What is Positive

Intervention Behavior

Support: Overview

Tremekia K. Priester

PBIS District Coach

Richland County School District One

*Credited to Dr. G. Sugai

SWPBS is about…. Improving

classroom & school climate

Decreasing reactive

management

Maximizing academic

achievement

Improving support for students w/

EBD

Integrating academic &

behavior initiatives

SW-PBS Logic!

Successful individual student

behavior support is linked to

host environments or school

climates that are effective,

efficient, relevant, & durable for

all students (Zins & Ponti, 1990)

Evaluation Criteria

• Desired Outcomes? Effective

• Doable? Efficient

• Contextual & Cultural? Relevant

• Lasting? Durable

• Transportable? Scalable

Guiding Principles

• Data

• Academic &

behavior success

• Outcomes

• Research-validated

practices

• Instructional

approach

• Prevention

• Integration

• Culture & context

• Continuum of

behavior support

• School-wide for all

• Evaluate

• Team

2 Worries & Ineffective

Responses to Problem

Behavior

• Get Tough (practices)

• Train-&-Hope (systems)

Reactive responses are

predictable…. When we experience aversive situation,

we want select interventions that produce

immediate relief

– Remove student

– Remove ourselves

– Modify physical environment

– Assign responsibility for change to student &/or

others

Classroom

SWPBS

Practices

Non-classroom Family

Student

• Smallest #

• Evidence-based

• Biggest, durable effect

1. Leadership team

2. Behavior purpose statement

3. Set of positive expectations & behaviors

4. Procedures for teaching SW & classroom-wide

expected behavior

5. Continuum of procedures for encouraging expected

behavior

6. Continuum of procedures for discouraging rule

violations

7. Procedures for on-going data-based monitoring &

evaluation

School-wide

• Positive expectations & routines taught & encouraged

• Active supervision by all staff

– Scan, move, interact

• Precorrections & reminders

• Positive reinforcement

Non-classroom

• Classroom-wide positive expectations taught & encouraged

• Teaching classroom routines & cues taught & encouraged

• Ratio of 6-8 positive to 1 negative adult-student interaction

• Active supervision

• Redirections for minor, infrequent behavior errors

• Frequent precorrections for chronic errors

• Effective academic instruction & curriculum

Classroom

• Behavioral competence at school & district levels

• Function-based behavior support planning

• Team- & data-based decision making

• Comprehensive person-centered planning & wraparound processes

• Targeted social skills & self-management instruction

• Individualized instructional & curricular accommodations

Individual Student

• Continuum of positive behavior support for all families

• Frequent, regular positive contacts, communications, & acknowledgements

• Formal & active participation & involvement as equal partner

• Access to system of integrated school & community resources

Family

Worry #2:

“Train & Hope”

REACT to

Problem

Behavior

Select &

ADD

Practice

Hire EXPERT

to Train

Practice

WAIT for

New

Problem

Expect, But

HOPE for

Implementation

PRACTICES

Supporting

Staff Behavior

Supporting

Student Behavior

OUTCOMES

Supporting Social Competence &

Academic Achievement

Supporting

Decision

Making

Integrated

Elements

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

IMPLEMENTATION W/ FIDELITY

CONTINUUM OF EVIDENCE-BASED INTERVENTIONS

STUDENT PERFORMANCE

CONTINUOUS PROGRESS

MONITORING

DATA-BASED DECISION MAKING

& PROBLEM SOLVING

UNIVERSAL SCREENING

RtI

PBIS & RTI

Getting Started:

STEP 1 - Establish Team Membership

1. Representative of demographics of school and community

2. 1-2 individuals with behavior/classroom management competence

3. Administrator active member

4. Schedule for presenting to whole staff at least monthly

5. Schedule for team meetings at least monthly

6. Integration with other behavior related initiatives and programs

7. Appropriate priority relative to school and district goals

8. Rules and agreements established regarding voting, confidentiality and

privacy, conflict/problem solving, record-keeping, etc.

9. Schedule for annual self-assessments

1. EBS Self-Assessment Survey

2. Review Office Discipline Referrals

3. Benchmarks of Quality

4. School-wide Evaluation Tool

10.Coaching support (school and/or district/region)

~80% of Students

~15%

~5%

ESTABLISHING A CONTINUUM of SWPBS

SECONDARY PREVENTION

• Check in/out

• Targeted social skills instruction

• Peer-based supports

• Social skills club

•

TERTIARY PREVENTION

• Function-based support

• Wraparound/PCP

• Special Education

•

•

PRIMARY PREVENTION

• Teach & encourage positive

SW expectations

• Proactive SW discipline

• Effective instruction

• Parent engagement

•

Audit

1. Identify existing practices by tier

2.Specify outcome for each effort

3.Evaluate implementation

accuracy & outcome

effectiveness

4.Eliminate/integrate based on

outcomes

5.Establish decision rules (RtI)

STEP 1 – Identify Positive SW Expectations

1. Linked to social culture of school (e.g., community, mascot).

2. Considerate of social skills and rules that already exists.

3. 3-5 in number

4. 1-3 words per expectation

5. Positively stated

6. Supportive of academic achievement

7. Comprehensive in scope (school-wide – ALL students, staff, and

settings)

8. Mutually exclusive (minimal overlap)

9. Contextually/culturally appropriate (e.g., age, level, language)

10.Agreement by >80% faculty and staff

11.Communicated to stakeholders (e.g., families, community members,

district administrators)

12. Included in school publications (e.g., handbook, posters, newsletters)

Initiative,

Committee

Purpose Outcome 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

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

DARE

Committee

Prevent drug use High/at-risk

drug users

Don

EBS 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

Sample Teaming Matrix

Teaching

Matrix

SETTING

All

Settings Hallways Playgrounds Cafeteria

Library/

Compute

r Lab

Assembly Bus

Respect

Ourselves

Be on task.

Give your

best effort.

Be

prepared.

Walk. Have a plan.

Eat all your

food.

Select

healthy

foods.

Study,

read,

compute.

Sit in one

spot.

Watch for

your stop.

Respect

Others

Be kind.

Hands/feet

to self.

Help/share

with

others.

Use normal

voice

volume.

Walk to

right.

Play safe.

Include

others.

Share

equipment.

Practice

good table

manners

Whisper.

Return

books.

Listen/watch.

Use

appropriate

applause.

Use a quiet

voice.

Stay in your

seat.

Respect

Property

Recycle.

Clean up

after self.

Pick up

litter.

Maintain

physical

space.

Use

equipment

properly.

Put litter in

garbage can.

Replace

trays &

utensils.

Clean up

eating area.

Push in

chairs.

Treat

books

carefully.

Pick up.

Treat chairs

appropriately.

Wipe your

feet.

Sit

appropriately.

Expecta

tions

STEP 3– Develop Lesson Plan for Teaching

SW & CW Positive Expectations 1. Considerate of main school settings and contexts (e.g., classroom, common areas, hallways,

cafeteria, bus)

2. Considerate of lessons that already exists.

3. Specification of 2-3 positive observable behavior examples for each expectation and each

setting/context.

4. Teach social behavior like academic skills.

5. Involvement by staff, students, families in development

6. Contextually/culturally appropriate (e.g., age, level, language)

7. Schedule for initial instruction in natural and typical contexts

8. Schedule for regular review, practice, and follow-up instruction

9. Prompts, reminders, or precorrections for display of behaviors in natural contexts and settings

10. Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts

and settings

11. Procedures for providing instruction to new faculty, staff, students

12. Procedures for informing others (e.g. families, community, district administrators, substitute teachers

& staff)

13. Agreement by >80% faculty and staff

14. Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching

15. Procedures in place for identifying and supporting students whose behaviors do not respond to

teaching school-wide behavior expectations

16. Included in school publications (e.g., handbooks)

Typical Contexts/

Routines

Classroom-Wide Rules/Expectations

Respect Others Respect Property Respect Self

All

Use inside voice.

Raise hand to

answer/talk.

Recycle paper.

Put writing tools inside

desk.

Do your best.

Ask.

Morning Meeting Eyes on speaker.

Give brief answers.

Put announcements in

desk.

Keep feet on floor.

Put check by my

announcements.

Homework Do own work.

Turn in before lesson.

Put homework neatly in

box.

Touch your work only.

Turn in lesson on time.

Do homework

night/day before.

Transition Use inside voice.

Keep hands to self.

Put/get materials first.

Keep hands to self.

Have plan.

Go directly.

“I Need

Assistance”

Raise hand or show

“Assistance Card”.

Wait 2 minutes & try

again.

Have materials ready. Have plan.

Ask if unclear.

Teacher Directed Eyes on speaker.

Keep hands to self.

Use materials as

intended.

Have plan.

Ask.

Independent Work Use inside voice.

Keep hands to self.

Use materials as

intended.

Return with done.

Use time as planned.

Ask.

Problem to Solve Stop, Step Back,

Think, Act

Stop, Step Back,

Think, Act

Stop, Step Back,

Think, Act

STEP 4 – Develop Continuum of Procedures for

Encouraging SW Expectations 1. School-wide action plan for classroom management practices and procedures based on

results from Classroom Self-Assessment

2. Definitions and processes for responding to classroom versus office-managed (minor) or

administrator-managed (major) violations of behavior expectations.

3. Teaching matrix, procedures, and schedules developed for teaching school-wide behavior

expectations in typical classroom contexts and routines.

4. Data system in place to monitor office discipline referral that come from classrooms

5. Procedures in place for obtaining behavior support for students whose behaviors are not

responsive to classroom-wide management

6. Prompts (reminders and precorrections) for display of behaviors in natural contexts and

routines

7. Feedback (corrections and positive acknowledgements) for displays of behaviors in natural

contexts and routines

8. Involvement by staff, students, and families in development

9. Contextually/culturally appropriate (e.g., age, level, language)

10. Schedule for initial instruction

11. Schedule for regular review, practice, follow-up instruction

12. Agreement by >80% faculty and staff

13. Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching

14. Included in school publications (e.g., handbooks)

STEP 5 – Develop Continuum of Procedures for

Discouraging Behavior Rule Violations

1. Specification of Definitions for Violations of School-wide

Behavior Expectations

a. Contextually appropriate labels/names

b. Definitions represent continuum of severity (e.g., minor, major, illegal)

c. Definitions comprehensive in scope (school-wide)

d. Definitions in measurable terms

e. Mutually exclusive (minimal overlap)

2. Specification of Procedures for Processing Violations of

School-wide Behavior Expectations

a. Agreement regarding office staff versus teacher/staff responsibilities

b. Office discipline form for tracking discipline events

c. Agreement regarding options for continuum of consequences

d. Data decision rules for intervention and support selection

STEP 6 – Develop Continuum of Procedures for

Discouraging Behavior Rule Violations – cont.

3. Implementation of Procedures

a. Use by all staff (e.g., office, security, supervisors, bus drivers)

b. Schedule for teaching to students and staff members

c. Schedule for regular review of use and effectiveness

d. Procedures for providing orientation to new faculty, staff, students

e. Procedures for informing others (e.g. families, community, district administrators,

substitute teachers & staff)

f. Agreement by >80% faculty and staff

g. Included in school publications (e.g., handbooks)

h. Means for keeping track of number of acknowledgements versus number of

disciplinary or corrective actions for violations of behavior expectations.

i. Schedule and procedures for regular review and enhancement of acknowledgements.

j. Schedule for daily, weekly, monthly, quarterly feedback to students and staff

k. Included in school publications (e.g., handbook, posters, newsletters)

l. Procedures in place for identifying and supporting students whose behaviors do not

respond to school-wide continuum of consequences for violations of behavior

expectations

STEP 7 – Develop Procedures for Data-Based

Decision-Making & Monitoring 1. General data collection procedures

a. Data collection procedures that are integrated into typical routines (e.g., office discipline referrals, attendance

rolls, behavior incident reports).

b. Data collection procedures regularly checked for accuracy of use

c. Data collection limited to information that answers important student, classroom, and school questions

d. Structures and routines for staff members to receive weekly/monthly data reports about the status of school-

wide discipline

e. Decision rules for guiding data analysis and actions

f. Schedule for daily, weekly, monthly, quarterly feedback to students and staff

g. Data system managed by 2-3 staff members

h. No more than 1% of time each day for managing data system.

i. Efficient, timely, and graphic displays of data

2. Office discipline referral procedures

a. Agreed upon definitions of violations of behavior expectations organized in a continuum of increasing intensity

(see Step 7).

b. A form for documenting noteworthy behavior incidents (e.g., office discipline referral form, behavior incident

report)

c. School-wide procedures for processing or responding to violations of behavior expectations.

d. Efficient and user-friendly procedures for inputting and storing information

e. Efficient and user-friendly procedures for summarizing and analyzing information.

f. Efficient and user-friendly procedures for producing visual displays of the data.

g. Procedures for presenting data to staff on routine basis.

h. Procedures for making decisions and developing actions based on the data.

What does SWPBS look like? • >80% of students can tell you what is expected of

them & give behavioral example because they have been taught, actively supervised, practiced, & acknowledged.

• Positive adult-to-student interactions exceed negative

• Function based behavior support is foundation for addressing problem behavior.

• Data- & team-based action planning & implementation are operating.

• Administrators are active participants.

• Full continuum of behavior support is available to all students