School-wide Positive Behaviour Support

[name][organization]

Website: http://bcpbs.wordpress.com

Goals of this Session1. Describe the reason for approaching

student behaviour from a systems level2. Explain the essential elements of

School-wide PBS3. Show some school outcomes4. Provide action planning time

What do we want students to learn by the time they leave school? Academic skills… Social responsibility…

No chewing gum?No hats?No running in the hallways?No fighting?No PDAs?

The New Yorker

How do we react to problem behaviour? “Joseph, I’m taking your book away because you

obviously aren’t ready to learn. That’ll teach you a lesson.”

“Hsin, you are going to learn some social responsibility by staying in timeout until the class is willing to have you back.”

“You want my attention?! I’ll show you attention…let’s take a walk down to the office & have a little chat with the Principal.”

“Karyn, you skipped 2 school days, so we’re going to suspend you for 2 more.”

The “Get Tough” approach:Assumption that “problem” student…

Is inherently “bad” Will learn more appropriate behaviour

through increased use of aversives Will be better tomorrow…

…after the suspension

“A punitive school discipline environment is a major factor contributing to antisocial behavior problems.”

Mayer, 1995

“Exposure to exclusionary discipline has been shown not to improve school outcomes, but in fact to be associated with higher rates of school dropout.”

Skiba, Peterson, and Williams, 1997

“Early exposure to school suspension may increase subsequent antisocial behavior.”

Hemphill et al., 2006

Science and our experiences have taught us that students…. Are NOT born with “bad behaviours” Do NOT learn when presented with

increasing levels of punishment…Do learn better ways of

behaving by being taught directly & receiving positive feedback

Our solution:One-Shot Professional Development:(aka the “train & hope” approach)

1. React to identified problem2. Hire expert to train staff3. Expect & hope for implementation4. Wait for new problem…

What would a positive, encouraging school climate look like?

Students know what is expected of them and choose to do so because they: Know what to do Have the skills to do it See the natural benefits for acting responsibly

Adults and students have more time to: Focus on relationships Focus on classroom instruction

There is an instructional approach to discipline Instances of problem behaviour are opportunities to learn

and practice prosocial behaviour

SYST

EMS

PRACTICES

DATASupportingStaff Behaviour

SupportingDecisionMaking

SupportingStudent Behaviour

PositiveBehaviourSupport OUTCOMES

Social Responsibility &Academic Achievement

SYST

EMS

PRACTICES

DATASupportingStaff Behaviour

SupportingDecisionMaking

SupportingStudent Behaviour

PositiveBehaviourSupport OUTCOMES

Social Responsibility &Academic Achievement

Not specific practice or curriculum…it’s ageneral approach

to preventing problem behaviour

and encouragingprosocial behaviour

Not limited to anyparticular group of

students…it’sfor all students

Not new…based ona long history of

effective educationalpractices & strategies

Universal Interventions:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Targeted Interventions:Specialized Group

Systems for Students with At-Risk Behaviour

Intensive Individual Interventions:Specialized

IndividualizedSystems for Students

with High-Risk Behaviour

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOUR

SUPPORT

Code of Conduct

Social Responsibility

Focus on Bullying and Harassment

Restitution Self-Discipline

Academic Achievement

CharacterEducation

Safe, Caring and Orderly

Schools

Competing initiatives that can be addressed through PBS Code of Conduct

PBS as a way to teach students what is expected Social Responsibility

A way to teach prosocial behaviour A clear way to document school plan goals

Restitution Self-Discipline A way to fit effective restitution practices into a system of student

support Focus on Bullying and Harassment

Lessons on responses to all dangerous behaviour Academic Achievement

Create safe, predictable environments where effective instruction can take place and students can learn

What does PBS look like?

Universal Interventions:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Targeted Interventions:Specialized Group

Systems for Students with At-Risk Behaviour

Intensive Individual Interventions:Specialized

IndividualizedSystems for Students

with High-Risk Behaviour

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOUR

SUPPORT

School-wide & Class-wide Systems1. Define school-wide expectations

(i.e., social competencies)2. Teach and practice expectations3. Monitor and acknowledge prosocial

behaviour4. Provide instructional consequences

for problem behaviour5. Collect information and use it for

decision-making

School RulesNO Outside Food

NO WeaponsNO Backpacks

NO DrugsNO Bullying

Critical Features of EffectiveSchool-wide Expectations Small number

2 to 5 Broad

Cover all expected behaviours Memorable Positively stated

Bernard ElementaryChilliwack School DistrictPositive Behaviour Support Program

Define Expectations by Setting Transform broad

school-wide expectations into specific, observable actions

Clear examples of what is and what is not expected

Take care in defining culturally responsive expectations

Creating a School-wide Expectations Matrix1. Write behaviour expectations across top2. List settings/contexts down left side3. Provide at least two positively stated,

observable student actions in each box (use the “dead person rule”)

The best example of behaviour The positive alternative to the most common

error

Plan to Teach Expectations Create a schedule and lesson plans for:

Start of the year Booster sessions

Teach the expectations in the actual settings Teach the:

Words Rationale Actions

LESSON PLAN

LESSON PLAN

LESSON PLAN

Teach social and emotional skills just like academic skills Use positive & negative examples

Goal is for students to identify the line between acceptable and not acceptable

Regular practice is needed to build skills Provide performance feedback Monitor progress in skills

If students have trouble, reteach and provide practice

On-going Acknowledgement of Appropriate Behaviour Every faculty and staff member

acknowledges appropriate behaviour 5 to 1 ratio of positive to negative contacts

System that makes acknowledgement easy and simple for students and staff

Different strategies for acknowledging appropriate behaviour (small frequent incentives more effective)

Are “rewards” dangerous?“Our research team has conducted a series of reviews and analysis of the literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.” Cameron, 2002

See also: Cameron & Pierce, 1994, 2002 Cameron, Banko & Pierce, 2001

Pitfalls of acknowledgement systems and how to avoid them1. They become expected

Should be random Should be deserved

2. The interaction is left out The interaction is what works, not a ticket

3. They are provided in the same way to all Should be used to link attempts to success Should be developmentally appropriate

Effective and ethical use of acknowledgement systems Highlight the natural consequences for

prosocial behaviour Most powerful reward: Close second: attention Provide as little reward as is needed to

encourage behaviour Move from tangible to natural as soon as

possible

SUCCESS

Discourage Problem Behaviours Do not ignore problem behaviour Provide clear guidelines for what is

handled in class vs. sent to the office Use mild, instructional consequences Remember the PURPOSES of negative

consequencesProvide more practicePrevent escalation of problem behavioursPrevent/minimize reward for problem

behaviours

Using PBS in Daily Teaching:Discouraging Problem Behaviour When you see problem behaviour, make

sure to look for positive behaviour to acknowledge

Try to identify what basic need that the student is trying to meet

REMEMBER: “Getting tougher” is an ineffective approach

Universal Interventions:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Targeted Interventions:Specialized Group

Systems for Students with At-Risk Behaviour

Intensive Individual Interventions:Specialized

IndividualizedSystems for Students

with High-Risk Behaviour

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOUR

SUPPORT

Targeted Interventions Efficient systems for students who need

additional support beyond universal programsContinuously availableRapid access (within 72 hrs.)Consistent with school-wide systemAll school staff have access/knowledge

Should work for most (but not all) students

Universal Interventions:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Targeted Interventions:Specialized Group

Systems for Students with At-Risk Behaviour

Intensive Individual Interventions:Specialized

IndividualizedSystems for Students

with High-Risk Behaviour

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOUR

SUPPORT

Intensive Individual Interventions Individualized, function-based behaviour

support Identify what basic need students are

trying to meet with problem behaviourTeach adaptive, prosocial skills to meet those

needsChange environments to make problem

behaviour less likelyStop inadvertently making problem behaviour

worse

Does PBS make a difference in Canada?

Kelm, J. L., McIntosh, K.,& Cooley, S. (under review). Effects of implementing school-wide positive behaviour support on social and academic outcomes. Good, C., McIntosh, K., & Gietz, C. (2011). Integrating bullying prevention into School-wide Positive Behaviour Support. Teaching Exceptional Children, 44(1), 48-56. McIntosh, K., Bennett, J. L., & Price, K. (2011). Evaluation of social and academic effects of school-wide positive behaviour support in a Canadian school district. Exceptionality Education International, 21, 46-60.

Central Middle School, Red Deer, AB

2005-2006 2006-2007 2007-2008 2008-20090

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SWPBSPre-SWPBS

BC Elementary School Example:Office Discipline Referrals

What does a reduction of 266 discipline referrals mean?Kay Bingham Elementary

Savings in School Staff time

(ODR = 15 min)

3,990 minutes 67 hours 8 8-hour days

Savings in Student Instructional time

(ODR = 30 min)

7,980 minutes 133 hours 17 6-hour school

daysGet the cost-benefit calculator at: www.pbismaryland.org!

BC Elementary School Example:Out of School Suspensions

School District0

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At school, are you bullied, teased or picked on?

20082009

% m

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times

or a

ll of

the

time

Student Satisfaction Survey: Grade 4

FSA Results 2008-09: Grade 4

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Reading Comprehension

20082009

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How do we implement PBS?

Needs of PBS Staff Support

3-4 year commitment Proactive instructional approach

Resources Administrative leadership Time (FTE)

Monitoring Data systems

Office discipline referral systems Implementation surveys (e.g., pbisassessment.org)

Where can I learn more about PBS?

Resources Websites:

bcpbs.wordpress.com promisingpractices.research.educ.ubc.ca pbis.org

Making Connections ConferenceRichmond, BC Nov. 1 – 2, 2012

Exploring the fit of PBS with your school

Possible Outcomes of Today’s Session1. Identify that a school-wide approach is

not what your school needs right now2. A school-wide approach is needed, and a

majority of staff is committed to implementation

3. A school-wide approach is needed, but we need to work on building the commitment of staff

Discuss with your neighbours What questions do we still have? Is PBS something we should pursue?

Contact Information

Nameemail address

Website: http://bcpbs.wordpress.com