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Goals• Brief Introduction to Positive
Behavior Support
• Four major changes in the design of support strategies
• Emphasis on understanding and using the “function” of behavior.
• Implications for clinicians and parents
Introductions• Teacher• Instructional and behavioral research• Positive Behavior Support
School-wide Positive Behavioral Interventions and Supports (PBIS)
• School-wide PBIS is:• A multi-tiered framework for establishing the social culture
and behavioral supports needed for a school to achieve behavioral and academic outcomes for all students.
• Evidence-based features of SWPBIS• Prevention• Define and teach positive social expectations• Acknowledge positive behavior• Arrange consistent consequences for problem behavior• On-going collection and use of data for decision-making• Continuum of intensive, individual intervention supports. • Implementation of the systems that support effective
practices
Establishing a Social Culture
Common Vision/Values
Common Language
Common Experience
MEMBERSHIP
Why SWPBIS?
• The fundamental purpose of SWPBIS is to make schools more effective and equitable learning environments.
Predictable
Consistent
Positive
Safe
“Phoenix Experience”
A few positive SW Expectations
No GumNo HatsNo BackpacksNo RunningNo ViolenceNo Disruption
eject violence
bey rules
top bullying
verybody “Stop It”
Number of Schools Implementing SWPBIS since 2000January, 2014
00 01 02 03 04 05 06 07 08 09 10' 11' 12' 13' 14'0
2000
4000
6000
8000
10000
12000
14000
16000
18000
20000
19,960
Behavior Support• The design of effective environments
Problem BehaviorsInsubordination, noncompliance, defiance, late to class, nonattendance, truancy, fighting, aggression, inappropriate language, social withdrawal, excessive crying, stealing, vandalism, property destruction, tobacco, drugs, alcohol, unresponsive, not following directions, inappropriate use of school materials, weapons, harassment 1, harassment 2, harassment 3, unprepared to learn, parking lot violation, irresponsible, trespassing, tantrum, disrespectful, disrupting teaching, uncooperative, violent behavior, disruptive, verbal abuse, physical abuse, dress code, other, etc., etc., etc.
• Vary in intensity
• Exist in every school, home and community context
• Place individuals at risk physically, emotionally, academically and socially
• Are expensive: For society, schools, classrooms, students, families
Management of Behavior• Traditional approach to behavior management
focused on the consequence for problem behavior.
Major Changes in Behavior Support
• Prevention• Teaching as the most effective approach• Environmental redesign, Antecedent Manipulations
• Function-based support• Functional assessment• Team-based design and implementation of support
• Comprehensive Interventions• Support plans with multiple elements• Link Behavior Support to Lifestyle Plan• Person-centered planning, Wraparound, Systems of Care
• Systems Change• Intervention at the “whole-school” level• Systems that nurture and sustain effective practices• Systems that are durable
Building Behavior Support
• What does he/she do?
• Where and when is it most and least likely?
• Why: In situations where the behavior happens, what is the outcome (what does he/she get or avoid)?
• ---------------------------------------------------------------• Big four strategies for support:
o Prevent: How can we make the difficult situations less likely?
o Teach: What is an appropriate behavior that has same effect?
o Reward: How to ensure immediate reward of appropriate behavior?
o Withhold: Reduce or eliminate reward for problem behavior?
Behavioral Function
Revenge
Freedom
Control
Power
Social Status
Satisfaction
Get Toy
Smile from Peer
Attention from teacher
Avoid hard task
Access to favorite food
Access to video game
Avoid Peer Taunt
% Intervals w/ P.B. for Carter
0
10
20
30
40
50
60
70
80
90
100
1 3 5 7 9 11 13 15 17 19 21 23 25 27
Sessions
% In
terv
als
w/ P
.B.
Baseline IndicatedIndicated Indicated Modified
Contra-ndicated
Contra-Indicated
Function
Not Functio
n
Function
Not Functio
n
Function
Ingram, K., Lewis-Palmer, T., & Sugai, G. (2005). Function-based intervention planning: Comparing the effectiveness of FBA indicated and contra-indicated intervention plans. Journal of Positive Behavior Interventions, 7, 224-236
Building Positive Behavior
Support
• Define: “what, where, why”
• -----------------------------• Prevention
• Teaching
• Reward Appropriate
• Withhold or Minimize Reward of Problem
• Safety
Building Positive Behavior
Support
• Define: “what, where, why”
• -----------------------------• Prevention
• Teaching
• Reward Appropriate
• Withhold or Minimize Reward of Problem
• Safety
Building Positive Behavior
Support
• Define: “what, where, why”
• -----------------------------• Prevention
• Teaching
• Reward Appropriate
• Withhold or Minimize Reward of Problem
• Safety
Summary
• Supporting behavior is as important as supporting academic and health outcomes.
• Attending to “why” matters
• Consider the big 4oPrevent, Teach, Reward, Withhold
