Overview of Positive Behavior Support

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Overview of Positive Behavior Support

• pbis.org
• swis.org
• nmpbs.org
• pbismaryland.org

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Year One

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

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Acknowledgements

• Students, educators, administrators, school
  staff, families,.
• Community of researchers, personnel preparers,
  system changers, staff developers,.
• Offices of Special Education Programs, US Dept.
  of Ed.

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Generic Model

• School-wide PBS Team
• Represent school, meet regularly, etc
• Coach
• Provide technical assistance to school
• Link school to state
• State Leadership Team
• Guide planning and development
• Coordinate Training
• 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
• 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

• Academic engagement achievement are maximized
• Rates of rule violating behavior are minimized
• Acts of respectful responsible behaviors are
  encouraged
• School functions are more efficient, effective,
  relevant
• Supports for students with disabilities those
  placed at risk of educational failure are improved

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Overview

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

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Purpose

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

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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 over
  100 of her office discipline referrals came from
  8.7 of her total school enrollment, and 2.9 had
  3 or more.
• During 4th period, in-school detention room has
  so many students that overflow is sent to
  counselors office. Most students have been
  assigned for being in hallways after the late
  bell.

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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 lacks
  discipline.
• A middle school counselor spends nearly 15 of
  his day counseling staff members who feel
  helpless defenseless in their classrooms
  because of a lack of discipline 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 others.
• An elementary school principal found that over
  45 of their behavioral incident reports were
  coming from the playground.

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• 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--Hope (systems)

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Immediate seductive solution.Get Tough!

• Clamp down increase monitoring
• Re-re-re-review rules
• Extend continuum consistency of consequences
• Establish bottom line
• ...Predictable individual response

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But.false sense of safety/security!

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

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Reactive responses are predictable.

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

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When behavior doesnt improve, we Get Tougher!

• Zero tolerance policies
• Increased surveillance
• Increased suspension expulsion
• In-service training by expert
• Alternative programming
• ..Predictable systems response!

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Based on the erroneous assumption that student

• Is 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 receiving positive feedback

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2001 Surgeon Generals Report

• Number of assaults other antisocial behavior
  are increasing
• Risk factors
• 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 networkschange social
  context
• Improve parent effectiveness
• Increase commitment to school
• Increase academic success
• Create positive school climates
• Teach encourage individual skills competence

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Train hope approach

• React to identified problem
• Select add practice
• Hire expert to train practice
• Expect hope for implementation
• Wait for new problem.

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Positive Behavior Support

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

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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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What does PBS look like?

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

• Secondary Tertiary
• Team-based coordination problem solving
• Local specialized behavioral capacity
• Function-based behavior support planning
• Person-centered, contextually culturally
  relevant
• District/regional behavioral capacity
• Instructionally oriented
• Linked to SW-PBS practices systems
• School-based comprehensive supports

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Positive Behavior Support

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

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PBS is

• Not specific practice or curriculumits general
  approach to preventing problem behavior
• Not limited to any particular group of
  studentsits for all students
• Not newits based on long history of behavioral
  practices effective instructional design
  strategies

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Challengeincreasing schools capacity to

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

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Inter-related, Competing National Goals

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

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School-wide Positive Behavior Support Systems
Classroom Setting Systems
Nonclassroom Setting Systems
Individual Student Systems
School-wide Systems
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School-wide Classroom-wide Systems

• 1. Common purpose approach to discipline
• 2. Clear set of positive expectations behaviors
• 3. Procedures for teaching expected behavior
• 4. Continuum of procedures for encouraging
  expected behavior
• 5. Continuum of procedures for discouraging
  inappropriate behavior
• 6. Procedures for on-going monitoring evaluation

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Classroom Management Systems

• Behavior classroom management
• Classroom-wide positive expectations taught
  encouraged
• Teaching classroom routines cues taught
  encouraged
• Ratio of 6-8 positive to 1 negative adult-student
  interaction
• Active supervision
• Redirections for minor, infrequent behavior
  errors
• Frequent precorrections for chronic errors

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• Instructional management
• Selection
• Modification design
• Presentation delivery
• Environmental management

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Specific Setting Systems

• Positive expectations routines taught
  encouraged
• Active supervision by all staff
• Scan, move, interact
• Precorrections reminders
• Positive reinforcement

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Individual Student Systems

• Behavioral competence at school district levels
• Function-based behavior support planning
• Team- data-based decision making
• Comprehensive person-centered planning
  wraparound processes
• Targeted social skills self-management
  instruction
• Individualized instructional curricular
  accommodations

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Prevention is

• Decrease development of new problem behaviors
• Prevent worsening of existing problem behaviors
• Eliminate triggers and maintenance of problem
  behaviors
• Teach, monitor, and acknowledge prosocial
  behavior
• 3-tiered prevention logic that defines continuum
  of support
• Designing SW 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
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, 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 Culture

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

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Evidence-based Practices

• Outcome-based
• Monitoring of effectiveness, efficiency,
  relevance, durability
• Function-based approach

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Empirically Sound Practices 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-work transition planning, etc..

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Systems Change Durability

• Systems Perspective
• Organization 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 organization of communities,
  create a common vision, language, experience
  for all members of the community
• Biglan, 1995 Horner, 2002

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Active Administrative Participation

• Active member of leadership team
• Gives initiative priority
• Invests in 2-3 year implementation

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Emphasize data-based evaluation

• Self-assessment action planning
• Continuous self-improvement
• Strengths needs
• Strategic dissemination

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Implementation challenges

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