PBIS Big Ideas, Misconceptions and Implementation- Then and Now

1. PBIS Big Ideas, Misconceptions and Implementation- Then and Now Steve Goodman sgoodman@miblsimtss.org miblsi.cenmi.org Supervisors of Low Incidence Programs 2014 PBIS Conference Thursday, January 23, 2014 9:00AM – 9:50AM

2. Positive Behavioral Interventions and Supports (PBIS) is a framework for preventing and supporting individuals with challenging behaviors, and it has been around for over two decades. Early work focused on supports for individuals with low incidence disabilities. This presentation will clarify key features of PBIS and document significant changes to the practices overtime. Along the way, there have been misunderstandings of the goals and strategies associated with PBIS. Specific implications for implementing PBIS in schools settings for students with low incident disabilities will be provided. Session Description

3. Positive Behavioral Interventions & Supports (PBIS) is Framework Continuum Academically All

4. History Where did we come from and where are we now…

5. 1960s Practices, principles and systems are studied 1980s Identification of effective treatments for student with significant challenging behaviors 1987 U. S. Department of Education National Institute on Disability and Rehabilitation Research (NIDRR) funds work in positive behavior support 1997 Reauthorization of Individuals with Disabilities Act- includes language of positive behavior support National Technical Assistance Center on Positive Behavior Supports First issue of the Journal of Positive Behavior Interventions Association for Positive Behavior Support (APBS) was founded as “an international organization dedicated to the advancement of positive behavior support. 2013 National Technical Assistance Center on PBIS funded for 4th –five year grant cycle National Efforts

6. Number of Schools Implementing SWPBIS since 2000 19,054

7. 1990s Wayne State University Developmental Disabilities Institute Positive Behavior Support project 2000 State Improvement Grant (SIG) • Positive Behavior Support for ALL Michigan Students: Creating Environments that Assure Learning • Awareness Training Workshops • Pilot Sites 2003 MiBLSi funded through MDE –OSE 2006 State Board of Education Positive Behavior Support Policy 2006 State Board of Education Supporting Student Behavior: Standard for the Emergency Use of Seclusion and Restraint 2007 State Personnel Development Grant 2012 State Personnel Development Grant 2013 Collaborative Partnership with PBIS History in Michigan

8. Michigan Center-Based Programs Adopting PBIS

9. Big Ideas What is PBIS?

10. A systems approach for establishing the social culture and behavioral supports needed for schools to be effective learning environments for all students. What is School-wide Positive Behavior Support?

11. Prevention Objectives Prevention Actions INCIDENCE PREVALENCE Biglan, 1995; Mayer, 1995; Walker et al., 1996

12. 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. P., Waasdorp, T. E., & Leaf, P. J. (in press). Effects of school-wide positive behavioral interventions and supports on child behavior problems. 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. Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (in press). The impact of school-wide positive behavioral interventions and supports (SWPBIS) on bullying and peer rejection: A randomized controlled effectiveness trial. Archives of Pediatrics and Adolescent Medicine. Evidence-Based InterventionsRCT & Group Design PBIS Studies

13. Implementation How do we do this?

14. Moving Upstream:A Story of Prevention and Intervention

15. In a small town, a group of fishermen gathered down at the river. Not long after they got there, a child came floating down the rapids calling for help. One of the group on the shore quickly dived in and pulled the child out.

16. Minutes later another child came, then another, and then many more children were coming down the river. Soon everyone was diving in and dragging children to the shore, then jumping back in to save as many as they could.

17. In the midst of all this frenzy, one of the group was seen walking away. Her colleagues were irate. How could she leave when there were so many children to save? After long hours, to everyone’s relief, the flow of children stopped, and the group could finally catch their breath. At that moment, their colleague came back. They turned on her and angrily shouted: “HOW COULD YOU WALK OFF WHEN WE NEEDED EVERYONE HERE TO SAVE THE CHILDREN?”

18. She replied, “It occurred to me that someone ought to go upstream and find out why so many kids were falling into the river. What I found is that the old wooden bridge had several planks missing, and when some children tried to jump over the gap, they couldn’t make it and fell through into the river. So I got someone to fix the bridge”.

19. Prevention and Intervention Students are doing the best they can given their skills/abilities and the quality of their environment Prevent Encourage Teach adapted from Durand 1990

20. Intensive Intervention • For few students • Universal Prevention • For all students • Targeted Intervention • For some students Continuum of Behavior Supports All students in school

21. “Early Triangle”(p. 201)Walker, Knitzer, Reid, et al., CDC

22. The triangle is used to describe supports needed for student success rather than to label individuals Expressive Communication Social Behavior Personal Hygiene Receptive Communication Dressing Independent Eating Mobility Student Profile: Eddie

23. Evidence-based features of SW-PBS Prevention Define and teach positive social expectations Acknowledge positive behavior Arrange consistent consequences for problem behavior On-going collection and use of data for decision-making Continuum of intensive, individual interventions. Administrative leadership – Team-based implementation (Systems that support effective practices) Evidence-based features of SW-PBS

24. Cycle of Educational and Behavioral Failure: Aggressive Response(McIntosh, 2008) Teacher presents student with educational task Student engages in problem behavior Student’s skills do not improve Student escapes educational task Teacher removes educational task or removes student

25. “…our research team has conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.” Cameron, 2002 Cameron & Pierce, 1994, 2002 Cameron, Banko & Pierce, 2001 Are “Rewards” Dangerous?

26. More positive reinforcement for appropriate school behaviors is needed. Some students need very clear, salient, formal reward systems. Formal reward systems enhance a school’s cultural competence. Formal reward systems help students who have been abused or neglected. Consequence of punishment and exclusion trivialized. Use of reinforcement to reduce problem behavior. Research on the use of rewards within schools(Tobin, Horner, Sugai; 2002)

27. When working with verbal students, simply ask the student what he/she likes. If the student is nonverbal, the student selects an object from a pool of objects… The student manipulates the object for more than 15 seconds. The student resists when attempts are made to take the object away. When the object is placed 1 foot from the student, the student reaches for it within 3 seconds. The student exhibits positive affect while manipulating the object. Use a behavior a student frequently performs to reinforce a behavior that the student seldom performs. It can be difficult finding effective reinforcers

28. Intensive Intervention • For few students • Universal Prevention • For all students • Targeted Intervention • For some students Continuum of Behavior Supports All students in school

29. Misconceptions • PBIS is an interventions or practice • PBIS emphasizes the use of tangible rewards which can negatively affect the development of intrinsic motivation • PBIS is just the latest fade • PBIS is only for students with significant behavioral challenges • PBIS is only involves something we do for students

30. Lessons Learned • Students need access to effective practices and staff need adequate support • Focus on Fidelity • Implementation takes place through stages

31. Supporting Social Competence and Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

32. Proportion of Schools Implementing SWPBIS by State February, 2013

33. Schools Implementing SWPBIS by State Green = Total Schools Implementing SWPBIS Red = The Number of Schools Reporting Fidelity Data on www.pbisassessment Blue = The number of schools reporting Fidelity Data at criterion (Tier I). Schools using SWPBIS Schools using SWPBIS and reporting Fidelity Data Schools using SWPBIS At Fidelity Criterion

34. Focus on Implementing with Fidelityusing Benchmarks of Quality (BoQ)/ODR ’06-’07 and ’07-’08 Decrease 14.6% Increase 8%

35. An analogy of implementation stages

36. Stages of Implementation Should we do it? Work to do it right! Work to do it better!

37. Never stop doing what is already working Always look for the smallest change that will produce the largest effect Avoid defining a large number of goals Do a small number of things well Do not add something new without also defining what you will stop doing to make the addition possible. Collect and use data for decision-making Four Basic Recommendations:

38. Create a positive school culture: School environment is predictable 1. common language 2. common vision (understanding of expectations) 3. common experience (everyone knows) School environment is positive regular recognition for positive behavior School environment is safe violent and disruptive behavior is not tolerated School environment is consistent adults use similar expectations. Positive Behavior Support foundations