Rob Horner University of Oregon pbis
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Transcript of Rob Horner University of Oregon pbis
Using Positive Behavioral Interventions and
Supports (PBIS/ PB4L) to Make Schools more Effective
and EquitableRob Horner
University of Oregonwww.pbis.org
Currently using
PBIS?
----------------------
--------
Elem, Middle, High?
Goals• Define purpose of PBIS
• Define core features of PBIS
• Define how PBIS helps schools be more effective learning environments
• Define how PBIS helps schools be more equitable learning environments.
Why SWPBIS/ PB4L?• The fundamental purpose of
SWPBIS is to make schools more effective and equitable learning environments.Predictabl
eConsisten
t
Positive
Safe
Main Messages• Supporting social behavior is central to achieving academic gains.
• School-wide PB4L is an evidence-based practice for building a positive social culture that will promote both social and academic success.
• Implementation of any evidence-based practice requires a more coordinated focus than typically expected.
• PBIS/PB4L will improve the equity within schools.
Main Messages• PBIS makes schools more effective, equitable, efficient.
Effective (academic, behavior)Equitable (all students succeed) Efficient (time, cost)
Experimental Research on SWPBIS
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.
Bradshaw, C., Waasdorp, T., Leaf. P., (in press). Effects of School-wide positive behavioral interventions and supports on child behavior problems and adjustment. Pediatrics.
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.
Ross, S. W., Endrulat, N. R., & Horner, R. H. (2012). Adult outcomes of school-wide positive behavior support. Journal of Positive Behavioral Interventions. 14(2) 118-128.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 Bradshaw, Pas, Goldweber, Rosenberg, & Leaf, 2012Freeman, J., Simonsen, B., McCoach D.B., Sugai, G., Lombardi, A., & Horner, ( submitted) Implementation Effects of School-wide Positive Behavior Interventions and Supports on Academic, Attendance, and Behavior Outcomes in High Schools.
SWPBIS Experimentally Related to:1. Reduction in problem behavior2. Increased academic performance3. Increased attendance4. Improved perception of safety5. Reduction in bullying behaviors6. Improved organizational efficiency
7. Reduction in staff turnover8. Increased perception of teacher efficacy9. Improved Social Emotional competence
PBIS is Efficient(Avg. 45 minutes per incident for student 30 min for Admin 15 min for Teacher)
1000 Referrals/yr 2000 Referrals/yr
Administrator Time 500 Hours 1000 Hours
Teacher Time 250 Hours 500 Hours
Student Time 750 Hours 1500 Hours
Totals 1500 Hours 3000 Hours
0
300
600
900
1200
1500 To
tal O
ffice
Dis
cipl
ine
Ref
erra
ls
95-96 96-97 97-98 98-99School Years
Kennedy Middle School
Pre PBIS Year 1 Year 2 Year 3
What does a reduction of 850 office referrals and 25 suspensions mean? Kennedy Middle School
Savings in Administrative time ODR = 15 min Suspension = 45 min
13,875 minutes231 hours
29, 8-hour days
Savings in Student Instructional time
ODR = 45 min Suspension = 216 min
43,650 minutes 728 hours
121, 6-hour school days
What is School-wide Positive Behavior Intervention and Support (PBIS/PB4L)?
• School-wide PBIS/ PB4L is:o A multi-tiered framework for establishing the social culture and behavioral
supports needed for a school to achieve behavioral and academic outcomes for all students.
• Evidence-based features of SWPBIS/ PB4Lo Preventiono Define and teach positive social expectationso Acknowledge positive behavioro Arrange consistent consequences for problem behavioro On-going collection and use of data for decision-makingo Continuum of intensive, individual intervention supports. o Implementation of the systems that support effective practices
Establishing a School-wide, Positive
Social Culture
Common Vision/Values
Common Language
Common Experience
School-wide Positive Behavioral Interventions and Supports (SWPBIS/ PB4L)
• The social culture of a school matters.
• A continuum of supports that begins with the whole school and extends to intensive, wraparound support for individual students and their families.
• Effective practices with the systems needed for high fidelity and sustainability
• Multiple 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/ PB4L
27
Main Ideas:1. Invest in prevention first2. Multiple tiers of support
intensity3. Early/rapid access to
support
Remember that the multiple tiers of support refer to our SUPPORT not Students.
Avoid creating a new disability labeling system.
Reading
Behavior
Math
Health
Schools using PBIS in the U.S.August , 2014 21,611
New Zealand Data• Implementing PB4L
Using PBIS to AchieveQuality, Equity and Efficiency
• QUALITY: Using what works; Linking Academic and Behavior Supportso North Carolina (valued outcomes)o Michigan (behavior and literacy supports)o Commitment to Fidelity Measureso Building functional logic/ theory/ practice (Sanford)
• EQUITY: Making schools work for allo Scott Rosso Russ Skibao Vincent, Cartledge, May & Tobino Bully prevention
• EFFICIENCY: Working Smarter: Building implementation science into large scale adoption.o Using teacher and student time better.o Dean Fixsen/ Oregon Dept of Education
Define School-wide Expectationsfor Social Behavior
• Identify 3-5 Expectations• Short statements• Positive Statements (what to do, not what to avoid doing)• Memorable• Examples:
• Be Respectful, Be Responsible, Be Safe, Be Kind, Be a Friend, Be-there-be-ready, Hands and feet to self, Respect self, others, property, Do your best, Follow directions of adults
Tier I: PBIS
Team
Expectations
Rewards
CorrectiveConsequence
s
Classroom
Systems
FamilyBully Preventio
n
Decision
System
Classroom SystemsClassroom
ExpectationsClassroom RoutinesEffective Instruction
Opportunities to Respond
Constructive FeedbackActive Supervision
High rate of positivesFunctional
Consequences
Physical Space matches Function
See work of
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Brandi Simonson
Tim Lewis
Terry Scott
Designing Classroom Routines
Routine School-wide Expectations
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
? ?
Family Engagement
Students
Families School
Academic Engagement
Families• Partnership with families
• What three things could most families do that would make the biggest positive impact on student educational success?
• Options• Show interest
• (ask how the day went)• Help with homework
• (time, place, support, knowing)• Communication with school
• (events, needs, what is working, and what is not working)
Families
Families
Academic Engagement
Team Activity:How can your school engage families:
1) What are 1-3 reasonable things families can do that would make a difference?
2) What would be the best way to share this information with families? How would we know if we had been successful?
Bully Prevention• Scott Ross
Available atwww.pbis.org
Ross, S. W., & Horner, R. H. (2009). Bully prevention in positive behavior support. Journal of Applied Behavior
Analysis, 42(4), 747-759.
• Three Schools
• Six students identified for high rates of verbal and physical aggression toward others.
• Whole school implementation of SWPBIS• Whole school addition of Stop-Walk-Talk
• Direct observation of problem behavior on playground.
28
293.14 1.88 .8872%
BP-PBS, Scott Ross 30
Conditional Probabilities of Victim Responses to Problem Behavior
0%
10%
20%
30%
40%
50%
"Sto
p"
"Wal
k"
Pos
itive
Res
pons
e(la
ughi
ng/c
heer
ing)
Neg
ativ
eR
espo
nse
(cry
ing/
fight
ing
back
)
No
Res
pons
eProb
abili
ty o
f Res
pons
eBaselineBP-PBS
28% increase 19% decrease
BP-PBS, Scott Ross 31
Conditional Probabilities of Bystander Responses to Problem Behavior
0%
10%
20%
30%
40%
50%
"Sto
p"
"Wal
k"
Pos
itive
Res
pons
e(la
ughi
ng/c
heer
ing)
Neg
ativ
eR
espo
nse
(cry
ing/
fight
ing
back
)
No
Res
pons
eProb
abili
ty o
f Res
pons
eBaselineBP-PBS
21% increase
22% decrease
Discipline Disproportionality• A central element affecting the equity and effectiveness of
education
Elementary Schools:Compare proportion of students enrolled to proportion of
students with an ODR
His/Latino Af Am/ Blk White All Other0
10
20
30
40
50
60
% Enrol% ODR
% Enrolled
% with an ODRRisk Ratio =
1.81
Preliminary Evidence:When PBIS is linked to reduction in ODRs does reduction
occur for students from all ethnic groups?
All Students Nat Asian Af Am Latino PacIs White0
5
10
15
20
25
30
35
Students with Major ODR/100 Students Enrolledn = 69 schools
200506200607200708
From: Vincent, Cartledge, May & Tobin, 2009
Recommendations for Addressing Discipline Disproportionality in Education
Kent McIntosh, Erik J. Girvan, Robert H. Horner, & Keith Smolkowski
• 1. Effective Instruction• Curriculum, Explicit presentation, Opportunity to respond, Timely and contingent feedback
• 2. Implement PBIS
• 3. Collect and use disaggregated discipline data
• 4. Address “explicit bias” with clear policies, regulations and accountability.
• 5. Address “implicit bias” with neutralizing routines.• Identify times / situations when untended bias may occur• Teach self-direction routines when these times/situations occur
Measuring Fidelity of PBIS• Very important for initial and sustained implementation
• To date… too many tools
• New Fidelity Tool …. Combination of Best Featureso Strong technical validityo Done with Coach and Teamo Can be done in 15 min per Tier o Can be used for initial assessment, progress monitoring and identification of exemplarso Results in action plan
Available October 2014 at
www.pbis.org
or
www.fieldtest.pbisassessm
ent.org or
www.pbisassessment.org
Other PBIS Fidelity
Measures
School-wide Evaluation Tool (SET)
Team Implementation Checklist
(TIC)
Benchmarks of Quality (BoQ)
Strong Technical
Adequacy
15 min per tier
Done with Coach and
Team
Useful for:
Initial Assessment
Progress Monitoring (by
Tier)
Identification of
Exemplars
PBIS Implementation Inventory
TFI Item report
Tiers II and III:
PBIS
Team
Increased structure
Elevated
Rewards
Prevent rewards for
problem behavior
safety
Family/ Wrap aroundTeaching
Decision
SystemAssessment
used to tailor /
individualize support
Emphasis on
Prevention
Fidelity Measures at Tier III• Sarah Pinkelman
Summary• PBIS is a framework for improving the effectiveness and equity of schools
• PBIS is evidence-based
• Building a cohesive and clear social culture matters
• Invest in prevention
• Use data to BOTH guide implementation and improve student outcomes.
PBISPB4L
Effective
EfficientPractices
that work Practices that are practical, durable and available
EquitablePractice
s that benefit all