Introduction to School-wide Positive Behavior Support: Rationale and Basic Logic
description
Transcript of Introduction to School-wide Positive Behavior Support: Rationale and Basic Logic
![Page 1: Introduction to School-wide Positive Behavior Support: Rationale and Basic Logic](https://reader035.fdocuments.in/reader035/viewer/2022070402/568138ca550346895da083ea/html5/thumbnails/1.jpg)
Introduction to School-wide Positive Behavior Support: Rationale and Basic Logic
Tim Lewis, Ph.D.University of Missouri
OSEP Center on Positive Behavioral Interventions and Supports
pbis.org
![Page 2: Introduction to School-wide Positive Behavior Support: Rationale and Basic Logic](https://reader035.fdocuments.in/reader035/viewer/2022070402/568138ca550346895da083ea/html5/thumbnails/2.jpg)
Starting Point….
• Educators cannot “make” students learn or behave
• Educators can create environments to increase the likelihood students learn and behave
• Environments that increase the likelihood are guided by a core curriculum and implemented with consistency and fidelity
![Page 3: Introduction to School-wide Positive Behavior Support: Rationale and Basic Logic](https://reader035.fdocuments.in/reader035/viewer/2022070402/568138ca550346895da083ea/html5/thumbnails/3.jpg)
ContextThe School Environment Must Support
Appropriate Social & Academic Behavior
School-Wide Positive Behavior Support
Response to Intervention
![Page 4: Introduction to School-wide Positive Behavior Support: Rationale and Basic Logic](https://reader035.fdocuments.in/reader035/viewer/2022070402/568138ca550346895da083ea/html5/thumbnails/4.jpg)
Typical responses to students• Increase monitoring for future problem behavior• Re-review rules & sanctions• Extend continuum of aversive consequences• Improve consistency of use of punishments• Establish “bottom line” • Zero tolerance policies• Security guards, student uniforms, metal detectors, video
cameras• Suspension/expulsion• Exclusionary options (e.g., alternative programs)
![Page 5: Introduction to School-wide Positive Behavior Support: Rationale and Basic Logic](https://reader035.fdocuments.in/reader035/viewer/2022070402/568138ca550346895da083ea/html5/thumbnails/5.jpg)
However…
• “Punishing” problem behaviors (without a proactive support system) is associated with increases in (a) aggression, (b) vandalism, (c) truancy, and (d) dropping out. (Mayer, 1995, Mayer & Sulzar-Azaroff, 1991, Skiba & Peterson, 1999)
![Page 6: Introduction to School-wide Positive Behavior Support: Rationale and Basic Logic](https://reader035.fdocuments.in/reader035/viewer/2022070402/568138ca550346895da083ea/html5/thumbnails/6.jpg)
Consider….
If antisocial behavior is not changed by the end of grade 3, it should be treated as a chronic condition much like diabetes. That is, it cannot be cured but managed with the appropriate supports and continuing intervention (Walker, Colvin, & Ramsey, 1995).
![Page 7: Introduction to School-wide Positive Behavior Support: Rationale and Basic Logic](https://reader035.fdocuments.in/reader035/viewer/2022070402/568138ca550346895da083ea/html5/thumbnails/7.jpg)
Contributing Factors
• Home– Poverty- Language– Parent/Child interactions
• Community• School
![Page 8: Introduction to School-wide Positive Behavior Support: Rationale and Basic Logic](https://reader035.fdocuments.in/reader035/viewer/2022070402/568138ca550346895da083ea/html5/thumbnails/8.jpg)
Contributing Factors - Poverty & Language
Meaningful Differences in the Everyday Experience of Young American Children
Betty Hart & Todd Risley
![Page 9: Introduction to School-wide Positive Behavior Support: Rationale and Basic Logic](https://reader035.fdocuments.in/reader035/viewer/2022070402/568138ca550346895da083ea/html5/thumbnails/9.jpg)
Contributing Factors -Parent/Child Social Interactions
• Common Patterns of early learning found in homes of children at-risk for anti-social behavior– Inconsistent discipline– Punitive management– Lack of monitoring
![Page 10: Introduction to School-wide Positive Behavior Support: Rationale and Basic Logic](https://reader035.fdocuments.in/reader035/viewer/2022070402/568138ca550346895da083ea/html5/thumbnails/10.jpg)
Contributing Factors -Parent/Child Social Interactions
Social Learning• Coercion/Negative Reinforcement (Patterson et
al.)– Present an aversive, remove aversive once the person
complies– “Social skills” to get need met
![Page 11: Introduction to School-wide Positive Behavior Support: Rationale and Basic Logic](https://reader035.fdocuments.in/reader035/viewer/2022070402/568138ca550346895da083ea/html5/thumbnails/11.jpg)
Parent Discipline & Monitoring
Antisocial Behavior
Deviant Peer Group
Social Skills Deficts
Parent Discipline & Monitoring
Parent Discipline & Monitoring
Antisocial Behavior
Delinquency & Antisocial Behavior
Criminal & Antisocial Behavior
Deviant Peer Group
Social Skills Deficts
Social Skills Deficts
Grades 1-3 Grades 4-6 Grades 7-12 Adult
Patterson, Capaldi, & Bank (1991)
![Page 12: Introduction to School-wide Positive Behavior Support: Rationale and Basic Logic](https://reader035.fdocuments.in/reader035/viewer/2022070402/568138ca550346895da083ea/html5/thumbnails/12.jpg)
Contributing Factors
Community (Biglan, 1995)
– lack of pro-social engagement–antisocial network of peers
![Page 13: Introduction to School-wide Positive Behavior Support: Rationale and Basic Logic](https://reader035.fdocuments.in/reader035/viewer/2022070402/568138ca550346895da083ea/html5/thumbnails/13.jpg)
Contributing Factors
School (Mayer, 1995)
• punitive disciplinary approach• lack of clarity about rules, expectations, and
consequences• lack of staff support• failure to consider and accommodate individual
differences• academic failure
![Page 14: Introduction to School-wide Positive Behavior Support: Rationale and Basic Logic](https://reader035.fdocuments.in/reader035/viewer/2022070402/568138ca550346895da083ea/html5/thumbnails/14.jpg)
![Page 15: Introduction to School-wide Positive Behavior Support: Rationale and Basic Logic](https://reader035.fdocuments.in/reader035/viewer/2022070402/568138ca550346895da083ea/html5/thumbnails/15.jpg)
The Good News…
Research reviews indicate that the most effective responses to school violence are (Elliot, Hamburg, & Williams, 1998 Gottfredson, 1997; Lipsey, 1991; 1992; Tolan & Guerra, 1994)
– Social Skills Training– Academic Restructuring– Behavioral Interventions
![Page 16: Introduction to School-wide Positive Behavior Support: Rationale and Basic Logic](https://reader035.fdocuments.in/reader035/viewer/2022070402/568138ca550346895da083ea/html5/thumbnails/16.jpg)
Toward a Solution
The answer is not the invention of new solutions, but the enhancement of the school’s organizational capacity to:– Accurately adopt and efficiently sustain their use
of research-validated practices– Provide a Seamless continuum of behavioral and
academic support for all students– Adopt an instructional focus that accounts for
student prior “learning history”
![Page 17: Introduction to School-wide Positive Behavior Support: Rationale and Basic Logic](https://reader035.fdocuments.in/reader035/viewer/2022070402/568138ca550346895da083ea/html5/thumbnails/17.jpg)
School-wide Positive Behavior Support
SWPBS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior
OSEP Center on PBIS
![Page 18: Introduction to School-wide Positive Behavior Support: Rationale and Basic Logic](https://reader035.fdocuments.in/reader035/viewer/2022070402/568138ca550346895da083ea/html5/thumbnails/18.jpg)
SWPBS is not...• Not specific practice or curriculum…it’s a
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
![Page 19: Introduction to School-wide Positive Behavior Support: Rationale and Basic Logic](https://reader035.fdocuments.in/reader035/viewer/2022070402/568138ca550346895da083ea/html5/thumbnails/19.jpg)
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
PositiveBehaviorSupport OUTCOMES
Social Competence &Academic Achievement
![Page 20: Introduction to School-wide Positive Behavior Support: Rationale and Basic Logic](https://reader035.fdocuments.in/reader035/viewer/2022070402/568138ca550346895da083ea/html5/thumbnails/20.jpg)
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
![Page 21: Introduction to School-wide Positive Behavior Support: Rationale and Basic Logic](https://reader035.fdocuments.in/reader035/viewer/2022070402/568138ca550346895da083ea/html5/thumbnails/21.jpg)
Continuum of Supports
Reading
Science
Math
Soc skills
Horses
Spanish
![Page 22: Introduction to School-wide Positive Behavior Support: Rationale and Basic Logic](https://reader035.fdocuments.in/reader035/viewer/2022070402/568138ca550346895da083ea/html5/thumbnails/22.jpg)
Universal School-Wide Features
• Clearly define expected behaviors (Rules)– All Settings– Classrooms
• Procedures for teaching & practicing expected behaviors
• Procedures for encouraging expected behaviors• Procedures for discouraging problem behaviors• Procedures for data-based decision making• Family Awareness and Involvement
![Page 23: Introduction to School-wide Positive Behavior Support: Rationale and Basic Logic](https://reader035.fdocuments.in/reader035/viewer/2022070402/568138ca550346895da083ea/html5/thumbnails/23.jpg)
I am…. All Settings Classroom Hallways Cafeteria Bathrooms Playground Assemblies
Safe •Keep bodies calm in line•Report any problems•Ask permission to leave any setting
Maintain personal space
WalkStay to the right on stairsBanisters are for hands
•Walk•Push in chairs•Place trash in trash can
Wash hands with soap and waterKeep water in the sinkOne person per stall
Use equipment for intended purposeWood chips are for the groundParticipate in school approved games onlyStay in approved areasKeep body to self
•Walk•Enter and exit gym in an orderly manner
Respect-ful
•Treat others the way you want to be treated•Be an active listener•Follow adult direction(s)•Use polite language•Help keep the school orderly
Be honestTake care of yourself
Walk quietly so others can continue learning
Eat only your foodUse a peaceful voice
Allow for privacy of othersClean up after self
•Line up at first signal •Invite others who want to join in•Enter and exit building peacefully•Share materials•Use polite language
Be an active listenerApplaud appropriately to show appreciation
A Learner
•Be an active participant•Give full effort•Be a team player•Do your job
•Be a risk taker•Be prepared•Make good choices
Return to class promptly
•Use proper manners•Leave when adult excuses
•Follow bathroom procedures•Return to class promptly
•Be a problem solver•Learn new games and activities
•Raise your hand to share•Keep comments and questions on topic
Benton Primary School
![Page 24: Introduction to School-wide Positive Behavior Support: Rationale and Basic Logic](https://reader035.fdocuments.in/reader035/viewer/2022070402/568138ca550346895da083ea/html5/thumbnails/24.jpg)
RAH – at Adams City High School(Respect – Achievement – Honor)
RAH Classroom Hallway/
Commons
Cafeteria Bathrooms
Respect Be on time; attend regularly; follow class rules
Keep location neat, keep to the right, use appropriate lang., monitor noise level, allow others to pass
Put trash in cans, push in your chair, be courteous to all staff and students
Keep area clean, put trash in cans, be mindful of others’ personal space, flush toilet
Achievement
Do your best on all assignments and assessments, take notes, ask questions
Keep track of your belongings, monitor time to get to class
Check space before you leave, keep track of personal belongings
Be a good example to other students, leave the room better than you found it
Honor Do your own work; tell the truth
Be considerate of yours and others’ personal space
Keep your own place in line, maintain personal boundaries
Report any graffiti or vandalism
![Page 25: Introduction to School-wide Positive Behavior Support: Rationale and Basic Logic](https://reader035.fdocuments.in/reader035/viewer/2022070402/568138ca550346895da083ea/html5/thumbnails/25.jpg)
Tier II Interventions• Social-Behavioral Concerns
– Social skills
– Self-management
• Academic Concerns– Peer Tutors
– Check in
– Homework club
• Emotional Concerns– Adult mentors
Linked to School-wide
![Page 26: Introduction to School-wide Positive Behavior Support: Rationale and Basic Logic](https://reader035.fdocuments.in/reader035/viewer/2022070402/568138ca550346895da083ea/html5/thumbnails/26.jpg)
Tier III
• When small group not sufficient
• When problem intense and chronic
• Driven by Functional Behavioral Assessment
• Linked to school-wide system
![Page 27: Introduction to School-wide Positive Behavior Support: Rationale and Basic Logic](https://reader035.fdocuments.in/reader035/viewer/2022070402/568138ca550346895da083ea/html5/thumbnails/27.jpg)
Outcomes
![Page 28: Introduction to School-wide Positive Behavior Support: Rationale and Basic Logic](https://reader035.fdocuments.in/reader035/viewer/2022070402/568138ca550346895da083ea/html5/thumbnails/28.jpg)
FRMS Total Office Discipline Referrals
0
500
1000
1500
2000
2500
3000
94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06
Total ODRs
![Page 29: Introduction to School-wide Positive Behavior Support: Rationale and Basic Logic](https://reader035.fdocuments.in/reader035/viewer/2022070402/568138ca550346895da083ea/html5/thumbnails/29.jpg)
Alton High SchoolAverage Referrals per Day
![Page 30: Introduction to School-wide Positive Behavior Support: Rationale and Basic Logic](https://reader035.fdocuments.in/reader035/viewer/2022070402/568138ca550346895da083ea/html5/thumbnails/30.jpg)
Other High School Outcomes….
• Triton High School– 48% Free and reduced lunch
– 59% reduction in suspension– Halved the drop out rate
• Mountain View High School– 30% free and reduced lunch
– 30% reduction in ODR– Last to first in achievement in district
![Page 31: Introduction to School-wide Positive Behavior Support: Rationale and Basic Logic](https://reader035.fdocuments.in/reader035/viewer/2022070402/568138ca550346895da083ea/html5/thumbnails/31.jpg)
Mental Health Outcomes
• Does School-wide SW-PBS fit within a comprehensive mental health model of prevention and intervention?
Minimizing and reducing “risk factors” by building “protective factors”
![Page 32: Introduction to School-wide Positive Behavior Support: Rationale and Basic Logic](https://reader035.fdocuments.in/reader035/viewer/2022070402/568138ca550346895da083ea/html5/thumbnails/32.jpg)
Correlation of Risk Variables with EBS Survey Score
N = 13 Middle SchoolsSprague, Walker, Sowards, Van Bloem, Eberhardt & Marshall, 2001
-0.6
-0.4
-0.2
0
0.2
Risk Variables
Pearson R
Series1 0.017896 -0.119001 0.115955 -0.291545 -0.513794 -0.376016
Free & R Acd Fail Mobiltiy A&D Crm ASB Total
A&D = Alcohol and Drug; ABS = Anti-social Behavior Scale
![Page 33: Introduction to School-wide Positive Behavior Support: Rationale and Basic Logic](https://reader035.fdocuments.in/reader035/viewer/2022070402/568138ca550346895da083ea/html5/thumbnails/33.jpg)
BALLWIN ACHIEVEMENT PBS
405
302
185
760
32.531
58.2
47.4
0
100
200
300
400
500
600
700
800
2000 2001 2002 2003
YEAR
NUMBER OF REFERRALS
0
10
20
30
40
50
60
70
MAP PERCENTILE
Office Referrals Proficient or Advanced on MAP
![Page 34: Introduction to School-wide Positive Behavior Support: Rationale and Basic Logic](https://reader035.fdocuments.in/reader035/viewer/2022070402/568138ca550346895da083ea/html5/thumbnails/34.jpg)
Illinois 02-03 Mean Proportion of Students Meeting ISAT Reading Standard
t test (df 119) p < .0001
46.60%
62.19%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
PBIS NOT in place N = 69 PBIS IN place N = 52Mean Percentage of 3rd graders meeting ISAT Reading Standard
![Page 35: Introduction to School-wide Positive Behavior Support: Rationale and Basic Logic](https://reader035.fdocuments.in/reader035/viewer/2022070402/568138ca550346895da083ea/html5/thumbnails/35.jpg)
Group Cost Benefit
Office Referral Reduction Across
12 PBIS schools= 5,606 If one Office Referral=15 minutes of
administrator time, then 5,606 x 15=84,090 minutes
1401.15 hours or
233 days of administrator time recovered and reinvested.
![Page 36: Introduction to School-wide Positive Behavior Support: Rationale and Basic Logic](https://reader035.fdocuments.in/reader035/viewer/2022070402/568138ca550346895da083ea/html5/thumbnails/36.jpg)
Group Cost BenefitOffice Referral Reduction
Across 12 PBIS Schools =5,606 If students miss 45 minutes of instruction for each Office
Referral, 5,606 X 45=252,270 minutes4204.50 hours or
700 days of instructional time recovered!!!!!
![Page 37: Introduction to School-wide Positive Behavior Support: Rationale and Basic Logic](https://reader035.fdocuments.in/reader035/viewer/2022070402/568138ca550346895da083ea/html5/thumbnails/37.jpg)
Bradshaw, C.P., Koth, C.W., Thornton, L.A., & Leaf, P.J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115
Bradshaw, C.P., Koth, C.W., Bevans, K.B., Ialongo, N., & Leaf, P.J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473.
Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148.
Bradshaw, C.P., Reinke, W. M., Brown, L. D., Bevans, K.B., & Leaf, P.J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26.
Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145.
Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14.
RCT & Group Design SW-PBS Studies
![Page 38: Introduction to School-wide Positive Behavior Support: Rationale and Basic Logic](https://reader035.fdocuments.in/reader035/viewer/2022070402/568138ca550346895da083ea/html5/thumbnails/38.jpg)
Starting Point….
• Educators cannot “make” students learn or behave
• Educators can create environments to increase the likelihood students learn and behave
• Environments that increase the likelihood are guided by a core curriculum and implemented with consistency and fidelity