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Positive Behavioral Interventions andSupport (PBIS) in Minnesota

Minnesota Association for Children’s Mental Health ConferenceDuluth, MN April 27, 2010

Char Ryan, Heidi Knepper, Barb Lindell & Ellen NacikMN SW-PBIS Leadership Team Members

Portions of presentation adapted from George Sugai, Ph.D., PBIS Center; Karen BlaséSISEP

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Agreements

Team

Data-based Action Plan

ImplementationEvaluation

GENERAL IMPLEMENTATIONPROCESS:

“Getting Started”

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The logic…

OUTCOMES

SYSTEMS

DATA

PRACTICES

SupportingSocial

Competence &Academic

Achievement

SupportingStudentBehavior

SupportingDecisionMaking

SupportingStaff Behavior

Classroom

Non-classroom Family

Student

School-wide

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What Works

Effective NOT Effective

Effective

NOT Effective

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Minnesota School Wide PBIS 6th year of state implementation

• 9 schools 2005-06• 13 added 2006-07• 44 added 2007-08• 32 added 2008-09• 48 added 2009-10

• To Date: 51 school districts, including 148schools.

• 96 applications were received for Cohort 6

Schools representedinclude:• Urban•Suburban•Rural•Large and small•Early Childhood•Elementary•Middle•High•Alternative and•Charter.

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Schools representedinclude:• Urban•Suburban•Rural•Large and small•Early Childhood•Elementary•Middle•High•Alternative and•Charter.

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Minnesota PBIS Partners

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Minnesota PBIS Partners• Minnesota Department of Education• 3 Regional Implementation Projects• Rainbow Research• Minnesota Trainers Cadre• SET Evaluators

MNSW-PBISRegions

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17

Regional Implementation Projects

Northern Regional: Regions 1&2, 3, 4, 5, and 7

Barbara Lindell, blindell@midstate.k12.mn.us

Metro Regional: Region 11Char Ryan: pbis.char@gmail.compartnership between MACMH and Metro ECSU

Southern Regional: Regions 6&8, 9 and 10Heidi Knepper: Hknepper@ssc.coop

MN-PBIS Evaluation Partners

• Rainbow Research– Pat Seppanen, pseppanen@rainbowresearch.org

• Minnesota State University at Mankato– Kevin Filter, kevin.filter@mnsu.edu

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For More Information on PBIS

Minnesota PBIS website: www.pbismn.org

National PBIS Center www.pbis.org

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Team

Team-led Process/Representation

Specialized Support

Para-professionals

Teaching

Non-Teaching

Community Support

Family

Start with Teams that

“work”

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Agreements

Team

Data-based Action Plan

ImplementationEvaluation

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*Collaborative Model

*Flexible Model

*Data-Driven

*Supportive Service (Sp.Ed. is not a place)

*Teach-Reteach Model

*Academic Intervention

*Behavior Intervention

*Team Decision- Making

*Function- Based

*Layered not leveled intervention model

*A “red” student does not ALWAYS require a “red” intervention and visa versa.

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InterventionsInterventionsInterventions

1 2 3

4

5

Writing Centers, Transition & Art

Refused:Recess Math

Refused:Home

Get(Obtain)

Get Away (Avoid)

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Total calls this year: 13 Not a Special Education student.Once this student had 2 referrals, intervention plan was developed.

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When children don’t read, we teach.When children don’t compute, we teach.

When children don’t write, we teach.

When children don’t behave, we ...

…discipline …punish …ignore

Answer: we… teach and re-teach.

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Key points to remember!!• Prevent and teach…instead of punish!

*Punishment addresses the symptoms ofa behavior problem.• Be planned and positive, not reactiveand punitive!• Behaviors serve a purpose- they have apayoff• 4:1- Give 4 “strokes” for every “poke”-REINFORCE the behaviors you WANT tosee!

Anewwayofthinkingofbehaviorproblems

• Ifachilddoesn’tknowhowtoread,– weteach

• Ifachilddoesn’tknowhowtoswim,– weteach

• Ifachilddoesn’tknowhowtomultiply,– weteach

• Ifachilddoesn’tknowhowtodrive,– weteach

• Ifachilddoesn’tknowhowtobehave,– we…Teach?– Punish?

Whycan’twefinishthelastsentenceasautomaticallyaswedotheothers?

‐JohnHerner,Counterpoint(1998,p.2)

TwoapproachestoChallengingBehavior

1.Thechildistheproblemandneedstobedealtwithusingpunishmentanddiscipline– easilyfallintotrapwherebehaviorsarepunishedinsteadoftaught

2.Thechildisusingthebehaviortohaveaneedmetandneedstomanagenegative

behaviorsandlearneddesiredbehaviors

PositiveBehaviorSupport

• Threetieredproactiveandpreventativeapproachtodiscipline

• EnhanceQualityofLife

• DecreaseProblembehavior

• BuildsPositiveRelationships

• EncouragesPositiveBehavior

WhatmakesPBSdifferent?

1.Focusesontheuseofpositivestrategiesthatarerespectfulofthechild2.Strategiesareindividualized3.Strategiesfocusonhelpingthechild:‐Gainaccesstonewenvironments‐HavePositiveSocialInteractions‐Developfriendships

TheCenterontheSocialandEmotionalFoundationsforEarlyLearningUniversityof IllinoisatUrbana‐Champaigncsefel.uiuc.edu

Movingfromreactivediscipline…

• TraditionalBehaviorManagement– Viewsindividualas“theproblem.”– Attemptsto“fix”individual.– Sanctionsaversives‐iftheyhaveapainfulenoughexperienceafterthebehaviormaybetheywillstop

– Takesdaysorweeksto“fix”asinglebehavior– Implementedbyabehavioralspecialistofteninatypicalsettings.

– Oftenresortedtowhensystemsareinflexible.

Toproactivesupports

PositiveBehavioralSupport• Viewssystems,settings,andskilldeficienciesas“the

problem.”• Attemptsto“fix”systems,settings,andskills.• Createsnewcontacts,experiences,relationships,andskills.• Promotespositiveapproaches.• Takestimetocreateresponsivesystems,personalized

settings,andappropriateempoweringskills.• Implementedbyadynamicandcollaborativeteamusing

person‐centeredplanninginhome/school/communitysettings.

• Flourisheswhensystemsareflexible.

PBS is not a quick fix andrequires an investment oftime and commitment tothe process.

Youneedtoknowthat…

• PBSrequiresahighlevelofcommitmentfromallparticipantsandshouldbedonesystematicallywithappropriate,professionalsupportsandfollowthrough.

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FAMILY SCHOOL

COMMUNITY

OUTCOMES

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Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Studentswith At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL &POSITIVE BEHAVIOR

SUPPORT

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Tertiary Interventions• Few families• Family voice• High Intensity

Tertiary Interventions• Few families• Family voice• Intense, durable procedures

Secondary Interventions• Some families (at-risk)• High efficiency• Rapid response• Planned Interventions• Some Individualizing

Secondary Interventions• Some families (at-risk)• High efficiency• Rapid response• Planned Interventions• Some Individualizing

Universal Interventions• All families• Preventive, proactive

Universal Interventions• All families• Preventive, proactive

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Academic Systems Behavioral Systems

1-5%

5-10%

80-90%

1-5%1-5%1-5%

5-10%

1-5%

Family-School Conferences

Family participation in planning,implementing, and evaluating School-wide program

Information sharing to and from families

Problem solvingmeetings

Commun

icatio

n Skil

ls

IEP

FBA/BSP

Systems Thinking

Family Collaboration at all Levels

Minke & Boyer, 2009

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Minke & Boyer, 2009

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Minke & Boyer, 2009

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Good Teaching Behavior Management

STUDENT ACHIEVEMENT

Increasing District & State Competency and Capacity

Investing in Outcomes, Data, Practices, and Systems

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Expectations Mealtimes Bathroom TV TimeRespect Self Make healthy

Food choicesMaintain privacy Leave TV

behind atagreed time

Respect Others Share treats Don’t leave wettowels on thefloor

Share theclicker

Respect theEnvironment

Put dirtydishes in sink

Pick up wet towels Pick up afteryourselfbefore leavingthe TV area

Char RyanCoach and Evaluation Specialist

Metro Regional Implementation Project(MACMH)

pbis.char@gmail.com

Purpose

To explain how Minnesota School-widePositive Behavioral Interventions andSupports is relevant to children’s mentalhealth.

The big ideaSchool-wide PBIS will change the school

environment to support thewell-being and mental health of

ALL students,maximizing prevention, early intervention and

comprehensive interventions.

systematic integration of evidence basedpractices for social and emotionaldevelopment for ALL students,

across ALL tiers.

Mental HealthProductive activitiesFulfilling relationshipsAbility to adapt and cope

Thinking and communicationLearningEmotional growthResilience and self esteem

USDHHS, 1999

Mental Health and disorders inmental health

Known data

– As many as 20% of children &adolescents have emotional disturbances

– 5% of children and adolescents haveserious emotional disturbances

Risks to mental health

• Biological

• Psychological

• Environmental

Schools as a risk factor

Howschoolenvironmentscanposearisktomentalhealth• unclearandinconsistentexpectations

• harshandinconsistentpunishments

• exclusionarydiscipline• poor,orlowlevelsofinstruction

• sociallyandphysicallyunsafe

Reducing risk factorsby implementing School-wide PBIS

Creating a host environment thatfosters positive mental health andreduces controllable risk factors!

School-wide PBIS

• SW-PBIS is a system-wide frameworkincorporating evidence based positivepractices across the spectrum ofteaching and learning that results inmaximizing prevention, early interventionand specialized strategies for allstudents

School-wide PBIS is based on a publichealth model of preventionfocus on the whole child

• Prevention - ALL children (Primary)

• Early intervention SOME children(Secondary)

• Target interventions for a FEW (Tertiary)

• School-wide-- a continuum of support for all

•Targeted (FEW)–Intensive social skills training–School based mental health–Wrap around family centered–Intensive Academic Support

•Selected (SOME)–Self-management program–Daily check-in with adult–Increased academic support/practice–Positive alternatives to suspension–Social work groups

•Universal (ALL)–Teaching social skills–Teaching school-wide expectations–Teaching for social emotional development–Effective/positive classroom management–Effective academic support–Positive reinforcement for all

For Example

Primary Prevention• Green zone interventions for all

students

– Define clear expectations

– Focus on solid teaching of expectations

– Model expectations

– Acknowledge students in positive ways

Implications for children at risk formental health disorders

– Schools become• Predictable• Consistent• Caring and positive,• Safe environment for students and staff• Focus on the whole child

– Students prone to anxiety, depression, attentionand behavior regulation do better

– Students are better able to succeedacademically

– Students are more likely to succeed socially

Secondary Prevention

• Early identification of children whostruggle with their behavior

• Use evidence based practices

• Rapid access to educational support(within 72 hours)

Examples… “Behavior Education Program” Check in Check Out

– Fern Ridge Middle School, OR

• “First Step to Success”– Eugene, OR

• “Think Time”– University of Nebraska

Implications for children at risk orwho have mental health disorders

• System is set up to provide:

Positive…available…reliable….predictablesupport strategies

• While SWPBIS uses ODR data, informationon other known risk indicators arereviewed…attendance, tardies,

Tertiary Prevention

• Specialized targeted interventions• For a small number of students who need

specialized support• Many of these students will have diagnosable

disorders• Good solid, positive teaching• Related services available, predictable• Focus on whole child

Implications for children atrisk or who experience mental

health disorders

• Mobilize and effectively use existingspecialists, wrap around, etc.

• More support, fewer students

School-wide PBIS

• A system that builds an integratedcontinuum of educational, socialemotional and physical well-being andsuccess.

• Mental health and social emotionalstrategies are available throughout thesystem, all tiers, all children

Can...

• Minimize effects on child and family• Lessen duration & severity of symptoms• Lessen disruption of normal development

• Increase academic success• Increase social success

• Reduce risk of legal system involvement

SCHOOLS are a key factor in prevention andearly intervention

SWPBIS: Implications forchildren’s mental health

When the overall classroom climate issupportive, the student feels secureand able to tackle academicchallenges, develop social relationshipsand teachers can do what they dobest: teach

What’s next?

• MACMH will be formalizing efforts tosystematically integrate and infusemental health policies and practicesacross the continuum.

• Look at the Bazelon Center Checklist forAdvocates of PBIS & School MentalHealth

• Checkthenationalwebsitewww.pbis.org

• ChecktheMinnesotawebsite– www.pbismn.org

• ChecktheMACMHwebsite– www.macmh.org

• Starttalkinginyourschool

• ContactyourlocalRIP

Resources