PBIS

Charise OlsonProject CoordinatorStudent Support Services

Positive Behavior

Intervention & Supports

What’s in a name?

PBS- Positve Behavior Supports

PBIS- Positive Behavior Intervention & Supports

SWPBS- School Wide Positive Behavior Supports

What is it?

• How decisions are made• How things are done• How staff interact with students

PBIS

1. Systems (How things are done) Team based problem solving Data-based decision making Long term sustainability

2. Data (How decisions are made) On going data collection & use Office Referrals (# per day per month, location, behavior, student) Suspension/expulsion, attendance, tardies

3. Practices (How staff interact with students) Direct teaching of behavioral expectations On-going reinforcement of expected behaviors Functional behavioral assessment

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing Support Systems for Student Success

0%

20%

40%

60%

80%

100%

Pe

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nta

ge

of

Stu

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1 2

Office Discipline Referral PatternsMeans across N = 76 Illinois Elementary Schools

6+

'2-5'

'0-1'

Statewide Assessment ScoresPatterson School

Reading3rd 5th

0

20

40

60

80

100

% o

f st u

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s m

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g b e

n chm

a rk

1998

1999

2000

2001

Office Discipline Referrals per Day per 100 Students 02-03 (Illinois)

00.20.40.60.8

11.21.41.61.8

2

1 2

t = 2.54 (20); p < .02 t = 1.67 (67); p < .009

OD

R p

er

Da

y p

er

10

0

Stu

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Elementary School Administrative & Instructional Savings (76 schools)

• If an ODR consumes an average of 15 min of administrative time,– 18,003 referrals = 270,045 min saved– 4,500 hours saved– 562 8 hr days saved

• If an ODR consumes an average of 45 minutes of student time,– 18,003 referrals = 810,135 min saved– 13,502 hrs saved– 2,250 6-hr days savedPBIS data State of Illinois

Data Driven Decision Making

0

10

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Num

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Bath RBus A Bus Caf ClassComm Gym Hall Libr Play G Spec Other

School Locations

Referrals by Location

0

10

20

30

40

50

Num

ber

of R

efe

rrals

Lang Achol ArsonBombCombsDefianDisruptDressAgg/fgtTheftHarassProp D Skip Tardy Tobac Vand Weap

Types of Problem Behavior

Referrals per Prob Behavior

0

10

20

30

40

50

Num

ber

of O

ffic

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Bath RBus A Bus Caf ClassComm Gym Hall Libr Play G Spec Other

School Locations

Referrals by Location

Referrals per Student

0

10

20

Num

ber

of R

efe

rrals

per

Stu

dent

Students

0

5

10

15

20

25

30 N

um

ber

of R

efe

rrals

7:00 7:30 8:00 8:30 9:00 9:30 10:0010:3011:00 11:3012:0012:30 1:00 1:30 2:00 2:30 3:00 3:30

Time of Day

Referrals by Time of Day

0

5

10

15

20

Ave R

efe

rrals

per

Day

Sept Oct Nov Dec Jan Feb Mar Apr May Jun

School Months

Office Referrals per Day per MonthLast Year and This Year

Universal Level

School assessmentPBIS Leadership TeamSet of Positive ExpectationsReward System for students (& staff)Identification and Establishment of School CultureData Collection/Data Driven Decisions

Getting

Started!

Initiative, Project,

Committee

Purpose Outcome Target Group

Staff Involved

SIP/SID/etc

Attendance Committee

Character Education

Safety Committee

School Spirit Committee

Discipline Committee

DARE Committee

EBS Work Group

Working Smarter

Carmen Arace Intermediate, Bloomfield

Woodlawn Middle School Beavers Code of Conduct

Classroom Hallway Cafeteria

I am Respectful Raise hand to speak Refrain from

inappropriate and negative language

Listen politely and speak respectfully

Respect school property

Keep classroom neat and clean

Refrain from inappropriate and negative language

Keep hallways neat and clean

Use conversational tones

Speak in conversational tones

Refrain from inappropriate and negative language

Maintain position in line

Keep eating area clean

I am Responsible Arrive on time, prepared to work

Copy homework into agenda

Follow all directions Complete daily

objectives and assignments

Accept consequences without arguing

Walk directly to class Use lockers at

designated times Walk to the right in

the hallway Follow directions

given by staff Accept consequences

without arguing

Bring lunch and lunch money to cafeteria

Follow direction given by staff

Accept consequences without arguing

I am Safe Keep hands, feet, and objects to myself

Stay in assigned seat Follow safety

procedureso Special areaso Exiting for

emergencies

Avoid physical contact

Refrain from running

Remain seated once food is purchased

Avoid physical contact

Universal Level

Prevention

Anticipating problem behaviorKnow what they are going to do when and where

If we can predict it, we can prevent it!

“Without school-wide prevention, we cannot reliably identify targeted-level students.”

Steps for Pre-correction

1. Identify the context

2. Pinpoint predictable problem behavior

3. Specify expected behavior

4. Change the context – make it less likely to get the behavior you don’t want & more likely to get the behavior you want.

Pre-correction

5. Conduct behavior rehearsals (i.e. practice)

6. Provide strong reinforcement for expected behavior

7. Prompt expected behavior

8. Monitor the process and effect

Remember you are competing against conditioned behavior!

Good Behavior Support Plans

Use a Competing Behavior Pathway to build an intervention plan that makes existing problem behavior pathway:

Irrelevant: Using prevention

Inefficient: Teaching new skills, providing alternatives, increasing reinforcement of positive behaviors

Ineffective: Decreasing reinforcement of problem behaviors

Secondary/Supplemental

Designing a Behavior Support Plan

Preventive Strategiesaka: Make the problem behavior irrelevant

What modifications to the environment (academic, social, physical) may PREVENT the problem behavior?

What adjustments will make the problem behavior unnecessary?

Designing a Behavior Support Plan

Teaching Strategiesaka: Make the problem behavior inefficient

What skills can be taught to the student that:

1) will meet the same need, or function, as the problem behavior,

AND 2) will improve the student’s ability to cope and adjust to the

circumstances?

Designing a Behavior Support Plan

Function/Consequence Strategiesaka: Make the problem behavior

ineffective

Make sure the child gets what they want or avoids what they want to avoid ONLY when the desired/replacement behavior is displayed.

Make sure they do not get what they want or successfully avoid whatever it is when they engage in the problem behavior.

When it is time to transition to a different activity or unexpected changes occur in the schedule, third grader Ben throws his materials or knocks over his chair, disrupting and delaying the entire class.

Ben has had to miss recess for this behavior. He has to pick up his materials which delays his participation and sometimes delays the class. He has been sent to the office. The teacher has spoken to Ben’s parents.

targeted Behavior

Sample Strategies

Provide a written or picture schedule and refer to it throughout the day. Prepare Ben for changes, by noting them on the schedule.

Teach him to ask for clarification or assistance regarding changes. Reward him for smooth transitions.

If materials are thrown, have him pick up his materials after he finishes the next activity.

secondary Interventions

Plan for Implementation

Plan for Modification

Plan for Monitoring

Tertiary/intensive Level

Individual

Intensive

Team Oriented

Data-Driven

Funding Visibility PoliticalSupport

Training Coaching Evaluation

Local School Teams/Demonstrations

Systems Implementation Logic

Leadership Team

Active & Integrated Coordination

Next steps:February 4, 2010 PBIS Overview Training for district and site administratorsAwareness MeetingsAgreementBegin the journey!

Q&A Time

Thank you!