Linking Academic and Behavior Supports through PBIS Rob Horner University of Oregon Thanks to...
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Transcript of Linking Academic and Behavior Supports through PBIS Rob Horner University of Oregon Thanks to...
Linking Academic and Behavior Supports through PBIS
Rob HornerUniversity of Oregon
www.pbis.org
Thanks to Catherine
Halliwell-Templin--------------------
Impressive set of Sessions
Goals• Purpose of PBIS
– Includes improved academic outcomes
• Symbiotic relationship between behavior support and academic support
• Importance of “multi-tiered” logic
• Importance of supports that emphasize “Prevention” as much as “Immediate” response to problems (both academic and behavior).
• Importance of attending to the “function” of behavior as well as the form.
• Information in this presentation comes from:
Kent McIntosh & Steve Goodman (in press). Multi-tiered systems of support: Integrating academic RTI and school-wide PBIS. New York: Guilford Press.
• Brandi Simonsen, Jennifer Freeman, Steve Goodman, Barbara Mitchell, Jessica Swain-Bradway, Brigid Flannery, George Sugai, Heather George, and Bob Putnam PBIS Technical Guide on Classroom Management
New Book– New Monograph
• I’m assuming you know about and use some of the following:– Tier I, II, and III academic interventions– Tier I, II, and III social behavior interventions– RtI, PBIS, and integrated MTSS
Assumptions…
Main Messages
• Effective behavior support improves academic outcomes
• Effective instruction improves classroom social behavior
• Equity in education requires BOTH effective behavior support and effective instruction
Purpose of PBIS
• The fundamental purpose of PBIS is to make schools more effective, efficient and equitable learning environments.
Predictable
Consistent
Positive
Safe
What comes first?
Academic Supports
Academic Gains
Behavior Supports
Behavior Gains
• Specific academic assessments and interventions
• Use of published curricula selected by school or district
• Use of direct assessment of skills
• Periodic assessment through benchmarking periods
• Focus on grade-level teaming
• Described in IDEA as SPED eligibility determination approach
• Specific social behavior assessments and interventions
• Use of free materials that are adapted to fit the school’s context
• Use of indirect assessment of behavior
• Continuous assessment of social behavior with existing data sources
• Focus on school-wide teaming
• Described in IDEA as school-wide prevention and individual intervention approach
• Scientifically-based interventions
• Instruction as prevention• Tiered continuum of
supports with increasing intensity based on need
• Regular screening for early intervention
• Use of a problem-solving model and data-based decision rules
• Focus on teaming• Emphasis on improving
quality of implementation• Embedded into school
improvement plan
Academic RTI PBIS
Features of MTSS (McIntosh & Goodman, in press)
• Specific academic assessments and interventions
• Use of published curricula selected by school or district
• Use of direct assessment of skills
• Periodic assessment through benchmarking periods
• Focus on grade-level teaming
• Described in IDEA as SPED eligibility determination approach
• Specific social behavior assessments and interventions
• Use of free materials that are adapted to fit the school’s context
• Use of indirect assessment of behavior
• Continuous assessment of social behavior with existing data sources
• Focus on school-wide teaming
• Described in IDEA as school-wide prevention and individual intervention approach
• Scientifically-based interventions
• Instruction as prevention• Tiered continuum of
supports with increasing intensity based on need
• Regular screening for early intervention
• Use of a problem-solving model and data-based decision rules
• Focus on teaming• Emphasis on improving
quality of implementation• Embedded into school
improvement plan
Academic RTI PBIS
Features of MTSS (McIntosh & Goodman, in press)
Multi-tiered Systems
• The key to effective and efficient linking of behavioral and academic supports.
Integrated Functions Across All Tiers of Support
Team approachTeam approach
ReinforcementReinforcement
Data-based decisionsData-based decisions
InstructionInstruction
Beh
avio
r S
uppo
rt Reading S
upportCurriculumCurriculum
Correction SystemCorrection System
Multiple Tiers of IntensityMultiple Tiers of Intensity
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
SCHOOL-WIDE POSITIVE BEHAVIOR
SUPPORT
27
Main Ideas:1. Invest in prevention first2. Multiple tiers of support
intensity3. Early/rapid access to
support
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity•Of longer duration
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
80-90% 80-90%Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Multi-tier Model
Dr. Laura Riffel
PBIS Is Integrated Continuum
Mar 10 2010
Academic Continuum
Behavior Continuum
Schools using PBISFebruary, 2015 20,384
00 01 02 03 04 05 06 07 08 09 10' 11' 12' 13' 14' 15'0
2500
5000
7500
10000
12500
15000
17500
20000
22500
25000
20% of all Schools in US
Number of Schools Implementation SWPBIS (Tier I) by StateFebruary , 2015
14 States with more than 500
schools
Oregon
Proportion of Schools Implementing SWPBIS by StateFebruary, 2015
13 States with at least 40% of all schools
using PBIS
Oregon
Behavior and Academic Supports
Academic Behavior• Effective Instruction
engages students, and is central to reduction in problem behavior
Behavior Academic• Effective Classroom
Management improves student engagement and is central to increased academic success.
McIntosh, Horner, Chard & Braun, (2008)Preciado, Horner, & Baker (2009)
Sanford & Horner (2013) Allday & Pakurar, 2007
Lee, Sugai & Horner (1999) Goodman et al.,
Allday & Pakurar (2007)
Greet Students by name when they enter
class
Ten Features of Effective Classroom Management
• Physical Layout is functional• Behavioral expectations taught• Teach common routines• Maintain high academic engagement• Prompt and pre-correct for appropriate behavior• Active supervision• High rate of positive recognition• Continuum of consequence for problem behavior• Collect and use data for decision-making• Request for assistance is easy and well defined (for teacher)
Instructional
Priming 32
Establish a Predictable
Environment• Define and teach classroom routines
• How to enter class and begin to work• How to predict the schedule for the day• What to do if you do not have materials• What to do if you need help• What to do if you need to go to the bathroom• What to do if you are handing in late material• What to do if someone is bothering you.• Signals for moving through different activities.
o “Show me you are listening”• How to determine if you are doing well in class
• Establish a signal for obtaining class attention
• Teach effective transitions.
Designing Classroom Routines
Routine Desired Behavior
Signal
Entering Class Walk in, sit down, start work
Instruction on board
Obtaining class attention
Orient to teacher, be quiet
?
Getting Help during seat work
? ?
Classroom Routines
Matrix
Routine What do you expect?
What is the signal?
Responding to Problem BehaviorTwo big ideas
• Always consider TWO responses (Immediate and Prevention)
• Select your response based on the function of the behavior as much as on the form of the behavior.
• Make every interaction a teaching event• Focus on what you want … more than what you don’t want• Invest in what happens BETWEEN problem events.
• Prevent escalation• Disengage quickly
• Continue instruction for remainder of class• Academic engagement is valued
• Minimize reward for problem behavior• Consider WHAT the behavior is, WHERE it is occurring, WHY it continues.• Remove access to the WHY
• Safety
Immediate Consequences for Problem Behavior
Punishment and shaming typically result in elevated levels of aggression and escape-maintained behavior
Assessing Behavioral Function• Define: Problem behavior, Context and Maintaining Function
Obtain:Peer attention
Teacher attentionPhysical ObjectsAccess to activity
Escape/ Avoid:Peer attention/ embarrassment
Teacher attention/ reprimand
Aversive TasksUncertainty/ Confusion
How have you avoided academic demands
Prevention• Change future situations to remove the trigger for problem
behavior.
• Teach expected behavior and a socially appropriate alternative for the problem behavior
• Pre-correct appropriate responses just prior to more difficult situations
• Elevate rewards for appropriate behavior
Strategies for Teachers
Colvin
Rayette
Academic
Shane
Behavior Context Function
Prevent Immediate
1
2
3
4
5
6
Pre-school
Self-injury
Linking Behavior and Academic Supports
• Tier Io Provide an environment that is predictable, consistent, positive and safeo Provide explicit instruction that matches student performance levelo Build a learning community
• Tier IIo Increase structure, supplement instruction, elevate rewards, improve immediacy of
corrective feedback.o Differentiate instructiono Efficiency
• Tier IIIo Function-based supporto Comprehensiveo Individualized
• A program to add:o Mentoring by an adult in the school who looks out for the studento Structured process of feedback and recognition to a school dayo Instruction in needed skills o School-home communicationo Built-in monitoring of student progress
Check-in Check-out (CICO)
Tier II Interventions
Features
Check-inCheck-out
Social Skills Club
Grief/Loss Group
Lunch Buddies
Access to adult attention X X X X
Access to peer attention X X X
Access to choice of alternative activities X X X X
Options for avoiding aversive activities X X X X
Options for avoiding aversive social attention X X
Additional structural prompts for ‘what to do’ throughout the day
X X
At least 5 structured times each day to receive feedback
X
School-home communication system X
Option to adapt into a self-management system
X X X
Todd, 2002
DesiredAlternative
TypicalConsequence
Told “good job,”more work,
good grades
Do work successfully
w/o complaints
AcceptableAlternative
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
Corrected for reading error
earlier in period
Asked to complete reading
assignment
Argues, threatens,
uses profanity
Removedfrom class
Function
Escapeacademic task
Ask for break, ask for help
BSP for Eddie
DesiredAlternative
AcceptableAlternative
TypicalConsequence
Do work successfully
w/o complaints
Ask for break, ask for help
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
Asked to complete reading
assignment
Argues, threatens,
uses profanity
Function
Academic Skill Development
Reading: decoding
words fluently
Told “good job,”more work,
good grades
Removedfrom class
BSP for Eddie
Corrected for reading error
earlier in period
Escapeacademic task
Will there be challenges down the
road?
Ted Carr
• “ Attend as much or more to what you do BETWEEN problem behavior events as to what you do DURING a problem behavior event.”
Summary• Behavior support and Academic support are linked within
effective implementation of PBIS
• Behavior support and Academic support become more aligned for individual students as intensity of support is increased (e.g. move from Tier I, Tier II, Tier III supports)
• Both Academic and Behavior support should focus on the “function” as well as on the “form” of errors.
• Organize behavioral and classroom management systems around IMMEDIATE and PREVENTION elements.