Lucille Eber Ed.DStatewide Director, IL PBIS NetworkNational PBIS TA Center

Building Safe and Drug Free Schools through

the PBIS Framework

December 2, 2010 Wisconsin Dells, WI

Big Ideas• School-wide PBIS as a framework

to build safe and drug-free schools

• Bully-prevention example

• Consider similar application with AODA prevention

4 Principles for Creating Safe Schools and Reducing Problem Behavior

(Olweus, 2003)

1. setting firm limits on unacceptable behavior,

2. ensuring consistent application of sanctions for violations of rules,

3. providing positive adult role models, and

4. motivating staff to develop positive interest and involvement in the lives of students.

These 4 principles require school-wide support to be effective and

sustainable.

Consortium to Prevent School Violence FACT SHEET #1:

Overview of School Violence PreventionMatthew J. Mayer, Ph.D., Rutgers University

March, 2008

• Background

• Key Issues

• Research Summary: What Works and What Does NOT Work

• Specific Recommendations

• Cautions

• Resources

CPSV Fact Sheet (cont.)

Key Issues to be Concurrently Addressed:

• Responding to risk factors across ecological levels: individual, peer, family, school, & neighborhood

• Providing a balanced approach that improves students’ investment and bonding to school

• While also providing a school-wide system of rules and behavioral expectations that are communicated and implemented in a firm, fair, and consistent manner

• Offering general supports for all students as well as several levels of more specialized and intensive supports for a smaller percentage of students with greater needs

• Collecting and analyzing data to identify needs areas and drive responsive school practices

CPSV Fact Sheet (cont.) RESEARCH SUMMARYWhat DOES Work Well:

• Early intervention programs that ameliorate emerging problems in the academic, and social-emotional-behavioral domains

• School-wide behavioral expectations taught with multiple methods and reinforced consistently over time

• Cognitive-behavioral interventions for anger/aggression can reduce aggressive behaviors

• Structured team-based threat assessment can help schools respond thoughtfully to potential threats

• Programs that simultaneously address multiple levels of the student’s ecology (e.g., school, peer, family) tend to be more successful in reducing problem behaviors

• Embedded opportunities to practice newly learned behaviors (e.g., anger management) in the everyday context of life at school help students internalize these desired

CPSV Fact Sheet (cont.) RESEARCH SUMMARY

What DOES NOT Work Well:

• Profiling approaches to identify potentially dangerous students don’t work and hurt innocent students

• Zero tolerance policies do very little to prevent or reduce school violence

• Physical security measures such as metal detectors as a stand-alone approach do not reduce overall levels of violence and disruption at schools, though weapon-carrying may be reduced

• Repeated suspension of students with behavior problems does little to change anti-social behaviors and often accelerates a negative cycle of school failure and delinquency

• Primarily punitive disciplinary approaches that neither teach nor reinforce appropriate behavior are not very effective at changing student behavior

Positive Behavioral Interventions & Supports

“PBIS” is a research-based systems approach designed to enhance the capacity of schools to…

• Effectively educate all students, including students with challenging social behaviors

• Adopt & sustain the use of effective instructional practices

(Lewis & Sugai, 1999; Sugai et al., 1999; Sugai & Horner, 1994, 1999)

SWPBS is…

Critical Features of SW-PBIS

• Team driven process

• Instruction of behaviors/social skills

• Data-based decision-making

• Instruction linked to evaluation

• Defines social culture of the school

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students with

High-Risk Behavior

~80% of Students

~15%

~5%

School-widePositive Behavior Support

SYST

EMS

“BULLY BEHAVIOR”PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

IntegratedElements

Tier 1/Universal School-Wide Assessment

School-Wide Prevention Systems

SIMEO Tools: HSC-T, RD-T, EI-T

Check-in/ Check-out

Individualized Check-In/Check-Out, Groups & Mentoring (ex. CnC)

Brief Functional Behavioral Assessment/Behavior Intervention Planning (FBA/BIP)

Complex FBA/BIP

Wraparound

ODRs, Attendance, Tardies, Grades, DIBELS, etc.

Daily Progress Report (DPR) (Behavior and Academic Goals)

Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.

Social/Academic Instructional Groups

Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model

Illinois PBIS Network, Revised Aug.,2009Adapted from T. Scott, 2004

Tier 2/Secondary

Tier 3/Tertiary

Inte

rven

tio

nAssessm

en

t

Core Features of a Response to Intervention (RtI) Approach

• Investment in prevention

• Universal Screening

• Early intervention for students not at “benchmark”

• Multi-tiered, prevention-based intervention approach

• Progress monitoring

• Individualized interventions commensurate with assessed level of need (at tiers 2 and 3)

• Use of problem-solving process at all 3-tiers

• Active use of data for decision-making at all 3-tiers

• Research-based practices expected at all 3-tiers

What SW-PBIS is NOT

• A curriculum, or a packaged program

• Just about tangible reinforcement

• Just about discipline or school rules

• A Special Education program

How do we decide what data to collect/examine/use?

How do we use the data to help us decide how to spend our time? Implementation Effect Integrity/Fidelity Capacity Sustainability

If we train schools, do they implement?If schools implement, do students/schools benefit?Do students with greater needs benefit from implementation?

If schools implement, is there fidelity?If schools implement, is there sustainability? Over time?

Questions to Guide IL- PBIS Implementation:

Measuring Implementation and Fidelity

• Team Implementation Checklist (TIC)

• School-wide Evaluation Tool (SET)

• Self Assessment Survey (SAS)

• IS-SET

• IL Phases of Implementation

Impact Measures Indicate change in staff perceptions and staff

behavior, and

Change in student behavior

Measures include:Discipline data

Achievement Data

Placement Data

Gurrie Middle School, LaGrange School District 105: SET Scores and ODR Rates Across Two Years

87

88

89

90

91

92

93

94

95

96

97

2006-07 2007-08

Year

Per

cent

age

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

OD

R p

er 1

00 S

tude

nts

per

Day

Mean SET Score ODR per 100 Students

School Safety and SET Fidelity in Illinois PBIS Schools

55 4274 780

102030405060708090

% o

f ris

k a

nd

p

rote

ctio

n fa

cto

rs

Risk factor

Protectionfactor

Partially Implementing

(n=83)

Fully Implementing

(n=302)

Comparison of Partially & Fully Implementing Illinois PBIS Schools on

Fifth Grade ISAT Reading Scores 2006-07

 70.51

64.25

60

65

70

75

% o

f stu

dents

at

or above

goal

Partially Implementing

(n=96)

Fully Implementing (n=207)

AYP Comparisons Between Partially & Fully Implementing Illinois PBIS Schools 2006-07

 

56.6 74

0

20

40

60

80

% o

f schools

meetin

g A

YP

Partially Implementing

(n=182)

Fully Implementing

(n=288)

217 990

50

100

150

200

250

Partial (n=27) Full (n=285)

Mea

n S

uspe

nsio

nsMean Suspensions and BoQ

70% Fidelity (IL 2009-10)

More Students Access Tier 2/3 Interventions When Tier 1/ Universal is in Place

7.94%4.95%0%

2%

4%

6%

8%

10%

Partially Implementing(n=26)

Fully Implementing (n=125)

% s

tude

nts

FY09 School Profile ToolStudents Accessing Tier 2/Tier 3 Interventions

Applying the PBIS Framework

• Safe Schools

• Bully Prevention

• AODA

• Other?

SW-PBIS Logic

Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, salable, & logical for all students(Zins & Ponti, 1990)

www.pbis.org

SWPBS: Preventing & Reducing Effectiveness of

Bullying Behavior

George SugaiOSEP Center on PBIS

Center for Behavioral Education & Research

University of Connecticut

Aug 18, 2010

Bullying Behavior

“Bullying” is aggression, harassment, threats or intimidation when one person has greater status, control, power than the other.”

Scott Ross, University of Oregon

Continuum of Support for ALL

Dec 7, 2007

Prob Sol.

Coop play

Adult rel.

Anger man.

Attend.

Peer interac

Ind. play

Label behavior…not people

Prevention of Bullying Behavior Involves Both:

• teaching all students the skills needed to meet their social needs without bullying, and

• changing aspects of the school culture that may promote aggressive behavior, two components that are often lacking in typical anti-bullying programs (Olweus, 2003).

Fully Implementing IL PBIS Schools Have Fewer ODRs related to Bullying Behavior

• Disrespect

• Harassment

• Fighting

• Aggression

Average ODRs for ‘Bullying’ BehaviorsComparison of Fully & Partially Implementing

IL PBIS Schools

43% Difference!

2009-10

AODA

• How to Define the Behavior?

• How to Measure the Behavior?

Good Things About Bullying Efforts

• Increased problem awareness

• More curriculum development and research

• Greater focus on all students

• More emphasis on prevention

‘Issues’ w/current efforts

• Labeling kids

• Generic intervention responses

• Non-data based decisions & interventions

• Over-emphasis on student ‘responsibility’ for change

• Not enough attention on ALL kids

Challenges to Effectiveness of Bully Prevention Efforts

1. Bullying behavior has broad range of features• Difficult to conceptualize and measure• Repetitive nature• Power dynamics

2. Lack of program maintenance• Even if initial positive results achieved

3. Effectively addressing bystanders in the intervention

More about the Challenges

• Labeling and Attempting to Punish Bullies can Increase Incidents of Bullying

• Stand-alone Programs are Difficult to Implement and Sustain

• Anti-Bullying Programs are Often More Reactive than Preventive

• Label student

• Exclude student

• Blame family

• Punish student

• Assign restitution

• Ask for apology

• Teach targeted social skills

• Reward social skills

• Teach all

• Individual for non-responsive behavior

• Invest in positive school-wide culture

Doesn’t Work Works

Six Features of PBIS that Contribute to Effective Application of Bully Prevention

1. The use of empirically-tested instructional principles to teach expected behavior outside the classroom to all students.

2. The monitoring and acknowledgement of students for engaging in appropriate behavior outside the classroom.

3. Specific instruction and pre-correction to prevent bullying behavior from being rewarded by victims or bystanders.

4. The correction of problem behaviors using a consistently administered continuum of consequences.

5. The collection and use of information about student behavior to evaluate and guide decision making.

6. The establishment of a team that develops, implements, and manages

How can these be applied to AODA?

Is Behavior an Issue?

N = 2565 713 266 474

9% 19% 24%

Mean % Students 2009-2010 Majors Only

91% 81% 76%

Most are responsive…but

some need a bit more.

74% 82% 84%

Mean % ODRs 2009-2010 Majors Only

Students: 9% 19% 24% 18%

And we know who they are!

Aggression-fighting &

disrespect

K-6 Problem Behavior ODR

Disrespect

6-9 Problem Behavior ODR

Disrespect +

tardy, skip, truant

9-12 Problem Behavior ODR

A three part approach to school-wide Bully Prevention

• Establish a whole-school social culture where positive behavior is “expected” and rewards for bullying are NOT provided.

• Provide training and support for adults to (a) train, (b) precorrect, and (c) provide consequences for bullying

• Provide direct, individualized support for students who engage in “bullying” or “victim” behaviors.

APPLICATION FOR AODA PREVENTION?

~80% of Students

~5%

ESTABLISHING CONTINUUM of SWPBS

SECONDARY PREVENTION• Check in/out• Targeted social skills instruction• Peer-based supports• Social skills club•

TERTIARY PREVENTION• Function-based support• Wraparound• Person-centered planning• •

PRIMARY PREVENTION• Teach SW expectations• Proactive SW & classroom discipline• Positive reinforcement• Effective instruction• Parent engagement• Active supervision

SECONDARY PREVENTION• • • • •

TERTIARY PREVENTION• • • • •

PRIMARY PREVENTION• • • • • •

~15%

MUST…..• Be easy & do-able by all• Be contextually relevant• Result in early disengagement• Increase predictability• Be pre-emptive• Be teachable• Be brief•

2. Precorrect

PBIS Prevention Goals & Bullying Behavior

APPLICATON TO AODA PREVENTION

Delivering Bully Prevention in Positive Behavior Support

• Establish rules for instruction based on 3-5 school-wide positively stated rules

• Discuss examples of following school-wide rules in specific settings.

• What do problem behaviors outside the classroom look like:

– Basketball, Four square, Cafe Line

– The word “bully” is never used

Why do Kids do it?

• Discuss why kids exhibit problem behavior outside the classroom

Peer attention comes in many forms:

– Arguing with someone that teases you

– Laughing at someone being picked on

– Watching problem behavior and doing nothing

• To change bullying we need to change the payoffs for bullying

The flame under a glass…

Stop, Walk, Talk

• A clear, simple, and easy to remember 3 step response

Teach the “Stop Signal”

• If someone is directing problem behavior to you, or someone else, tell them to “stop.”

• Review how the stop signal should look and sound

– Firm hand signal

– Clear voice

Teach “walk away”

Sometimes, even when students tell others to “stop”, problem behavior will continue. When this happens, students are to "walk away" from the problem behavior.

• Remember that walking away removes the reinforcement for problem behavior

• Teach students to encourage one another when they use the appropriate response

Teach “getting help”

Even when students use “stop” and they “walk away” from the problem, sometimes students will continue to behave inappropriately toward them. When that happens, students should "talk" to an adult.

• Report problems to adults

– Where is the line between tattling, and reporting?

• "Talking" is when you have tried to solve the problem yourself, and have used the "stop" and "walk" steps first:

• Tattling is when you do not use the "stop" and "walk away" steps before "talking" to an adult

• Tattling is when your goal is to get the other person in trouble

Teaching a Reply

• Eventually, every student will be told to stop. When this happens, they should do the following things

– Stop what they are doing

– Take a deep breath

– Go about their day (no big deal)

• These steps should be followed even when they don’t agree with the “stop”

How Adults RespondWhen any problem behavior is reported, adults follow a

specific response sequence:Reinforce the student for reporting the problem behavior (i.e. "I'm glad

you told me.")

Ask who, what, when and where.

Ensure the student’s safety. • Is the bullying still happening?• Is the reporting child at risk?• Fear of revenge?• What does the student need to feel safe?• What is the severity of the situation

"Did you tell the student to stop?" (If yes, praise the student for using an appropriate response. If no, practice)

"Did you walk away from the problem behavior?" (If yes, praise student for using appropriate response. If no, practice.)

When the child did it right…

Scott Ross, University of Oregon

Adults initiate the following interaction with the Perpetrator:

Reinforce the student for discussing the problem with you

"Did ______ tell you to stop?"

» If yes: "How did you respond?" Follow with step 2» If no: Practice the 3 step response.

"Did ______ walk away?"

» If yes: "How did you respond?" Follow with step 3» If no: Practice the 3 step response.

Practice the 3 step response.

» The amount of practice depends on the severity and frequency of problem behavior

Rewarding Appropriate Behavior

• Effective Generalization Requires reinforcement of appropriate behavior, the FIRST time it is attempted

– Look for students that use the 3 step response appropriately and reward

– Students that struggle with problem behavior (either as victim or perpetrator) are less likely to attempt new approaches.

• Reward them for efforts in the right direction.

Checking in

• For chronic victims of bullying or harassment

– At the beginning of recess, 1 adult should check in with the student and remind them about how to respond to problem behavior.

– At the end of recess, check in again, ask about how it went, and reward them for their efforts.

• For chronic perpetrators of bullying or harassment

– At the beginning of recess, check in with the student and remind them about how to reply if another student uses the 3 step response with them.

– At the end of recess, check in again, ask about how it went, and reward them for their efforts.

Checking in

Individualizing support

• Mentors

• Individual Behavior Support Plans

• Individual Wraparound Plans

Repeated punishment an exclusion does not work!

Effective Behavior Interventions: Function – based

Proactive

Have adequate dosage of:

Instruction

Practice

Support

Encouragement

Monitoring

Desired Behavior

Goes to events on his own sober and

not anxious

Setting Events (slow triggers)

Ball games/social

events

Antecedents (fast triggers)

Feeling anxious about

fitting in

Challenging Behavior

AODA

Maintaining Consequence

Avoid feeling anxious

Function:Replacement

Behavior

Goes to events with support

FBA/BIP Competing Behavior Pathway

Adapted from Sugai, G., Lewis-Palmer, T., & Hagan-Burke, S., 2000

Setting EventManipulations

AntecedentManipulations

ConsequenceManipulations

BehaviorManipulations

Mentor ConnectionBefore event

Peer/friend Connection Before event

Friend/Peer WithHimWhen heGoes to Events

Teach andPracticeAnxietyReducing behaviors

MentorAnd peerFeedback

Selected ‘Celebrations’Or‘rewards’?

What is Wraparound?

Wraparound is a process for developing

family-centered teams and plans that are

strength and needs based

(not deficit based)

across multiple settings and life domains.

FY 2010-Tier 3 IL SIMEO Study High Risk School Behaviors

N=158

38% decrease

27% decrease

FY 2010-Tier 3 IL SIMEO Study Classroom Behavior Functioning and Academic

Performance

N=158

Always

Never

Sometimes

Frequently

90-100%

70-79%

60-69%

0-59%

Classroom Behavior Academic Performance

Research Examples…

Pilot Study in Elementary School in Oregon

• Ten minute observations were conducted on three students as selected by the principal, along with a composite peer during lunch recess to evaluate the effectiveness of the program.

• Results indicated a significant reduction in problem behavior after the intervention was delivered (55-69% reduction).

• In addition, other students on the playground were significantly more likely to respond appropriately when they were bullied.

74

0

2

4

6

8

10

0

2

4

6

8

10

Baseline Acquisition Full BP-PBS Implementation

0

2

4

6

8

10

0

2

4

6

8

10

0

2

4

6

8

10

Num

ber

of

Inci

dents

of

Bully

ing

Behavio

r

School Days0

2

4

6

8

10

School 1

Rob

Bruce

Cindy

Scott

Anne

Ken

School 2

School 3

3.14 1.88 .88 72%

BP-PBS, Scott Ross 75

Conditional Probabilities of Bystander Responses to Problem Behavior

0%

10%

20%

30%

40%

50%

"Sto

p"

"Wa

lk"

Po

sitiv

e R

esp

on

se(l

au

gh

ing

/ch

ee

rin

g)

Ne

ga

tive

Re

spo

nse

(cry

ing

/fig

htin

gb

ack

)

No

Re

spo

nse

Pro

bab

ilit

y o

f R

esp

on

seBaseline

BP-PBS

21% increase

22% decrease

Elementary School Pre and Post Bully Proofing Intervention Data

0

10

20

30

40

50

60

2005-2006 2006-2007

Harassment; Bullying; Fighting;

Aggression Incidents

Pre BullyPrevention

Post BullyPrevention

Canadian Research Example (Good, McIntosh, Poirier, in press)

After initial implementation of SWPBS in the 2007-08 school year, a middle school of 500 students in Canada embedded BP-PBS during the 2008-09 school year. 

Out of school suspensions dropped approximately 65% after implementing SWPBS;

After implementing BP-PBS, office discipline referrals for the school year for bullying decreased by approximately 41%.

Number of out-of-school suspensions pre- and post-implementation of the

SWPBS program

Number of ODRs for bullying behavior per month pre- and post-implementation

of the BP-PBS program

How to Implement Bully Prevention in PBS

Scott Ross, University of Oregon

• School

• Implement School-wide PBS

• Faculty commitment

• Faculty introduction to BP

• Team to implement

• Build BP lessons for students

• Train all students

• Booster/Follow up lessons

• Coaching support for supervisors

• Collect and use data

• District

• Build expectation for all schools

• Fall orientation emphasis on social behavior

• District trainer/coordinator

• District reporting of:

– Schools using BP-PBS

– Fidelity of implementation

– Impact on student behavior

Scott Ross, University of Oregon

Curriculum Available at:

www.pbis.org

• Scott Ross: sross@usu.edu

• Rob Horner: robh@uoregon.edu