Post on 16-Dec-2015
Schoolwide Positive Behavior Interventions
and Support-SWPBIS-
Mitchell L. Yell, Ph.D.University of South Carolinamyell@sc.edu
AcknowledgementsOSEP Center on PBIS
Robert H. Horner, University of OregonGeorge Sugai, University of Connecticut
What We Will DoDefine SWPBIS
Discuss the multi-tiered system of support
Explain the process for implementing SWBIS
What We KnowEducators cannot “make” students
learn or behave
Educators can create environments to increase the likelihood students learn and behave
If we change adults’ behavior, restructure the school environment, we can improve student learning and behavior
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NeedProblem behaviors are the single most common
reason why students are removed from classrooms
Key measures of problem behaviors indicate that are teachers are facing more students with problem behaviors
A major reason that teachers leave the profession early is problem behavior
Research evidence and national assessments tell us much about what interventions are effective and which are not
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Science of behavior has taught us that
students….Are NOT born with “bad behaviors”
Do NOT learn when punished or presented contingent aversive consequences
……..Do learn better ways of behaving by being taught directly & receiving positive feedback
School-wide Positive Behavior Support
SW-PBS is a broad range of systemic and individualized
strategies for achieving important social and learning outcomes
while preventing problem behavior
OSEP Center on PBIS
Purpose of SWBIS
The purpose of SWPBIS is to make schools more
effective learning environments for all
students.
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Message of SWPBIS
School environments that are positive, preventive, predictable, & effective
◦Are safer, healthier, & more caring
◦Have enhanced learning & teaching outcomes
◦Provide continuum of behavior support for all students
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SWPBS isNot specific practice, cookbook, 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
Core Features of SWPBIS
Use of evidence-based curriculum & practices
Universal screening
Multiple tiers of increasing intensity
Data-based decision making
Evidence-Based Practices
Instructional practices or strategies that:• are based on high quality research
over a range of different students, in a range of places, and over a range of behavior
• have been shown to result in measurable educational, social, or behavioral benefit
• Measures must be implemented with fidelity
Evidence-Based Features of SWPBIS
Focus on preventionDefine and teach positive social expectations
Acknowledge positive behavior
Arrange consistent consequences for problem behavior
On-going collection and use of data for decision-making
Continuum of intensive, individual intervention supports.
Universal ScreeningAll students are screened on
academic or behavioral measures
In SWBIS, schools often use the following for universal screening:◦Office Discipline Referrals (ODRs)◦Behavioral screening measures
Multiple-Tiers of Instruction
~80% of Students
~15%
~5% In
crea
sing
Inte
nsity
of In
terv
ention
Stu
den
ts move b
etween
tiers based
on resp
onse
Universal
Targeted
Intensive
ALL
Some
Few
Universal Screening
Frequent &
Systematic Data-Collectio
n
Data-Based Decision Making
School-based teams collects high quality data to enable to guide them in making important decisions◦ODRs◦Behavioral screeners◦CBMs (academic)
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Nonclass
room
Setting S
ystems
ClassroomSetting Systems
Individual Student
Systems
School-wideSystems
Schoolwide PositiveBehavior Support
Systems
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“Train & hope” approach
1. React to identified problem
2. Select & add practice
3. Hire expert to train practice
4. Expect & hope for implementation
5. Wait for new problem….
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What SWPBS looks like: School Level
Team-led school climate effort.
All students are directly taught & acknowledged for displays of desired school-wide expectations.
Administrators are active participants.
Parent involvement is active & visible.
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School-wide Systems
1. Common purpose & approach to discipline
2. Clear set of positive expectations & behaviors
3. Procedures for teaching expected behavior
4. Continuum of procedures for encouraging expected behavior
5. Continuum of procedures for discouraging inappropriate behavior
6. Procedures for on-going monitoring & evaluation
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What SWPBIS looks like: CLASSROOM
Maximum time allocated for instruction
Maximum opportunities to respond correctly
High rates of positive reinforcement & supervision
Individualized supportPositive adult-to-student interactions
exceed negative
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What SWPBIS looks like:Nonclassroom
Positive expectations & routines taught & encouraged
Active supervision by all staff◦Scan, move, interact
Precorrections & remindersPositive reinforcement
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What SWPBIS looks like:Individual Student
Behavioral competence at school & district levels
Function-based behavior support planning
Team- & data-based decision makingComprehensive person-centered
planning Targeted social skills & self-
management instructionIndividualized instructional &
curricular accommodations
Implications for School Districts
1. District policyClear statement of values, expectations, outcomes
2. Provide supportDistrict provides support for schoolsDistrict provides universal screening and progress monitoring assessment tools
3. Recruitment and hiringExpectations defined in job announcements
4. Annual faculty orientation
Implications for School Districts
5. Professional developmentFocused strategies for staff development in core skillsTrain teams not individualsMatch training with access to coaching supportEvidence-based strategies & practices
6. Coaching CapacityTraining linked to on-site assistance to implement SWPBIS
Lessons LearnedHorner & Sugai
Maintain a clear and unrelenting focus on student outcomes (academic & behavior)
Select research-validated practices that provide multi-tiered systems of support
Use data for decision-making to assess BOTH fidelity and impact (continuous improvement is essential for sustainability)
Build the systems (team structure, policies, data sources) that support high fidelity implementation
Invest in durable, large-scale applications of effective practices.