Prevention and Systematic Intervention to Address Social Behavioral Problems: School-wide Positive Behavior Support

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Prevention and Systematic Intervention to Address
Social Behavioral Problems School-wide Positive
Behavior Support

• Tim Lewis, Ph.D.
• University of Missouri
• Center on Positive
• Behavioral Intervention Supports
• pbis.org

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Starting Point.

• Educators cannot make students learn or behave
• Educators can create environments to increase the
  likelihood students learn and behave
• Environments that increase the likelihood are
  guided by a core curriculum and implemented with
  consistency and fidelity

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The Challenge

• The core curriculum is often punishment to
  try and reduce problem behavior in school
• However, 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 Sulzar-Azaroff, 1991, Skiba Peterson,
  1999)

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The Good News

• Research reviews continue to indicate that
  effective responses to significant behavioral
  challenges in school include
• Social Skills Training
• Academic Restructuring
• Behavioral Interventions
• instructional strategies - teaching

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School-wide Positive Behavior Support

• SW-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

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Big Ideas

• Build Positive Behavior Support Plans that teach
  pro-social replacement behaviors
• Create environments to support the use of
  pro-social behaviors
• School-wide
• Classroom
• Individual student

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Essential Features at the School Level

• Teams of educators within the school
  (administrator)
• Data-based decision making
• Instructional Focus
• Teach Practice
• Acknowledge student mastery of social skills
• Positive Feedback

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Social Competence Academic Achievement
Positive Behavior Support
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
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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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Continuum of Supports
Math
Science
Spanish
Reading
Soc skills
Soc Studies
Basketball
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Universal School-Wide Features

• Clearly define expected behaviors (Rules)
• All Settings
• Classrooms
• Procedures for teaching practicing expected
  behaviors
• Procedures for encouraging expected behaviors
• Procedures for discouraging problem behaviors
• Procedures for data-based decision making
• Family Awareness and Involvement

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Benton Primary School
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
Respect- ful 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
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RAH at Adams City High School(Respect
Achievement Honor)
RAH Classroom Hallway/ Commons Cafeteria Bathrooms
Respect Be on time attend regularly follow class rules Keep location neat, keep to the right, use appropriate lang., monitor noise level, allow others to pass Put trash in cans, push in your chair, be courteous to all staff and students Keep area clean, put trash in cans, be mindful of others personal space, flush toilet
Achievement Do your best on all assignments and assessments, take notes, ask questions Keep track of your belongings, monitor time to get to class Check space before you leave, keep track of personal belongings Be a good example to other students, leave the room better than you found it
Honor Do your own work tell the truth Be considerate of yours and others personal space Keep your own place in line, maintain personal boundaries Report any graffiti or vandalism
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Redesign Learning Teaching Environment
School Rules NO Food NO Weapons NO Backpacks NO
Drugs/Smoking NO Bullying
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Welcome Rugs
It's The Westwood Way!
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The Connect Point Across the Continuum

• Classroom Management Instruction

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Classroom Essentials

• Classroom expectations rules defined and taught
• Procedures routines defined and taught
• Continuum of strategies to acknowledge
  appropriate behavior in place and used with high
  frequency (41)
• Continuum of strategies to respond to
  inappropriate behavior in place and used per
  established school-wide procedure
• Students are actively supervised
• Students are given multiple opportunities to
  respond (OTR)
• Activity sequence promotes optimal instruction
  time and student engaged time
• Instruction is differentiated based on student
  need

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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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Tier II (small group)

• Efficient and effective way to identify at-risk
  students
• Screen
• Data decision rules
• Informal assessment process to match intervention
  to student need
• Small group Social Skill Instruction
• Self-management
• Academic Support
• Part of a continuum must link to universal
  school-wide PBS system

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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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Tier III (individualized support)

• When small group not sufficient
• When problem intense and chronic
• Driven by Functional Behavioral Assessment
• Connections to Mental Health and Community
  Agencies
• Part of a continuum must link to universal
  school-wide PBS system

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Outcomes
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Oxley Park PS
2008
2009
50 decrease in number of discipline referrals
from 2008 to 2009
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Alton High SchoolAverage Referrals per Day
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Anne Arundel High School Total Referrals/
Suspensions by Year
Pre PBIS Implementation
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Other High School Outcomes.

• Triton High School
• 48 Free and reduced lunch
• 59 reduction in suspension
• Halved the drop out rate
• Mountain View High School
• 30 free and reduced lunch
• 30 reduction in ODR
• Last to first in achievement in district

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Parramatta HS No. of Days Suspended
Note S1 2010
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Culture Climate survey 2008
Parramatta HS Culture and Climate Survey
(2004/2008)
Responses 2004 2008
Shared Goals (we know where we are going) 45 73
Responsibility for Success (we must succeed) 51 69
Collegiality (we're working on it together) 54 69
Continuous Improvement (we can get better) 54 76
Lifelong Learning (learning is for everyone) 64 66
Risk Taking (we learn by trying something new) 22 39
Support (there's always someone there to help) 68 80
Mutual Respect (everyone has something to offer) 66 80
Openness (we can discuss our differences) 45 71
Celebration Humour (we feel good re ourselves) 63 80
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Mental Health Outcomes

• Does School-wide SW-PBS fit within a
  comprehensive mental health model of prevention
  and intervention?
• Minimizing and reducing risk factors by
  building protective factors

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AD Alcohol and Drug ABS Anti-social
Behavior Scale
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Group Cost Benefit

• Office Referral Reduction Across
• 12 PBIS schools 5,606
• If one Office Referral15 minutes of
  administrator time, then 5,606 x 15
• 84,090 minutes
• 1401.15 hours or
• 233 days
• of administrator time recovered and reinvested.

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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!!!!!

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Centennial School
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Centennial School Police Contacts
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Tier II IIISmall Group and Individual
Interventions

• Supporting Students At-Risk and those with
  Disabilities Within Their Home School

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Does Implementation of SW-PBS Improve Individual
Interventions?

• Illinois profile analysis.
• Assessment of intervention effectiveness
• Very Low, Low, Med, High, Very High
• 0 1 2 3 4
• School-wide
• Individual Intervention

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t 11.11 (335) plt .0001
t 2.30 (27) p lt .03
N223
N38
N17
N169
Partial N169
Full N223
Partial N17
Full N38
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Missouri SW-PBS

• pbismissouri.org
• 700 schools
• RPDCs PBS consultants
• MU Center for SW-PBS
• Tier II/III Consultants
• State Coordination
• Data/Web

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Lansdowne High School PBIS

• The Viking Code

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Proactive Approach to School-wide Discipline

• Provide a clear system for all expected
  behaviors
• Create and maintain a productive, safe
  environment
• Establish clear expectations
• Enhance student academic social success

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Components

• Common approach
• Clear, positive expectations
• Procedures to teach expected behaviors
• Range of ways to encourage and discourage
• Means to collect data monitor

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LHS Belief Statements

• Students achieve greater success in a safe,
  comfortable, and orderly environment
• Students are capable of learning, achieving, and
  behaving appropriately
• Excellence, modeled in an environment of trust
  and encouragement, inspires student achievement

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Viking Code of Conduct

• Readiness
• Responsibility
• Respect

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Procedures for Encouraging Positive Behavior

• Viking of the Month
• I Noticed
• Posters throughout school
• Display of winners on V-Board
• Regular announcements of winners

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V -Bucks

• Awarded by teachers to students who exemplify the
  Viking Code of Conduct on a daily basis in the
  classroom, the hallways, the cafeteria, and other
  areas of the building.
• Awarded to encourage and reinforce positive
  behaviors among our students.
• Teachers can award V- Bucks to students whether
  they teach them or not.

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Incentives for Students and Staff

• Homework Passes
• Ice Cream Passes
• Target Gift Certificates
• McDonalds Coupons
• Wal-Mart Gift Certificates

• Dance Passes
• Movie Passes
• Game Passes
• Bags/Freebies
• Six Flags Passes

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Procedures for Discouraging Problem Behaviors

• Student Incident Report
• Office Referral
• Teacher-managed vs. Office-managed behaviors
• Consistency vs. Discretion
• Intervention Flow Chart

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Student Incident Report

• Student Incident Report SWIS Entry_________
• Name of Student Location
• ? Classroom ? Gym
• Grade 9 10 11 12 ? Hallway ? Library
• ? Cafeteria ? Bus Loading Zone
• Date_______________ Time_______________ ?
  Bathroom ? On Bus ? Other
• Referring Staff
• Problem Behavior
• Possible Motivation
• Consequence
• Check one specific problem behavior?
  Inappropriate Language -Minor verbal
  aggression -Harassment/tease/taunt? Minor
  Defiance/Disrespect/Non- Compliance
  -Lying/cheating -Refusal to work? Disruption
  (minor) -Skip class/truancy -Tardy
  -Disruptive/Disrespectful Asides -Electronics
  -Dress Code? Minor Physical Contact? Minor
  Property Misuse? Other
• ? Obtain peer attention? Obtain adult
  attention? Obtain items/activities? Avoid
  tasks/activities? Avoid work? Avoid peer(s)?
  Avoid adult(s)? Unclear/Dont know? Other
  _____________________? Unknown motivation?
  Detention? Time out in alternate classroom?
  Time in office? Loss of Privileges? Conference
  with Student? Parent Contact?
  Other_____________________Other comments
  (optional)
• Contacted parent/guardian about this incident on
  

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Teacher-Managed vs. Office-Managed

• Language
• Lateness
• Preparedness
• Refusing to work
• Tone/Attitude
• Electronic Devices
• Dress Code Violations

• Weapons
• Fighting or aggressive physical contact
• Aggressive Language
• Smoking
• Harassment of students or teachers
• Major dishonesty

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Average Referrals per Day per MonthOffice
Referrals
Nov
Apr
Mar
May
Feb
Jan
Dec
Aug
Sept
Oct
June
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Field Primary School

• SW-PBS and Response to Intervention with Literacy

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Field Primary School

• High Diversity
• School has 290 students 50 minority 20
  English Language Learners 13 Special Education
• Instructional leader turnover
• Poverty
• 79 of students live in poverty
• Highly transient population

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Field Primary School

• Teachers and Staff committed to increasing
  academic and social successof all students
• A committed Principal who supported faculty in
  their efforts to change the way they taught to
  improve childrens lives

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Field Primary School

• Academic Standing
• Only 5 of all students scored proficient in 2005
• Breakdown by ethnicity
• 0 African-American
• 18 Caucasian
• 0 Students with disabilities
• 0 English Language Learners
• 7 Students living in Poverty

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Field Primary School

• Literacy
• In 200405, 44 students required intensive
  support for reading and writing
• Social Behavior
• In 2003-04 Averaging 10.4 discipline referrals
  per day

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Field Literacy Data
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Structure Core Reading 90 min, 5 days week with Intervention Groups 45 min, 4 days week, with (5th day individual focus )
Tier III Intensive Intervention Classroom Teacher Reading specialists, Sp Ed, ELL, Sp. Lang, K-2 SRA Reading Mastery 3-5 Wilson Reading Systems
Tier II Strategic Intervention Classroom Teacher Classroom Teacher Reading Mastery or Soar to Success
Tier I DIBELS benchmark Classroom Teacher Classroom Teacher Enrichment based on themes of core program
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Core Reading and Intervention Schedule

• Core
• K 900-1030
• 1st 900-1030
• 2 1000-1130
• 3 1100-1230
• 4 145-315
• 5 100-230

• Intervention
• 1225-1255
• 1130-1215
• 915-1000
• 1015-1100
• 100-145
• 215-300

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Positive Behavior Supports
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Impact on Behavior Problems
To 1.6 per day
From 10.4 per day
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Impact on Literacy

• Improved Academic Standing
• In 2007, 27 of Fields students scored
  proficient in 2007 (up from 5).
• African American 0 improved to 16
• Caucasian 18 improved to 57
• Students with disabilities 0 improved to 25
• English Language Learners 0 improved to 27

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Field Literacy Data
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Why Invest in SW-PBS?

• Change in school discipline system creates an
  environment that promotes, teaches, and
  acknowledges appropriate behavior
• Reduction in problem behavior resulting in less
  staff time dealing with problems, more student
  time in the classroom
• Improved academic performance
• Improved social behavior performance
• Improved school safety, mental health
  connections, and individual interventions

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RCT Group Design SW-PBS Studies

• Bradshaw, C.P., Koth, C.W., Thornton, L.A.,
  Leaf, P.J. (2009). Altering school climate
  through school-wide Positive Behavioral
  Interventions and Supports Findings from a
  group-randomized effectiveness trial. Prevention
  Science, 10(2), 100-115
• Bradshaw, C.P., Koth, C.W., Bevans, K.B.,
  Ialongo, N., Leaf, P.J. (2008). The impact of
  school-wide Positive Behavioral Interventions and
  Supports (PBIS) on the organizational health of
  elementary schools. School Psychology Quarterly,
  23(4), 462-473.
• Bradshaw, C. P., Mitchell, M. M., Leaf, P. J.
  (2010). Examining the effects of School-Wide
  Positive Behavioral Interventions and Supports on
  student outcomes Results from a randomized
  controlled effectiveness trial in elementary
  schools. Journal of Positive Behavior
  Interventions, 12, 133-148.
• Bradshaw, C.P., Reinke, W. M., Brown, L. D.,
  Bevans, K.B., Leaf, P.J. (2008). Implementation
  of school-wide Positive Behavioral Interventions
  and Supports (PBIS) in elementary schools
  Observations from a randomized trial. Education
  Treatment of Children, 31, 1-26.
• Horner, R., Sugai, G., Smolkowski, K., Eber, L.,
  Nakasato, J., Todd, A., Esperanza, J., (2009).
  A randomized, wait-list controlled effectiveness
  trial assessing school-wide positive behavior
  support in elementary schools. Journal of
  Positive Behavior Interventions, 11, 133-145.
• Horner, R. H., Sugai, G., Anderson, C. M.
  (2010). Examining the evidence base for
  school-wide positive behavior support. Focus on
  Exceptionality, 42(8), 1-14.

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Impact of our SW-PBS Centers Efforts To Date

• In the US over 17,000 schools 46 state
  initiatives
• Working with researchers and educators in Canada,
  Australia, and several countries in Europe
• pbis.org