Positive Behavior Intervention Support

PBIS

USD 308Professional Learning

November 24 & 25, 2014

Challenges Facing Schools Today

• Doing more with less

• Educating increasing numbers of students who are more different than similar from each other

• Educating students with challenging behaviors

• Creating “host environments” and systems that use effective practices

Competing, Inter-related National Goals

Literacy, math, geography, science

School safety, caring and focused on teaching and learning

Prevent drug use

Eliminate bullying

Improve student character &

citizenship

FAPE

College and Career Ready

Affect rates of high risk,

antisocial behavior

FAPE = Free Appropriate Public Education

Factors Contributing to Antisocial Behaviors

CommunityAntisocial Network of Peers

Lack of Prosocial Engagements

(e.g., Biglan)

Home Inconsistent Management

Reactive Discipline

Lack of Monitoring

(e.g., Dishion & Patterson)

SchoolReactive/Punishing Discipline

Lack of Agreement about Rules, Expectations and Consequences

Lack of Staff Support Failure to Consider & Accommodate Individual Differences

Academic Failure

(e.g., Mayer)

Minor Offenses

When Behavior Doesn’t Improve, We “Get Tougher!”

• Zero tolerance policies• Increased surveillance• Increased suspension &

expulsion• In-service training by expert• Alternative programming

The “Get Tough” approach:Assumption that

“problem” student…• Is inherently “bad”• Will learn more appropriate behavior

through increased use of punitive consequences

• Will be better tomorrow…

Reliance on Punishment = Increases in Problem Behavior

Punishing problem behaviors without a school-wide system of support is associated with increased

– Aggression – Vandalism– Truancy – Tardiness – School Drop-Out Rates(Mayer, 1995; Mayer & Sulzer-Azaroff, 1991)

A new way of thinking of behavior problems

If a child doesn’t know how to read, we teachIf a child doesn’t know how to swim,

we teachIf a child doesn’t know how to multiply,

we teachIf a child doesn’t know how to drive,

we teachIf a child doesn’t know how to behave,

we… Teach?Punish?

Why can’t we finish the last sentence as automatically as we do the others?

John Herner, Counterpoint (1998, p. 2)

1. What is your personal philosophy of an instructional approach to correcting inappropriate student behavior?

2. How can I change my classroom?

3. Think of a recent time when you corrected a student for inappropriate behavior. what approach did you use - instructional or punitive?

4. Are you consistent in your responses to all students?

5. When correcting students, do you maintain the same voice tone and demeanor that you use with academic correction?

“Our first instinct is to punish misbehavior. And if a kid can’t do something, all the punishment in the world is not going to empower him to be able to do it.”

- Dr. Edwin Ellis

What Research Tells Us

“Overall, the evidence shows the following: there is no research base to support frequent suspension or expulsion in response to non-violent and mundane forms of adolescent misbehavior; large disparities by race, gender, and disability status are evidence in the use of these punishments; frequent suspension and expulsion are associated with negative outcomes; and better alternatives are available.”

Daniel J. Losen, Discipline Policies, Successful Schools and Racial Justice (October 2011).

Zero Tolerance Not Effective

School removals, “get tough” punishments, and zero tolerance strategies are not effective at transforming anti-social behavior into pro-social behavior; in fact, these strategies often have the opposite effect of worsening the problem and further alienating the child from the school environment and “pushing” them out of school.

Irvin, Tobin, Sprague, Sugai, & Vincent, 2004; Skiba & Peterson, 1999; Mayer, 1995.

Popular Yet Ineffective Treatments

Treatment/Intervention

• Punitive discipline -.13 to + .06

• Referral to outside counseling .00 to + .08

• Meeting with the student .00

• Analyze cognitive strengths & weakness .00

Effect Size

Effect Size #

Small .10

Medium .30

Large .50

Treatment Effect Size❑ PBIS + .90❑ Mentor-based support .60 to +1.00 ❑ Social emotional learning + .90❑ Social skills training + .68❑ Proactive classroom management + .81❑ Formative evaluation + + 1.00

graphing + reinforcement❑ Supplemental academic instruction + .70 to 1.50 ❑ Behavior contract, self-monitoring > +.50

Kavale (2005); Marquis et al. (2000); Cook, et al. (in press); Blueprints for Promising Treatments (1999)

Less Popular Treatments That Do Work

Traditional Behavior Management1. Views individual as “the problem”2. Attempts to “fix” individual3. Extinguishes behavior4. Sanctions punitive consequences5. Takes weeks to “fix” a single

behavior6. Implemented by a behavioral

specialist often in atypical settings7. Often resorted to when systems are

inflexibleSource: Functional Assessment: Putting Research on

Methods of Behavior Management to Practical Use in the Classroom

Activity• What attitudes or beliefs are held by your

building that reflect a traditional view of discipline?

• What shared beliefs do you need in order to unify staff around a new view of discipline and begin your work developing a proactive and positive approach to discipline?

Direction of Discipline

Moving From

Reactive

Punishing/Punitive

Reprimands

Loss of Privileges

Moving TowardsProactive

Preventative

Teaching and Rewarding

Intervening Early

Least Effective

• Label Student• Exclude Student• Blame Family• Punish Student• Assign Restitution • Ask for Apology

Most Effective

• Teach Targeted Social Skills

• Reward Social Skills• Teach All• Individualize for Non-

Responsive Behavior• Invest in Positive

School-wide Culture

What the Science of Behavior Has Taught Us…

• To retain new behaviors, students must be given specific, positive feedback and opportunities to practice in a variety of settings.

• Students are not born with bad behaviors.

• Students do not learn better ways of behaving when given aversive consequences.

• To learn better ways of behaving, students must be directly taught the replacement behaviors. (Think learning errors)

The most effective responses to reduce school violence include:

Social skills instruction

Behaviorally based interventions

Academic interventions

Discipline Works When …Prevention creates more positive than

negative consequences

Punishment(Failure)Reinforceme

nt(success)

4 : 1

What is Positive BehaviorIntervention Support?

School-wide Positive Behavior Intervention Support

An approach that begins with

a school-wide prevention effort,

and then adds intensive

individualized support for those

students with more extreme needs.

SWPB

IS

Why SWPBIS?

The fundamental purpose of SWPBIS is to make schools more effective and equitable learning environments.

Predictable

Consistent

Positive

Safe

School Culture Surveyhttp://goo.gl/1pb3NZ

Break Time

With a shoulder partner... What statement can you make about the results?

How might the results look different from a student’s perspective?

How might parents and community members respond?

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%

SCHOOL-WIDE POSITIVE BEHAVIORSUPPORT

27

Main Ideas:1. Invest in prevention first2. Multiple tiers of support

intensity3. Early/rapid access to support

Elements of School-wide PBIS

Monitor, evaluate, and modify

Establish a team interest and commitment

Establish a data-based decision-making system

Modify discipline referral process/forms

Establish expectations & rules

Develop lesson plans & teach

Create a reward/incentives program

Refine consequences

Universal or Tier 1 – Instruction on behavior expectations– Promotion of success for all students– Seating, class reinforcement chart,

academic assessment, etc– Universal Screening (ODRs or Risk

Scales)Prevention

Secondary or Tier 2

–Small group social skills–Self management–Structured reinforcement–Check In/Check Out

For non-responsive

students

Tertiary or Tier 3– Comprehensive

Functional Behavior Assessment

– Individualized Behavior support plan

– Wraparound/Person-centered Planning

Intensive

needs

If you’ve told a child a thousand times and she/he still doesn’t understand,then it is not the CHILD who is the

slow learner!

-Anonymous

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

4 PBIS Elements

Center for School Evaluation,Intervention, & Training

www.luc.edu\cseit

PBIS is NOT:▪Giving out candy and stickers willie-nillie

▪Patting kids on the back saying “good job”

▪Being permissive with kids

▪Bribing kids to do what you want

▪Being sickeningly sweet

PBIS is…• A systems approach for preventing

problem behavior

• Not limited to any particular group of youths…it’s for all youths

• Based on long history of behavioral practices & effective instructional design & strategies

What does PBIS look like in a school? • >80% of students can tell you what is expected of them & can give

behavioral examples because they have been taught, actively supervised, practiced, & acknowledged.

• Positive adult-to-student interactions exceed negative.

• Administrators are active participants.

• Data & team-based action planning & implementation.

• Function based behavior support is a foundation for addressing problem behavior.

• Full continuum of behavior support is available to all students.

Ou

tcom

es

Efficient use of resources/time

Increased instructional time

Students more engaged

Reduction in problem behavior

Increased attendance and academic engagement

Improved academic performance

Reduction in referrals to Special Education

Improved family involvement in school

Less time on setting limits

Improved school climate

Five Core Strategies of SWPBIS

1. Focus on preventing the development and occurrence of problem behavior.

2. Teach appropriate social behavior and skills. 3. Acknowledge appropriate behavior. 4. Gather and use data about student behavior to

guide behavior support decisions. 5. Invest in the systems (e.g., teams, policies,

funding, administrative support, data structures) that support adults in their implementation of effective practices.

Classroom

Multiple Systems Perspectives

Non-classroomFamily

Student

School-wid

e

Reading

Phys. Ed.Art

Student Profile: Eddie

The triangle is used to describe supports needed for student success rather than to label individuals.

Student Profile: Eddie

What do we know about Eddie?http://goo.gl/iqBBjY

An IntegratedBehavior and Academic

Support Model• Both are critical for school success

• Share critical feature of data-based decision making

• Both utilize three-tiered prevention model

• Both incorporate a team approach at school level, grade level, and individual level

• Models of integrated behavior and reading supports produce larger gains in literacy skills than the reading-only model

(Stewart, Benner, Martella, & Marchand-Martella, 2007)

Teaching Academics & Behaviors

Behavioral change is

an instructional process

Reteach

Tell

Model

Practice

Feedback

Goal: Reduce HarmSpecialized Individual Systems for Students with High-Risk

Goal: Reverse Harm Specialized Group Systems for Students At-Risk

Goal: Prevent Harm School/Classroom-Wide Systems for All Students, Staff, & Settings

Academic Behavioral Social

Comprehensive, Integrated, Three-Tier Model of Prevention (Lane, Kalberg, & Menzies, 2009)

Tertiary Prevention (Tier 3)

Secondary Prevention (Tier 2)

Primary Prevention (Tier 1)

≈

≈

≈

PBIS Framework

Validated Curricula

Lane & Oakes

(Close to Home c Reprinted with permission of Universal Press Syndicate. All rights reserved.)

Piano Stairs

www.thefuntheory.com

Using Fun to Change Behaviors

The Volkswagen Fun Theory

Break Time

Changing Behavior Can Be Fun

SETTING

All Settings

Hallways Playgrounds CafeteriaLibrary/

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 the right way.

TEACHING MATRIX

Expe

ctati

ons

Hocker Grove Middle School Matrix

We have developed district-wide expectations:

Be safe Be

responsibleBe respectfulIt is not enough to just post the words on

the walls of the classroom.

We MUST TEACH and RETEACH!

Click to edit Master title style

Click to edit Master subtitle style

11/7/2014

Why Develop a System for Teaching Behavior?

• Behaviors are prerequisites for academics• Procedures and routines create structure• Repetition is key to learning new skills:

• For a child to learn something new, it needs to be repeated on average of 8 times

• Adults average 25- Joyce and Showers, 2006

• For a child to unlearn an old behavior and replace with a new behavior, the new behavior must be repeated on average 28 times (Harry Wong)

Consider:Q: Why are lesson plans needed to teach behavior?

A: Teachers need to provide instruction for behavior, just as they provide instruction for academics, sports, or music

Q: What might happen if each teacher simply taught the students what they mean by, “Be respectful”?

A: Use the same teaching principles and steps for behavior as for teaching any other skill (including modeling)

Q: What is the goal of a school-wide positive behavior intervention support system?

A: Expectations need to be taught and reviewed on an on-going basis throughout the year. Students need to understand behavior expectations, regardless of where they are throughout the district.

PBIS Cool ToolsCool tools are behavioral lesson plans that structure how staff teach the

expected behaviors from the school-wide behavioral matrix.

They are:• Research-based procedures for teaching the behaviors;

• Examples and non-examples taken from classroom and non-classroom settings and situations;

• Modeling and role-playing to teach new skills and provide students with practice opportunities;

• Feedback and acknowledgment to ensure students display the expected/taught behaviors;

• Taught weekly following kickoff and monthly following proof of fluency.

Designing a Cool Tool

Step one: Select the skill to be taught✓ Skills are taken directly from the behavioral matrix✓ Select skills based on the trends in your data

Step two: Write the lesson plan1. Name the skill & align to school-wide expectations2. Introduce the rule/skill3. Demonstrate the rule/skill4. Provide acknowledgment and feedback

Teaching the Expected Behaviors

• Remember that Grades K-3 will need lots of instruction and practice on behavioral expectations and procedures

• Important Steps for Monitoring Gr. 4 - 12– Remind– Supervise– Provide Positive Feedback and Corrections

(From Geoff Colvin, 7 Steps for Developing a Proactive Schoolwide Discipline Plan)

Recognition• Recognition should be meaningful to students.

Examples include social recognition, tangibles, and privileges.

• Recognize students publicly and privately, as appropriate.

• Observe students and change recognition program when students are no longer excited or fail to respond.

• Increase reinforcement before difficult times.(Sprague, J. & Golly A, (2005). Best Behavior. Longmont, CO: Sopris West)

How to Give Recognition• Clear and specific

• Appropriate for student’s age

• Genuine

• Public/Private (know your students)

Why Use a Tangible System?• Reminder to all adults to encourage and

acknowledge appropriate, desired behavior

• Can serve as measure of positive acknowledgement being given

• Universal signal to students and adults that an appropriate example of expected behavior has occurred

Other Recognition Examples• School-wide celebrations• Class celebrations• Positive phone calls home• Raffles and drawings• No/reduced tardy party• Improved behavior party/recognition• Attendance celebrations

Remember…We can’t “make” students learn or behave.

We can create environments to increase the likelihood students learn and behave.

Inappropriate behaviors can be changed.

Changing environments requires changing adult behavior.

Adult behavior must change in a consistent and systematic manner.

Support systems are essential for both students and adults.

To Conclude

• Arrange to work smarter

• Create systems-based preventive continuum of behavior support

• Focus on adult behavior

• Establish behavioral competence

• Utilize data based decisions • Give priority to academic success

• Invest in evidence-based practices

• Teach & acknowledge behavioral expectations

• Work from a person-centered, function-based approach

Amy Reilly

adaptive schools structure

PBIS Resources• http://usd308mtss.weebly.com• www.pbis.org • www.apbs.org • www.pbisassessment.org • http://www4.smsd.org/positivebehaviorsupports/• www.pbismissouri.org • http://www.symbaloo.com/home/mix/pbis4

Social Media• Facebook

– Association for Positive Behavior Support– Nevada Positive Behavior Support– Florida’s Positive Behavior Support Project– Northwest PBIS Network

• Twitter– #pbis, #RTI, #PBSchat, #aba, #edchat, #tck, #ksed,

#moswpbs, #pbischat, – @pbischat hosts twitter chat 8pm on Tuesdays

• Google +

Positive Behavior Support

is Prevention Focused “Building a culture of prevention is not easy.

While the costs of prevention have to be paid in the present, the benefits lie in distant future. Moreover, the benefits are not tangible; they are the disasters that did not happen.” Kofi Annan

The Big Bang Theory shows us how positive reinforcement can work for you...

ReferencesCarr, E. G., Dunlap, G., Horner, R. H., Koegel, R. L., Turnbull, A. P., Sailor, W., Anderson, J., Albin, R. W., Koegel, L. K., & Fox, L. (2002). Positive behavior support: Evolution of an applied science. Journal of Positive Behavior Interventions, 4, 4-16, 20.Colvin, G. (2009). Managing noncompliance and defiance in the classroom: A roadmap for teachers, specialists and behavior support teams. Thousand Oaks, CA: Corwin.Colvin, G. (2004). Managing the cycle of acting-out behavior in the classroom. Eugene, OR: Behavior Associates.Colvin, G. (2007). 7 Steps for developing a proactive schoolwide discipline plan: A guide for

principals and leadership teams. Thousand Oaks, CA: Corwin Colvin, G., & Sugai, G. (1989). Managing escalating behavior (2nd ed.). Eugene, OR: Behavior Associates. Lane, K. L., Kalberg, J. R., & Menzies, H. M.(2009). Developing schoolwide programs to prevent and manage problem behaviors: A step-by-step approach. New York: Guilford Press. Peterson, R.L., 2010, Developing School Policies and Procedures for Physical Restraint and Seclusion in Nebraska Schools. University of Nebraska-Lincoln. Retrieved from: http://disabilityrightsohio.org/sites/default/files/sites/default/files/u62/Restraint_Seclusion_Nebraska.pdf Ryan, J. (2013, June 19). Are there better alternatives to seclusion and restraint? {Blog Post} Retrieved from http://www.cmhnetwork.org/media-center/morning-zen/are-there- better-alternatives-to-seclusion-and-restraint Sprague, J. R. & Golly, A. (2004). Best Behavior: Building positive behavior support in schools. Longmont, Colorado: Sopris West Educational Services.