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







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
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
Implementation Examples
Multi Year Comparisons Per Day Per Month
Referrals Per Day
25
20
00-01
15
01-02
10
02-03
5
0
Sept
Oct
Nov
Dec
Jan
Feb
March April
May
Alton High School
Average Referrals per Day
100
90
80
70
60
50
40
30
20
10
0
November
December
January
February
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
Maryland PBS Initiative
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!!!!!
Western Sydney Region
Number of Long Suspensions
Percentage change from 2005 to 2006
30%
26%
20%
Percentage Change
11%
10%
0%
-10%
-7%
-20%
-23%
-30%
PBL Phase 1
(13 schools)
PBL Phase 2
(14 schools)
PBL Phase 3
(28 schools)
Not PBL
(183 schools)
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
Prevention & Supports For
Identified and At-risk Students
Social Behavior
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
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
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
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 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
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).
School-wide Positive Behavior
Supports
Tim Lewis, Ph.D.
University of Missouri
OSEP Center on Positive
Behavioral Intervention & Supports
www.pbis.org