Transcript Slide 1

Positive Behavioral Interventions and
Supports (PBIS)
Building on Children’s & Families’ Strengths
January 2012
Marlene Gross-Ackeret
Jennifer Grenke
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Who’s Here?
Parents?
Teachers?
Advocates?
Administrators?
Other?
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Advanced Organizer
• Challenges/Rationale for PBIS
• Overview of PBIS
• Research Findings
• Framework of support
• What does PBIS look Like?
• Wisconsin PBIS Initiative
• Family/Parent Involvement in PBIS
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Challenges Facing Schools Today
• Doing more with less
• Educating increasing numbers of students with
more diverse needs
• Educating students with challenging behaviors
• Creating “host environments” or systems that
enable adoption & sustained use of effective
practices
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Over-Reliance on Exclusion
• Exclusion & punishment are the most common
responses to conduct disorders in schools.
(Lane & Murakami, 1987; Rose, 1988; Nieto, 1999; Sprick, Borgmeier, &
Nolet, 2002)
• Exclusion & punishment are ineffective at
producing long-term reduction in problem
behavior.
(Costenbader & Markson, 1998)
• “When the horse is dead, it’s time to
dismount.”
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Research Findings
Reviews of over 600 studies on how to reduce
school discipline problems indicate that
the least effective response to school
violence are:
– Disconnected “fix the student” counseling
– Psychotherapy
– Punishment
(Gottfredson, 1997; Lipsey, 1991 & 1992; Tolan & Guerra, 1994;
Elliott, Hamburg, Williams, 1998)
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Most Effective Trends in Discipline Practices
• Proactive school-wide discipline systems
• Social skills instruction
• Academic/curricular restructuring
• Behaviorally based interventions
• Early screening & identification of antisocial
behavior patterns
(Biglan, 1995; Gottfredson, 1997; Colvin, et al., 1993; Lipsey, 1991, 1992; Mayer,
1995; Sugai & Horner, 1994; Tolan & Guerra, 1994; Walker, et al., 1995; Walker, et
al., 1996)
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Basic Principles of PBIS
• Just as we teach students to read, write &
compute, we also need to teach students how to
behave.
• There is always a function to someone’s behavior,
even if the person cannot tell you what that
function is.
• Discipline alone is not enough. Appropriate
replacement behavior must be taught to prevent
re-occurrence of misbehavior.
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The Old Way….(hopefully)
• Referrals to Special Education may be seen as the
“intervention” vs. actual changes in student’s learning
environment
• FBA may be viewed as required “paperwork” vs. a
needed part of designing an intervention
• Rely on interventions the system is familiar with vs. ones
that are likely to produce an effect
• Focus one-student at a time (reactive approaches) vs.
capacity (systems) within schools to support ALL
students
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Without Problem Solving
Special Education
Sea of Ineligibility
General Education
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Amount of Resources
Needed to Solve Problem
Bridging the Gap
General +
Intensive
Resources
General +
Supplemental
Resources
General Resources
Intensity of Problem
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What is PBIS?
A broad range of proactive, systemic, and
individualized strategies for achieving
important social & learning outcomes
in safe & effective environments while
preventing problem behavior with all
students. (Sugai, 2007)
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School-Wide Systems FOR Student Success:
A Response to Intervention (RtI) Model
Academic Systems
Behavioral Systems
Tier 3/Tertiary Interventions
•Individual students
•Assessment-based
•High intensity
Tier 2/Secondary Interventions
•Some students
•High efficiency
•Rapid response
•Small group interventions
• Some individualizing
1-5%
5-15%
Tier 1/Universal Interventions 80-90%
•All students
•Preventive, proactive
1-5%
Tier 3/Tertiary Interventions
•Individual students
•Assessment-based
•Intense, durable procedures
5-15%
Tier 2/Secondary Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
•Small group interventions
•Some individualizing
80-90%
Tier 1/Universal Interventions
•All settings, all students
•Preventive, proactive
Illinois PBIS Network, Revised May 15, 2008.
Adapted from “What is school-wide PBS?”
OSEP Technical Assistance Center on Positive
Behavioral Interventions and Supports.
Accessed at http://pbis.org/school-wide.htm
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Emphasis on Prevention at Each Level
Universal Level
• GOAL: To reduce new cases of problem behavior
&/or academic failure
Secondary Level
• GOAL: To reduce current cases of problem behavior
&/or academic failure
Tertiary/Wraparound Level
• GOAL: To reduce complications, intensity, severity of
students with chronic problem behavior &/or
academic failure
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Designing School-Wide Systems for Student Success through
Family Involvement
Academic Systems
Behavioral Systems
Tertiary Interventions
• Few families
• Family voice
• High Intensity
Secondary Interventions
• Some families
• High efficiency
• Rapid response
• Planned Interventions
• Some Individualizing
Universal Interventions
• All families
• Preventive, proactive
1-5%
5-10%
80-90%
1-5%
Tertiary Interventions
• Few families
• Family voice
• Intense, durable procedures
5-10%
Secondary Interventions
• Some families
• High efficiency
• Rapid response
• Planned Interventions
• Some Individualizing
80-90%
Universal Interventions
• All families
• Preventive, proactive
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Tiered Model for Students:
Identify the needs of
these students
To provide instruction
& interventions
To meet standards.
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Tiered Model for Families:
Identify the needs of
these parents
To develop
differentiated outreach
To meaningfully
engage with parents
across all Tiers
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PBIS Biggest Idea!
Instead of working harder (inefficient), schools
have to establish systems & processes & use
data & practices that enable them to work
smarter (efficient, effective).
• Establish a small number of priorities – Do less but
better.
• Consolidate/integrate whenever possible – Only do it
once.
• Specify what is wanted & how you’ll know when you
get there – Invest in a clear outcome & assess
progress.
• Give priority to what works – Use research- &
evidence-based practices & programs.
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Social Competence & Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
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Data - How Decisions Are Made
Components of decision making with PBIS
• Data collection
• T-chart
• ODR form
• A problem-solving team
• Data at every meeting
• Data use
• Big 5 reports
• Communication with school community about
data, patterns, & decisions
• Newsletter
• Website
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Systems - How Things are Done
• Procedures for classroom and nonclassroom settings – lunchroom, bus,
bathroom, assembly, transition/hallway
• Procedures for reinforcing expected
behavior
• Procedures for responding to office
discipline referrals (ODRs)
• Procedures for meeting the needs of ALL
students
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Practices - How adults Interact with Students
Every time any adult interacts with any student, it is
an instructional moment!
PBIS emphasizes…
• Teaching behaviors like we teach academics
• Modeling & practicing expected behaviors
• http://www.hasd.org/schools/ges/pbis.cfm
• Reinforcing expected behaviors
• http://www.youtube.com/watch?v=fc8H_7D0Q1Y
• Pre-correcting to ensure positive behaviors are
displayed
• Actively supervising to prevent problem behaviors
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What Does PBIS Look Like?
• 3-5 Positively stated expectations are defined
and taught for all students in all settings
• >80% of students can tell you what is expected
of them & give behavioral example because they
have been taught, actively supervised, practiced,
& acknowledged
• Positive adult-to-student interactions exceed
negative
• Data- & team-based action planning &
implementation are operating
• Administrators are active participants
• Full continuum of behavior support is available
to all students
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Teaching Matrix
SETTING
All
Settings
Hallways
Playgrounds
Cafeteria
Library/
Compute
r Lab
Study,
read,
compute.
Sit in one
spot.
Watch for
your stop.
Assembly
Bus
Respect
Ourselves
Be on task.
Give your
best effort.
Be
prepared.
Walk.
Have a plan.
Eat all your
food.
Select
healthy
foods.
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.
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
appropriately.
Respect
Property
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Behavior is Acknowledged and Recognized
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Consistency across staff/locations
http://schools.u-46.org/index.pl?id=27311
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Wisconsin PBIS Implementation
•
•
•
872 schools trained by
January 2012
761 schools implementing
380 schools implementing
with fidelity
Wisconsin Data
2010-11 Office Discipline Referral counts were received from 95 schools
• 28 schools were implementing PBIS with fidelity by the end of the 2009-10 school
year
• 67 schools were implementing PBIS but hadn’t yet reached fidelity by the end of
the 2009-10 school year
Number of Office Discipline Referrals in an Average School (180 days, 400
students)
410
450
400
353
350
14% Lower
300
250
200
150
100
50
0
Fidelity
Implementing, no Fidelity
# of Days of Out of School Suspension
Days of OSS in an Average School (180 days, 400 students)
60
48
50
40
52% Lower
31
30
23
20
10
0
Fidelity
Implementing, No Fidelity
Trained, Not Implementing
# of Students receiving Out of School Suspension
Number of Students receiving OSS in an Average School (400 students)
16
14
14
12
36% Lower
10
10
9
8
6
4
2
0
Fidelity
Implementing, No Fidelity
Trained, Not Implementing
# of Infractions Resulting in Out of School Suspension
Number of Out of School Suspensions in an Average School (400 students)
50
47
45
40
43% Lower
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35
30
27
25
20
15
10
5
0
Fidelity
Implementing, No Fidelity
Trained, Not Implementing
Sustaining Schools
27 schools met fidelity by July 2010 and have sustained fidelity on all
assessments since at least Spring of 2010.
• 18 of them are Elementary Schools
• 4 Middle Schools
• 4 are Multi-Level Schools (K8/K12)
• 1 is an Alternative School
• Represent 12 school districts
Academic Outcomes – Reading Proficiency
Reading Proficiency
100%
% of Students Profienct and Advanced
90%
80%
73.45%
73.18%
2008-09
2009-10
76.27%
70%
60%
50%
40%
30%
20%
10%
0%
2010-11
Academic Outcomes – Reading Proficiency
Reading Proficiency
100.00%
% of Students Proficient and Advanced
90.00%
85.50%
84.70%
85.80%
80.00%
70.00%
60.00%
64.30%
58.30%
58.80%
Higher Performing
50.00%
Lower Performing
40.00%
30.00%
20.00%
10.00%
0.00%
2008-09
2009-10
2010-11
Academic Outcomes – Math Proficiency
Math Proficiency
100%
% of Students Profienct and Advanced
90%
80%
69.97%
72.45%
71.26%
2009-10
2010-11
70%
60%
50%
40%
30%
20%
10%
0%
2008-09
Academic Outcomes – Math Proficiency
Math Proficiency
90.00%
84.56%
84.47%
83.14%
57.43%
56.42%
% of Students Proficient and Advanced
80.00%
70.00%
60.00%
51.74%
50.00%
Higher Performing
40.00%
Lower Performing
30.00%
20.00%
10.00%
0.00%
2008-09
2009-10
2010-11
SCHOOL-WIDE
CLASSROOM
1.Leadership team
1.All school-wide
2.Behavior purpose statement
3.Set of positive expectations & behaviors
4.Procedures for teaching SW & classroom-wide
expected behavior
5.Continuum of procedures for encouraging
expected behavior
EVIDENCEBASED
INTERVENTION
PRACTICES
6.Continuum of procedures for discouraging rule
violations
2.Maximum structure & predictability in routines &
environment
3.Positively stated expectations posted, taught,
reviewed, prompted, & supervised.
4.Maximum engagement through high rates of
opportunities to respond, delivery of evidencebased instructional curriculum & practices
5.Continuum of strategies to acknowledge displays
of appropriate behavior.
6.Continuum of strategies for responding to
inappropriate behavior.
7.Procedures for on-going data-based monitoring &
evaluation
FAMILY ENGAGEMENT
INDIVIDUAL STUDENT
1.Behavioral competence at school & district levels
2.Function-based behavior support planning
3.Team- & data-based decision making
4.Comprehensive person-centered planning &
wraparound processes
5.Targeted social skills & self-management instruction
6. Individualized instructional & curricular
accommodations
NONCLASSROOM
1.Continuum of positive behavior
support for all families
1.Positive expectations & routines
taught & encouraged
2.Frequent, regular positive contacts,
communications, & acknowledgements
2.Active supervision by all staff (Scan,
move, interact)
3.Formal & active participation &
involvement as equal partner
3.Precorrections & reminders
4.Positive reinforcement
4.Access to system of integrated school &
community resources
http://www.mjsd.k12.wi.us/clo/PBISatHo
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meKit.asp
Positive behavior support has been defined as a
collaborative endeavor that includes all relevant
stakeholders, including especially families.
(Hieneman, Childs & Sergay, 2006; Koegel, Koegel, &
Dunlap, 1996; Lucyshn, Dunlap, & Albin, 2002)
“Facilitates the inclusion of and respect for the
values and priorities of families and all team
members.”
APBS Standards of Practice
Leadership Team –range of stakeholders (special
education, regular education, families, mental
health, administration). School-wide PBS Implementer’s Blueprint
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• Higher grades, test scores, graduation rates
• Better school attendance
• Increased motivation, self-esteem
• Lower rates of suspension
• Decreased use of drugs and alcohol
• Fewer instances of violent behavior
Henderson & Mapp (2002) – A New Generation of Evidence
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• Many problems at school reflect broader
community issues
• Engaging the community will improve the
effectiveness and outcomes of PBS
• Students who need more intensive levels of
support are often supported by systems other
than the educational system
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Family Teaching Matrix
Family Teaching
Matrix
SETTING
At Home Morning
Routine
Homework
Meal
Times
In Car
Play
Bedtime
Expectations
Respect
Ourselves
Respect
Others
Respect
Property
Stolen from OSEP National Technical Assistance Center
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Contact Information:
Marlene Gross-Ackeret
[email protected]
608.697.8826
Jennifer Grenke
[email protected]
920.855.2114 x 245
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