Transcript Overview of Positive Behavior Support and the Contribution of Wraparound Rob Horner University of Oregon www.pbis.org.

Overview of Positive Behavior
Support and the Contribution of
Wraparound
Rob Horner
University of Oregon
www.pbis.org
Goals

Identify the core elements of school-wide
positive behavior support.

Define the outcomes to date associated
with a “whole-school” approach to
behavior support

Identify the role of wraparound in the
school-wide PBS approach.
What is
School-wide Positive Behavior Support?

School-wide PBS: A systems approach for establishing the
social culture and individualized behavioral supports needed
for schools to achieve both social and academic success for all
students.

Evidence-based features of SW-PBS
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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 interventions.
Administrative leadership – Team-based implementation (Systems
that support effective practices)
Establishing a Social Culture
Common
Language
MEMBERSHIP
Common
Experience
Common
Vision/Values
Define School-wide Expectations
for Social Behavior
Identify 3-5 Expectations
 Short statements
 Positive Statements (what to do, not what to avoid

doing)
Memorable
 Examples:

 Be Respectful, Be Responsible, Be Safe, Be Kind, Be a
Friend, Be-there-be-ready, Hands and feet to self,
Respect self, others, property, Do your best, Follow
directions of adults
Supporting Social Competence,
Academic Achievement and Safety
School-wide
PBS
OUTCOMES
Supporting
Student
Behavior
Supporting
Decision
Making
SYSTEMS
Supporting
Staff Behavior
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Prevention Logic for All
Walker et al., 1996
Redesign
learning &
teaching
Decrease
Prevent
environments to
development of
worsening of
eliminate
new problem existing problem
triggers &
behaviors
behaviors
maintainers of
problem
behaviors
Teach, monitor,
& acknowledge
prosocial
behavior
National Adoption of School-wide
PBS

Over 9000 schools involved in SWPBS
◦
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Pre-school
Elementary
Middle Schools
High Schools
K to (8-12)
Alternative/JJ
117
5669
1943
931
124
344
States Implementing SWPBS
9000 schools in 44 states
1200
Number of Schools
1000
Oregon
800
600
400
200
0
1
3
5
7
States
9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49 51 53 55 57 59 61 63 65 67 69 71
34% of schools in Oregon
Current Research

School-wide PBS is “evidence-based”
◦ Reduction in problem behavior
◦ Increases in academic outcomes
 Horner et al., 2009
 Bradshaw et al., 2006; in press

Behavioral and Academic gains are linked
 Amanda Sanford, 2006
 Jorge Preciado, 2006

School-wide PBS has benefits for teachers and staff as
well as students.
 Scott Ross, 2006
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Sustaining School-wide PBS efforts
 Jennifer Doolittle, 2006
Individual Student Supports

Individual supports are more effective
when implemented within integrated,
school-wide systems of prevention.
School-Wide
Positive Behavior
Support
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
Wraparound
~5%
~15%
Tertiary Prevention:
Specialized
Individualized
Systems for Students with
High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students with
At-Risk Behavior
~80% of Students
16
17
Wraparound

“Wraparound is both a philosophy of care
and a defined process for developing a
plan of care for an individual youth and
his/her family (Burns & Goldman, 1999).
Wraparound supports students and their
families by proactively organizing and
blending natural supports, interagency
services, PBS, and academic interventions
as needed.”
 Eber et al., 2009
Wraparound
10 guiding principles
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Strength-based family leadership
Team based
Flexible funding/services
Individualized
Perseverance
Outcome focused
Community based
Culturally competent
Natural supports
Collaborative
Wraparound

The wraparound process can be described as
one in which the team:
◦ Creates, implements and monitors an individualized plan using
a collaborative process driven by the perspective of the family.
◦ Develops a plan that includes a mix of professional supports,
natural supports and community supports.
◦ Bases the plan on the strengths and culture of the youth and
their family; and
◦ Ensures that the process is driven by the needs of the family
rather than the services that are available or reimbursable..
 VanDenBerg, Burns, & Buchard, 2008
Wraparound

The wraparound process, and the plan
itself, is designed to be culturally
competent, strengths based, and
organized around family members’ own
perceptions of needs, goals, and likelihood
of success of specific strategies.
Wraparound with PBIS

Illinois: Lucille Eber
 Completing the continuum of schoolwide positive
behavior support: Warparound as a tertiary-level
intervention.
 Eber, Hyde, Rose, Breen, McDonald, & Lewandowski, 2009
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School-wide PBS
Targeted Support (Check-in/ Check-out)
Function-based Behavioral Support
Wraparound support
 Every school has access to wrap-coordinator
 SIMEO Data system
 Level of risk at student faces
Positive Behavior Support
Universal
School-Wide Data Collection and Analyses
School-Wide Prevention Systems (rules, routines, arrangements)
Analyze
Student Data
Targeted
Interviews,
Questionnaires, etc.
Observations
and ABC Analysis
Group
Interventions
Simple Student
Interventions
Intensive
Multi-Disciplinary
Assessment & Analysis
Complex Individualized
Interventions
Team-Based Wraparound
Interventions
Adapted from George Sugai, 1996
© Terrance M. Scott, 2001
Issues

Building capacity
◦ Defining the Wraparound approach with
operational precision
◦ Building measures of fidelity as well as measures
of outcome
◦ Developing the organizational models
 Teams/ Process/ Administrative Support
◦ Professional Knowledge
 Individuals with skills, experience, knowledge
Leah
District PBS
Behavior
Support
Academic
Support
SWPBS/Leadership Team
IPBS Team
Targeted
Academic
FBA/
Intensive
25
Summary
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Wraparound supports SWPBS

SWPBS supports wraparound

Build integrated support structure
 Knowledge about student (personal, physical,
emotional)
 Knowledge about context
 Immediate context
 Social/ family/ cultural context
 Knowledge about behavioral theory