Title: Overview of Positive Behavior Support
1Overview of Positive Behavior Support
- www.pbis.org
- www.swis.org
- www.pbssurveys.org
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2www.pbis.org
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5Year 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
6Agenda
- 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
7Acknowledgements
- 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
8Traditional Approach to Service Delivery
0
Amount of Resources Needed To Solve Problem
Special Education
Sea of Ineligibility
General Education
Intensity of Problem
9Levels of SupportResponse to Intervention
0
Amount of Resources Needed To Solve Problem
Special Education
General Education With Support
General Education
Intensity of Problem
10Okay, so is there a parallel to RTI for behavior?
0
- Positive Behavioral Interventions and Supports
11What seems to be the problem?
0
12Generic 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
13Coaches
- 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
14Big 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
15Positive 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
16Overview
- 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
17Purpose
- To examine the features of a proactive, systemic
approach to preventing and responding to
school-wide discipline problems - Big Ideas
- Examples
18Rose, 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
19Examples
- 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
21- 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
23- 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
25Ineffective Responses to Problem Behavior
- Get Tough (practices)
- Train and Hope (systems)
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27Worry 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!
28An 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
29creates 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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31Reactive 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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33When 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
34based on the erroneous assumption that students
- Are inherently bad
- Will learn more appropriate behavior through
increased use of aversives - Will be better tomorrow
35Science 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
36Non-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.
372001 Surgeon Generals Report
- The number of assaults and other antisocial
behavior is increasing - Risk factors include
- Antisocial peer networks
- Reinforced deviancy
382001 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
39Worry 2Train Hope
40Positive 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
41SW Positive Behavior Support
Social Competence, Academic Achievement, and
Safety
OUTCOMES
Supporting Decision- Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
42What 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
43PBS 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
44The 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
45Inter-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
46SW Application of Positive Behavior Support
Classroom Setting Systems
Non-classroom Setting Systems
Individual Student Systems
School-wide Systems
47School-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
48Effective 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
49- Instructional management
- Select
- Modify and design
- Present and delivery
- Environmental management
50Specific Setting Systems
- Teach and encourage positive expectations and
routines - Supervise actively
- All staff scan, move, interact
- Precorrect
- Provide positive reinforcement
51Individual 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
52Local Context and Culture
PBS Features
Prevention Logic for All
Science of Human Behavior
Evidence- Based Practices
Systems Change and Durability
Natural Implementers
53Prevention 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
54Emphasis on Prevention
- Primary
- Reduce new cases of problem behavior
- Secondary
- Reduce current cases of problem behavior
- Tertiary
- Reduce complications, intensity, severity of
current cases
55Tertiary 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
56Designing School-Wide Systems for Student Success
1-5
1-5
5-10
5-10
80-90
80-90
57Science of Human Behavior
- Behavior is learned
- Behavior occurrences are linked to environmental
factors - Behavior change occurs through manipulation of
environmental factors
58Local 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
59Evidence-based Practices
- Based on outcomes
- Monitor effectiveness, efficiency, relevance, and
durability - Utilize a function-based approach
60Empirically 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
61Systems 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
62Active 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
63Emphasize 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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664J 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.
67Implementation 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
68Implementation Levels
State
District
School
Classroom
Student
69PBS Organizational Logic
Visibility
Political Support
Funding
Leadership Team
Active Coordination
Evaluation
Training
Coaching
Local School Teams/Demonstrations
70Miscellaneous Resources
- Selected References
- Blank Forms
- Working Example
- Presentation Slides