Positive Behavior Disorders and Supports Tim Lewis, Ph.D. University of Missouri Center on Positive...

Positive Behavior Disorders and Supports

Tim Lewis, Ph.D.

University of Missouri

Center on Positive Behavioral Intervention & Supports

pbis.org

The Key

Behavior is functionally related to the Teaching Environment

For The Record..

• Strong advocate for the current special education process– Procedural safeguards /Parent & child rights– Individualized plans– Multi-disciplinary approach

• Majority of students in special education spend most of their day in general education environments

Challenges in Current Special Education Process

• “Wait Fail” evaluation process using a medical model (underlying pathology)

• Difficult task of keeping students “on-track” with peers while attempting to catch up due to disability

• At times an inefficient parallel system, curriculum, service delivery to general education

• Role of special educator becoming blurred, but without clear systems and guidelines

Challenges in Current Special Education Process

• Special education often only serves one or two aspects of the child without connections to the whole child’s education

• Special education reform will rely as much on changes in general education teacher and administrator pre-and in-service professional development as within our own field

So What do We do Instead

Evidence/Research-Based Practices

Research-Based Practices

• Academic– “Effective instruction” – Antecedent / setting modifications– Peer tutoring– Direct Instruction– Self-management targeting academic related skills– Opportunities to Respond


• Behavior– Environmental modifications and supports– Contingent positive performance based feedback– Self Management– Social Skill Instruction (with maintenance and

generalization strategies)


• Related Supports*– Comprehensive case management / wrap around– Family supports/ parent training

*limited empirical support

Putting Research-Based Practices In Place

Prevention, Early Intervention and Individualized Student Supports

through Positive Behavior Support

Systems

Systems

Systems

School-wide Positive Behavior Support

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

The Challenge

• The “core curriculum” is often “punishment” to try and reduce problem behavior in school

• 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)

The Good News…

Research reviews continue to indicate that effective responses to significant behavioral challenges in school include:• Social Skills Training• Academic Restructuring• Behavioral Interventions

= instructional strategies - “teaching”

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

Big Ideas

• Build Positive Behavior Support Plans that teach pro-social “replacement” behaviors

• Create environments to support the use of pro-social behaviors1. School-wide

2. Classroom

3. Individual student

Essential Features at the School Level

• Teams of educators within the school (administrator)

• Data-based decision making• Instructional Focus

– Teach & Practice

• Acknowledge student mastery of social skills– Positive Feedback

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport OUTCOMES

Social Competence &Academic Achievement

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

Continuum of Supports

Science

Soc Studies

Reading

Math

Soc skills

Basketball

Spanish

Universal Strategies: School-Wide

Essential Features• Statement of purpose• Clearly define expected behaviors (Rules)• Procedures for teaching & practicing expected behaviors• Procedures for encouraging expected behaviors• Procedures for discouraging problem behaviors• Procedures for record-keeping and decision making

(swis.org)• Family Awareness and Involvement

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 Elementary School

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

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

Tier III

• When small group not sufficient

• When problem intense and chronic

• Driven by Functional Behavioral Assessment

Linked to school-wide system

Tier II/III Support Process

• Step 1 – Insure Universals, including Classroom, in place• Step 2 – Student Identification Process

– Decision Rules– Referral– Screen

• Step 3 – Classroom Problem Solving– Classroom supports (function-based)– Progress monitor

• Step 4 - Tier II/III supports– Non-responders to grade level supports– Match function of student behavior to intervention– Progress monitor

• Step 5 - Evaluate Process

2 Minutes

• With your neighbor, share if your school/district is implementing SW-PBS and any “lessons learned”

The Connect Point Across the Continuum

Classroom Management & Instruction

Basic Steps

1. Focus on what you want students to do “instead” (replacement behaviors)

2. Look for patterns of behavior that suggest “functional relationships”

3. Teach replacement behavior and provide multiple opportunities to practice

4. Deliver high rates of positive feedback/same similar outcome as problem behavior when students display replacement behavior

Classroom Essentials*1. Classroom expectations & rules defined and taught2. Procedures & routines defined and taught3. Continuum of strategies to acknowledge appropriate

behavior in place and used with high frequency (4:1)4. Continuum of strategies to respond to inappropriate

behavior in place and used per established school-wide procedure

5. Students are actively supervised6. Students are given multiple opportunities to respond

(OTR)7. Activity sequence promotes optimal instruction time

and student engaged time8. Instruction is differentiated based on student need

Rules & Expectations

• All classrooms adopt school-wide rules (Respect, Responsible, Safe)

• Create specific examples for your classroom related to each

• Teach & Practice w/ feedback all year long

Positive Feedback

• 4 to 1?• Age, developmentally, contextually

appropriate• Emphasis is on skill mastery• Genuine and sincere

34

Routines

• Make smooth, rapid transitions between activities throughout the class period or school day

• Teach/practice transition behaviors• Establish predictable schedules - illustrate with

icons, time, etc.• Schedule non-instruction time

– administration time– personal time

35

RoutinesClear set-up and instructions• Student directed activities• Whole group activities• Independent activities

36

Routines• Transitions

a) Clear expectations for student behaviorb) Clear expectations for staff behaviorc) Avoid interfering activitiesd) Smooth set up and implementatione) Consistent routinesf) Acknowledgment of student mastery

37

Routines

• Student directed activities• Small group

– Teach group roles & responsibilities• Group leader - insures all have say/turn• Material manager - gets materials & distributes• Group recorder - writes up outcome

38

Routines

Small group– Teach group processes {"problem solving"}

a) Define the taskb) Brainstorm ideasc) Choose an idead) Determine what is required to implement the ideae) Implement the ideaf) Evaluate the outcome

39

Routines

• Independent work–What materials/areas?–Minimal movement in classroom

Increasing Opportunities to Respond

• Encourages everyone to become involved in learning.

• Increases rates of responses of all learners.• Increases attainment of material presented.• Allows reluctant learners a secured environment

to practice.• Decreases inappropriate or off task behavior.

Whole Group Oral Response

• Choral responding• Strategy for reviewing or memorizing

information• Students repeat information in unison when

teacher prompts

Whole Group Written Response

• Written responses should be short (not more than one item)

• A verbal signal to indicate completion should be given (e.g. put your pencils down and look up when you are finished)

• Materials to use could include: Paper, whiteboards, iPads

Small Groups / Partners

• Used to give everyone a chance to:– Express thoughts.– Answer a question.– Verbally participate when there could be a variety

of answers.• Answers can be shared with other groups or

whole group.• Answers can be written on smartboard by the

teacher and presented to group.

Challenge: How to Insure All Staff Are Using Effective

Practices

Systems

• Teach– Brief in-service, single topic focus

• Practice (performance feedback)– Peer coaching– Principal “walk throughs”

Effective Classroom Practice :Procedures & Routines

MO SW-PBS

Center for PBSCollege of EducationUniversity of Missouri

A Classroom Example…

Stichter, J. P., Lewis, T. J., Johnson, N., & Trussell, R. (2004). Toward a structural assessment: Analyzing the merits of an assessment tool for a student with E/BD. Assessment for Effective Intervention, 30, 25-40.

Study Basics• Subject:

– Seven years old– Identified with EBD and ADHD

• Setting– General education 2nd grade classroom with 19 other

students– One licensed teacher and one student teacher

• Concern– Student exhibits high rates of off-task– Student shouts out answers and questions and comments

at high rates and often inappropriate

“Function of Behavior”• Descriptive (interviews and teacher

reported ABC/ Scatterplot data)– Function identified as Attention– Significant antecedents: multiple step

direction and group settings– Very High rates of both problem behaviors

reported/ inconsistency in accuracy of data collection

“Environment Assessment”

Significant variables: • clarity of expectations & directions• consistency of expectations• accessibility of class schedules• lack of enforced procedures (especially

regarding to hand raising and verbalizations or entire class)

0

10

20

30

40

50

60

70

80

90

100

Baseline Level 1 Level 1 & 2 Level 1, 2 & 3 Follow-Up

Mean Percent of Teacher Behavior

High Structure Materials Accessiblity Rules Visible Assistance Consistent Answering Consistent

2 Minutes

• With your neighbor, share any of the essential classroom management features discussed and what has worked well, and what hasn’t worked so well (and why)

The Cornerstone of SW-PBS

Social Skill Instruction

Definition- Social Competence

“Social competence represents an evaluative term based on judgments (given certain criteria) that a person has performed a task adequately. These judgments may be based on opinions of significant others (e.g., parents, teachers), comparisons to explicit criteria (e.g., number of social tasks correctly performed in relation to some criterion), or comparisons to some normative sample.” (Gresham, 1986, p. 146)

Definition -Social SkillsSocial skills are defined as "those behaviors which,

within a given situation, predict important social outcomes" (Gresham, 1986, p. 5).

a) social skills are simply one facet of an overall construct of social competence – if taught in isolation you will never reach the larger objective of improved social functioning, b) they are linked to the environment in which they occur, and c) targeted skills should reflect the larger school set of behavioral expectations

Functional Perspective

“Inappropriate” social skills meet student need and until we teach an “appropriate” skill and alter

the environment, they will continue to use the inappropriate

Process {social skills}

Behavior

Social Competence

Outcome

Social Incompetence

Social Competence Assessment

T. Lewis, 1992

Effective ?

Judged Appropriate

?

Yes

No

Social Task Context

Yes

No

Functional Analysis

Rating Scales Direct Observation Self-Report

Adults Peers Self

Best Practices

Steps in Social Skill Instruction

• Assessment• Planning• Lesson Development• Teaching• Generalization

Assessment: Student Identification

(Data, System)

Use of existing data / assessment sources such as ODR, visits to discipline room, teacher referral, number of “buddy room” visits

Assessment: Skill Selection(Data)

• Teacher Ratings• Ratings by others• Direct Observation

Importance of discussing cultural, language, and other factors that impact perceptions of “appropriate” social skills

Assessment: Teacher Ratings

The Walker-McConnell Scale of Social Competence and School Adjustment. Pro-Ed. (elementary & secondary versions)

• Teacher-Preferred Social Behavior

• Peer-Preferred Social Behavior• School Adjustment Behavior

Assessment: Teacher Ratings

Social Skill Improvement System (SSIS) Elliott & Gresham. Pearson (ages 3-18)

• Social skills acquisition deficits• No interfering problem behavior• Social skills performance deficits• Interfering problem behavior• Social skills strengths

Assessment: Direct Observation

Outcomes:

• Needed social skills• Problem type

– skill deficiency– performance problem– maintenance / generalization problems

• Examples for instruction and tests

Planning Requirements(practices, systems)

• Curriculum / Lesson Plans– Adapt/adopt

• Group procedures• Generalization strategies

Lesson Components(practices)

• rule for when to use the skill• set of useful skill variations

– teach the rule (TELL)– demonstrate the skill (SHOW)– students practice the skill (PRACTICE)

– review and test the skill (PRACTICE)– assign homework (PRACTICE)

Teaching social skills follows the same format as teaching academic skills

Lesson Plans: Teach (tell)

• definition of essential rule• description of skill components and variations

Lesson Plans: Demonstrate (show)

• model / demonstrate the skill– select competent and respected students and adults

– only the teacher models incorrect responses

– select examples from natural context

– at least two positive demonstrations of each example

Lesson Plans: Practice

• role play activities – focus on relevant features – have student "think aloud"– teacher can provide coaching during lesson

– involve all members of the group by assigning tasks / questions

– have student self evaluate after activity

Lesson Plans: Review & Test

More Practice• review essential rule for the day• test on untrained examples through role plays

• test each student as often as possible (daily)

• request demonstration of skill whenever possible (verbally or role play)

• lesson homework

Group Procedures(practices, system)

• Who & how many in small groups?– 5-8

• When & how long meet?– At least weekly over the school year

• Who teaches?– Combination

• Basic behavior management – Routines– Expectations– Attention signal– Incentives

Social skill outcomes, expectations, etc. must be connected to the school-wide PBS/MBI system

Maintenance & Generalization

Connect points to larger School-wide System (system, policy)

Promoting Maintenance and Generalization

Strategies To Use During Training

• Use naturally occurring examples within role plays

• Use naturally occurring reinforcers

• Use language of school-wide PBS system

• Pinpoint activities students likely to engage


Strategies To Use During Training• Train in the targeted setting• During training, include peers the target student(s) likely to encounter in the problem setting

• Use a number of trainers or other adults during training

• Continue training for a sufficient amount of time


Strategies to Use Within the Target Setting• Prompt students to display skill (Pre-Corrects)

• Reinforce displays of skills in generalized settings using language of school-wide PBS system

• Enlist a variety of others to prompt and reinforce skills in generalized settings

• Individual contracts and behavior change plans

• Group contingencies

2 Minutes

• With your neighbor, share social skills instructional strategies or curriculum you would recommend

Individual Social Skills

Teaching replacement behaviors to meet communicative intent of

problem behavior

Functional Assessment

• Behavior is learned–Do not assume children know your

rules, expectations, or social skills–Every social interaction you have

with a child teaches him/her something


• Behavior communicates need–Children engage in behavior(s) to

"get" something or to "avoid" something

–Need is determined by observing what happens prior to and immediately after behavior


• Concerned with the functional relationships between BEHAVIOR and the TEACHING ENVIRONMENT

• “Functional Relationships” –When “X” happens, high degree of

likelihood “Y” will result

Functional Assessment: Outcomes

• Hypotheses about functional relationships– Reoccurring chains of behavior

Functional-Based Interventions

• Teach replacement behavior(s) that result in same/similar outcome

• Environment should not allow problem behavior to result in previous outcomes

• Replacement behavior must be more efficient than problem behavior

Teach Alternative Behavior

• Function = Receives Attention– Social skills that access attention appropriately– Social skills that delay access to desired objects or

events

• Function = Escape – Social skills that access assistance with difficult tasks– Social skills to avoid negative adult & peer interactions

Modify Environment

Attention• Withhold attention for problem behavior• Provide high rates of reinforcement for

replacement behavior

Modify Environment

Escape• Do not allow student to “escape” tasks

unless they use pro-social alternative behavior

• Modify tasks to promote high rates of engaged time

How do we respond to the next “Hot Topic”

SW-PBS Problem Solving Logic

1. Establish Ground Rules2. Start with Data3. Match Practices to Data4. Align Resources to Implement

Practices (systems, systems, systems)


1. Establish Ground Rules– Nothing sacred / Everything is important– Not about “philosophy” or “theory"– Keep focus on outcomes– Remember, if what we are doing now was

meeting the needs of all students we wouldn’t be having the conversation

– Allow for a transition period• 2-3 years


2. Start with Data– Be prepared for the “examination & explanation”– Understand that data are simply a “sample” of what is

going on– Data must be contextualized– Don’t drown in the data– Assess the integrity of the data (plan to correct)– Keep the conversation focused on data that are “in

your control”– Be prepared with a draft action plan


3. Match Practices to Data– Strategies, curricula, and resources

independent of what is currently in place– Don’t limit to what you currently know –

outside resources

–Build your daily schedule around priorities


4. Align Resources to Implement Practices–New roles to reach outcomes will

require training and on-going technical assistance (systems)

Field Elementary Literacy Data 04-05

30%

26%

44%

0%

20%

40%

60%

80%

100%

2004-2005

Intensive

Strategic

Benchmark

StructureStructure

Core Reading Core Reading

90 min, 5 90 min, 5 days week days week with:with:

Intervention Groups 45 Intervention Groups 45 min, 4 days week, with:min, 4 days week, with:

(5(5thth day individual focus day individual focus ))

Tier IIITier IIIIntensive Intensive InterventionIntervention

Classroom Classroom TeacherTeacher

Reading specialists, Sp Ed, Reading specialists, Sp Ed, ELL, Sp. Lang,ELL, Sp. Lang,

K-2 SRA Reading MasteryK-2 SRA Reading Mastery

3-5 Wilson Reading Systems3-5 Wilson Reading Systems

Tier IITier IIStrategic Strategic InterventionIntervention


Classroom Teacher Classroom Teacher

Reading Mastery or Soar to Reading Mastery or Soar to SuccessSuccess

Tier ITier IDIBELS benchmarkDIBELS benchmark


Classroom Teacher Classroom Teacher

Enrichment based on themes Enrichment based on themes of core programof core program

Core Reading and Intervention Schedule

CoreK 9:00-10:301st 9:00-10:302 10:00-11:303 11:00-12:304 1:45-3:155 1:00-2:30

Intervention12:25-12:5511:30-12:159:15-10:0010:15-11:001:00-1:452:15-3:00

Data Data CollectionCollection

Dynamic Dynamic Indicators of Indicators of Basic Early Basic Early Literacy Skills Literacy Skills (DIBELS) (DIBELS) BenchmarkBenchmark

Progress Progress MonitoringMonitoring

Tier IIITier III Fall, Winter & Fall, Winter & SpringSpring

Every Other WeekEvery Other Week

Tier IITier II Fall, Winter & Fall, Winter & SpringSpring

Every Other WeekEvery Other Week

Tier ITier I Fall, Winter & Fall, Winter & SpringSpring

Once a monthOnce a month

Also utilize as needed:Also utilize as needed:•Developmental Reading Assessment (DRA & DRA-2)Developmental Reading Assessment (DRA & DRA-2)•Scholastic Reading Inventory (SRI)Scholastic Reading Inventory (SRI)•District Writing AssessmentsDistrict Writing Assessments

Field Literacy Data

30%

26%

44%

40%

27%

33%

40%

29%

31%

51%

25%

23%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2004-2005 2005-2006 2006-2007 2007-2008

Intensive

Strategic

Benchmark

Bullying Defined

“A student is being bullied or victimized when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more other students” (Elliott, 2002)

Prevalence• Norway/Europe = 1 out 7• US

– 1 in 4 students in grades 4-6 are bullied regularly and 1 in 10 bullied weekly

– Nearly 90% of middle and high school students report observing bullying with 80% reporting they have been victims

– 80% of boys and 60% of girls reported being bullied by males– In early grades – children were targets of peer physical or verbal

intimidation once every 3-6 minutes (Snyder, 2003)

– 16,000 students miss school each day due to fear of bullies (Lee, 1993)

Bullying DefinedBullying =

1. A clear power imbalance2. Intent to cause harm or injury (including teasing)3. Repeated and chronic instances of aggression and intimidation that

targets a specific individual (Olweus, 1996; Snell, MacKenzie, & Frey, 2002)

– Form of peer-related aggressive behavior that involves coercion, intimidation, and threats to another’s personal safety or well-being (including relational aggression) (Walker, Colvin, & Ramsey, 1995)

School bullying = • Single student being harassed by two or more other students (Olweus,

1993)

Types of Bullying

1. Physical2. Verbal3. Emotional 4. Sexual

Bullies and Peers

• Perpetrator• Victim• Bystander - do not directly participate but

reinforce the bully• Non-participant - do not participate, simply

present, but take no action to prevent

Victims

• Passive-submissive – anxious, fearful, withdrawn, bully reinforced by occasioning the behavior

• Provocative – display annoying and aggressive responses & thereby inadvertently reinforce the bully

Gender Differences

• Boys = “direct” physical / verbal intimidation• Girls = “indirect” gossip and rumors

• Males = larger numbers of both bullies and victims

Bullys Victims

Individual Impulsive, dominant, lacks empathyPositive attitude toward violenceDifficulty conforming to rulesPhysical strength (males)Gradual decrease in academic achievementAssume leadership roles in core groups of peers (female)More likely to bring weapons to school (52% males, 30% females)70% report weapons outside of school

Cautious, insecureDifficulty asserting themselves among peersPhysical weakness (males)Increase likelihood to carry weapons to school (36% males, 15% females)

Family Lack of parental involvementOverly-permissiveHarsh disciplineLack of parental supervision

Peer Friends/peers with positive attitudes toward violenceExposure to models of bullying

Lack of close friends

School Lack of supervisionIndifferent attitude toward bullying

Presence of aggressive studentsLack of supervisionIndifferent attitude toward bullying

Outcomes of bullying

• Short term– Bully - reinforced – increases future bullying– Victim - somatic symptoms, fearful, avoidance

• Long term– Bully

• 60% grades 6-9 had been convicted of an aggressive crime in adulthood

• More likely to be violent (Nansel et al, 2004).

• More likely to have children who bully– Victim

• depression, poor self esteem, suicide, school drop out• Ostracized by peers

Recommendations From the Field

• School & home that is characterized as “warm” but sets firm limits for unacceptable behavior

• When violations occur, non-hostile, nonphysical sanctions be consistently applied

• Careful monitoring of student activities • Adults should act as responsible authorities during all

adult-child interactions, especially when bullying occurs

• Perpetrator- discourage / appropriate sanctions• Victim – teach strategies to appropriately

avoid/escape situations that involve bullying & place in activities in which they can succeed to boost confidence

By-standers – make them aware of their supporting role and discourage them

Non-participants – teach them to discourage bullying and to not show approval if observed

Action Planning

Embedding Bullying Behavior Interventions within SW-PBS

Current Data collection captures bullying?– Office referral– Student/staff report

Remember…..

1. “It’s just behavior”

Its not personal… students engage in problem and appropriate behaviors

to get needs met

2. Behavior is learned

What you see is the result of risk factors within children’s past learning history (poverty, disability, academic failure,

language, culture….)

3. Build in Protective Factors to Buffer Risk Across the School Day

Academic and Social Behavior Success

4. Research continues to demonstrate the most effective strategies are

instruction based

•Teach “what you want them to do instead”•Focus on academic and social success in terms of linear growth, not absolute

5. Pause, step back,& smile

The most effective strategies will fail to impact students in the absence of sincerity, respect, and obvious joy in

teaching

For More Information

OSEP Center on Positive Behavioral Interventions and Supports

pbis.orgMissouri School-wide

Positive Behavior Support Initiative pbismissouri.org

Positive Behavior Disorders and Supports Tim Lewis, Ph.D. University of Missouri Center on Positive...

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