Transcript School-wide Positive Behavior Support Rob Horner and George Sugai University of Oregon and University of Connecticut OSEP TA Center on Positive Behavior Support www.pbis.org www.swis.org.

School-wide
Positive Behavior Support
Rob Horner and George Sugai
University of Oregon and University of Connecticut
OSEP TA Center on Positive Behavior Support
www.pbis.org
www.swis.org
Assumptions and Goals
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School teams are on the path to
implementation of school-wide PBS.
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Goals
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Review core features of School-wide PBS
Link behavioral and academic supports
Define the role of “behavioral function”
Provide foundation for supports at “yellow” and
“red” parts of triangle.
What is
School-wide Positive Behavior Support?
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School-wide PBS is:
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A systems approach for establishing the social culture and
individualized behavioral supports needed for schools to be effective
learning environments 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
Six Major Ideas of
School-wide Positive Behavior Support
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1. Invest in a Prevention Foundation
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2. Build Multiple Levels of Behavior Support
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No new resources (working smarter)
5. Adapt procedures to “fit” the context
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Top 3 Goals, Administrator on team, 80% commitment
Team-based implementation
4. Establish the Systems that support effective practices
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Three-tiered model (do not rely on one trick for all problems)
3. Start with Commitment, Team, Administrative Support
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Build a culture of social competence
Define, teach, monitor, and reward appropriate behavior
Define, monitor and correct inappropriate behavior
Implement sustainable practices and systems
6. Collect and use information for decision-making
School-wide Systems
(All students all settings all times)
Create a positive school culture:
School environment is predictable
1. common language
2. common vision (understanding of expectations)
3. common experience (everyone knows)
School environment is positive
regular recognition for positive behavior
School environment is safe
violent and disruptive behavior is not tolerated
School environment is consistent
adults use similar expectations.
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings

~80% of Students
27
Four Basic Recommendations:
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Never stop doing what is already working
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Always look for the smallest change that will produce
the largest effect
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Avoid defining a large number of goals
Do a small number of things well
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Do not add something new without also defining
what you will stop doing to make the addition
possible.
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Collect and use data for decision-making
National Trends
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School-wide PBS is becoming the norm.
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5300 schools across the nation
Achieving academic outcomes requires
attention to the social culture and behavior
supports available in schools.
High school
Intensive behavior support
Academic/Behavior support integration
Learning how to go to scale
Improving Schools
Curriculum Instruction Admin/ Physical
Systems Setting
Behavior
Supports
-Scaffold
content
-Defined
prerequisites
-Mastery
learning
-Schoolwide social
culture
-Classroom
systems
-Targeted
supports
-Individual
student
supports
-Precision
-Pacing
-Prompting
-Feedback
-Opportunity
to respond
-Intensity
(time
teaching)
-Admin
support
-Team
systems
-Data
systems
-District
Support
-Safe
-Valued
-Matched
to
enrollment
Main Message
STUDENT
ACHIEVEMENT
Effective Instruction
Behavior Support
Increasing District & State Competency and Capacity
Investing in Outcomes, Data, Practices, and Systems
Mean ODR/100 students/ school day: Illinois 04-05
80/80
ODR/100 students/school day
1.4
PBIS 46% Lower
Not at 80/80
PBIS 38% Lower
1.2
1
0.8
0.6
0.4
0.2
N = 17
N = 73
N = 26
N = 59
0
PK-6 (73 & 59)
6-9 (17 & 26)
PK-6 t = 2.53; df = 70; p < .01
6-9; t = 2.06; df - 41; p < .04
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Irving ES
200102
Irving ES
200203
Irving ES
200304
Irving ES
200405
Irving ES 200102
Irving ES 200203
Irving ES 200304
Irving ES 200405
Pct6up
12%
3%
3%
0%
Pct2to5
24%
17%
8%
3%
Pct0to1
65%
80%
89%
97%
ODR/100
1.13
.51
.39
.08
82%
82%
88%
TIC Total
76%
Average OSS per 100 Students
Enrolled
Out of School Suspensions per 100 Students Enrolled
Elementary School (K-6) 2004-05
10
8
6
4
2
0
N = 56
N = 89
Not using SWPBS
Using SWPBS
OSS Incidents and Days per 100 students with IEPs and ODRs
Elementary Schools (K-6) 2004-05
Mean per 100 Students with
IEPs
Not using SWPBS to criterion
Using SWPBS to criterion
140
120
100
80
60
40
20
0
OSS Incidents per 100
OSS Days per 100
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