Positive Behavioral Interventions and Supports

Lori Lynass, Ed.D., Bella Bikowsky Ph.D., Tricia Hagerty M.Ed.

NWPBIS Network, Inc.

www.pbisnetwork.org

Goal of this Training

• Overview of Schoolwide Positive Behavior Support (SWPBS)

• Establish Leadership Team

• Understand Core Features of PBIS

• Readiness for Implementation

• Action Planning for Roll Out

PBIS – Respect & Responsibility

Opening Activity

In Regards to PBIS:

• What Do You Know?

• Want Do You Want To Know?

• What Are You Excited About?

• What Are Your Fears/Reservations?

Write Answers On Your Big Sticky

15 Minutes

School Safety: A Top Concern

• Providing a safe, positive school climate, which engages students in their academic program and supports their social and behavioral development, has been an enduring goal of educators, parents, and policymakers (Barnoski, 2001; Shelton, Owens, & Song, 2009).

• The 39th Annual Phi Delta Kappa/Gallup Poll of the public's attitudes toward public schools found that addressing a lack of discipline, fighting, and violence were among the top priorities for respondents(Rose & Gallup, 2007).

Impact of Behavior on Schools

• More than ____ of our teachers will leave the profession due to student discipline issues and intolerable behavior of students (Public Agenda, 2004).

• Student problem behavior can consume more than _____ of teachers’ and administrators’ time (U.S. Department of Education, 2000).

30%

50%

Student Wellbeing

• One in five (20%) of students are in need of some type of mental health service during their school years, yet _____ of these students do not receive services– (Surgeon General’s Report on Mental Health, 2011)

• It is estimated that the number of students being identified as having an Emotional/Behavioral Disorder has doubled in the last 30 years – (US Dept of Ed, 2007)

70%

Doing More with Less• Address the social behavior of students;• Continually deliver high quality instruction; • Implement new initiatives; • Meet professional growth goals; • Serve an increasingly diverse student body.

• Paradoxically, as resources for intervention and individually designed instruction are decreasing, the number of students demonstrating problem behavior is increasing (Hawken, Vincent, & Schumann, 2008).

School Wide PBIS

Ever Heard These?

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

• “Phoebe, I’m taking your book away because

you obviously aren’t ready to learn.”

• “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.”

What is School-wide PBS?• School-wide PBS is:

– A systems approach, establishing the social culture and behavioral supports needed for schools to be effective learning environments for all students.

• Evidence-based features of SW-PBS– Prevention– Define and teach positive social expectations– Acknowledge positive behavior– Arrange consistent consequences for problem behavior– Collection and use of data for decision-making– Continuum of intensive, individual interventions. – Administrative leadership – Team-based implementation

Outcomes

Systems: To sustain the implementation

Data: For decision making

Practices: Evidenced-based and doable

SWPBS IMPLEMENTATION DRIVERS

The need for: A systematic approach to behavior

0-1 Referrals

2-4 Referrals

5 + Referrals

Evidence Based Practice

TIME & CHANGE in Staff behavior required to generate

desired outcome

Tier 3: FBA/BSP (5%)

6+ Discipline Referrals

Tier 2: CICO (15%)

3-5 Discipline Referrals

Tier 1: SW-PBIS (80%)

0-2 Discipline Referrals

Big Ideas Across Tiers

• Systems – Support adult behavior– Handbooks– Policy– Lesson plans – Calendar of events– Data collection and summary system

• Data – Support decision making – Identification – Fidelity– Outcomes

• Practices – Support student behavior– Effective environments– Clear expectations – Teaching rules and expectations– Acknowledge desired behaviors– Respond consistently to problem behaviors– Monitor data

Outcomes

PBIS is not new… It is based on along history of

behavioral practices,effective instructional design & strategies

Not limited to anyparticular group of

students…It’s for all students

Not specific practice or curriculum…

it’s a general approach

to preventing problem behavior

Why implement SWPBS?

Create a positive school culture:School environment is predictable

1. common language2. common vision (understanding of

expectations)3. common experience (everyone knows)

School environment is positiveregular recognition for positive behavior

School environment is safeviolent and disruptive behavior is not tolerated

School environment is consistentadults use similar expectations.

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K-6 Total ODRs (Major and Minor) by School

2010-11 and NowNumber of…

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200

400

600

800

1000

1200

Cascade Chinook Pacific Sylvester

Middle School: Total ODRs 2010-11 and Now

2010-11 TotalReferrals

K-6 7th-8th

Student Time Administrator Time Student Time Administrator Time

Minutes 58725 19575 53910 16665

Hours 978 326 899 278

Days 163 41 150 34

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.

Bradshaw, C., Waasdorp, T., Leaf. P., (in press). Effects of School-wide positive behavioral interventions and supports on child behavior problems and adjustment. Pediatrics.

Waasdorp, T., Bradshaw, C., & Leaf , P., (2012) The Impact of Schoolwide Positive Behavioral Interventions and

Supports on Bullying and Peer Rejection: A Randomized Controlled Effectiveness Trial. Archive of Pediatric Adolescent Medicine. 2012;166(2):149-156

Experimental Research on SWPBIS

SWPBIS Experimentally Related to:1.Reduction in problem behavior2.Increased academic performance3.Increased attendance4.Improved perception of safety5.Improved organizational efficiency

6.Reduction in staff turnover7.Increased perception of teacher efficacy

PBIS Video

Creating the Culture of Change

pbis.org

Do We Have Commitment And Buy In?

• Using the information found on your first blue activity sheet labeled page 1, discuss your schools commitment and buy in.

10 Minutes

10 Minute Break

Establishing the PBIS Leadership Team

Who should comprise leadership team?

• Active administrator• Representative building staff members, family

members & students• Members should be respected• Members understand behavioral principles• Members should be collaborative, critical

examiners who are also supportive.

What are the duties of the leadership team?

• Examine school climate and behavior

• Create an action plan based on data

• Obtain staff commitment to the plan

• Evaluate progress through data

• Plan for professional development

• Meet regularly (Bi-monthly or Monthly)

Establish Team Roles

• Facilitator

• Data Analyst

• Minute Taker

• Coach

* Back-up for each role.

ACTIVITY: The PBIS Leadership Team

• Use Blue Activity Sheet on Page #4• Consider Membership for your PBIS Leadership Team• Discuss Regular Meeting Times• Discuss Team Roles – Facilitator, Data Analyst, Minutes

Taker• Identify Actions Needed for Establishing a Team and

Add to Action Plan

20 Minutes20 Minutes

Initiative, Project,

Committee

Purpose Outcome Target Group

Staff Involved

SIP/SID/

etc

Attendance Committee

Character Education

Safety Committee

School Spirit Committee

Discipline Committee

Drug & Alcohol Committee

EBS Work Group

Working Smarter

1. Eliminate all initiatives that do NOT have a defined purpose and outcome measure.

2. Combine initiatives that have the same outcome measure and same target group

3. Combine initiatives that have 75% of the same staff

4. Eliminate initiatives that are not tied to School Improvement Goals.

Initiative, Project,

Committee

Purpose Outcome Target Group

Staff Involved

SIP/SID/

etc

Coordinated School Health

HPS PBIS

HIB

Safety/Security/Threat Assessment

Alternatives to Suspension

(Panasonic)

School/Community Family Engagement

Drug/Alcohol Committee

Workgroup, Committee

Purpose Outcome

Link to SIP

Target

Group

Staff Involved

SIP/SID

Attendance Committee

Increase attendance

Increase % of students attending daily

All students Eric, Ellen, Marlee

Goal #2

Character Education

Improve character Improve character All students Marlee, J.S., Ellen

Goal #3

Safety Committee Improve safety Predictable response to threat/crisis

Dangerous students

Screened In

Has not met Goal #3

School Spirit Committee

Enhance school spirit

Improve morale All students Has not met

Discipline Committee

Improve behavior Decrease office referrals

Bullies, antisocial students, repeat offenders

Ellen, Eric, Marlee, Otis

Goal #3

Drug and Alcohol Committee

Prevent drug use Decrease Drug and Alcohol

High/at-risk drug users

Screened In

Don

Behavior Work Group

Implement 3-tier model

Decrease office referrals, increase attendance, enhance academic engagement, improve grades

All students Eric, Ellen, Marlee, Otis, Emma

Goal #2

Goal #3

Working Smarter Matrix

Working Smarter

• Complete the Working Smarter Template for Your Own School

• Are There District Driven Initiatives To Include?

20 Minutes20 Minutes