Rob Horner University of Oregon OSEP TA-Center on PBS www.pbis.org

 Define the core features of school-wide PBS  Link school-wide efforts to the individualized supports needed by many students with ASD.

 Frame issues of behavior support within an RTI approach  Provide a self-assessment for use in planning at the school and district level.

 Supporting social behavior is central to achieving academic gains.

 School-wide PBS is an evidence-based practice for building a positive social culture that will promote both social and academic success.

 Establishing schools that meet the needs of children with ASD starts by establishing a predictable, consistent, positive and safe foundation for all students.



Never stop doing what already works



Always look for the smallest change that will produce the largest effect

 Avoid defining a large number of goals  Do a small number of things well 

Do not add something new without also defining what you will stop doing to make the addition possible.

 Collect and use data for decision-making  Adapt any initiative to make it “fit” your school community, culture, context.

 Families    Students Faculty Fiscal-political structure  Establish the systems and policy clarity needed to support and sustain implementation of effective practices LAUSD Discipline Foundation Policy.pptx

Context

•

Problem behavior continues to be the primary reason why individuals in our society are excluded from school, home, recreation, community, and work.

Problem Behaviors

Insubordination, noncompliance, defiance, late to class, nonattendance, truancy, fighting, aggression, inappropriate language, social withdrawal, excessive crying, stealing, vandalism, property destruction, tobacco, drugs, alcohol, unresponsive, not following directions, inappropriate use of school materials, weapons, harassment 1, harassment 2, harassment 3, unprepared to learn, parking lot violation, irresponsible, trespassing, disrespectful, disrupting teaching, uncooperative, violent behavior, disruptive, verbal abuse, physical abuse, dress code, other, etc., etc., etc.

•

Vary in intensity

• •

Exist in every school, home and community context Place individuals at risk physically, emotionally, academically and socially

Context

• •

Many initiatives to improve education Initiatives too often conflicting and/or competing Wraparound Math

Using RTI to Align Systems

Early Intervention Wraparound Literacy

Primary Prevention Universal Screening Multi-tiered Support

Family Support Behavior Support Student Outcomes

© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008

Math

Intervention Progress Monitoring Systems to support practices

School-wide PBS

• Build a continuum of supports that begins with the

whole school

and extends to intensive, wraparound support for individual students and their families.

What is School-wide Positive Behavior Support?

•

School-wide PBS is:

▫ A systems approach for establishing the

social culture

and behavioral supports needed for a school to be an effective learning environment for all students.

•

Evidence-based features of SW-PBS

▫ 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 intervention supports. Implementation of the systems that support effective practices

Common Language Common Experience MEMBERSHIP Common Vision/Values

School-wide PBS

•

Establishing additional supports for students with more intense needs

27 SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT Primary Prevention: School-/Classroom Wide Systems for All Students, Staff, & Settings ~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

~5% ~15% ESTABLISHING CONTINUUM of SWPBS ~80% of Students • • • • • • • • • •

Function-based support Wraparound Person-centered planning

• • • • • • • • • •

Check in/out Targeted social skills instruction Peer-based supports Social skills club

• • • • • • • • • • • •

Teach SW expectations Proactive SW discipline Positive reinforcement Effective instruction Parent engagement

School-wide PBS

Supporting Social Competence, Academic Achievement and Safety OUTCOMES Supporting Decision Making Supporting Student Behavior SYSTEMS Supporting Staff Behavior

Classroom Non-classroom

• • • Smallest change

Family

Biggest, durable effect SWPBS Practices

Student

SWPBS Practices

Define, teach, and reward behavioral

expectations

Provide consistent, predictable

consequences

for problem behavior Use

data

to guide implementation and assess impact over time

.

Classroom

Define and teach classroom expectations Define and teach classroom routines Acknowledge appropriate behavior Curriculum matched to student ability

SWPBS Practices

Classroom Non-classroom

Positive expectations taught Routines defined Precorrection Active supervision

SWPBS Practices

Classroom Non-classroom Family

Collaboration Regular Contact Reciprocal Systems of Support Access to Community Assistance

SWPBS Practices

SWPBS Practices

Classroom Non-classroom Student Family

Function-based Support Person-centered planning Comprehensive Interventions

SCHOOL-WIDE

1. School-wide commitment and team structure for discipline 2. Clear set of positive expectations & behaviors taught to all students 4. Continuum of procedures for encouraging expected behavior 5. Continuum of procedures for discouraging inappropriate behavior 6. Procedures for on-going collection and use of data for decision-making

INTERVENTION PRACTICES CLASSROOM

1.Classroom-wide positive expectations taught & encouraged 2.Classroom routines & cues taught & encouraged 3.Ratio of 5 positive to 1 negative adult-student interaction 4.Active supervision 5.Redirections for minor, infrequent behavior errors 6.Functional physical layout 7.Effective academic instruction & curriculum

INDIVIDUAL STUDENT

1.Personnel with behavioral competence available at school & district levels 2.Function-based behavior support planning 3.Team- & data-based decision making 4.Comprehensive person-centered planning & wraparound processes

NONCLASSROOM FAMILY ENGAGEMENT

1.Positive expectations & routines taught & encouraged 3.Precorrections & reminders 1.Continuum of positive behavior support for all families 2.Active supervision by all staff (Scan, move, interact) 2.Frequent, regular positive contacts, communications, & acknowledgements 3.Formal & active participation & involvement as equal partner 5.Targeted social skills & self-management instruction 4.Positive reinforcement 4.Access to system of integrated school & community resources 6. Individualized instructional & curricular accommodations

   

Predictable Consistent Positive Safe

    

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

A few positive SW Expectations

 ◦ ◦ ◦ ◦ ◦ ◦ Over 9000 schools involved in SWPBS Pre-school Elementary 117 5669 Middle Schools 1943 High Schools K to (8-12) Alternative/JJ 931 124 344

1200 1000 California 800 600 400 200 0 Illinois

California Scott Spaulding, Claudia Vincent Pbis.org/evaluation/evaluation briefs Hawaii

 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 Kent McIntosh  School-wide PBS has benefits for teachers and staff  Scott Ross, 2006  Sustaining School-wide PBS efforts  Jennifer Doolittle, 2006

PBIS in Illinois

Lucille Eber Ed.D.

IL PBIS Network July 17, 2008 Developing Local Systems of Care for Children and Adolescents with Mental Health Needs and their Families Training Institutes Nashville, TN

1000 900 800 700 600 500 400 300 200 100 0 874 654 587 520 444 394 303 184 120 23 Year 1 9/98 Year 2 9/00 Year 3 9/01 Year 4 6/02 Year 5 6/03 Year 6 6/04 Year 7 6/05 Year 8 6/06 Year 9 6/07 Year 10 6/08

1 0 3 2 5 4 7 6 9 8 Non PBS slope = -.37

2003-04 PBS slope = -1.15

2004-05 2005-06 PBS Non-PBS Линейная (PBS)

14 12 10 8 6 4 2 0 Non PBS Slope = -,34 2003-04 2004-05 PBS Slope = -1.85

2005-06 PBS Non-PBS Линейная (PBS)

February 2009 Heather R. Reynolds NC Department of Public Instruction Bob Algozzine Behavior and Reading Improvement Center http://www.dpi.state.nc.us/positivebehavior/

State PBS Coordinator Heather R Reynolds Dr. Bob Algozzine

Dr. Bob Algozzine Non-PBS Comparison 40 30 20 10 0 6+ ODR 2-5 ODR 0-1 ODR 100 90 80 70 60 50 2004-05 (N=21) 5 12 83

Office Discipline Referral Risk in North Carolina

2005-06 (N=35) 3 9 88 2006-07 (N=66) 4 11 85 2007-08 (N=110) 4 11 85 Levels of behavior risk in schools implementing PBS were comparable to widely-accepted expectations and better than those in comparison schools not systematically implementing PBS.

Comparison (N=5) 10 23 67

Dr. Bob Algozzine 100 95 70 65 60 90 85 80 75 Schools with Low ODRs and High Academic Outcomes 55 50 0,00 0,10 0,20 0,30 0,40 0,50 0,60 0,70 0,80 0,90 1,00 Reading Линейная (Reading) r xy ( = -.44

n = 36)

Steve Goodman [email protected]

www.cenmi.org/miblsi

300 250 200 2000 Model Demonstration Schools (5) 2004 Schools (21) 2005 Schools (31) 2006 Schools (50) 2007 Schools (165) 150 100 50 0 2003-2004 2004-2005 Existing SchoolsNew Schools 2005-2006 2006-2007

100 90 80 70 Major Discipline Referrals 60 50 40 30 DIBELS Benchmark 20 10 0 2003-2004 Cohort 1 (n=16 schools) 2004-2005 2005-2006 Cohort 2 (n=24 schools) 2006-2007 60 40 20 0 160 140 120 100 80

100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 2000 Began MiBLSi Implementation 2001 2002 2003 Year School District 2004 2005

 Building an active continuum of support  Establish the foundation that will sustain individual student gains  Build a culture of adaptive support

 ◦ ◦ ◦ Illinois “profile” analysis.

Assessment of intervention effectiveness  Very Low, Low, Med, High, Very High  0 1 2 3 4 School-wide Individual Intervention

4 3 2 1 0 5

Profile Effectiveness Scores (Illinois Schools 02-03)

Not 80/80 Yet t = 11.11 (335) p< .0001

80/80 PBIS t = 2.30 (27) p < .03

N=169 N=169 PBS N=38 N=38 PBS School-wide Individual

 Continuum of Support Practices  Emphasis on “ Foundation Supports ” and investment in prevention.

 Emphasis on the and durability.

organizational systems needed to implement practices with fidelity  Collection and use of data for decision making

 1. Effective and Efficient Foundation Practices ◦ Establishing a Universal System of Support  Effective Curriculum  Unambiguous Instruction  Adequate intensity  Reward System  Error Correction System

 2. Universal Screening  Collect information on all students at least twice a year  Use data for decision making

 3. Continuum of Evidence-based Practices  Targeted interventions for students “at risk”  Intensive, Individualized interventions for students with more significant needs  Early Intervention

 Progress Monitoring  Collection of data on a monthly, weekly, daily rate  Use of data for decision-making

50% 40% 30% 20% 10% 0% 100% 90% 80% 70% 60%  5. Fidelity Monitoring Individual School Team Checklist Data 1 1 1 2 2 2 3 3 3 4 4 4 4 4 4 5 5 5 5 Start Up Full Implementation Start Up Part Implementation 6 6 6 7 7 7 7  Assessing the extent to which we are implementing what we claim to implement  Use of the data for decision-making

    District policy  Clear statement of values, expectations, outcomes Evaluation capacity to conduct universal screening and progress monitoring assessments  District provides efficient options for universal screening and progress monitoring measures Recruitment and hiring  Expectations defined in job announcements Professional development  Focused strategies for staff development in core skills

 Annual evaluations  Expectations assessed as part of annual evaluations  Recruitment of individuals with training, coaching, and implementation skills   Advanced skills in literacy supports Advanced skills in behavior supports

 School-wide PBS is an approach for investing in making the school a more effective social and educational setting for all students.

 Core features of RTI are an effective framework for improving Behavior and Academic Support  Building schools that deliver the supports needed for students with ASD starts by establishing core foundation features that create a predictable, consistent, positive and safe social culture.