Schoolwide Positive Behavior Interventions

and Support-SWPBIS-

Mitchell L. Yell, Ph.D.University of South Carolinamyell@sc.edu

AcknowledgementsOSEP Center on PBIS

Robert H. Horner, University of OregonGeorge Sugai, University of Connecticut

What We Will DoDefine SWPBIS

Discuss the multi-tiered system of support

Explain the process for implementing SWBIS

What We KnowEducators cannot “make” students

learn or behave

Educators can create environments to increase the likelihood students learn and behave

If we change adults’ behavior, restructure the school environment, we can improve student learning and behavior

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NeedProblem behaviors are the single most common

reason why students are removed from classrooms

Key measures of problem behaviors indicate that are teachers are facing more students with problem behaviors

A major reason that teachers leave the profession early is problem behavior

Research evidence and national assessments tell us much about what interventions are effective and which are not

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Science of behavior has taught us that

students….Are NOT born with “bad behaviors”

Do NOT learn when punished or presented contingent aversive consequences

……..Do learn better ways of behaving by being taught directly & receiving positive feedback

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

Purpose of SWBIS

The purpose of SWPBIS is to make schools more

effective learning environments for all

students.

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Message of SWPBIS

School environments that are positive, preventive, predictable, & effective

◦Are safer, healthier, & more caring

◦Have enhanced learning & teaching outcomes

◦Provide continuum of behavior support for all students

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SWPBS isNot specific practice, cookbook, or curriculum…it’s general approach to preventing problem behavior

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

Not new…its based on long history of behavioral practices & effective instructional design & strategies

Core Features of SWPBIS

Use of evidence-based curriculum & practices

Universal screening

Multiple tiers of increasing intensity

Data-based decision making

Evidence-Based Practices

Instructional practices or strategies that:• are based on high quality research

over a range of different students, in a range of places, and over a range of behavior

• have been shown to result in measurable educational, social, or behavioral benefit

• Measures must be implemented with fidelity

Evidence-Based Features of SWPBIS

Focus on preventionDefine 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.

Universal ScreeningAll students are screened on

academic or behavioral measures

In SWBIS, schools often use the following for universal screening:◦Office Discipline Referrals (ODRs)◦Behavioral screening measures

Multiple-Tiers of Instruction

~80% of Students

~15%

~5% In

crea

sing

Inte

nsity

of In

terv

ention

Stu

den

ts move b

etween

tiers based

on resp

onse

Universal

Targeted

Intensive

ALL

Some

Few

Universal Screening

Frequent &

Systematic Data-Collectio

n

SWPBIS is a evidence-based, multi-tiered Framework or Process NOT a specific Curriculum

Data-Based Decision Making

School-based teams collects high quality data to enable to guide them in making important decisions◦ODRs◦Behavioral screeners◦CBMs (academic)

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Nonclass

room

Setting S

ystems

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

Schoolwide PositiveBehavior Support

Systems

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“Train & hope” approach

1. React to identified problem

2. Select & add practice

3. Hire expert to train practice

4. Expect & hope for implementation

5. Wait for new problem….

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What SWPBS looks like: School Level

Team-led school climate effort.

All students are directly taught & acknowledged for displays of desired school-wide expectations.

Administrators are active participants.

Parent involvement is active & visible.

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School-wide Systems

1. Common purpose & approach to discipline

2. Clear set of positive expectations & behaviors

3. Procedures for teaching expected behavior

4. Continuum of procedures for encouraging expected behavior

5. Continuum of procedures for discouraging inappropriate behavior

6. Procedures for on-going monitoring & evaluation

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What SWPBIS looks like: CLASSROOM

Maximum time allocated for instruction

Maximum opportunities to respond correctly

High rates of positive reinforcement & supervision

Individualized supportPositive adult-to-student interactions

exceed negative

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What SWPBIS looks like:Nonclassroom

Positive expectations & routines taught & encouraged

Active supervision by all staff◦Scan, move, interact

Precorrections & remindersPositive reinforcement

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What SWPBIS looks like:Individual Student

Behavioral competence at school & district levels

Function-based behavior support planning

Team- & data-based decision makingComprehensive person-centered

planning Targeted social skills & self-

management instructionIndividualized instructional &

curricular accommodations

Implications for School Districts

1. District policyClear statement of values, expectations, outcomes

2. Provide supportDistrict provides support for schoolsDistrict provides universal screening and progress monitoring assessment tools

3. Recruitment and hiringExpectations defined in job announcements

4. Annual faculty orientation

Implications for School Districts

5. Professional developmentFocused strategies for staff development in core skillsTrain teams not individualsMatch training with access to coaching supportEvidence-based strategies & practices

6. Coaching CapacityTraining linked to on-site assistance to implement SWPBIS

Lessons LearnedHorner & Sugai

Maintain a clear and unrelenting focus on student outcomes (academic & behavior)

Select research-validated practices that provide multi-tiered systems of support

Use data for decision-making to assess BOTH fidelity and impact (continuous improvement is essential for sustainability)

Build the systems (team structure, policies, data sources) that support high fidelity implementation

Invest in durable, large-scale applications of effective practices.

School-Wide PBS Works!!PBS is feasiblePBS is effective

◦Creates positive climate◦Invests in prevention◦Builds a culture of competence◦Increases instructional time◦Decreases problem behaviors◦Improves lifestyle for students & staff

PBS is sustainable