School-wide Positive Behavior Support

Renee Bradley, Ph.D.U.S. Department of EducationOffice of Special Education Programs

Goals

Present an approach to behavior support in schools that weds Educational, Behavioral and Mental Health practices.

Provide a brief overview of how this approach is being implemented

Provide a brief summary of implementation outcomes.

School-widePositive Behavior Support

Socially Important Outcomes Academic gains Social competence Safety

Research-validated Practices Systems that support these practices Active use of data for decision-making

School-wide PBS

School-wide PBS consists of a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior.

SYST

EMS

PRACTICES

Information

SupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

SW-PositiveBehaviorSupport

OUTCOMES

Social Competence,Academic Achievement, and Safety

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%

CONTINUUM OFSCHOOL-WIDE

POSITIVE BEHAVIORSUPPORT

Practices and Systems for School-wide Behavior Support

Practices Define expectations Teach expectations Monitor expected

behavior Acknowledge

expected behavior Correct behavioral

errors (continuum of consequences)

Use information for decision-making

Systems Admin Leadership Team-based

implementation Defined commitment Allocation of FTE Budgeted support Development of

decision-driven information system

Formal policies

Linking Mental Health and Behavior Support Efforts

Areas of Direct Compatibility Prevention Assessment-driven

individual intervention

Comprehensive support

Areas to Develop

Implementing systems as well as practices.

Implementing at a policy-relevant scale

Efficiency Use of information

(data) for on-going decision-making

Linking Mental Health and Behavior Support Efforts

Prevention Invest in all students before problems

develop. What are the critical features of schools

that prevent, and limit the impact of, problem behavior on academic and social outcomes?

Linking Mental Health and Behavior Support Efforts

Assessment-driven support Behavioral, Medical, Social

Comprehensive Support Community Family Medical/Bio-medical Interventions Behavioral Social/Counseling

States Implementing School-Wide States Implementing School-Wide Behavior SupportBehavior Support

States Implementing School-Wide States Implementing School-Wide Behavior SupportBehavior Support

0%

20%

40%

60%

80%

100%

Per

cen

t of S

tud

ents

1

321 Elementary Schools 02-03; 143,404 students

6+

2-5

0-1

87% (10)

9% (6)

4% (5)

Is Implementation Related to Reduction in Problem Behavior?

0

5

10

15

20

25

Mean R

efe

rrals

Per

School D

ay

SeptOctNovDecJanFebMarAprMayJune

School Months

FRMS Discipline Referrals1994-95; 1995-96

0%

20%

40%

60%

80%

100%

Per

cent

age

of S

tude

nts

1 2

Office Discipline Referral PatternsMeans across N = 76 Illinois Elementary Schools

6+

'2-5'

'0-1'

14%

08%

78% 85%

10%05%

Without PBIS N=38 With PBIS N=31

Office Discipline Referrals per Day per 100 Students 02-03 (Illinois)

00.20.40.60.8

11.21.41.61.8

2

1 2

t = 2.54 (20); p < .02 t = 1.67 (67); p < .009

OD

R p

er D

ay p

er 1

00

Stu

dent

s

Middle 15 (no) 7 (yes) Elementary 38 (no) 31 (yes)

Partial FullPartial Full

Is Implementation of School-wide PBS related to improved academic achievement?

If there are changes in school-wide behavior support practices, are there improvements in state achievement test scores?

Statewide Assessment ScoresPatterson School

Reading3rd 5th

0

20

40

60

80

100

% o

f st u

d ent

s m

e etin

g b e

n chm

a rk

1998

1999

2000

2001

Pre Post Pre Post

Mental Health Outcomes

Does School-wide PBS fit within a comprehensive mental health model of prevention and intervention?

Changes in “risk factors” Improvement in anti-social behavior,

crime, alcohol and drug use. Changes in “protective factors”

Risk and Protective Factor Comparison

SSS Risk and Protective Factor Scores (Illinois Schools 02-03)

0

20

40

60

80

100

Risk Factor Protective Factor

Me

an

SS

S F

ac

tor

Sc

ore

s

No PBIS N=21

With PBIS N=18

t = -2.17 (37) p < .036 t = 2.31 (37) p < .026

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

Pea

rson

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

Impact of Office Discipline Referral Reduction

Elementary Schools 76 schools with ODR information 29,851 students

If all w/o full PBIS (@.73), 39,469 referrals If all w/ PBIS (@.399),21,466 referrals

________

Savings 18,003 referrals

PBIS data State of Illinois

Elementary School Administrative & Instructional Savings (76 schools)?

If an ODR consumes an average of 15 min of administrative time, 18,003 referrals = 270,045 min saved 4,500 hours saved 562 8 hr days saved

If an ODR consumes an average of 45 minutes of student time, 18,003 referrals = 810,135 min saved 13,502 hrs saved 2,250 6-hr days savedPBIS data State of Illinois

Summary of Research Results Investing in SW-PBS results in:

Change in school discipline systems Team Checklist, SET, EBS Survey (experimental)

Reduction in problem behavior SWIS ODR data, suspensions, expulsions (almost

experimental) Improved academic performance

Standardized scores (descriptive) Savings in staff and student time (descriptive) Improved effectiveness of individual

interventions Illinois wraparound analysis. (descriptive)

Improved perception of school safety, mental health

Risk factors and protective factors (descriptive)

Areas for future collaboration

Systems to sustain effective practices Implementing systems with practices

Implementation at policy-relevant scale Implementation of innovation at scale involves

different approaches than initial demonstrations Efficiency

Cost analysis Time

Use of information (data) for on-going decision-making

Swis.org