Positive Behavioral Interventions and Supports (PBIS) Overview

Eleanor Castillo-Sumi, Ph.D.Josh Harrower, Ph.D.

Rebecca Mendiola, Ed.D.

PURPOSE

Provide overview of PBIS (SWPBS)

to determine training readiness.PURPOSE

Provide overview of PBIS (SWPBS)

to determine training readiness.

Challenge

Why are we here?

Context Matters!

ExamplesIndividual Student

vs.School-wide

“Reiko”Assessments indicate that Reiko performs in average to above average range in most academic areas. However, her teacher has noticed Reiko’s frequent talking & asking & answering questions without raising her hand has become an annoying problem to other students & to teacher.

What would you do?

“Brian”Brian is a highly competent student, but has long history of antisocial behavior. He is quick to anger, & minor events quickly escalate to major confrontations. He has few friends, & most of his conflicts occur with peers in hallways & cafeteria & on bus. In last 2 months, he has been given 8 days of in school detention & 6 days of out of school suspension. In a recent event, he broke glasses of another student.

What would you do?

Fortunately, we have a science that guides us to…

• Assess these situations• Develop behavior intervention

plans based on our assessment• Monitor student progress & make

enhancementsAll in ways that can be culturally & contextually appropriate

Crone & Horner, 2003

However, context matters….

What factors influence our ability to implement what we know with accuracy, consistency, & durability for students like Rachel, Brian, Mitch, & Reiko?

A 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.

Reiko is in this

school!

Administrative Impact

Instructional Impact

During 4th period, in-school detention room has so many students that the overflow is sent to the counselor’s office. Most students have been assigned for being in the hallways after the late bell.

Brian is in this

school!

On 1st day of school, a teacher found “floral” arrangement on his desk. “Welcome to the neighborhood” was written on the card

You are in this

School!

Questions!

• What would behavior support look like if Brian, & Reiko were in these classrooms & schools?

• Are these environments safe, caring, & effective?

Context Matters!

SWPBS Logic!Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, salable, & logical for all students(Zins & Ponti, 1990)

PBIS (aka SWPBS) isFramework

Continuum

Academically

All

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

IntegratedElements

SWPBIS is about…

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

Effective Social & AcademicSchool Culture

Common Vision/Values

Common Language

Common Experience

Membership

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., 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. (in press). Effects of school-wide positive behavioral interventions and supports on child behavior problems. Pediatrics.

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.

Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (in press). 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.

RCT & Group Design PBIS Studies• Reduced major disciplinary infractions

• Improvement in aggressive behavior, concentration,

prosocial behavior, & emotional regulation

• Improvements in academic achievement

• Enhanced perception of organizational health &

safety• Reductions in teacher reported bullying behavior &

peer rejection• Improved school climate

Classroom

SWPBSPractices

Non-classroom Family

Student

School-w

ide

• Smallest #• Evidence-based• Biggest, durable effect

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

SW - PBISGENERAL

IMPLEMENTATION PROCESS Staff Feedback

• Readiness agreements, prioritization, & investments

• 3-4 year implementation commitment

• Local capacity for training, coordination, coaching, & evaluation

• Systems for implementation integrity

BehavioralCapacity

Priority &Status

Data-basedDecisionMaking

Communications

Administrator

TeamAdministratorSpecialized Support

Student

Community

Non-Teaching

Teaching

Family

Representation

Start withTeam that “Works.”

Team-led Process

Components of SW PBS1. Primary Prevention School-

wide/Classroom Systems– SW-PBS Team– School Rules– Define & Teach:

• Expectations• Routines

– Acknowledgment System– Discipline Systems & Decision

Making– Handbook

2. Secondary Prevention Specialized Group Systems – Training/ Support opportunities– Individual Teacher Support– Targeted Group Interventions

3. Tertiary Prevention Individual Student System– Behavior Support Plan– FBA/BIP – Intensive

Individualized Interventions

Focus of Year 1

Emphasizing & Teaching Positive

Expectations

Behavioral Expectation GridDefining Expected Behavior across Settings

School Rules

Settings Be Safe Responsible Respectful

Hallway Walk on the right sideAllow others to pass

Hold door open for person behind youHave a pass during class time

Use quiet voicesKeep hands & feet to self

Playground Stay in boundariesKeep hands and feet to yourself

Be aware of people around youPut equipment away at break

Include everyoneFollow game rules

Acknowledge & Recognize

“GOLDEN PLUNGER”• Involve custodian• Procedure

– Custodian selects one classroom/ hallway each week that is clean & orderly

– Sticks gold-painted plunger with banner on wall

“1 FREE PERIOD”• Contributing to a safe, caring,

effective school environment• Procedures

– Given by Principal– Principal takes over class for one hour– Used at any time

“G.O.O.S.E.”• “Get Out Of School Early”

– Or “arrive late”• Procedures

– Kids/staff nominate – Kids/staff reward, then pick

“DINGER”• Reminding staff to have positive

interaction

• Procedures– Ring timer on regular, intermittent

schedule

– Engage in quick positive interaction

How are staff recognized/acknowledged for their efforts in your school?

Components of SW PBS1. Primary Prevention School-

wide/Classroom Systems– SW-PBS Team– School Rules– Define & Teach:

• Expectations• Routines

– Acknowledgment System

– Consequences & Decision Making

– Handbook

2. Secondary Prevention Specialized Group Systems – Training/ Support

opportunities– CICO– Targeted Group

Interventions3. Tertiary Prevention

Individual Student System– Behavior Support Plan– FBA/BIP – Intensive

Individualized Interventions

- An intervention that:• Serves multiple students at one time (15-25 student at once)

– More efficient use of resources that 1 student at a time• Students can get started with almost immediately upon referral• Requires almost no legwork from referring staff to begin

implementation of the intervention with a student• All school staff know about, understand their roll with, and know

the referral process for CICO

–SYSTEMS NOTE: Resources Required:• If program is not self-sufficient… and requires significant

organization by referring staff… it’s not a targeted intervention

What is a Tier 2/Targeted Intervention?

• Intervention is continuously available• Rapid access to intervention (72 hr)• Very low effort by teachers• Consistent with school-wide expectations• Implemented by all staff/faculty in a school• Flexible intervention based on assessment

– Functional Assessment

• Adequate resources (admin, team)– Weekly meeting, plus 10 hours a week

• Student chooses to participate• Continuous monitoring for decision-making

Major Features of Targeted Interventions

What is function based support?

• Foundations in behavioral theory, applied behavior analysis, & pbis

• Attention to environmental context• Emphasis on “purpose” or function of

behavior• Focus on teaching behaviors• Attention to implementers (adult

behaviors) & redesign of teaching & learning environments.

Only 2 Basic FunctionsProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

SocialTangible/Activity

Adult

Stimulation/Sensory

Peer

Examples…

“Behavior Education Program” – Fern Ridge Middle School, OR

“Check-in Check-out”– Bethel School District, OR

“H.U.G.”– Tualatin Elementary School, OR

• “Social Skills Club”– Missouri

• “Think Time”– University of Nebraska

Behavior Education Plan (BEP)

(Hawkin, Horner, & March, 2002)

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

Referral, Assessment, & Orientation

GOALS: 8:30 9:30 10:30 11:30 12:30 1:30

1. RESPECT OTHERS 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

2. MANAGE SELF 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

3. SOLVE PROBLEMS RESPONSIBLY

2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

Name____________________ Date ____________

Rating Scale2 = Great1 = Ok0 = Goal Not Met

Goal _____Pts Possible _____Pts Received_____% of Pts _____Goal Met? Y N

Check In/Out Pt Card

42

SWIS-CICO

Support Plan Change Description

10/06/2009 Check out with Joe Binder

What do you What do you think?think?

Any actions Any actions needed?needed?

43

SWIS-CICO Report

Support Plan Change

Description

09/10/2008 Check out with Joe Binder

What do you What do you think?think?

Any actions Any actions needed?needed?

Begin Simple FAA?

Begin Simple FAA?

44

Behavior Review Decision Flowchart

Components of SWPBS1. Primary Prevention School-

wide/Classroom Systems– SW-PBS Team– School Rules– Define & Teach:

• Expectations• Routines

– Acknowledgment System

– Consequences & Decision Making

– Handbook

2. Secondary Prevention Specialized Group Systems – Training/ Support

opportunities– Individual Teacher

Support– Targeted Group

Interventions

3. Tertiary Prevention Individual Student System– Behavior Support Plan– FBA/BIP – Intensive

Individualized Interventions

46

Tier 3 Interventions

• Students requiring individualized assessment & intervention

• Have not responded to Tier 1 & 2 interventions

• BSP/FAA/BIP & Wraparound supports

For Students with INTENSIVE needs (Tier 3) we need:

– Interventions individualized to the specific needs of the student

– Expertise in the presenting area of concern• Behavior Specialist for behavioral concerns• Knowledge of Student• Knowledge of Context

– Practical FBA or Comprehensive FBA to directly inform development of a Behavior Support Plan

47

Practical FBA/Comprehensive FBA• Pre-functional assessment interview • Defines

– Problem behaviors– Routines where problems most likely– Hypothesis statement

• Triggers, behaviors, consequences• Function

• Conducts Observations• Create Behavior Support Plan

Basic“Logic”

SYST

EMS

PRACTICES

DATATraining

+Coaching

+Evaluation

Improve “Fit”Improve “Fit”

Start w/ effective, efficient, & relevant, doable

Start w/ effective, efficient, & relevant, doable

Prepare & support implementation

Prepare & support implementation

ImplementationFidelity

MaximumStudent

Outcomes

Northern California PBIS TAC Training Sequence

Phase 1: Universal Systems: Tier 1Phase 2: Secondary Systems: Tier 2

Team Initiated Problem Solving Check In/Check Out

Phase 3: Tertiary/Indiv. Student Systems: Tier 3 Practical FBA/BSPPBIS Coaching TrainingPBIS Coaches NetworkDistrict PBIS Leadership Team TrainingSchool-wide Information System (SWIS)

Northern California PBIS TAC Training Sequence

Training is provided over a three-year period• Professional Development Sessions

• Tier 1 SWPBIS Site Team(4 x first year)

• Tier 2/3 PBIS Site Team(3 x second year and 3 x third year)

• Coaches Training/Coaches Network (4 x first year, 4 x second/third year)

• District Leadership Action Planning (1 x per year)

• Design and planning time• On-site technical assistance

Commitment of Personnel

Site Teams–Site Administrator–General Education Staff–Special Education Staff–Classified Staff–PBIS Coach

Questions?

Eleanor Castillo-Sumi, Ph.D.eleanor.castillo@emqff.org

Josh Harrower, Ph.D. jharrower@csumb.edu

Rebecca Mendiola, Ed.D.rebecca_mendiola@sccoe.org

http://pbis.sccoe.org