250 likes | 444 Views
School-wide Positive Behavior Support. Renee Bradley, Ph.D. U.S. Department of Education Office of Special Education Programs. Goals. Present an approach to behavior support in schools that weds Educational, Behavioral and Mental Health practices.
E N D
School-wide Positive Behavior Support Renee Bradley, Ph.D. U.S. Department of Education Office 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.
SW-Positive Behavior Support Social Competence, Academic Achievement, and Safety OUTCOMES Supporting Decision Making Information Supporting Staff Behavior SYSTEMS PRACTICES Supporting Student Behavior
Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students
Practices Define expectations Teach expectations Monitor expected behavior Acknowledge expected behavior Correctbehavioral 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 Practices and Systems for School-wide Behavior Support
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
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
4% (5) 9% (6) 87% (10)
08% 05% 10% 14% 78% 85% Without PBIS N=38 With PBIS N=31
Partial Full Partial Full Middle 15 (no) 7 (yes) Elementary 38 (no) 31 (yes)
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?
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 t = -2.17 (37) p < .036 t = 2.31 (37) p < .026
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 • 5628 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 • 2,2506-hr days saved PBIS 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