positive behavioral interventions and supports (pbis )
DESCRIPTION
Positive Behavioral Interventions and Supports (PBIS ). Building on Children’s & Families ’ Strengths. January 2012 Marlene Gross- Ackeret Jennifer Grenke. Who’s Here?. Parents? Teachers? Advocates? Administrators? Other?. Advanced Organizer. Challenges/Rationale for PBIS - PowerPoint PPT PresentationTRANSCRIPT
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Positive Behavioral Interventions and Supports (PBIS)
January 2012Marlene Gross-AckeretJennifer Grenke
Building on Children’s & Families’ Strengths
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Who’s Here?
Parents?
Teachers?
Advocates?
Administrators?
Other?
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Advanced Organizer
• Challenges/Rationale for PBIS
• Overview of PBIS• Research Findings• Framework of support• What does PBIS look Like?
• Wisconsin PBIS Initiative
• Family/Parent Involvement in PBIS
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Challenges Facing Schools Today
• Doing more with less
• Educating increasing numbers of students with more diverse needs
• Educating students with challenging behaviors
• Creating “host environments” or systems that enable adoption & sustained use of effective practices
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Over-Reliance on Exclusion
• Exclusion & punishment are the most common responses to conduct disorders in schools.
(Lane & Murakami, 1987; Rose, 1988; Nieto, 1999; Sprick, Borgmeier, & Nolet, 2002)
• Exclusion & punishment are ineffective at producing long-term reduction in problem behavior.
(Costenbader & Markson, 1998)
• “When the horse is dead, it’s time to dismount.”
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Research Findings
Reviews of over 600 studies on how to reduce school discipline problems indicate that the least effective response to school violence are:
– Disconnected “fix the student” counseling– Psychotherapy– Punishment
(Gottfredson, 1997; Lipsey, 1991 & 1992; Tolan & Guerra, 1994; Elliott, Hamburg, Williams, 1998)
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Most Effective Trends in Discipline Practices
• Proactive school-wide discipline systems
• Social skills instruction
• Academic/curricular restructuring
• Behaviorally based interventions
• Early screening & identification of antisocial behavior patterns
(Biglan, 1995; Gottfredson, 1997; Colvin, et al., 1993; Lipsey, 1991, 1992; Mayer, 1995; Sugai & Horner, 1994; Tolan & Guerra, 1994; Walker, et al., 1995; Walker, et al., 1996)
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Basic Principles of PBIS
• Just as we teach students to read, write & compute, we also need to teach students how to behave.
• There is always a function to someone’s behavior, even if the person cannot tell you what that function is.
• Discipline alone is not enough. Appropriate replacement behavior must be taught to prevent re-occurrence of misbehavior.
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The Old Way….(hopefully)
• Referrals to Special Education may be seen as the “intervention” vs. actual changes in student’s learning environment
• FBA may be viewed as required “paperwork” vs. a needed part of designing an intervention
• Rely on interventions the system is familiar with vs. ones that are likely to produce an effect
• Focus one-student at a time (reactive approaches) vs. capacity (systems) within schools to support ALL students
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Special Education
General Education
Sea of Ineligibility
Without Problem Solving
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Bridging the Gap
General + Intensive Resources
General Resources
Intensity of Problem
Am
ount
of R
esou
rces
Nee
ded
to S
olve
Pro
blem
General + Supplemental Resources
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What is PBIS?
A broad range of proactive, systemic, and individualized strategies for achieving important social & learning outcomes in safe & effective environments while preventing problem behavior with all students. (Sugai, 2007)
Tier 3/Tertiary Interventions 1-5%•Individual students•Assessment-based•High intensity
1-5% Tier 3/Tertiary Interventions• Individual students• Assessment-based• Intense, durable procedures
Tier 2/Secondary Interventions 5-15%•Some students •High efficiency•Rapid response•Small group interventions• Some individualizing
5-15% Tier 2/Secondary Interventions• Some students (at-risk)• High efficiency• Rapid response• Small group interventions• Some individualizing
Tier 1/Universal Interventions 80-90%•All students•Preventive, proactive
80-90% Tier 1/Universal Interventions• All settings, all students• Preventive, proactive
School-Wide Systems FOR Student Success:A Response to Intervention (RtI) Model
Academic Systems Behavioral Systems
Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm
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Emphasis on Prevention at Each Level
Universal Level• GOAL: To reduce new cases of problem behavior &/or
academic failureSecondary Level• GOAL: To reduce current cases of problem behavior
&/or academic failureTertiary/Wraparound Level• GOAL: To reduce complications, intensity, severity of
students with chronic problem behavior &/or academic failure
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• High efficiency• Rapid response• Planned Interventions• Some Individualizing
Secondary Interventions• Some families • High efficiency• Rapid response• Planned Interventions• Some Individualizing
Universal Interventions• All families• Preventive, proactive
Universal Interventions• All families• Preventive, proactive
Designing School-Wide Systems for Student Success through Family Involvement
Academic Systems Behavioral Systems
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Tiered Model for Students:To meet standards.
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Identify the needs ofthese students
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To provide instruction& interventions
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Tiered Model for Families:To meaningfully
engage with parentsacross all Tiers
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Identify the needs ofthese parents
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To develop differentiated outreach
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PBIS Biggest Idea!Instead of working harder (inefficient), schools
have to establish systems & processes & use data & practices that enable them to work smarter (efficient, effective).• Establish a small number of priorities – Do less but
better.• Consolidate/integrate whenever possible – Only do it
once.• Specify what is wanted & how you’ll know when you
get there – Invest in a clear outcome & assess progress.
• Give priority to what works – Use research- & evidence-based practices & programs.
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SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
OUTCOMES
Social Competence & Academic Achievement
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Data - How Decisions Are Made
Components of decision making with PBIS• Data collection
• T-chart• ODR form
• A problem-solving team• Data at every meeting
• Data use• Big 5 reports
• Communication with school community about data, patterns, & decisions• Newsletter• Website
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Systems - How Things are Done
• Procedures for classroom and non-classroom settings – lunchroom, bus, bathroom, assembly, transition/hallway
• Procedures for reinforcing expected behavior
• Procedures for responding to office discipline referrals (ODRs)
• Procedures for meeting the needs of ALL students
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Practices - How adults Interact with Students
Every time any adult interacts with any student, it is an instructional moment!
PBIS emphasizes…• Teaching behaviors like we teach academics• Modeling & practicing expected behaviors• http://www.hasd.org/schools/ges/pbis.cfm
• Reinforcing expected behaviors• http://www.youtube.com/watch?v=fc8H_7D0Q1Y
• Pre-correcting to ensure positive behaviors are displayed
• Actively supervising to prevent problem behaviors
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What Does PBIS Look Like?• 3-5 Positively stated expectations are defined
and taught for all students in all settings• >80% of students can tell you what is expected
of them & give behavioral example because they have been taught, actively supervised, practiced, & acknowledged
• Positive adult-to-student interactions exceed negative
• Data- & team-based action planning & implementation are operating
• Administrators are active participants• Full continuum of behavior support is available
to all students
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Teaching MatrixSETTING
All Settings Hallways Playgrounds Cafeteria
Library/Compute
r LabAssembly Bus
Respect Ourselves
Be on task.
Give your best effort.
Be prepared.
Walk. Have a plan.
Eat all your food.Select healthy foods.
Study, read,
compute.
Sit in one spot.
Watch for your stop.
Respect Others
Be kind.Hands/feet
to self.Help/share
with others.
Use normal voice
volume.Walk to right.
Play safe.Include others.Share
equipment.
Practice good table manners
Whisper.Return books.
Listen/watch.Use
appropriate applause.
Use a quiet voice.
Stay in your seat.
Respect Property
Recycle.Clean up after self.
Pick up litter.
Maintain physical space.
Use equipment properly.
Put litter in garbage can.
Replace trays & utensils.Clean up
eating area.
Push in chairs.Treat books
carefully.
Pick up.Treat chairs appropriately
.
Wipe your feet.Sit
appropriately.
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Behavior is Acknowledged and Recognized
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Consistency across staff/locations
http://schools.u-46.org/index.pl?id=27311
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Wisconsin Implementation
• 473 schools trained by July 2010
• 332 schools implementing
• 84 schools implementing with fidelity
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Wisconsin Data59 schools used SWIS to collect ODR data in the 2009-10 school year.• 18 schools were implementing with fidelity by the end of the 2009-10 school year• 21 schools have not reached implementation fidelity• 11 schools have not taken any PBS Surveys• 9 schools have not attended Universal Team Training
Fidelity (18 schools) No Fidelity (21 schools)0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.40
0.57
Average ODR/100 Students/Day
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One School’s Results
2008-09 2009-100
100
200
300
400
500
600
700 641
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Number of Office Discipline Referrals
2008-09 2009-10 2008-09 2009-10 2008-09 2009-10Students Parents Staff
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
82.10%87.80% 88.40% 90.70%
88.00%
95.10%
I usually look forward to coming to school.
Perc
ent A
gree
and
Str
ongl
y Ag
ree
2008-09 2009-10 2008-09 2009-10 2008-09 2009-10Students Parents Staff
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
82%89%
94%98%
92%
100%
My school building is a good place (positive atmosphere) for learning.
Perc
ent A
gree
and
Str
ongl
y Ag
ree
2008-09 2009-10 2008-09 2009-10 2008-09 2009-10Students Parents Staff
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
69.50% 71.20%
84.60%
97.70%
68.00%
90.20%
The students and adults in my school respect each other.
Perc
ent A
gree
and
Str
ongl
y Ag
ree
Students have 50 more days of learning, administratorshave 12 more days of instructional time, and teachers have 4 extra days to teach!
This school met fidelity for PBIS in the 2009-10 school year.
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One School’s Results, continued
2008-09 2009-10 2008-09 2009-10 2008-09 2009-10Students Parents Staff
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
88.40%94.20%
82.70%
93.00%
84.00%
95.10%
My school prepares me to do well on all kinds of tests.
Perc
ent A
gree
and
Str
ongl
y Ag
ree
2008-09 2009-10 2008-09 2009-10 2008-09 2009-10Students Parents Staff
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
88.50% 90.40%
71.20%
90.70%
60.00%
75.60%
Teachers at my school expect most students to go to college.
Perc
ent A
gree
and
Str
ongl
y Ag
ree
2008-09 2009-10 2008-09 2009-10 2008-09 2009-10Students Parents Staff
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
69.40%
82.10%
90.40% 93.00% 92.00%95.10%
I feel safe at my school.
Perc
ent A
gree
and
Str
ongl
y Ag
ree
2008-09 2009-10 2008-09 2009-10 2008-09 2009-10Students Parents Staff
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
57.90%
65.40%
44.20%
60.40%56.00%
87.90%
My school has fewer behavior problems this year than last year.
Perc
ent A
gree
and
Str
ongl
y Ag
ree
This school met fidelity for PBIS in the 2009-10 school year.
SCHOOL-WIDE1.Leadership team
2.Behavior purpose statement
3.Set of positive expectations & behaviors
4.Procedures for teaching SW & classroom-wide expected behavior
5.Continuum of procedures for encouraging expected behavior
6.Continuum of procedures for discouraging rule violations
7.Procedures for on-going data-based monitoring & evaluation
EVIDENCE-BASED
INTERVENTIONPRACTICES
CLASSROOM1.All school-wide2.Maximum structure & predictability in routines &
environment3.Positively stated expectations posted, taught,
reviewed, prompted, & supervised.4.Maximum engagement through high rates of
opportunities to respond, delivery of evidence-based instructional curriculum & practices
5.Continuum of strategies to acknowledge displays of appropriate behavior.
6.Continuum of strategies for responding to inappropriate behavior.
INDIVIDUAL STUDENT1.Behavioral competence at school & district levels
2.Function-based behavior support planning
3.Team- & data-based decision making
4.Comprehensive person-centered planning & wraparound processes
5.Targeted social skills & self-management instruction
6. Individualized instructional & curricular accommodations
NONCLASSROOM1.Positive expectations & routines
taught & encouraged
2.Active supervision by all staff (Scan, move, interact)
3.Precorrections & reminders
4.Positive reinforcement
FAMILY ENGAGEMENT1.Continuum of positive behavior
support for all families
2.Frequent, regular positive contacts, communications, & acknowledgements
3.Formal & active participation & involvement as equal partner
4.Access to system of integrated school & community resources
http://www.mjsd.k12.wi.us/clo/PBISatHomeKit.asp
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Call for Family Involvement
Positive behavior support has been defined as a collaborative endeavor that includes all relevant stakeholders, including especially families.
(Hieneman, Childs & Sergay, 2006; Koegel, Koegel, & Dunlap, 1996; Lucyshn, Dunlap, & Albin, 2002)
“Facilitates the inclusion of and respect for the values and priorities of families and all team members.” APBS Standards of Practice
Leadership Team –range of stakeholders (special education, regular education, families, mental health, administration). School-wide PBS Implementer’s Blueprint
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Family Involvement has been associated with…
• Higher grades, test scores, graduation rates• Better school attendance• Increased motivation, self-esteem• Lower rates of suspension• Decreased use of drugs and alcohol• Fewer instances of violent behavior
Henderson & Mapp (2002) – A New Generation of Evidence
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• Many problems at school reflect broader community issues
• Engaging the community will improve the effectiveness and outcomes of PBS
• Students who need more intensive levels of support are often supported by systems other than the educational system
Assumptions
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Family Teaching Matrix
Family Teaching Matrix
SETTING
At Home Morning Routine
Homework Meal Times
In Car Play Bedtime
Expectations
Respect Ourselves
Respect Others
Respect Property
Stolen from OSEP National Technical Assistance Center
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Contact Information:
Marlene [email protected]
608.697.8826
Jennifer [email protected]
920.855.2114 x 245