School-wide Positive Behavior Supports
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Transcript of School-wide Positive Behavior Supports
School-wide Positive Behavior Supports
Tim Lewis, Ph.D.
University of Missouri
OSEP Center on Positive Behavioral Intervention & Supports
pbis.org
pbis.org
• School-wide Positive Behavior Support: Implementers’ Blueprint and Self-Assessment
• Evaluation Blueprint for School-Wide Positive Behavior Support
• Blueprint for School-wide Positive Behavior Support Training and Professional Development
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
SWPBS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior
OSEP Center on PBIS
SWPBS is not...• Not specific practice or curriculum…it’s a
general approach to preventing problem behavior
• Not limited to any particular group of students…it’s for all students
• Not new…its based on long history of behavioral practices & effective instructional design & strategies
School-wide Positive Behavior Support
• Problem solving framework
• Systematic implementation of evidence-based practices
• Layers in increasingly more intensive environmental supports to increase the likelihood students learn and behave
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
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
Universal School-Wide Features
• Clearly define expected behaviors (Rules)– All Settings– Classrooms
• Procedures for teaching & practicing expected behaviors
• Procedures for encouraging expected behaviors• Procedures for discouraging problem behaviors• Procedures for data-based decision making• 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 Primary 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 (small group)• Efficient and effective way to identify at-risk
students– Screen– Data decision rules– Teacher referral
• Informal assessment process to match intervention to student need– Small group Social Skill Instruction– Self-management– Academic Support
• Part of a continuum – must link to universal school-wide PBS system
Tier III (individualized support)
• When small group not sufficient• When problem intense and chronic• Driven by Functional Behavioral Assessment• Connections to Mental Health and Community
Agencies• Part of a continuum – must link to universal
school-wide PBS system
FRMS Total Office Discipline Referrals
0
500
1000
1500
2000
2500
3000
94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06
Total ODRs
Other High School Outcomes….
• Triton High School– 48% Free and reduced lunch
– 59% reduction in suspension– Halved the drop out rate
• Mountain View High School– 30% free and reduced lunch
– 30% reduction in ODR– Last to first in achievement in district
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
Pearson 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
BALLWIN ACHIEVEMENT PBS
405
302
185
760
32.531
58.2
47.4
0
100
200
300
400
500
600
700
800
2000 2001 2002 2003
YEAR
NUMBER OF REFERRALS
0
10
20
30
40
50
60
70
MAP PERCENTILE
Office Referrals Proficient or Advanced on MAP
Illinois 02-03 Mean Proportion of Students Meeting ISAT Reading Standard
t test (df 119) p < .0001
46.60%
62.19%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
PBIS NOT in place N = 69 PBIS IN place N = 52Mean Percentage of 3rd graders meeting ISAT Reading Standard
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.
Randomized Controlled Trials Examining PBIS
• Reduced major disciplinary infractions
• Improvements in academic achievement
• Enhanced perception of organizational health &
safety• Improved school climate• Reductions in teacher’s reports of bullying
behavior
Tier II & IIISmall Group and Individual
Interventions
Supporting Students At-Risk and those with Disabilities Within Their
Home School
STUDENTS RECEIVING A "BEHAVIOR PLAN"
EIGHT OR MORE REFERRALS
1999/2000 vs. 2000/2001
0
2
4
6
8
10
12
14
16
18
20
A* B C D E F* G H I J* K L M N O P
STUDENT NAME
NUMBER OF REFERRALS
REFERRALS 99-00 REFERRALS 00-01
AVERAGE PERCENT DECLINE IN REFERRALS
50%%
*STUDENT LEFT SCHOOL DISTRICT BEFORE THE END OF THE ACADEMIC YEAR
Classroom Intervention within SW-PBS• Subject:
– Seven years old– Identified with EBD and ADHD
• Setting– General education 2nd grade classroom with 19 other
students• Concern
– Student exhibits high rates of off-task– Student shouts out answers and questions and comments
at high rates and often inappropriate
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
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
The Challenge
• Increase student performance by 2020• Strategic Goals
– All Missouri children will enter kindergarten prepared to be successful in school
– All Missouri student will graduate college and career ready
– Missouri will prepare, develop and support effective educators
The Challenge
• Missouri Public Schools– Districts – 524– Schools – 2400– Teachers – 70,000– Students – 900,000– Students with IEP – 115,000
Partnership• University of Missouri Center School-wide Positive
Behavior Support• OSEP Center for Positive Behavioral Interventions
and Supports• Department of Elementary and Secondary Education
– Heidi Atkins-Lieberman– Stephen Barr– Chris Nicastro
• Regional Professional Development Centers