Transcript Building a Realistic Pyramid of Instructional and Behavioral Supports for Prevention and Intervention Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Intervention &

Building a Realistic Pyramid of
Instructional and Behavioral Supports
for Prevention and Intervention
Tim Lewis, Ph.D.
University of Missouri
OSEP Center on Positive
Behavioral Intervention & Supports
pbis.org
The key
BEHAVIOR is functionally related to
the TEACHING ENVIRONMENT
Context
The School Environment Must Support
Appropriate Social Behavior
School-Wide Positive Behavior Support
The Challenge
• Students with the most challenging behaviors in school need
pro-active comprehensive and consistent systems of support
• School-wide discipline systems are typically unclear and
inconsistently implemented
• Educators often lack specialized skills to address severe
problem behavior
• Pressure on schools to incorporate national and state
initiatives such as Values Education, Anti-Bullying efforts, and
Safe Schools. Many often have clear defined outcomes
without structures to reach or a framework for deciding what
should be implemented when, for whom, and to what degree
Typical school response to problem behavior = “punishment” of
misbehavior and assumptions about appropriate behavior
and/or seek out alternative placements
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)
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
Toward a Solution
The 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
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
Designing School-Wide Systems for Student
Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
1-5%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
5-10%
80-90%
1-5%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
Positive
Behavior
Support
Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
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
Benton Elementary
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
Walk
Stay to the
right on
stairs
Banisters
are for
hands
•Walk
•Push in
chairs
•Place trash
in trash can
Wash hands with
soap and water
Keep water in the
sink
One person per
stall
Use equipment for
intended purpose
Wood chips are for
the ground
Participate in school
approved games
only
Stay in approved
areas
Keep body to self
•Walk
•Enter and exit
gym in an
orderly manner
Respect
ful
•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 honest
Take care
of yourself
Walk
quietly so
others can
continue
learning
Eat only
your food
Use a
peaceful
voice
Allow for privacy of
others
Clean 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
listener
Applaud
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
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
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
Importance of Effective Instruction
(Sanders, 1999)
• The single biggest factor affecting academic growth of any
population of youngsters is the effectiveness of classroom
instruction.
• The answer to why children learn well or not isn't race, it isn't
poverty, it isn't even per-pupil expenditure at the elementary
level.
• The classroom’s effect on academic growth dwarfs and nearly
renders trivial all these other factors that people have
historically worried about.
Outcomes of Universal Supports
FRMS Total Office Discipline Referrals
Sustained Impact
3000
Total ODRs
2500
2000
1500
1000
500
0
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
INSTRUCTIONAL HOURS GAINED
Projected (50% ) vs. Actual (Aug-Dec 2000)
5000
4500
4000
3500
HOURS
3000
2500
2000
4290
HOURS
1500
2145
HOURS
1000
1671
ADDITIONAL
Instructional Hours
78%
500
474 HOURS
0
Total Instructional H ours Lost 9900
Projected Instructional H ours Lost
Actual Instructional H ours Lost
Elementary Office Refferals by Year
900
852
800
700
654
608
600
490
500
Pre
433
416
Post
385
400
296
300
218
200
187
180
134
108
140
138
87
100
0
1E
2E
3E
4E
5E
6E
7E
8E
MIddle School Office Referrals by Year
3000
2514
2500
2082
1948
2000
2001-02
1464
1500
2002-03
1031
1000
800
592
465
500
0
9M
10M
11M
12M
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.
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 minutes
4204.50 hours or
700 days
of instructional time recovered!!!!!
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
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
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
Prevention & Supports For
Identified and At-risk Students
Social Behavior
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
Profile Effectiveness Scores
(Illinois Schools 02-03)
Mean Effectiveness Scores
4
t = 11.11 (335) p< .0001
t = 2.30 (27) p < .03
3
N=223
N=38
N=169
2
N=17
1
Partial
Full
Partial
Full
N=169
N=223
N=17
N=38
0
School-wide
Individual
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”
Risk and Protective Factor Comparison
SSS Risk and Protective Factor Scores
(Illinois Schools 02-03)
Mean SSS Factor Scores
100
t = -2.17 (37) p < .036
t = 2.31 (37) p < .026
80
60
40
20
Partial
N=21
Full
N=18
Partial
N=21
Full
N=18
0
Risk Factor
Protective Factor
Correlation of Risk Variables with EBS Survey
Score
N = 13 Middle Schools
Sprague, Walker, Sowards, Van Bloem, Eberhardt & Marshall, 2001
Pearson R
0.2
0
-0.2
-0.4
-0.6
Free & R Acd Fail
Mobiltiy A&D Crm
ASB
Total
Series1 0.017896 -0.119001 0.115955 -0.291545 -0.513794 -0.376016
Risk Variables
A&D = Alcohol and Drug; ABS = Anti-social Behavior Scale
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
Prevention & Supports For
Identified and At-risk Students
Achievement
BALLWIN ACHIEVEMENT PBS
800
70
760
700
60
58.2
50
47.4
500
40
405
400
32.5
31
30
302
300
185
200
20
10
100
0
0
2000
2001
2002
YEAR
Office Referrals
Proficient or Advanced on MAP
2003
MAP PERCENTILE
NUMBER OF REFERRALS
600
Illinois 02-03 Mean Proportion of Students Meeting ISAT
Mean Percentage of 3rd graders
meeting ISAT Reading Standard
Reading Standard
t test (df 119) p < .0001
70.00%
62.19%
60.00%
50.00%
46.60%
40.00%
30.00%
20.00%
10.00%
0.00%
PBIS NOT in place N = 69
PBIS IN place N = 52
Early Literacy & Behavior
(Kelk & Lewis, 2001)
• What are the effects of three instructional
conditions a) social skill instruction, b)
phonological / phonemic awareness instruction,
and c) a combination of social skill instruction
and phonological awareness instruction on the
reading related and/or social behavior of at-risk
kindergarten children?
Early Literary
Outcome
Social Skill
Outcomes
Phonemic
Instruction
+/-
-
Social Skill
Instruction
-
+/-
Phonemic and SS
Instruction
+
+
Control Group
-
-
Small Group and Individual
Interventions
Supporting Students At-Risk and
those with Disabilities Within Their
Home School
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
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
Assessment
• 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
Important Themes
• Part of a continuum – must link to schoolwide PBS system
• Efficient and effective way to identify
students
• Assessment = simple sort
• Intervention matched to presenting
problem but not highly individualized
STUDENTS RECEIVING A "BEHAVIOR PLAN"
EIGHT OR MORE REFERRALS
1999/2000 vs. 2000/2001
AVERAGE PERCEN T D ECLIN E IN REFERRALS
20
18
50%
%
NUMBER OF REFERRALS
16
14
12
10
8
6
4
2
0
A*
B
C
D
E
F*
G
H
I
J*
K
STUDENT NAME
* STUDENT LEFT SCHOOL DISTRICT BEFORE THE END OF THE ACADEMIC YEAR
REFERRALS 99-00
REFERRALS 00-01
L
M
N
O
P
Table 1. Pre- and Posttest Scores for Subjects on
Dependent Variable (SSRS-T)
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)
.11
.04*
P Value
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)
.50
.97
P Value
* Significance at the .05 P Value
Teacher Evaluations
The students who participated in the Social Skills Club demonstrated more
prosocial behavior.
School
PBS
Very
Much
50%
Non
PBS
Somewhat
Neutral
A Little
17%
33%
60%
40%
Not at All
The students who participated in the Social Skills Club showed
improvements in the classroom.
School
PBS
Non
PBS
Very
Much
50%
Somewhat
Neutral
17%
60%
A Little
33%
20%
20%
Not at All
The students who participated in the Social Skills Club demonstrated
improvement in non classroom settings. (playground, hallway, bathroom,
etc.)
School
PBS
Very
Much
Somewhat
50%
Non
PBS
Neutral
A Little
17%
33%
80%
Not at All
20%
Would you recommend this program to another school in your district?
School
Definitely
PBS
100%
Non
PBS
40%
Probably
Might or
Might
Not
20%
40%
Probably
Not
Definitely
Not
Would you recommend your school implement this program again next
year?
School
Definitely
PBS
100%
Non
PBS
40%
Probably
Might or
Might
Not
Probably
Not
20%
40%
Definitely
Not
Rate the overall usefulness of this program.
School
Excellent
Very
Good
PBS
83%
17%
Non PBS
20%
20%
Good
40%
Fair
Poor
20%
Rate your overall satisfaction with the Social Skills Club.
School
Excellent
PBS
83%
Non PBS
40%
Very
Good
Good
Fair
17%
40%
20%
Poor
Pals - Combined Discipline Referrals
Sept-Jan
YR2 vs. YR3
45
43
46%
Number of Behavior Referrals
40
35
30
25
Average
5.38
23
20
15
Average
2.88
10
5
0
YR2
YR3
AMOUNT OF TIME PER WEEK
SPENT WORKING DIRECTLY WITH STUDENT
More than 60 minutes
0
40 to 60 minutes
0
30 to 40 minutes
0
20 to 30 minutes
10 to 20 minutes
3
6
10 minutes or less
9
NUMBER OF TEACHERS
Individual Support Plans
• When small group not sufficient
• When problem intense and chronic
• Driven by Functional Behavioral
Assessment
• Linked to school-wide system
Process (FBA to PBS)
• Conduct functional behavioral
assessment
• Create plan based on functional
assessment outcome
• Develop infra-structure to support
behavior change (school environment
must change)
FBA
Baselin e
Non-Fun ct io n
Based Int erven t ion
Funct ion Based Int erv en t ion
1 0 0
9 0
8 0
7 0
6 0
5 0
4 0
3 0
2 0
1 0
Mat t hew
Percentage of Intervals Inappropriate Behavior
0
1 0 0
9 0
8 0
7 0
6 0
5 0
4 0
3 0
2 0
Jerro d
1 0
0
1 0 0
9 0
8 0
7 0
6 0
5 0
4 0
3 0
Em ma
2 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
Daily Sessio ns
Newcomer, L. L. & Lewis, T. J. (2004). Functional Behavioral Assessment: An Investigation of
Assessment Reliability and Effectiveness of Function-Based Interventions. Journal of
Em otional an
d Behavioral Disorders,12168-181.
4 7
4 9
Structural Analysis
Setting Factors Assessment Tool
• Level 1: Classroom Set-up and Structure
• Level 2: Context Specific Activities
• Level 3: Instructional Delivery and Tasks
• Level 4: Student Behavior
Stichter, J. P., Lewis, T. J., Johnson, N., & Trussell, R. (2004). Toward a
structural assessment: Analyzing the merits of an assessment tool for a
student with E/BD. Assessment for Effective Intervention, 30, 25-40.
Results
• SFAT
– Significant variables: clarity of expectations &
directions; consistency of expectations;
accessibility of class schedules; lack of
enforced procedures (especially regarding to
hand raising and verbalizations or entire
class).
100
90
Mean Percent of Teacher Behavior
80
70
60
50
40
30
20
10
0
Baseline
High Structure
Level 1
Materials Accessiblity
Level 1 & 2
Rules Visible
Level 1, 2 & 3
Assistance Consistent
Follow-Up
Answering Consistent
55
Baseline
Level 1
Level 1, 2, & 3
Level 1 & 2
Follow-up
55
50
50
45
45
40
40
35
35
30
30
25
25
20
20
Frequency of Verbalizations
Percent of Intervals Off-Task
Verbalizations
Off-Task
15
15
10
10
5
5
0
0
1
2
3
4
5
6
7
8
Sessions
9
10
11
12
13
14
15
16
17
18
FBA – PBS Plan Process
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
Essential Steps to Individual PBS
Plans
1.
2.
3.
4.
Request for assistance
Operationally define problem/replacement behavior
Background/archival data/ data collection/Environmental Assessment
Functional Behavioral Assessment


5.
6.
Develop hypothesis regarding function of problem behavior
Develop a PBS plan



7.
Indirect measures
Direct observation
Social skill instruction
Self management
Environmental modifications
Implement, Monitor and Evaluate progress
Implications & Conclusion
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 – a single system matched to
intensity of student need
• IEP still individualized, behavioral objectives
mapped to school-wide expectations
• Applying basic logic of special education to
the entire school system
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
District Leadership Team
District PBS Coordinator
“Coaches”/ Facilitators
School Teams
Summary
Investing in SW-PBS results in:
• Change in school discipline systems creates an
environment that promotes appropriate behavior
• Reduction in problem behavior resulting in less
staff time dealing with problems, more student
time in the classroom
• Improved perception of school safety, mental
health
• Improved academic performance
• Improved social behavior performance
• Improved effectiveness and acceptability of
individual interventions
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).
Resources
• Association for Positive Behavior Support
<www.apbs.org>
• OSEP Center for Positive Behavioral Interventions
and Supports <pbis.org>
• Maryland Positive Behavior Support
<marylandpbis.org>
• Illinois Positive Behavior Support <ebdnetworkil.org>
• Special School District of St. Louis County PBS <
pbiscompendium.ssd.k12.mo.us>