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Title: Overview of Positive Behavior Support


1
Overview of Positive Behavior Support
  • www.pbis.org
  • www.swis.org
  • www.pbssurveys.org

2
www.pbis.org
3
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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

6
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

7
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

8
Traditional Approach to Service Delivery
0
Amount of Resources Needed To Solve Problem
Special Education
Sea of Ineligibility
General Education
Intensity of Problem
9
Levels of SupportResponse to Intervention
0
Amount of Resources Needed To Solve Problem
Special Education
General Education With Support
General Education
Intensity of Problem
10
Okay, so is there a parallel to RTI for behavior?
0
  • Positive Behavioral Interventions and Supports

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What seems to be the problem?
0
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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

13
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

14
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

15
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

16
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

17
Purpose
  • To examine the features of a proactive, systemic
    approach to preventing and responding to
    school-wide discipline problems
  • Big Ideas
  • Examples

18
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

19
Examples
  • In one school year, Jason received 87 office
    discipline referrals
  • In one school year, a teacher processed 273
    behavior incident reports

20
  • 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

22
  • 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.

24
  • 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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0
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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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0
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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

36
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

44
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

45
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

46
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

51
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

52
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

54
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
5
Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
15
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

59
Evidence-based Practices
  • Based on outcomes
  • Monitor effectiveness, efficiency, relevance, and
    durability
  • Utilize a function-based approach

60
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

61
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
70
Miscellaneous Resources
  • Selected References
  • Blank Forms
  • Working Example
  • Presentation Slides
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