Laying the Foundation for Behavioral Supports for All Students: An Introduction to School-wide Positive Behavior Support Tim Lewis, Ph.D. University of Missouri

OSEP Center on Positive Behavioral Intervention & Supports

pbis.org

2 Minutes

With your neighbor, identify common curriculum across key academic subjects

2 Minutes

With your neighbor, identify school-wide rules and strategies for teaching social behavior

The point?

• Social behavior often the “hidden curriculum” • We can’t “make” students learn or behave • • We can create environments to increase the likelihood students learn and behave

Environments that increase the likelihood of social and academic success are guided by a core curriculum, adapted to reflect student need, and implemented with consistency and fidelity

The Challenge

• Students with the most challenging academic and social problems 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 and learning challenges • Pressure on schools to incorporate national and state initiatives such as

Values Education

,

Anti-Bullying, Safe Schools

and achieving

“adequate yearly progress

.” Many often have clearly defined outcomes without structures to reach or a framework for deciding what should be implemented when, for whom, and to what degree

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

PBS is not...

 Not specific practice or curriculum…it’s a 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

School-wide Positive Behavioral Support

• Proactive systems approach to school-wide discipline (NOT a curriculum) designed to be responsive to current social and educational challenges • Focus on prevention • Focus on instruction • Incorporates empirically validated practices • Incorporate best practice in professional development and system change (teams) • Emphasizes the use of assessment information to guide intervention and management decisions • Focus on the use of a continuum of behavioral supports • Focus on increasing the contextual fit between problem context and what we know works

School-wide Positive Behavioral Support

• Focus on establishing school environments that support long term success of effective practices {3-5 years} • Expectations for student behavior are defined by a building based team with all staff input • Effective behavioral support is implemented consistently by staff and administration • Appropriate student behavior is

taught

• Positive behaviors are publicly acknowledged • Problem behaviors have clear consequences • Student behavior is monitored and staff receive regular feedback • Positive Behavioral Support strategies are implemented at the

school wide, specific setting, classroom, and individual

student level • Positive Behavioral Support strategies are designed to meet the needs of

all students

Positive Behavior Support Supporting Staff Behavior Social Competence & Academic Achievement OUTCOMES Supporting Decision Making PRACTICES Supporting Student Behavior

Designing School-Wide Systems for Student Success Academic Systems Behavioral Systems

Intensive, Individual Interventions •Individual Students •Assessment-based •High Intensity Targeted Group Interventions •Some students (at-risk) •High efficiency •Rapid response 5-10% 1-5% 1-5% 5-10% Intensive, Individual Interventions •Individual Students •Assessment-based •Intense, durable procedures Targeted Group Interventions •Some students (at-risk) •High efficiency •Rapid response Universal Interventions •All students •Preventive, proactive 80-90% 80-90% Universal Interventions •All settings, all students •Preventive, proactive

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

Preparing for Implementation

• Establish a regular meeting schedule for the behavior committee • Establish a standard system for communicating information within the committee and among staff • Analyze needs assessment data and other data to create short and long term goals ( PBS strategies & community

EBS survey

) • Develop regular opportunities for training on key • Develop strategies to share information with parents

Statement of Purpose

• State positively • Focus on everyone and all settings in school building • Focus on academic and behavioral outcomes "

To promote and maintain a safe and orderly learning environment for students and staff

"

Clearly Define Expected Behaviors • Set of “rules” • State positively and succinctly • Keep to five or fewer

Process

1. List problem behaviors 2. Identify “replacement behaviors” {what do you want them to do instead} 3. Create “matrix” of replacements by settings

Benton

I am….

Safe Respect ful A Learner

All Settings

•Keep bodies calm in line •Report any problems •Ask permission to leave any setting •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 an active participant •Give full effort •Be a team player •Do your job

Classroo m

 Maintain personal space

Hallways

 Walk  Stay to the right on stairs  Banisters are for hands  honest  Be Take care of yourself •Be a risk taker •Be prepared •Make good choices  Walk quietly so others can continue learning  Return to class promptly

Cafeteria

•Walk •Push in chairs •Place trash in trash can   Eat only your food Use a peaceful voice  Wash hands with soap and water  Keep water in the sink  One person per stall  Allow for privacy of others  Clean up after self  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 •Line up at first signal •Invite others who want to join in •Enter and exit building peacefully •Share materials •Use polite language •Walk •Enter and exit gym in an orderly manner  Be an active listener  Applaud appropriately to show appreciation •Use proper manners •Leave when adult excuses

Bathrooms

•Follow bathroom procedures •Return to class promptly

Playground

•Be a problem solver •Learn new games and activities

Assemblies

•Raise your hand to share •Keep comments and questions on topic

Procedures for Teaching Expected Behaviors

• Social skill instruction –

teach the rule

–

demonstrate the skill

–

students practice the skill

–

review and test the skill

• Embed in curriculum • Practice, Practice, Practice

Procedures for Encouraging Expected Behaviors • Identify “rule” student met and specific behavior they displayed (verbal feedback) • Deliver reinforcement – Tangible to intrinsic – External to internal – Frequent to infrequent – Predictable to variable

Procedures for Discouraging Problem Behaviors

• CONSISTENCY • Clearly define problem behavior • Clear distinctions between staff/classroom and office managed behavior • Establish a continuum of procedures for correcting problem behavior • Establish data decision strategies for repeat offenses

Data-Based Decision Making

Types of Data

• Office Discipline Referrals (SWIS.org) • Anecdotal data • Teacher, student, parent surveys • Direct observation (behavior counts) • Archival data (e.g., referrals to special education, attendance, academic performance, grade retention, attendance, suspensions/expulsions)

Implementation Examples

FRMS Total Office Discipline Referrals

3000 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

Multi Year Comparisons Per Day Per Month

25 20 15 10 5 0 Sept Oct Nov Dec Jan Feb March April May 00-01 01-02 02-03

INSTRUCTIONAL HOURS GAINED Projected (50% ) vs. Actual (Aug-Dec 2000)

2500 2000 1500 1000 500 0 5000 4500 4000 3500 3000 4290 HOURS 2145 HOURS

1671 ADDITIONAL Instructional Hours 78%

474 HOURS Total Instr uctional H our s Lost 99 00 Pr ojected Instr uctional H our s Lost Actual Instr uctional H our s Lost

Alton High School Average Referrals per Day

800 700 600 200 100 0 500 400 300 760 2000 32.5

BALLWIN ACHIEVEMENT PBS

405 31 302 58.2

2001 Office Referrals 2002

YEAR

Proficient or Advanced on MAP 185 47.4

30 20 10 0 70 60 50 40 2003

I llinois 02-03 Mean Proportion of Students Meeting ISAT Reading Standard t test (df 119) p < .0001

70.00% 60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00% 46.60% 62.19% PBIS NOT in place N = 69 PBIS IN place N = 52

Example

Self-contained Special Education Building • 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

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 (from 33) required individualized support

Maryland PBS Initiative

Elementary Office Refferals by Year

900 800 700 600 500 400 416 300 200 100 0 180 1E 608 108 2E 852 385 3E 490 134 187 140 4E 5E 433 218 6E 654 7E 296 138 87 8E Pre Post

3000 2500 2000 1500 1000 500 592 465 0 9M

MIddle School Office Referrals by Year

2514 2082 1464 1948 1031 800 2001-02 2002-03 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!!!!!

Correlation of Risk Variables with EBS Survey Score N = 13 Middle Schools Sprague, Walker, Sowards, Van Bloem, Eberhardt & Marshall, 2001

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

• •

Universal Strategies: Nonclassroom Settings

Assess the Physical Characteristics – Determine which environmental factors contribute to the problem – – Determine which environmental factors can be modified If factors cannot be modified what supervision is required?

Establish Setting Routines – Everyone knows the rules – Routines established that allow students to demonstrate appropriate skills & minimize problem behavior – – Adult monitoring Practice, Practice, Practice

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

Effective Classroom Management

• • • Behavior management – – Teaching routines Positive student-adult interactions Instructional management – Curriculum & Instructional design Environmental management

Small Group / Targeted

• Part of a continuum – must link to school-wide PBS system • Efficient and effective way to identify students • Assessment = simple sort • Intervention matched to presenting problem but not highly individualized

Small Group / Targeted Practices

 Social Behavioral Concerns  Social Skill Training  Self-Management / Check-in  Academic Concerns  Peer tutoring / Peer Network  Academic support  Emotional Concerns  Mentors

STUDENTS RECEIVING A "BEHAVIOR PLAN" EIGHT OR MORE REFERRALS 1999/2000 vs. 2000/2001 AVERAGE PERCENT DECLINE IN REFERRALS

20 4 2 0 10 8 6 18 16 14 12 A * B

50% %

C D E F* G H I J*

STUDENT NAM E *

STUDE NT L EFT SCHO OL DISTRICT B EFO RE TH E END OF THE A CADE MIC YEAR

REFERRALS 99-00 REFERRALS 00-01

K L M N O P

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 Individual PBS plan)

• Conduct functional behavioral assessment • Create plan based on functional assessment outcome • Develop infra-structure to support behavior change (school environment must change)

Essential Steps to Individual PBS Plans 1.

2.

3.

4.

5.

6.

7.

Request for assistance Operationally define problem/replacement behavior Background/archival data/ data collection/Environmental Assessment   Functional Behavioral Assessment Indirect measures Direct observation Develop hypothesis regarding function of problem behavior    Develop a PBS plan Social skill instruction Self management Environmental modifications Implement, Monitor and Evaluate progress

Implications & Conclusion

SW-PBS allows educators to build environments that increase the likelihood of student academic and social behavior success through a systemic and supportive process

Region/District Initiative Region/District Coordinator PBS Coaches School Teams

For More Information

OSEP Center for Positive Behavioral Interventions and Supports

pbis.org

Colorado School-wide Positive Behavior Support

www.cde.state.co.us/pbs/

IDEAS that Work

osepideasthatwork.org

Association for Positive Behavior Support apbs.org