Overview of Positive Behavior Support

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Overview of Positive Behavior Support

• www.pbis.org
• www.swis.org
• www.pbssurveys.org

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www.pbis.org
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Year One

• Getting Started (Today and Tomorrow)
• Overview, School-wide, Non-classroom, Data
  Decisions, Team meetings, Team Planning
• Expanding Implementation (Day 3)
• Classroom, Escalation Cycle, Team Status Check,
  Team planning
• Sustaining Efforts (Day 4)
• Individual Student, Secondary-group,
• Team Planning, Long-term Action Planning

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Agenda

• Day One
• Overview of PBS
• School-wide Application of PBS
• Self-assessment
• Team Planning

• Day Two
• Data-based Decision-making
• Non- Classroom Settings
• Team Meetings
• Team Planning

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Acknowledgements

• Students, educators, administrators, school
  staff, families
• Community of researchers, personnel preparers,
  system changers, staff developer
• Institute of Education Sciences, Offices of
  Special Education Programs, US Department of
  Education

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Traditional Approach to Service Delivery
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Amount of Resources Needed To Solve Problem
Special Education
Sea of Ineligibility
General Education
Intensity of Problem
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Levels of SupportResponse to Intervention
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Amount of Resources Needed To Solve Problem
Special Education
General Education With Support
General Education
Intensity of Problem
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Okay, so is there a parallel to RTI for behavior?
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• Positive Behavioral Interventions and Supports

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What seems to be the problem?
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Generic Model

• School-wide PBS Team
• Represents school, meets regularly, et cetera
• Coach
• Provides technical assistance to school
• Links school to state
• State Leadership Team
• Guides planning and development
• Coordinates Training
• Comprises regional teams/structure

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Coaches

• Establish a network of highly skilled personnel
  who have
• Fluency with PBS systems and practices
• Capacity to deliver technical assistance
• Capacity to sustain team efforts
• Follow-up training throughout the year includes
• Specialized topics
• Communication and problem-solving

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Big Idea

• Educational leaders must strive to lead and
  support development of sustainable and positive
  school climates
• The goal is to establish host environments that
  support adoption and sustained use of
  evidence-based practices- Zins Ponte, 1990

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Positive School Climate

• Maximizes academic engagement and achievement
• Minimizes rates of rule violating behaviors
• Encourages acts of respectful and responsible
  behaviors
• Organizes school functions to be more efficient,
  effective, and relevant
• Improves supports for students with disabilities
  and those placed at risk of educational failure

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Overview

• Emphasis will be placed on the processes,
  systems, and organizational structures that are
  needed to enable the accurate adoption, fluent
  use, and sustained application of these practices
• Emphasis will be placed on the importance of
  data-based decision-making, evidence based
  practices, and on-going staff development and
  support

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Purpose

• To examine the features of a proactive, systemic
  approach to preventing and responding to
  school-wide discipline problems
• Big Ideas
• Examples

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Rose, L. C., Gallup. A. M. (2005). 37th annual
Phi Delta Kappa/Gallup poll of the publics
attitudes toward the public schools. Kappan,
September, 41-59.

• TOP FOUR 2005
• Lack of financial support (since 2000)
• Overcrowded schools
• Lack of discipline control
• Drug use

• 1 SPOT
• gt2000 lack of financial support
• 1991-2000 drug use
• lt1991 lack of discipline

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Examples

• In one school year, Jason received 87 office
  discipline referrals
• In one school year, a teacher processed 273
  behavior incident reports

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• An elementary school principal reported that 100
  of her ODRs came from 8.7 of her total school
  enrollment, and 2.9 had 3 or more ODRs
• During 4th period, the in-school detention room
  has so many students, assigned for being in
  hallways after the late bell, that overflow
  students are sent to the counselors office

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• A middle school principal must teach classes when
  teachers are absent, because substitute teachers
  refuse to work in a school that is unsafe and
  lacks discipline
• A middle school counselor spends nearly 15 of
  his day counseling staff members who feel
  helpless and defenseless in their classrooms due
  to lack of discipline and support

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• A high school administrator has requested funds
  for a teacher to staff a second alternative
  classroom for students who are a danger to
  themselves and others
• An elementary school principal found that over
  45 of behavioral incident reports were coming
  from the playground

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• An intermediate/senior high school with 880
  students reported over 5,100 office discipline
  referrals in one academic year. Nearly 2/3 of
  students have received at least one office
  discipline referral.

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• 5100 referrals
• 51,000 min _at_10 min
• 850 hrs
• 141 days _at_ 6 hrs

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Ineffective Responses to Problem Behavior

• Get Tough (practices)
• Train and Hope (systems)

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Worry 1Teaching by Getting Tough

• Runyon I hate this f____ing school, youre a
  dumbf_____.
• Teacher That is disrespectful language. Im
  sending you to the office so youll learn never
  to say those words again.starting now!

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An Immediate and Seductive Solution,Get Tough!

• Clamp down and increase monitoring
• Re-re-re-review rules
• Extend continuum and consistency of consequences
• Establish bottom line
• A predictable, individual response, but

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creates a false sense of security!

• Fosters environments of control
• Triggers and reinforces antisocial behavior
• Shifts accountability away from school
• Devalues child-adult relationship
• Weakens relationship between academic and social
  behavior programming

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0
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Reactive Responses are Predictable

• When we experience aversive situations, we
  select interventions that produce immediate
  relief and
• Remove students
• Remove ourselves
• Modify physical environments
• Assign responsibility for change to students
  and/or others

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When behavior doesnt improve, we Get Tougher!

• Zero tolerance policies
• Increased surveillance
• Increased suspension and expulsion
• In-service training by expert
• Alternative programming
• A predictable, systemic response, but

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based on the erroneous assumption that students

• Are inherently bad
• Will learn more appropriate behavior through
  increased use of aversives
• Will be better tomorrow

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Science of Behavior has Taught Us that Students

• Are NOT born with bad behaviors
• Do NOT learn when presented contingent aversive
  consequences
• Do learn better ways of behaving by being taught
  directly and receiving positive feedback
  consider function

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Non-examples of Function-Based approach

• Function outcome, result, purpose,
  consequence
• Lantana, you skipped 2 school days, so were
  going to suspend you for 2 more.
• Phloem, Im taking your book away because you
  obviously arent ready to learn.
• You want my attention?! Ill show you
  attention,lets take a walk down to the office
  have a little chat with the Principal.

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2001 Surgeon Generals Report

• The number of assaults and other antisocial
  behavior is increasing
• Risk factors include
• Antisocial peer networks
• Reinforced deviancy

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2001 Surgeon Generals Report on Youth Violence
Recommendations

• Establish intolerant attitude toward deviance
• Break up antisocial networks and change social
  context
• Improve parent effectiveness
• Increase commitment to school
• Increase academic success
• Create positive school climates
• Teach and encourage individual skills and
  competence

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Worry 2Train Hope
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Positive Behavior Support

• PBS is a broad range of systemic and
  individualized strategies for achieving important
  social and learning outcomes while preventing
  problem behavior with all students.
• EBS PBS PBIS

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SW Positive Behavior Support
Social Competence, Academic Achievement, and
Safety
OUTCOMES
Supporting Decision- Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
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What Does PBS Look Like?

• SW-PBS (primary)
• gt80 of students can tell you what is expected of
  them and give behavioral example because they
  have been taught, actively supervised, practiced,
  and acknowledged
• Positive adult-to-student interactions exceed
  negative
• Function-based behavior support is foundation for
  addressing problem behavior
• Data and team-based action planning and
  implementation are operating
• Administrators are active participants
• Full continuum of behavior support is available
  to all students

• Secondary and Tertiary
• Team-based coordination and problem-solving
  occurs
• Local specialized behavioral capacity is built
• Function-based behavior support planning occurs
• Person-centered, contextually and culturally
  relevant supports are provided
• District/regional behavioral capacity is built
• Supports are instructionally oriented
• SW-PBS practices and systems are linked
• School-based comprehensive supports are
  implemented

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PBS is NOT

• A specific practice or curriculum, but rather a
  general approach to preventing problem behavior
• Limited to any particular group of students, but
  rather for all students
• New, but rather is based on a long history of
  behavioral practices and effective instructional
  design strategies

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The Challenge is Increasing Schools Capacity to

• Respond effectively, efficiently, and relevantly
  to a range of problem behaviors observed in
  schools
• Adopt, fit, integrate, and sustain research-based
  behavioral practices
• Give priority to an unified prevention agenda
• Engage in team-based problem-solving

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Inter-related, Competing National Goals

• Improve literacy, math, geography, science, et
  cetera
• Make schools safe, caring, and focused on
  teaching and learning
• Improve student character and citizenship
• Provide a free and appropriate education for all
• Prepare a viable workforce
• Affect incidence and prevalence of high risk,
  antisocial behavior
• Leave No Child Behind

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SW Application of Positive Behavior Support
Classroom Setting Systems
Non-classroom Setting Systems
Individual Student Systems
School-wide Systems
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School-wide and Classroom-wide Systems

• 1. Identify a common purpose and approach to
  discipline
• 2. Define a clear set of positive expectations
  and behaviors
• 3. Implement procedures for teaching expected
  behavior
• 4. Differentiate supports from a continuum of
  procedures for encouraging expected behavior
• 5. Differentiate supports from a continuum of
  procedures for discouraging inappropriate
  behavior
• 6. Implement procedures for on-going monitoring
  and evaluation

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Effective Classroom Management Systems

• Teach and encourage classroom-wide positive
  expectations
• Teach and encourage classroom routines and cues
• Use a ratio of 5 positives to 1 negative
  adult-student interaction
• Supervise actively
• Redirect for minor, infrequent behavior errors
• Precorrect chronic errors frequently

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• Instructional management
• Select
• Modify and design
• Present and delivery
• Environmental management

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Specific Setting Systems

• Teach and encourage positive expectations and
  routines
• Supervise actively
• All staff scan, move, interact
• Precorrect
• Provide positive reinforcement

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Individual Student Systems

• Support behavioral competence at school and
  district levels
• Tailor function-based behavior support planning
• Use team and data-based decision-making
• Utilize comprehensive person-centered planning
  and wraparound processes
• Deliver secondary social skills and
  self-management instruction
• Implement individualized instructional and
  curricular accommodations

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Local Context and Culture
PBS Features
Prevention Logic for All
Science of Human Behavior
Evidence- Based Practices
Systems Change and Durability
Natural Implementers
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Prevention is

• Decreasing development of new problem behaviors
• Preventing increased severity of existing problem
  behaviors
• Eliminating triggers and maintenance of problem
  behaviors
• Teaching, monitoring, and acknowledging prosocial
  behavior
• Using a 3-tiered prevention logic that defines a
  continuum of support
• Designing school-wide systems for student success

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Emphasis on Prevention

• Primary
• Reduce new cases of problem behavior
• Secondary
• Reduce current cases of problem behavior
• Tertiary
• Reduce complications, intensity, severity of
  current cases

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Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL AND
POSITIVE BEHAVIOR SUPPORT
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Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
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Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, and Settings
80 of Students
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Designing School-Wide Systems for Student Success
1-5
1-5
5-10
5-10
80-90
80-90
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Science of Human Behavior

• Behavior is learned
• Behavior occurrences are linked to environmental
  factors
• Behavior change occurs through manipulation of
  environmental factors

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Local Context and Culture

• Consider characteristics of local stakeholders
• Families, businesses, students, staff members, et
  cetera
• Consider relationship between school and
  community
• Maximize use of natural implementers

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Evidence-based Practices

• Based on outcomes
• Monitor effectiveness, efficiency, relevance, and
  durability
• Utilize a function-based approach

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Empirically Sound Practices and Applications in
Schools

• Social skills instruction, early literacy
  instruction, functional assessment-based behavior
  support planning, teaching self-management, token
  economies, curricular/instructional
  accommodations, behavioral contracting,
  school-to-work transition planning, et cetera

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Systems Change and Durability

• Systems Perspective
• Organizations do not behave, individuals behave
• An organization is a group of individuals who
  behave together to achieve a common goal
• Systems are needed to support collective use of
  best practices by individuals in an organization
  
• Horner, 2001

• Schools as Systems
• Use what we know about behavior of individuals
  to affect behavior and organization of
  communities, and create a common vision,
  language, and experience for all members of the
  community
• Biglan, 1995 Horner, 2002

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Active Administrative Participation

• Actively participates as a member of the
  leadership team
• Establishes PBS initiative as one of the top
  three improvement plan priorities
• Commits to and invests in a 2-3 year
  implementation effort

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Emphasize Data-based Evaluation

• Conduct self-assessment and action planning
• Evaluate self-improvement continuously
• Identify strengths and needs
• Plan and implement strategic dissemination

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4J School District Eugene, Oregon Change in the
percentage of students meeting the state standard
in reading at grade 3 from 97-98 to 01-02 for
schools using PBIS all four years and those that
did not.
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Implementation Challenges

• Multiple, overlapping, and competing initiatives
• Overemphasis on conceptualization, structure, and
  process
• Underemphasis on data-based decision-making
• Failure to build competence for accurate and
  sustained implementation
• Reluctance to eliminate practices and systems
  that are not effective, efficient, and relevant
• Low rates of regular positive acknowledgements
  and celebrations

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Implementation Levels
State
District
School
Classroom
Student
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PBS Organizational Logic
Visibility
Political Support
Funding
Leadership Team
Active Coordination
Evaluation
Training
Coaching
Local School Teams/Demonstrations
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Miscellaneous Resources

• Selected References
• Blank Forms
• Working Example
• Presentation Slides