59
School-wide Positive Behavior Supports: Implications for Special Educators Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Intervention & Supports pbis.org

School-wide Positive Behavior Supports: Implications for Special Educators

  • Upload
    curt

  • View
    55

  • Download
    0

Embed Size (px)

DESCRIPTION

School-wide Positive Behavior Supports: Implications for Special Educators. Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Intervention & Supports pbis.org. The Challenge. - PowerPoint PPT Presentation

Citation preview

Page 1: School-wide  Positive Behavior Supports:  Implications for Special Educators

School-wide Positive Behavior Supports:

Implications for Special Educators

Tim Lewis, Ph.D.

University of Missouri

OSEP Center on Positive Behavioral Intervention & Supports

pbis.org

Page 2: School-wide  Positive Behavior Supports:  Implications for Special Educators

The Challenge

• Students with the most challenging academic and social behavior problems need pro-active comprehensive and consistent systems of support

• School-wide discipline systems are typically unclear and inconsistently implemented – absence of a “social behavior curriculum”

• Educators often lack specialized skills to address severe problem behavior and learning challenges

• Pressure on schools to incorporate national and state initiatives such as Values Education, Anti-Bullying, Safe Schools and achieving “adequate yearly progress.” Many often have clearly defined outcomes without structures to reach or a framework for deciding what should be implemented when, for whom, and to what degree

Page 3: School-wide  Positive Behavior Supports:  Implications for Special Educators

Behavior Challenges

Common school response to problem behavior = “punishment” of

misbehavior and assumptions about appropriate behavior and/or seek out

alternative placements

Page 4: School-wide  Positive Behavior Supports:  Implications for Special Educators

The Danger….

“Punishing” problem behaviors (without a proactive support system) is associated with increases in (a) aggression, (b) vandalism, (c) truancy, and (d) dropping out. (Mayer, 1995, Mayer & Sulzar-Azaroff, 1991, Skiba & Peterson, 1999)

Page 5: School-wide  Positive Behavior Supports:  Implications for Special Educators

The Good News…

Research reviews indicate that the most effective responses to school violence are (Elliot, Hamburg, & Williams, 1998;Gottfredson, 1997; Lipsey, 1991,

1992; Tolan & Guerra, 1994):

• Social Skills Training• Academic Restructuring• Behavioral Interventions

Page 6: School-wide  Positive Behavior Supports:  Implications for Special Educators

Toward a SolutionThe answer is not the invention of new solutions, but the

enhancement of the school’s organizational capacity to:• Accurately adopt and efficiently sustain their use of

research-validated practices• Provide a Seamless continuum of behavioral and

academic support for all students• Be part of a district wide system of behavior support• Increased focus, teacher training, community training,

and funding for early intervention

Page 7: School-wide  Positive Behavior Supports:  Implications for Special Educators

School-wide Positive Behavior Support

SW-PBS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior

OSEP Center on PBIS

Page 8: School-wide  Positive Behavior Supports:  Implications for Special Educators

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport OUTCOMES

Social Competence &Academic Achievement

Page 9: School-wide  Positive Behavior Supports:  Implications for Special Educators

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%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

Page 10: School-wide  Positive Behavior Supports:  Implications for Special Educators

Universal Strategies: School-Wide

Essential Features• Statement of purpose• Clearly define expected behaviors (Rules)• Procedures for teaching & practicing expected

behaviors• Procedures for encouraging expected behaviors• Procedures for discouraging problem behaviors• Procedures for record-keeping and decision making

(swis.org)• Family Awareness and Involvement

Page 11: School-wide  Positive Behavior Supports:  Implications for Special Educators

I am…. All Settings Classroom Hallways Cafeteria Bathrooms Playground Assemblies

Safe •Keep bodies calm in line•Report any problems•Ask permission to leave any setting

Maintain personal space

WalkStay to the right on stairsBanisters are for hands

•Walk•Push in chairs•Place trash in trash can

Wash hands with soap and waterKeep water in the sinkOne person per stall

Use equipment for intended purposeWood chips are for the groundParticipate in school approved games onlyStay in approved areasKeep body to self

•Walk•Enter and exit gym in an orderly manner

Respectful

•Treat others the way you want to be treated•Be an active listener•Follow adult direction(s)•Use polite language•Help keep the school orderly

Be honestTake care of yourself

Walk quietly so others can continue learning

Eat only your foodUse a peaceful voice

Allow for privacy of othersClean up after self

•Line up at first signal •Invite others who want to join in•Enter and exit building peacefully•Share materials•Use polite language

Be an active listenerApplaud appropriately to show appreciation

A Learner

•Be an active participant•Give full effort•Be a team player•Do your job

•Be a risk taker•Be prepared•Make good choices

Return to class promptly

•Use proper manners•Leave when adult excuses

•Follow bathroom procedures•Return to class promptly

•Be a problem solver•Learn new games and activities

•Raise your hand to share•Keep comments and questions on topic

Benton Elementary

Page 12: School-wide  Positive Behavior Supports:  Implications for Special Educators

Universal Strategies: Nonclassroom Settings

• Identify Setting Specific Behaviors• Develop Teaching Strategies• Develop Practice Opportunities and

Consequences• Assess the Physical Characteristics• Establish Setting Routines• Identify Needed Support Structures• Data collection strategies

Page 13: School-wide  Positive Behavior Supports:  Implications for Special Educators

Universal Strategies:Classroom

• Use of school-wide expectations/rules

• Effective Classroom Management– Behavior management– Instructional management– Environmental management

• Support for teachers who deal with students who display high rates of problem behavior

Page 14: School-wide  Positive Behavior Supports:  Implications for Special Educators

Why build strong universal systems of support?

• We can’t “make” students learn or behave

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

• Environments that increase the likelihood are guided by a core curriculum and implemented with consistency and fidelity across all learning environments

Page 15: School-wide  Positive Behavior Supports:  Implications for Special Educators

Outcomes of Universal Supports

Page 16: School-wide  Positive Behavior Supports:  Implications for Special Educators

FRMS Total Office Discipline ReferralsSustained Impact

0

500

1000

1500

2000

2500

3000

94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06

Academic Years

Tota

l ODR

s

Page 17: School-wide  Positive Behavior Supports:  Implications for Special Educators

0

10

20

30

40

50

60

70

80

90

100

November December January February

Alton High SchoolAverage Referrals per Day

Page 18: School-wide  Positive Behavior Supports:  Implications for Special Educators

INSTRUCTIONAL HOURS GAINEDProjected (50%) vs. Actual (Aug-Dec 2000)

2145HOURS

4290HOURS

474 HOURS

0

500

1000

1500

2000

2500

3000

3500

4000

4500

5000

Total Instructional Hours Lost 99-00

Projected Instructional Hours Lost Actual Instructional Hours Lost

HO

UR

S

1671ADDITIONAL

Instructional Hours78%

Page 19: School-wide  Positive Behavior Supports:  Implications for Special Educators

Western Sydney RegionNumber of Long Suspensions

Percentage change from 2005 to 2006

-23%

11%

-7%

26%

-30%

-20%

-10%

0%

10%

20%

30%

PBL Phase 1(13 schools)

PBL Phase 2(14 schools)

PBL Phase 3(28 schools)

Not PBL(183 schools)

Per

cen

tag

e C

han

ge

Page 20: School-wide  Positive Behavior Supports:  Implications for Special Educators

Elementary Office Refferals by Year

416

608

852

490

187

433

654

138180

108

385

134 140

218

296

87

0

100

200

300

400

500

600

700

800

900

1E 2E 3E 4E 5E 6E 7E 8E

Pre

Post

Page 21: School-wide  Positive Behavior Supports:  Implications for Special Educators

MIddle School Office Referrals by Year

592

2514

2082

1948

465

1464

800

1031

0

500

1000

1500

2000

2500

3000

9M 10M 11M 12M

2001-02

2002-03

Page 22: School-wide  Positive Behavior Supports:  Implications for Special Educators

Group Cost Benefit

Office Referral Reduction Across

12 PBIS schools= 5,606 If one Office Referral=15 minutes of administrator

time, then 5,606 x 15=84,090 minutes

1401.15 hours or

233 days of administrator time recovered and reinvested.

Page 23: School-wide  Positive Behavior Supports:  Implications for Special Educators

Group Cost Benefit

Office Referral Reduction

Across 12 PBIS Schools =5,606 If students miss 45 minutes of instruction for each

Office Referral, 5,606 X 45=252,270 minutes4204.50 hours or

700 days of instructional time recovered!!!!!

Page 24: School-wide  Positive Behavior Supports:  Implications for Special Educators

Self-contained Special Education Building - St. Louis

• Enrollment 200

• 50% free and

reduced lunch

• Ages 13 and up

• Programs

• Serves 8 component

districts

• Physically Impaired• Autism• Language Impaired• Hearing Impaired• Multiple/ Severe

Disabilities • Emotional/

Behavioral Disorder

Page 25: School-wide  Positive Behavior Supports:  Implications for Special Educators

Self Contained School

• Supported by PBS Coach

• Prior to implementing school-wide system, Identified 33 students (17%) with chronic behavior teachers felt would require intensive individualized plans

Page 26: School-wide  Positive Behavior Supports:  Implications for Special Educators

Reported Results

• Reduction in inappropriate behavior (verbal aggression, sleeping in class, off task, disruption)

• Increased prosocial behaviors and task completion

• Post universal systems, only 5 students (2%) required intensive individualized support plans

Page 27: School-wide  Positive Behavior Supports:  Implications for Special Educators

Prevention & Supports For Identified and At-risk Students

Social Behavior

Page 28: School-wide  Positive Behavior Supports:  Implications for Special Educators

Mental Health Outcomes

• Does School-wide PBS fit within a comprehensive mental health model of prevention and intervention?

Minimizing and reducing “risk factors” by building “protective factors”

Page 29: School-wide  Positive Behavior Supports:  Implications for Special Educators

Risk and Protective Factor Comparison

SSS Risk and Protective Factor Scores (Illinois Schools 02-03)

0

20

40

60

80

100

Risk Factor Protective Factor

Me

an

SS

S F

ac

tor

Sc

ore

s

t = -2.17 (37) p < .036 t = 2.31 (37) p < .026

PartialN=21

FullN=18

PartialN=21

FullN=18

Page 30: School-wide  Positive Behavior Supports:  Implications for Special Educators

Correlation of Risk Variables with EBS Survey Score

N = 13 Middle SchoolsSprague, Walker, Sowards, Van Bloem, Eberhardt & Marshall, 2001

-0.6

-0.4

-0.2

0

0.2

Risk Variables

Pea

rson

R

Series1 0.017896 -0.119001 0.115955 -0.291545 -0.513794 -0.376016

Free & R Acd Fail Mobiltiy A&D Crm ASB Total

A&D = Alcohol and Drug; ABS = Anti-social Behavior Scale

Page 31: School-wide  Positive Behavior Supports:  Implications for Special Educators

Impact on Moving Students to More Restrictive Settings

Columbia Public Schools• Elementary Schools who implement SW-PBS

referred students to alternative/special school at lower rates compared to schools who were not implementing SW-PBS (r = -0.4306, p < 0.01)

• Elementary Schools who implemented SW-PBS have less recidivism to alternative settings once students returned to home-school

Page 32: School-wide  Positive Behavior Supports:  Implications for Special Educators

Prevention & Supports For Identified and At-risk Students

Achievement

Page 33: School-wide  Positive Behavior Supports:  Implications for Special Educators

BALLWIN ACHIEVEMENT PBS

405

302

185

760

32.531

58.2

47.4

0

100

200

300

400

500

600

700

800

2000 2001 2002 2003

YEAR

NU

MB

ER

OF

RE

FE

RR

AL

S

0

10

20

30

40

50

60

70

MA

P P

ER

CE

NT

ILE

Office Referrals Proficient or Advanced on MAP

Page 34: School-wide  Positive Behavior Supports:  Implications for Special Educators

Illinois 02-03 Mean Proportion of Students Meeting ISAT Reading Standard

t test (df 119) p < .0001

46.60%

62.19%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

PBIS NOT in place N = 69 PBIS IN place N = 52

Mea

n P

erce

ntag

e of

3rd

gra

ders

m

eetin

g IS

AT

Rea

ding

Sta

ndar

d

Page 35: School-wide  Positive Behavior Supports:  Implications for Special Educators

Small Group and Individual Interventions

Supporting Students At-Risk and those with Disabilities Within Their

Home School

Page 36: School-wide  Positive Behavior Supports:  Implications for Special Educators

Important Themes

• Part of a continuum – must link to school-wide PBS system

• Efficient and effective way to identify students

• Assessment = simple sort

• Intervention matched to presenting problem but not highly individualized

Page 37: School-wide  Positive Behavior Supports:  Implications for Special Educators

Small Group/TargetedAssessment

• Focus is on sorting student for service, not “diagnosis and placement.”

• Social-Behavioral Concerns– Social skills– Self-management

• Academic Concerns– Peer Tutors– Check in– Homework club

• Emotional Concerns– Adult mentors

Page 38: School-wide  Positive Behavior Supports:  Implications for Special Educators

STUDENTS RECEIVING A "BEHAVIOR PLAN"

EIGHT OR MORE REFERRALS

1999/2000 vs. 2000/2001

0

2

4

6

8

10

12

14

16

18

20

A* B C D E F* G H I J * K L M N O P

STUDENT NAME

NUM

BER

OF

REFE

RRA

LS

REFERRALS 99-00 REFERRALS 00-01

AVERAGE PERCENT DECLINE IN REFERRALS

50%%

* STUDENT LEFT SCHOOL DISTRICT BEFORE THE END OF THE ACADEMIC YEAR

Page 39: School-wide  Positive Behavior Supports:  Implications for Special Educators

SSRS-T Social Skills

Non PBS PBS

Pre Mean 72.8 (56-86) 78.3 (70-84)

Post Mean 80 (61-103) 90 (77-125)

P Value .11 .04*

SSRS-T Problem Behavior

Non PBS PBS

Pre Mean 123.6 (110-138) 124.8 (113-133)

Post Mean 121.4 (102-139) 124.7 (115-138)

P Value .50 .97

* Significance at the .05 P Value

Table 1. Pre- and Posttest Scores for Subjects on Dependent Variable (SSRS-T)

Page 40: School-wide  Positive Behavior Supports:  Implications for Special Educators

43

23

0

5

10

15

20

25

30

35

40

45

Nu

mb

er

of

Beh

avio

r R

efe

rrals

YR2 YR3

Pals - Combined Discipline ReferralsSept-J an

YR2 vs. YR3

46%

Average5.38

Average2.88

Page 41: School-wide  Positive Behavior Supports:  Implications for Special Educators

AMOUNT OF TIME PER WEEK

SPENT WORKING DIRECTLY WITH STUDENT

9

6

3

0

0

0

10 minutes or less

10 to 20 minutes

20 to 30 minutes

30 to 40 minutes

40 to 60 minutes

More than 60 minutes

NUMBER OF TEACHERS

Page 42: School-wide  Positive Behavior Supports:  Implications for Special Educators

Individual Support Plans

• When small group not sufficient

• When problem intense and chronic

• Driven by Functional Behavioral Assessment

• Linked to school-wide system

Page 43: School-wide  Positive Behavior Supports:  Implications for Special Educators

Does Implementation of PBIS improve individual interventions?

• Illinois “profile” analysis.– Assessment of intervention effectiveness

Very Low, Low, Med, High, Very High

0 1 2 3 4

– School-wide– Individual Intervention

Page 44: School-wide  Positive Behavior Supports:  Implications for Special Educators

N=223

N=169

N=38

N=17

Profile Effectiveness Scores (Illinois Schools 02-03)

0

1

2

3

4

School-wide Individual

Mea

n E

ffec

tiven

ess

Sco

res

t = 11.11 (335) p< .0001 t = 2.30 (27) p < .03

Partial

N=169

Full

N=223

Partial

N=17

Full

N=38

Page 45: School-wide  Positive Behavior Supports:  Implications for Special Educators

Individual PBS

Success requires:

1. Individual(s) with expertise in FBA-PBS

2. Fluency with a clear process among all staff including their role

3. A basic understanding of the Applied Behavior Analysis = Behavior is functionally related to the teaching environment

Page 46: School-wide  Positive Behavior Supports:  Implications for Special Educators

0

1 0

2 0

3 0

4 0

5 0

6 0

7 0

8 0

9 0

1 0 0

0

1 0

2 0

3 0

4 0

5 0

6 0

7 0

8 0

9 0

1 0 0

0

1 0

2 0

3 0

4 0

5 0

6 0

7 0

8 0

9 0

1 0 0

1 3 5 7 9 1 1 1 3 1 5 1 7 1 9 2 1 2 3 2 5 2 7 2 9 3 1 3 3 3 5 3 7 3 9 4 1 4 3 4 5 4 7 4 9

Daily Sessions

Jerrod

Emma

Matthew

BaselineNon-Function

Function Based InterventionBased Intervention

Page 47: School-wide  Positive Behavior Supports:  Implications for Special Educators

Academic Challenges

Common school response to academic challenges = send to specialists to “be fixed”

Page 48: School-wide  Positive Behavior Supports:  Implications for Special Educators

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing School-Wide Systems for Student Success

Page 49: School-wide  Positive Behavior Supports:  Implications for Special Educators

Response to Intervention

EVIDENCE-BASEDINTERVENTIONS

STUDENTPERFORMANCE

CONTINUOUSPROGRESS MONITORING

DATA-BASEDDECISION MAKING &PROBLEM SOLVING

Page 50: School-wide  Positive Behavior Supports:  Implications for Special Educators

• Consistent “core” curriculum implemented school-wide (research-based)

• Core instruction follows effective instructional practices (NWREL.org)

• Core instruction implemented with fidelity• Consistent, prioritized, and protected time allocated

to instruction• Data decision rules to identify a) those at high risk

and b) “non-responders” in a timely manner

Universal Supports: Core Instruction

Page 51: School-wide  Positive Behavior Supports:  Implications for Special Educators

Targeted Supports

• Part of a continuum – must link to core curriculum

• Efficient and effective way to identify students (Curriculum Based Measures; DIBELS) through FREQUENT monitoring

• Intervention matched to presenting problem but not highly individualized

• In addition to core curriculum

Page 52: School-wide  Positive Behavior Supports:  Implications for Special Educators

Targeted Supports

Intensify Instruction• Increase academic

engaged time• Small group / one:one• Increased

opportunities to respond

• Supplemental curriculum

Alter Instructional Environment

• Rules & routines• Attention signal• Ratio of positive /

negative statements• Efficient transitions• Active supervision

Page 53: School-wide  Positive Behavior Supports:  Implications for Special Educators

Individual/Intensive

• When small group/targeted not sufficient

• When data indicate high risk*

• Linked to core curriculum / outcomes

*limited data beyond literacy

Page 54: School-wide  Positive Behavior Supports:  Implications for Special Educators

Individual/ Intensive

• Targeted assessment (Curriculum Based Measures; DIBELS)

• Instruction targets remediation and/or accommodation

• Environment provides multiple and sustained engagement opportunities

• Monitor outcomes and make necessary adjustments (progress monitoring)

• In addition to core curriculum

Page 55: School-wide  Positive Behavior Supports:  Implications for Special Educators

Implications & Conclusion

Page 56: School-wide  Positive Behavior Supports:  Implications for Special Educators

Implications For Educators Concerned with Children and Youth At-risk and Those with Disabilities

• Prevention/early intervention• Schools w/PBS refer less to alternative school

(CPS)

• Continuum of Behavioral Supports (prevention – effective individual interventions)

• Generalization – building environments to increase the likelihood• IEP still individualized, behavioral objectives

mapped to school-wide expectations

Page 57: School-wide  Positive Behavior Supports:  Implications for Special Educators

Implications For Educators Concerned with Children and Youth At-risk and Those with Disabilities

• Build similar SW-PBS systems to facilitate transition from self-contained settings back to home school

• Build capacity in schools to support students with academic and social concerns– Technical assistance directing best practice v.

simple compliance

• Blend education and related initiatives– Safe Schools / Achievement / Mental Health

Page 58: School-wide  Positive Behavior Supports:  Implications for Special Educators

On school reform…

Kauffman states “…attempts to reform education will make little difference until reformers understand that schools must exist as much for teachers as for student. Put another way, schools will be successful in nurturing the intellectual, social, and moral development of children only to the extent that they also nurture such development of teachers.” (1993, p. 7).

Page 59: School-wide  Positive Behavior Supports:  Implications for Special Educators

School-wide Positive Behavior Supports:

Implications for Special Educators

Tim Lewis, Ph.D.

University of Missouri

OSEP Center on Positive Behavioral Intervention & Supports

pbis.org