Schoolwide Positive Behavior Support

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School-wide Positive Behavior Support

• Rob Horner and George Sugai
• University of Oregon and University of
  Connecticut
• OSEP TA Center on Positive Behavior Support
• www.pbis.org
• www.swis.org

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Introductions

• My background
• What problem behaviors are you seeing that (a)
  are a barrier to academic gains, and/or
  (b) are a barrier to social
  development?

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Goals Answer the following

• What is School-wide PBS?
• How can we tell if SWPBS is a good idea for our
  school?
• Can we do SWPBS given everything else we have to
  do?
• What are the steps? What help will we get?

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Basic Messages

• The social behavior of students affects the
  effectiveness of schools as learning
  environments.
• Improving the social behavior of students
  requires investing in the school-wide social
  culture as well as in strategies for classroom,
  and individual student intervention.

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School-wide PBS is theConvergence of Three Forces
Practice
Science
Legal Expectations
School-wide Positive Behavior Support
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What is School-wide Positive Behavior Support?

• School-wide PBS is
• A systems approach for establishing the social
  culture and behavioral supports needed for a
  school to be an effective learning environment
  for all students.
• Evidence-based features of SW-PBS
• Prevention
• Define and teach positive social expectations
• Acknowledge positive behavior
• Arrange consistent consequences for problem
  behavior
• On-going collection and use of data for
  decision-making
• Continuum of intensive, individual intervention
  supports.
• Implementation of the systems that support
  effective practices

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Establishing a Social Culture
Common Language
MEMBERSHIP
Common Experience
Common Vision/Values
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Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
SCHOOL-WIDE 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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Social Competence Academic Achievement
Positive Behavior Support
OUTCOMES
Supporting Student Behavior
Supporting Decision Making
DATA
PRACTICES
SYSTEMS
Supporting Staff Behavior
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School-wide SystemsCreate a positive school
culture

• School environment is predictable
• 1. common language
• 2. common vision (understanding of expectations)
• 3. common experience (everyone knows)
• School environment is positive
• regular recognition for positive behavior
• School environment is safe
• violent and disruptive behavior is not
  tolerated
• School environment is consistent
• adults use similar expectations.

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Why should we be committed to implementation of
SW-PBIS?

• SW-PBS benefits children
• Reduction in problem behavior
• Office discipline referrals
• Suspensions
• Expulsions
• Improved effectiveness for intensive
  interventions
• Increased student engagement
• Risk and protective factors improve
• Students perceive school as a safer, more
  supportive environment
• Improved academic performance
• When coupled with effective instruction
• Improved family involvement

IL
90
summary
Illinois ISAT
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Why should we be committed to implementation of
SW-PBS?

• Benefits to faculty and staff
• Improved consistency across faculty
• Better collaboration in support of individual
  students
• Improved classroom management
• Classroom routines
• Strategies for preventing and pre-empting problem
  behavior
• Reduced faculty absenteeism
• Increased faculty retention
• Improved substitute performance/perception
• Increased ratings of faculty effectiveness
• Staff perceive themselves as more effective due
  to coherent planning, improved student behavior,
  effective strategies for addressing problems.

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Why should we be committed to implementation of
SW-PBS?

• Benefits to District/Community
• Improved cost effectiveness
• 1 ODR 15 min staff time 45 min student time
• Sustained effects across administrator, faculty,
  staff, student change.
• Avoids cost of continually re-creating systems
  that draw resources away from effective
  education.
• Administrative benefits of scale
• Cost savings for data systems
• Effective transitions among faculty when they
  shift from one school to another.
• Effective innovation
• Data systems promote innovation.
• Focus on research-based practices

Kennedy
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What do you see in schools using SW-PBS?

• Teams meeting regularly to
• Review their data
• Determine if PBS practices are being used
• Determine if PBS practices are being effective
• Identify the smallest changes that are likely to
  produce the largest effects
• But focusing on the use of evidence-based
  practices

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What do you see in schools using SW-PBS?

• Clearly defined behavioral expectations that have
  been defined, posted, taught and acknowledged.

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What do you see in schools using SW-PBS?

• Students who are able to tell you the
  expectations of the school.
• Students who identify the school as safe,
  predictable and fair.
• Students who identify adults in the school as
  actively concerned about their success.

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Behavioral Expectations

• Core values for your school
• 3-5 (simply stated)
• Positively stated (describe what you want)
• Memorable
• Student-appropriate language
• Basic values tied to practical behaviors through
  your teaching matrix

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School-wide Expectations

• What are the behavioral expectations in your
  school?
• Do students know both the words and the
  behaviors?

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Teaching Matrix

• For each cell in the matrix
• What is the one best example of
• the right behavior?
• 2. What is the correct alternative to
• the most common behavioral error?

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Are Rewards Dangerous?

• our research team has conducted a series of
  reviews and analysis of (the reward) literature
  our conclusion is that there is no inherent
  negative property of reward. Our analyses
  indicate that the argument against the use of
  rewards is an overgeneralization based on a
  narrow set of circumstances.
• 
  Judy Cameron, 2002
• Cameron, 2002
• Cameron Pierce, 1994, 2002
• Cameron, Banko Pierce, 2001
• The undermining effect of extrinsic reward on
  intrinsic motivation remains unproven
• Steven Reiss, 2005
• Akin-Little, K. A., Eckert, T. L., Lovett, B. J.,
  Little, S. G. (2004). Extrinsic reinforcement
  in the classroom Bribery or best practices.
  School Psychology Review, 33, 344-362

Use of rewards in Education
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What the Worlds Greatest Managers Do
Differently -- Buckingham Coffman 2002,
GallupInterviews with 1 million workers, 80,000
managers, in 400 companies.

• Create working environments where employees
• 1. Know what is expected
• 2. Have the materials and equipment to do the job
  correctly
• 3. Receive recognition each week for good work.
• 4. Have a supervisor who cares, and pays
  attention
• 5. Receive encouragement to contribute and
  improve
• 6. Can identify a person at work who is a best
  friend.
• 7. Feel the mission of the organization makes
  them feel like their jobs are important
• 8. See the people around them committed to doing
  a good job
• 9. Feel like they are learning new things
  (getting better)
• 10. Have the opportunity to do their job well.

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Acknowledgement System(How would you
acknowledge showing respect for others?)
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Video
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What do you see in schools using SW-PBS?

• Team-based systems for Targeted, and Intensive
  behavior support for children with more
  significant needs.

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What do you see in schools using SW-PBS?

• Faculty and staff who are active problem solvers.
• They have the right information
• They have efficient organizational structures
• They have effective outcome measures
• They have support for high-fidelity
  implementation and active innovation.

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Measurable Benefits for Children

• Positive, supportive social culture
• Active engagement in school/learning
• Reductions in problem behavior
• Increases in academic outcomes
• Active participation of families/community

SWIS
NYC SWIS
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Examples
Video link
FRMS
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Iowa Elementary School
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An effective implementation process

• Commitment
• Administrator
• Faculty
• Team
• Team-based process
• Coaches
• Behavioral Expertise
• Contextual Fit (Adapt to specific context)
• 2-3 Year process

Team Schedule
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Visibility
Political Support
Funding
Leadership Team
Active Coordination
Evaluation
Training
Coaching
Local School Teams/Demonstrations
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Main Messages

• Invest in prevention
• Build a social culture of competence
• Focus on different systems for different
  challenges
• Build local capacity through team processes, and
  adaptation of the practices to fit the local
  context
• Use data for decision-making
• Begin with active administrative leadership

Examples