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
Introductions
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My background
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What problem behaviors are you seeing that
(a) are a barrier to academic gains, and/or
(b) are a barrier to social development?
Goals: Answer the following
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What is School-wide PBS?
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How can we tell if SWPBS is a good idea for our
school?
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Can we do SWPBS given everything else we have to
do?
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What are the steps? What help will we get?
Basic Messages
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The social behavior of students affects the
effectiveness of schools as learning
environments.
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Improving the social behavior of students
requires investing in the school-wide social
culture as well as in strategies for classroom,
and individual student intervention.
School-wide PBS is the
Convergence of Three Forces
Legal Expectations
Science
School-wide
Positive Behavior Support
Practice
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
behavioral supports needed for a school to be an effective
learning environment 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 intervention supports.
Implementation of the systems that support effective practices
Establishing a Social Culture
Common
Language
MEMBERSHIP
Common
Experience
Common
Vision/Values
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
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~80% of Students
Positive
Behavior
Support
Social Competence &
Academic Achievement
OUTCOMES
Supporting
Student Behavior
Supporting
Decision
Making
SYSTEMS
Supporting
Staff Behavior
School-wide Systems:
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.
Why should we be committed to
implementation of SW-PBIS?
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SW-PBS benefits children
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Reduction in problem behavior
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Office discipline referrals
Suspensions
Expulsions
Improved effectiveness for intensive interventions
90
summary
Increased student engagement
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IL
Risk and protective factors improve
Students perceive school as a safer, more supportive
environment
Improved academic performance
Illinois ISAT
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When coupled with effective instruction
Improved family involvement
Why should we be committed to
implementation of SW-PBS?
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Benefits to faculty and staff:
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Improved consistency across faculty
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Improved classroom management
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Better collaboration in support of individual students
Classroom routines
Strategies for preventing and pre-empting problem behavior
Reduced faculty absenteeism
Increased faculty retention
Improved substitute performance/perception
Increased ratings of faculty “effectiveness”
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Staff perceive themselves as more effective due to coherent
planning, improved student behavior, effective strategies for
addressing problems.
Why should we be committed to
implementation of SW-PBS?
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Benefits to District/Community
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Improved cost effectiveness
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Avoids cost of continually re-creating systems that draw resources away from
effective education.
Administrative benefits of scale
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Kennedy
Sustained effects across administrator, faculty, staff, student change.
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1 ODR = 15 min staff time; 45 min student time
Cost savings for data systems
Effective transitions among faculty when they shift from one school to another.
Effective innovation
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Data systems promote innovation.
Focus on research-based practices
What do you see in schools using
SW-PBS?
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Teams meeting regularly to:
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Review their data
Determine if PBS practices are being used
Determine if PBS practices are being effective
Identify the smallest changes that are likely to
produce the largest effects
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But focusing on the use of evidence-based practices
What do you see in schools using
SW-PBS?
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Clearly defined behavioral expectations that
have been defined, posted, taught and
acknowledged.
What do you see in schools using
SW-PBS?
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Students who are able to tell you the
expectations of the school.
Students who identify the school as safe,
predictable and fair.
Students who identify adults in the school as
actively concerned about their success.
Behavioral Expectations
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Core values for your school
3-5 (simply stated)
Positively stated (describe what you want)
Memorable
Student-appropriate language
Basic values… tied to practical behaviors
through your teaching matrix
School-wide Expectations
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What are the behavioral expectations in your
school?
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Do students know both the “words” and the
“behaviors?”
Teaching Matrix
Location 1
Location 2
Location 3
Location 4
Location 5
Expectation 1
Expectation 2
Expectation 3
Expectation 4
Expectation 5
For each cell in the matrix
1. What is the one best example of
the “right behavior?”
2. What is the correct alternative to
the most common behavioral error?
Location 6
Are Rewards Dangerous?
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“…our research team has conducted a series of reviews and analysis of (the
reward) literature; our conclusion is that there is no inherent negative property
of reward. Our analyses indicate that the argument against the use of rewards
is an overgeneralization based on a narrow set of circumstances.”
Judy Cameron, 2002
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Cameron, 2002
Cameron & Pierce, 1994, 2002
Cameron, Banko & Pierce, 2001
Use of rewards in
“The undermining effect of extrinsic reward on intrinsic motivation remains
Education
unproven”
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Steven Reiss, 2005
Akin-Little, K. A., Eckert, T. L., Lovett, B. J., & Little, S. G. (2004). Extrinsic reinforcement in the
classroom: Bribery or best practices. School Psychology Review, 33, 344-362
“What the Worlds Greatest Managers Do Differently”
-- Buckingham & Coffman 2002, Gallup
Interviews with 1 million workers, 80,000 managers, in 400 companies.
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Create working environments where employees:
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1. Know what is expected
2. Have the materials and equipment to do the job correctly
3. Receive recognition each week for good work.
4. Have a supervisor who cares, and pays attention
5. Receive encouragement to contribute and improve
6. Can identify a person at work who is a “best friend.”
7. Feel the mission of the organization makes them feel
like their jobs are important
8. See the people around them committed to doing a good
job
9. Feel like they are learning new things (getting better)
10. Have the opportunity to do their job well.
Acknowledgement System:
(How would you acknowledge “showing respect for
others”?)
Elementary Middle
Specific
Student
Groups/
Class
High School
Video
What do you see in schools using
SW-PBS?
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Team-based systems for Targeted, and
Intensive behavior support for children with
more significant needs.
What do you see in schools using
SW-PBS?
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Faculty and staff who are active problem
solvers.
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They have the right information
They have efficient organizational structures
They have effective outcome measures
They have support for high-fidelity
implementation and active innovation.
Measurable Benefits for Children
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Positive, supportive social culture
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Active engagement in school/learning
SWIS
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Reductions in problem behavior
NYC
SWIS
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Increases in academic outcomes
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Active participation of families/community
Examples
Video link
FRMS
Main Messages
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Invest in prevention
Build a social culture of competence
Focus on different systems for different
challenges
Build local capacity through team processes,
and adaptation of the practices to fit the local
context
Use data for decision-making
Begin with active administrative leadership
Examples