Evaluating the Impact of Schoolwide Positive Behavior Support

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Evaluating the Impact ofSchool-wide Positive
Behavior Support

• Major components of this presentation were
  developed by George Sugai and Rob Horner
• Of the OSEP Funded Technical Assistance Center
• www.pbis.org
• In Conjunction with
• Iowa Behavioral Alliance
• (An Initiative of the Iowa Dept. of Education)
• www.rc4alliance.org

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Goals

• Examine the extent to which the logic of SW-PBS
  fits real experience in schools.
• How this relates to your self-assessment

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Goals

• Provide data addressing
• Are schools already using SW-PBS?
• Can schools adopt SW-PBS?
• Is SW-PBS related to reduction in problem
  behavior?
• Is SW-PBS related to improved school safety?
• Is SW-PBS related to improved academic
  performance?

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Think about this. . .

• Look at your self-assessment survey your staff
  completed.

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What is the Self-Assessment Survey?

• A survey to assess the extent to which
  School-wide PBS practices and systems are in
  place within a school
• School-wide or universal (15 items)
• Non-classroom (Specific Setting) (9 items)
• Classroom (11 items)
• Individual Student (8 items)

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What scores does the Survey provide?

• For each of the four systems
• Current Status
• Percent in place
• Percent partially in place
• Percent not in place
• Priority for Improvement
• High
• Medium
• Low

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The Self-Assessment Survey Two Main Questions

• What behavior support features are in place now?
• In place
• Partially in place
• Not in place
• What behavior support features are most in need
  of improvement?
• Medium/moderate priority for attention/effort
• Low priority for attention/effort
• High priority for attention/effort

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Activity Your Self-Assessment Survey

• Take 10 minutes to look at your results

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Main Ideas

• The focus of all PBS efforts is to improve
  academic and social success of children.
• Use PBS practices and systems only if they are in
  the best interest of children.

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To improve schools for children

• Use evidence-based practices
• Always look for data of effectiveness
• Never stop doing what is working
• Implement the smallest change that will result in
  the largest improvement.
• Measure ? Compare ? Improve
• Measure ? Compare ? Improve
• Measure ? Compare ? Improve

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Major Contributions of PBS

• Invest in Prevention First
• Teach positive social behavior
• Implement the systems that support and sustain
  effective practices
• Function-based support for those students with
  chronic problem behavior.
• Data-based decision-making

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CONTINUUM OF SCHOOL-WIDE POSITIVE
BEHAVIOR SUPPORT
Tertiary Prevention Individualized Systems for
Students with High-Risk Behavior
5
15
Secondary Prevention Targeted Systems for
Students with At-Risk Behavior
Primary Prevention School-wide/Classroom/ Non-cla
ssroom Systems for All Students, Staff, Settings
80 of Students
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Does Triangle Reflect Reality?

• If you examine real schools do you see the
  pattern of needs reflected in the three-tiered
  prevention triangle?

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Summary 03-04 Academic Year (Major Office
Discipline Referrals)

• 511 Elementary Schools with full year of SWIS
  data
• 233,016 students
• Mean 465 students per school
• 155 Middle Schools with full year of SWIS data
• 100,234 students
• Mean 646 students per school
• 29 High Schools with full year of SWIS data
• 23,571 students
• Mean 812 students per school

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Office Discipline Referral Rates 03-04(ODR / 100
students / school days)
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Prescott Early Childhood Center, Dubuque
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Bethel Mean Office Discipline Referrals Per
Student per Year (2001-2003)
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Does Implementation of SW-PBS help with
Individual Student Interventions?

• The inclination is always to invest only in the
  behavioral interventions of those students with
  the most intense problem behavior.
• SW-PBS results suggest that investing in
  whole-school interventions make individual
  interventions more effective.

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Are schools that use PBS safer?

• Protective Factors
• Parent involvement
• Student participation
• Positive school climate
• Positive teacher-student relationship
• Risk Factors
• Mobility
• Gang activity
• Poverty
• Fights
• Bullying Harassment

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Academic achievement and SW-PBS

• Are schools that use SW-PBS more successful
  learning environments?
• Academic achievement is an interaction
• You need BOTH effective behavior support and
  effective instruction.

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What are the Economic Implications of SW-PBS?

• What is the cost of problem behavior in schools?
• Loss of student academic time
• Effectiveness of classrooms
• Loss of teacher and administrator time
• Attendance, vandalism
• Social Culture of schools (safety, relationships)

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What does a reduction of 850 office referrals and
25 suspensions mean?Kennedy Middle School

• Savings in Student Instructional time
• ODR 45 min
• Suspension 216 min
• 43,650 minutes
• 728 hours
• 121 6-hour school days

• Savings in Administrative time
• ODR 15 min
• Suspension 45 min
• 13,875 minutes
• 231 hours
• 29, 8-hour days

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Summary

• SW-PBS training and technical support is
  effective at establishing best practices
• SW-PBS practices sustain once implemented
• Student rates of problem behavior decrease with
  SW-PBS
• School safety increases with SW-PBS
• Student academic gains increase with SW-PBS if
  high-quality instruction is also available.

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Main Messages

• Invest in prevention
• Create an effective environment
• Use different systems for different problems
• Build a culture of competence
• Build sustainable systems
• Invest in gathering and using information for
  decision making/problem solving.