency• Rapid response
Tier 2 Targeted Group Interventions• Some students (at-risk)• High efficiency• Rapid response
Tier 3 Intensive, Individual Interventions• Individual Students• Assessment - based• High intensity• Of longer duration
Tier 3 Intensive, Individual Interventions• Individual Students• Assessment - based• Intense, durable procedures
Designing Supportive Environments
Building Positive Relationships
Social Emotional Teaching Strategies
Individualized Intensive
Interventions
A Model From Early Childhood Field
•w
ww
.vanderbilt.edu/csefel
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PBIS Activity #1
1. Teams2. Practices
3. Data
SCHOOL-WIDE1.Leadership team
2.Behavior purpose statement
3.Set of positive expectations & behaviors
4.Procedures for teaching SW & classroom-wide expected behavior
5.Continuum of procedures for encouraging expected behavior
6.Continuum of procedures for discouraging rule violations
7.Procedures for on-going data-based monitoring & evaluation
EVIDENCE-BASED
INTERVENTIONPRACTICES
CLASSROOM1.All school-wide
2.Maximum structure & predictability in routines & environment
3.Positively stated expectations posted, taught, reviewed, prompted, & supervised.
4.Maximum engagement through high rates of opportunities to respond, delivery of evidence-based instructional curriculum & practices
5.Continuum of strategies to acknowledge displays of appropriate behavior.
6.Continuum of strategies for responding to inappropriate behavior.
INDIVIDUAL STUDENT1.Behavioral competence at school & district levels
2.Function-based behavior support planning
3.Team- & data-based decision making
4.Comprehensive person-centered planning & wraparound processes
5.Targeted social skills & self-management instruction
6. Individualized instructional & curricular accommodations
NONCLASSROOM1.Positive expectations & routines taught & encouraged
2.Active supervision by all staff (Scan, move, interact)
3.Precorrections & reminders
4.Positive reinforcement
FAMILY ENGAGEMENT1.Continuum of positive behavior support for all families
2.Frequent, regular positive contacts, communications, & acknowledgements
3.Formal & active participation & involvement as equal partner
4.Access to system of integrated school & community resources
Getting Started with SWPBIS
1. Establish an effective leadership team2. Develop brief statement of behavioral purpose3. Identify positive SW behavioral expectations4. Develop procedures for teaching SW expectations5. Develop procedures for teaching class-wide expectations6. Develop continuum for strengthening appropriate
behavior7. Develop continuum for discouraging violations of
expectations8. Develop data-based procedures for monitoring9. Develop systems to support staff10. Build routines to ensure on-going implementation
T H E DO NOTs
40
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Few positive SW expectations defined, taught, & encouraged
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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
RAH – at Adams City High SchoolRAH Classroom Hallway/
CommonsCafeteria Bathrooms
Respect Be on time; attend regularly; follow class rules
Keep location neat, keep to the right, use appropriate lang., monitor noise level, allow others to pass
Put trash in cans, push in your chair, be courteous to all staff and students
Keep area clean, put trash in cans, be mindful of others’ personal space, flush toilet
Achievement Do your best on all assignments and assessments, take notes, ask questions
Keep track of your belongings, monitor time to get to class
Check space before you leave, keep track of personal belongings
Be a good example to other students, leave the room better than you found it
Honor Do your own work; tell the truth
Be considerate of yours and others’ personal space
Keep your own place in line, maintain personal boundaries
Report any graffiti or vandalism
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Wildwood Teach social skills like academic skills
DEFINESimplyDEFINESimply
MODELMODEL
PRACTICEIn SettingPRACTICEIn Setting
ADJUST forEfficiency
ADJUST forEfficiency
MONITOR &ACKNOWLEDGE
Continuously
MONITOR &ACKNOWLEDGE
Continuously
Teach Expectations & behavioral skillsPBIS Example: High School
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First Grade
Ms. Simm’s Class
Getting Started with SWPBIS
1. Establish an effective leadership team2. Develop brief statement of behavioral purpose3. Identify positive SW behavioral expectations4. Develop procedures for teaching SW expectations5. Develop procedures for teaching class-wide expectations6. Develop continuum for strengthening appropriate
behavior7. Develop continuum for discouraging violations of
expectations8. Develop data-based procedures for monitoring9. Develop systems to support staff10. Build routines to ensure on-going implementation
Receive frequent recognition & encouragement
Failure(punishment)Success
(reinforcement)
(Scott, 2008)
Rationale-What Does 5 Positives to 1 Negative Mean?
• Students should experience predominately positive interactions (ratio of 5 positives for every negative) in all locations at school
• Positive Interactions• Behaviorally specific feedback as to what the student did right
(contingent)• Smile, nod, wink, greeting, attention, hand shake, high five
(non-contingent)
• Negative Interactions• Non-specific behavioral corrections• Ignoring student behavior (appropriate or inappropriate)
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Acknowledge & Recognize
Getting Started with SWPBIS
1. Establish an effective leadership team2. Develop brief statement of behavioral purpose3. Identify positive SW behavioral expectations4. Develop procedures for teaching SW expectations5. Develop procedures for teaching class-wide expectations6. Develop continuum for strengthening appropriate
behavior7. Develop continuum for discouraging violations of
expectations8. Develop data-based procedures for monitoring9. Develop systems to support staff10. Build routines to ensure on-going implementation
Necessary Components
School-Wide Continuum of Consequences
to Inappropriate Behaviors
Define discipline infractions
Categorize classroom versus office-managed
infractionsDevelop
continuum of responses to minor/major infractions
Necessary Components of A Continuum to Discourage Problem Behaviors
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Getting Started with SWPBIS
1. Establish an effective leadership team2. Develop brief statement of behavioral purpose3. Identify positive SW behavioral expectations4. Develop procedures for teaching SW expectations5. Develop procedures for teaching class-wide expectations6. Develop continuum for strengthening appropriate
behavior7. Develop continuum for discouraging violations of
expectations8. Develop data-based procedures for monitoring9. Develop systems to support staff10. Build routines to ensure on-going implementation
Why Collect Data?
Decision Making
Professional Accountability
Decisions focus upon• Implementation• Effectiveness
What Data Should be Collected?
Office Discipline Referrals• Indicate measure of overall environment• Underestimate of what is really happening• Referrals are effected by (a) student behavior, (b) staff behavior, (c) administrative
contexts
Suspensions/Expulsions
Quality of PBIS Implementation• Self-Assessment Survey (SAS) • System-wide Evaluation Tool (SET)• Tiered Fidelity Inventory (TFI)
Achievement and Attendance
www.pbisapps.org
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Implementation (Process) Data
Assessing Implementation Integrity in PBIS
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What is SWIS?
• School-Wide Information System–An efficient system for gathering
information–A web-based computer application for
data entry and report generation–A practical process for using information
for decision making
www.swis.org
PBIS and measuring outcomes
Quick Big 5 Data Report
How big of a problem is it?What are the major problem behaviors?
Where are the major problem behaviors?When are the major problem behaviors occurring?
Who is responsible for the major problem behaviors?
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Individual Student Report
SWIS Data Entry
TO Log / Referral From Ex.
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Cost of SWIS
• Tier 1: Schools using SWIS sign a license agreement with the University of Oregon that includes an annual fee of $300 per school per academic year.
• Tier 2: Schools using CICO-SWIS pay an additional $100 per school per academic year
Exploration / Adoption
Exploration / Adoption InstallationInstallation
Initial Implementat
ion
Initial Implementat
ionElaborationElaboration Continuous
RegenerationContinuous
Regeneration
PBIS: PHASES OF IMPLEMENTATION
A Synthesis of the Literature.
Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M. & Wallace, F. (2005). Implementation Research:
A Synthesis of the Literature.I.C.iv
Key Systems Features
Team-based Implementation
Clear Action Plan
Staff Buy-in
Embedded Professional Development
Staff Recognition for Implementation
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Avoiding “Train & Hope”
REACT toProblemBehavior
REACT toProblemBehavior
Select &ADD
Practice
Select &ADD
Practice
Hire EXPERTto TrainPractice
Hire EXPERTto TrainPractice
WAIT forNew
Problem
WAIT forNew
Problem
Expect, But HOPE for
Implementation
Expect, But HOPE for
Implementation
I.C.iv
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS: “Getting Started”
Team = Representative
School Leadership
Team
School Leadership
Team
AdministratorAdministrator
Grade Level Teachers
Grade Level Teachers
Counselor / School
Psychologist
Counselor / School
Psychologist
SpecialsSpecialsTeaching AssistantsTeaching
Assistants
ParentParent
StudentsStudents
• Active member of the School Leadership Team
• Gives initiative priority • Weighs in on and
provides support if agrees on School-wide decisions
• Invests in 2-3 years of implementation
Administrator Participation
Administrator Participation
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Step One: Readiness
Survey Staff
PBIS Overview
Team Leader & Team Development
PBIS buy-in vote
Step Two: Team Training
3 Day Training:1. Consistency2. Positive Expectations3. Teaching social skills 4. Monitoring 5. Reinforcement6. Responding to problem behavior7. Data system
Plan Development1. Finish Plan Document2. Plan staff and student training schedules
Step Three: Implementation
Coaching Support
Staff Training on school-wide plan
Student Training on school-wide plan
Monthly Team Meetings and Data Review
School-based PBS Leadership Team On-going Activities
1. At least monthly meetings that includes an analysis of PBS data
2. At least monthly status report to faculty3. Implementation of PBS Action Plan items4. Assessment of Accuracy of PBS action plan
implementation5. Assessment of Effectiveness of PBS action plan
implementation6. PBS data shared with school staff monthly or
quarterly
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SWPBS Implementation Blueprint
www.pbis.org
Next Step:
Is my School ready for Positive Behavior Support?
Readiness Checklist for Individual Schools
Readiness Steps for School-Wide Positive Behavior Support
PBIS Activity #2
1. What items are in place? Partially in place? or not in place?2. What are some next steps that can be done, if your team is
interested, in how best to put them in place.3. Identify questions that you have about any of the steps.
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Evidence-Based• SW-PBS has the largest research base out of any school-
wide intervention (National Implementation Research Network - Fixsen, 2008)
• School-wide positive behavior supports can foster engaged learning for students throughout a school (Luiselli, Putnam, Handler, & Feinberg, 2005; Nelson et al., 2002)
– Focuses students on what we want them TO DO– Increase positive interactions between students and staff (having a
positive adult role model is a key resiliency or protective factor)– Reduces need to engage in negative disciplinary measures = increase
time in class– Embedding school-wide expectations into assignments makes them
more relevant
Evidence Base for PBISHorner and colleagues, 2009
Bradshaw and colleagues, 2008
SWPBS is associated with: ▫ Lower levels of discipline ▫ Fewer suspensions▫ Improved perception of safety of the schools ▫ Increased proportion of students meeting state reading
standard and proportion of students scoring advanced or proficient on state achievement tests▫ Increased all aspects of a broad measure of organizational
health/school climate
PBIS: Final Message
Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable (Zins & Ponti, 1990)
