Transcript School-wide Positive Behavior Supports Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Intervention & Supports www.pbis.org.

School-wide Positive Behavior
Supports
Tim Lewis, Ph.D.
University of Missouri
OSEP Center on Positive
Behavioral Intervention & Supports
www.pbis.org
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 but fail to provide structures to
reach outcomes or a framework for deciding what
should be implemented when, for whom, and to what
degree
Typical responses to students





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Increase monitoring for future problem behavior
Re-review rules & sanctions
Extend continuum of aversive consequences
Improve consistency of use of punishments
Establish “bottom line”
Zero tolerance policies
Security guards, student uniforms, metal detectors, video
cameras
 Suspension/expulsion
 Exclusionary options (e.g., alternative programs)
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 & SulzarAzaroff, 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
Contributing Factors
Home
Poverty- Language
Parent/Child interactions
Community
School
Disability
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
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
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
Positive
Behavior
Support
Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
School-wide Positive Behavioral
Support
 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
 Focus on establishing school environments that support
long term success of effective practices {3-5 years}
School-wide Positive
Behavioral Support
 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
 Effective Behavioral Support strategies are implemented at the
school-wide, specific setting, classroom, and individual
student level
 Effective Behavioral Support strategies are designed to meet the
needs of all students
Themes
Focus on positive proactive
programming
Emphasis on clearly defined working
structures
Teacher/school takes ownership of
student learning & behavioral
challenges
Problem behavior = learning error
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
Benton
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
Respectful
•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:
Non- Classroom 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
Needed at the classroom level...
• 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
Small Group and Individual
Interventions
Small Group / Targeted
• 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
Small Group / Targeted Practices
 Social
Skill Training
 Self-Management
 Mentors/Check-in
 Peer tutoring / Peer Network
 Academic support
Individual Students
• Part of a continuum: Must link to schoolwide PBS system
• Quick supportive response to teacher
• Plans based on a Functional
Behavior Assessment
– Clear process in place
– Behavioral expertise available
– All in school understand basic logic of
FBA and PBS
Summary
Investing in SW-PBS results in:
1. Change in school discipline systems creates an
environment that promotes appropriate behavior
2. Reduction in problem behavior resulting in less staff
time dealing with problems, more student time in the
classroom
3. Improved perception of school safety, mental health
4. Improved academic performance
5. Improved social behavior performance
6. Less recidivism to more restrictive placements
7. Improved effectiveness and acceptability of individual
interventions
Halls Ferry Elementary School
YEAR 1
YEAR 2
YEAR 3
YEAR 4
YEAR 5
High Five Approach - school wide social skill lessons
Central Data System
Produced school-wide expectations video
Cafeteria routine and lessons
Playground routine and lessons
Produced bathroom expectations & routines video
Produced indoor recess expectation & routines video
Newcomer's Club
Study Skills - Homework Support
Social Skills Club
FBA Training
Coaches Training
Present to Board
Universal School-wide Systems
Secondary / Targeted Group
Mentoring
Champs Theater
District
District
District
District
wide web based data system
level leadership team
level collaborative team
wide networking system
Tertiary / Individual Student
Classroom
Bus expectations
District Level Systems
Function-Based
Student Support
Team
Region/District Initiative
Region/District
Coordinator
PBS Coaches
School Teams
District Coordinator
Professional Development
• Coordinate professional development opportunities for current teams
• Assist with training of new teams
• Coordinate coaches training
• Work with teams/coaches on development of resource bank (materials, examples,
updates of website, etc.)
Communication
• Coordinate communication across district
• Attend principal and assistant principal meetings to provide PBS updates and to listen to
school concerns/questions
• Prepare quarterly & annual reports on progress of the district initiative for leadership team
• Develop district PBS handbook
Coordination
• Prepare leadership team agenda
• Maintain file of building meeting minutes, coach logs, and other data sources from school
teams
• Meet with district coaches to problem solve
• Develop connections between PBS initiative and district school improvement plan
• Develop linkages to external agencies and PBS (e.g., mental health)
• Explore funding opportunities to expand & support initiative
Coaches
• Connect point between school teams and
the district initiative
• Provide technical assistance to school
teams
• Not intended to “lead” team, rather, serve
as an additional resource
– Access materials
– Share examples from other schools
– Updates from the district
School Teams
• Principal or Deputy Principal +
representatives of the school
• Commit to on-going training
• Develop/Draft essential components of
school-wide system
• Two-way Communication with colleagues
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).