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Positive Behavioral Supports

Utah’s Behavioral Initiative

Utah State Office of Education

Utah Personnel Development Center

Utah State Personnel Development Grant

UBI=Utah Behavioral Initiative

Research Based / Empirically Validated

Prevention

Intervention

Professional Development

IN GOD WE TRUST…

All Others

MUST Show Data!

Some Definitions/Clarifications

PBS- Positive Behavior Support

UBI- Utah Behavior Inititive

The former is a national movement/philosophy in thinking about how to work with student behavior in schools, the “Holy Trinity” or 3 main founders being Doug Cheney, George Sugai, and Rob Horner

The latter is the state agency responsible for helping the PBS movement happen in schools

They have their “Feminine Trinity”, Hollie Pettersson, Carol Anderson, and Julie Mootz, with Dan Morgan helping with evaluation of the whole program.

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Schools Are Important &

Good!

Regular, predictable, positive learning

and teaching environments

Positive adult & peer models

Regular positive reinforcement

Academic/social behavior development

and success

PBIS is

Not specific practice or curriculum…it’s general approach to preventing problem behavior

Not limited to any particular group of students…it’s for all students

Not new…its based on long history of behavioral practices & effective instructional design & strategies

SYSTEM

S

PRACTICES

DATASupporting

Staff Behavior

Supporting

Student Behavior

OUTCOMES

Supporting Social Competence &

Academic Achievement

Supporting

Decision

Making

4 Basic

Elements

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4 Components of PBIS

Establish

Expectations

All Areas

All Staff and Students

Explicity Teach

Expectations

All Areas

All Staff and Students

Reinforce

Expectations

All Areas

All Staff and Students

Correct

Behavioral Errors

All Areas

All Staff and Students

PBIS

Positive Behavior Intervention and Support

Tiered Behavioral Instruction and Intervention

Proactive, Preventative, Efficient

Utah’s Behavior Initiative

UBI is Utah’s state

sponsored training

platform for

implementation of

PBIS in schools:

www.updc.org/ubi

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UBI Project State Organization

Utah Personnel DevelopmentCenter

Utah State Personnel Development Improvement Grant

Utah State Office of Education

Carol AndersonDawn Kay-Stevenson

Chris Timothy (Severe)Peggy Milligan

Hollie PetterssonJulie Mootz

Mark RidingTerri Mitchell (EC)

Amber Roderick-Landward

Dan Morgan

UBI Links

Heidi Mathie, Coordinator

Chezlie Jedrziewski, Assistant

Christian Sabey, Assistant

UBI State Team

District Coach

UBI District Team UBI School Team

TrainingTechnical

AssistanceLogistics

Public

Relations

UBI Advisory

UBI District Partners

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District Agreement

Commitment to PBIS in schools

Identification of essential team members

Quarterly meetings

Allocating district coach time

Complete and use District Self Assessment

Create District Action Plan

Establish visibility in the district

Coordination of district initiatives

Systematic evaluation of UBI efforts

School AgreementIdentification of team members

Provide subs for training dates

Attend summer training and behavior institutes

Observe model implementation sites

Systematic Evaluation (internal and external)

Yearly action plan

Meet twice a month

Report monthly data summaries and meeting notes online

Expected Outcomes

for UBI Schools

Increase consistent use of positive teaching and reinforcement strategies for behavior among teachers and other school staff.

Reduce discipline referrals, suspensions and expulsions while increasing positive student and staff interactions and academic performance (behavioral excesses and deficits).

Increase data based decision-making about behaviors and academic skills to be consistently taught and reinforced across all settings and with all individuals.

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Behavior is Behavior

Academic and SocialAcademic skill learning is stunted when children’s emotional

needs are not met (Adelman & Taylor, 1997).

Children’s academic achievement in the 8th grade could be better predicted by their social abilities at 3rd grade, rather than their academic achievement at 3rd grade (Caprara, Barbanelli, Pastorelli, Bandura & Zimbardo, 2000).

Academic skill and social competence are complimentary skills, particularly in the long run (Malecki & Elliott, 2002).

Behavior is Behavior

Social skills instruction and character education programs lead to

improvements in on-task behavior, academic engagement, and academic achievement test scores (Elliott, 1999).

Much inappropriate behavior is occasioned by task demands that are beyond the capabilities and skills of students (Kauffman, Mostert, Trent, & Hallahan, 2003).

Of commonly used school-based interventions, focused academic interventions and behavioral instruction show the highest effect in preventing school dropout or nonattendance (Lehr, Hansen, Sinclair, & Christenson, 2003) and adolescent drug and alcohol use (Wilson, Gottfredson, & Najakia, 2001).

Behavior is Behavior

Academic and SocialAcademic skill learning is stunted when children’s emotional

needs are not met (Adelman & Taylor, 1997).

Children’s academic achievement in the 8th grade could be better predicted by their social abilities at 3rd grade, rather than their academic achievement at 3rd grade (Caprara, Barbanelli, Pastorelli, Bandura & Zimbardo, 2000).

Academic skill and social competence are complimentary skills, particularly in the long run (Malecki & Elliott, 2002).

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Behavior is Behavior

If academic opportunities to respond increase, problem behaviordecreases. However, observational data suggests that teachers inclassrooms for EBD students rarely provide adequate opportunities to respond (Sutherland, Wehby, 2001).

Thirty-five percent of children with reading disabilities drop out of school, a rate twice that of their classmates; fifty percent of juvenile delinquents manifest some kind of learning disability, primarily in the area of reading (Get Ready to Read, 2002).

Academic skill-deficits greatly exacerbate antisocial behavior (Walker, Ramsey, & Graham, 2003).

UBI and Prevention Model

1-8% Intensive� Individualized

Interventions

� Wrap Around Services

5-10% Targeted� “Little Something

Extra”

� Frequent Monitoring

80-90% Whole School� Appropriate and

Motivating Curriculum

� School-wide Behavioral Supports

Tier 1

Year 1

Focuses on

schoolwide

PBIS

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School-Wide Systems

Non Classroom

Setting

Systems

Classroom

Systems

Individual Student

Support Systems

80%

13%

7%

40%

40%

20%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

% of population

Healthy Enviornment Unhealthy Host

Enviornment

Level of Health

Enviornments

Chronic Need

Secondary Prevention

Universal/Primary Prevention

What does the average school

stand to gain from PBS?On average 50-60% reduction in discipline referrals

Improved academic outcomes on core testing

Cultural change and community that is safe and orderly….

www.pbis.org

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UBIUBI is a project that is obsessed with

performance and obsessed with results!

Results = Outcome Data

In God we trust, all others must show data!

UBI Social Behavior DataAcademy Park ODR

422

273

119

0

50

100

150

200

250

300

350

400

450

2001-02 2002-03 2003-04

Years

Current Year

ODR down

25%, as of

3/28/2005

UBI Social Behavioral Data

253

184

120

0

50

100

150

200

250

300

Number of

suspensions

2000-2001 2001-2002 2002-2003

Year

Junior High Suspensions

Intervention 2001-2002

181

109

0

50

100

150

200

Number of

Referrals

2002-2003 2003-2004

Year

Junior High Office Referrals

6518

4063

11015

7078

10261

7100

0

2000

4000

6000

8000

10000

12000

# of

Tardies

1 2 3

Grade Level

Junior High Tardies

2001-2002

2002-2003

10

UBI Social Behavioral Data

351

208

110 810

100

200

300

400

Number

of

Referrals

Discipline Tardies

Type or Referral

Junior High Referrals

2002

2003

Example of Tier 1, 2 and 3

What have we learned thus

far?If the administrator is “supportive” but not actively involved =Dismal Results

Some schools sign up for every opportunity in the state = Mixed Results

If the team includes the “bright shiny”“bright shiny”“bright shiny”“bright shiny” teachers from the school

= Excellent Results

If guidance personnel are actively involved in the process = Phenomenal Results

If the district support personnel / district behavioral expert is actively involved (attends trainings and supports team) =

Optimal Results

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Tier 1

Team of at least 5 no more than 12

Administrator

Facilitator

Specialized Training

Data Collection

SCHOOL WIDE and BEHAVIOR IS BEHAVIOR

Mission/Motto� Short and key words

Rules/Expectations� Taught looks and sounds

like

Procedures� Application of

Expectations in non-classroom settings

Behavioral Recognition� Adults and children

School-wide celebration

Principal’s 200 Club

Whole School Application of Positive

Behavioral Support

Operating in all UBI schools (some have

renamed it, some have modified it, all

have maintained the key features)

UNION MIDDLE SCHOOL

School Motto School-Wide Behavioral Expectations

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HALLWAY BEHAVIOR

Student, Parent and

Staff Survey –

HALLWAY

BEHAVIOR

Hall Pass Vests

We hate them!

Can’t they be a

different color?

NO!! Don’t make

me wear one

Hallway Behavioral

ExpectationsTaught students� Lesson Plan for teachers

(easy)

� 7th Grade taught twice

� Taught all students (released to practice)

� Reinforce with Principal’s 200 Club

How it Works

How did we teach the

students?

� Video

� Lesson in PAWS

How did we teach the

teachers and staff?

� Modeling

� Invite to view

� One on one

Parents?

QuickTime™ and aH.263 decompressor

are needed to see this picture.

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Lesson Plan Examples

Provide opportunities to practice and build fluency:

1. Conduct practice opportunities with tickets for the cleanest table

2. Remind students of future practice opportunities during next lunch period.

List examples/non-examples of expected behaviors (2-3 of each):

Positive example:

1. Mary looks around her sitting area as she’s getting ready to leave the cafeteria and picks up food

& wrappers on the table & floor before turning in her tray.

Negative example:

1. Mary is talking to her friends and doesn’t see the milk carton she knocked on the floor.

Rationale (tell why following the rule is important): A clean cafeteria is a more pleasant and healthy place for everyone to eat. Taking care of our

environment is an important skill for future community settings.

How will we teach the expected behavior?

What do we expect the student to do?

1. Keep all food to self

2. Pick up all trash, wrappers, etc. from table and floor

3. Carefully dump leftover food & trash in garbage can

The Topic/Rule: Be Respectful, Be Responsible in the Cafeteria/Clean

up after yourself

PRINCIPAL’S 200 CLUB

Very Successful

2-3 per week

� One name from row is

drawn for grand prize

Everyone helping

� Including Classified

Teachers helping

� Using the cards

Reinforces everything

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UNION MIDDLE SCHOOL

Examples of Tier 2 Interventions

Think time (interclass timeout)

Check-in/check-out program (BEP)

Social skills groups

Structured recess

Social Skills

School Staff

1. Listening

2. Resolving Disagreements

3. Getting an Adult’s Attention

4. Following Instructions

5. Reporting Behavior

6. Resisting Peer Pressure

Parents/Community Members

1. Listening

2. Following Instructions

3. Resisting Peer Pressure

4. Resolving a Disagreement

5. Expressing Yourself

6. Accepting NO

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Oquirrh Hills Elementary

Tier 2 Data

January Referral Data

8%

8%

51%

8%

25%Verbal Aggresion

Not Being Safe

Aggression

Throwing Objects

Noncompliance

Level 1

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Level 2

Level 3

Is it working?

What do the data tell us?

Referrals from the playground are down 93% for February, and March….

Teachers report “loving the leveled recess” and “wondering how we did it without this system”

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Tier 3 Interventions

Involve an individualized plan for that student

Can involve a functional behavioral assessment

Jerri and Jan’s speciality

Contracts, token systems, sticker charts

When the other systems are not reaching a kid

As “Tier 1” or first year schools, you will not do anything specifically to address Tier 2 or 3 other than what you’ve normally done.

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 School-Wide Systems for Student

Success