Overview of Positive Behavior Support

1. Overview of Positive Behavior Support www.pbis.org www.swis.org www.pbssurveys.org

2. www.pbis.org

5. Year One • Getting Started (Today and Tomorrow) • Overview, School-wide, Non-classroom, Data Decisions, Team meetings, Team Planning • Expanding Implementation (Day 3) • Classroom, Escalation Cycle, Team Status Check, Team planning • Sustaining Efforts (Day 4) • Individual Student, Secondary-group, Team Planning, Long-term Action Planning

6. Day One Overview of PBS School-wide Application of PBS Self-assessment Team Planning Day Two Data-based Decision-making Non- Classroom Settings Team Meetings Team Planning Agenda

7. Acknowledgements • Students, educators, administrators, school staff, families • Community of researchers, personnel preparers, system changers, staff developer • Institute of Education Sciences, Offices of Special Education Programs, US Department of Education

8. 0 Traditional Approach to Service Delivery Amount of Resources Needed To Solve Problem Special Education Sea of Ineligibility General Education Intensity of Problem

9. 0 Levels of Support“Response to Intervention” Amount of Resources Needed To Solve Problem Special Education General Education With Support General Education Intensity of Problem

10. 0 Okay, so is there a parallel to RTI for behavior? Positive Behavioral Interventions and Supports

11. 0 What seems to be the problem?

12. Generic Model • School-wide PBS Team • Represents school, meets regularly, et cetera • Coach • Provides technical assistance to school • Links school to state • State Leadership Team • Guides planning and development • Coordinates Training • Comprises regional teams/structure

13. Coaches • Establish a network of highly skilled personnel who have: • Fluency with PBS systems and practices • Capacity to deliver technical assistance • Capacity to sustain team efforts • Follow-up training throughout the year includes: • Specialized topics • Communication and problem-solving

14. Big Idea • Educational leaders must strive to lead and support development of sustainable and positive school climates • The goal is to establish host environments that support adoption and sustained use of evidence-based practices- Zins & Ponte, 1990

15. Positive School Climate • Maximizes academic engagement and achievement • Minimizes rates of rule violating behaviors • Encourages acts of respectful and responsible behaviors • Organizes school functions to be more efficient, effective, and relevant • Improves supports for students with disabilities and those placed at risk of educational failure

16. Overview • Emphasis will be placed on the processes, systems, and organizational structures that are needed to enable the accurate adoption, fluent use, and sustained application of these practices • Emphasis will be placed on the importance of data-based decision-making, evidence based practices, and on-going staff development and support

17. Purpose • To examine the features of a proactive, systemic approach to preventing and responding to school-wide discipline problems • Big Ideas • Examples

18. Rose, L. C., & Gallup. A. M. (2005). 37th annual Phi Delta Kappa/Gallup poll of the public’s attitudes toward the public schools. Kappan, September, 41-59. TOP FOUR 2005 Lack of financial support (since 2000) Overcrowded schools Lack of discipline & control Drug use #1 SPOT >2000 lack of financial support 1991-2000 drug use <1991 lack of discipline

19. Examples • In one school year, Jason received 87 office discipline referrals • In one school year, a teacher processed 273 behavior incident reports

20. An elementary school principal reported that 100% of her ODRs came from 8.7% of her total school enrollment, and 2.9% had 3 or more ODRs • During 4th period, the in-school detention room has so many students, assigned for being in hallways after the late bell, that overflow students are sent to the counselor’s office

21. A middle school principal must teach classes when teachers are absent, because substitute teachers refuse to work in a school that is unsafe and lacks discipline • A middle school counselor spends nearly 15% of his day “counseling” staff members who feel helpless and defenseless in their classrooms due to lack of discipline and support

22. A high school administrator has requested funds for a teacher to staff a “second alternative” classroom for students who are a danger to themselves and others • An elementary school principal found that over 45% of behavioral incident reports were coming from the playground

23. An intermediate/senior high school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of students have received at least one office discipline referral.

24. 5100 referrals = 51,000 min @10 min = 850 hrs = 141 days @ 6 hrs

25. Ineffective Responses to Problem Behavior • “Get Tough” (practices) • “Train and Hope”(systems)

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27. Worry #1“Teaching” by Getting Tough Runyon: “I hate this f____ing school, & you’re a dumbf_____.” Teacher: “That is disrespectful language. I’m sending you to the office so you’ll learn never to say those words again….starting now!”

28. An Immediate and Seductive Solution,”Get Tough!” • Clamp down and increase monitoring • Re-re-re-review rules • Extend continuum and consistency of consequences • Establish “bottom line” A predictable, individual response, but…

29. creates a false sense of security! • Fosters environments of control • Triggers and reinforces antisocial behavior • Shifts accountability away from school • Devalues child-adult relationship • Weakens relationship between academic and social behavior programming

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31. Reactive Responses are Predictable When we experience aversive situations, we select interventions that produce immediate relief and: • Remove students • Remove ourselves • Modify physical environments • Assign responsibility for change to students and/or others

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33. When behavior doesn’t improve, we “Get Tougher!” • Zero tolerance policies • Increased surveillance • Increased suspension and expulsion • In-service training by expert • Alternative programming A predictable, systemic response, but…

34. based on the erroneous assumption that students: • Are inherently “bad” • Will learn more appropriate behavior through increased use of “aversives” • Will be better tomorrow

35. Science of Behavior has Taught Us that Students: • Are NOT born with “bad behaviors” • Do NOT learn when presented contingent aversive consequences Do learn better ways of behaving by being taught directly and receiving positive feedback… consider function

36. Non-examples of Function-Based approach “Function” = outcome, result, purpose, consequence “Lantana, you skipped 2 school days, so we’re going to suspend you for 2 more.” “Phloem, I’m taking your book away because you obviously aren’t ready to learn.” “You want my attention?! I’ll show you attention,…let’s take a walk down to the office & have a little chat with the Principal.”

37. 2001 Surgeon General’s Report • The number of assaults and other antisocial behavior is increasing • Risk factors include: • Antisocial peer networks • Reinforced deviancy

38. 2001 Surgeon General’s Report on Youth Violence: Recommendations • Establish “intolerant attitude toward deviance” • Break up antisocial networks and change social context • Improve parent effectiveness • Increase “commitment to school” • Increase academic success • Create positive school climates • Teach and encourage individual skills and competence

39. Worry #2:“Train & Hope”

40. Positive Behavior Support PBS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior with all students. “EBS” = “PBS” = “PBIS”

41. SW Positive Behavior Support Social Competence, Academic Achievement, and Safety OUTCOMES Supporting Decision- Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

42. SW-PBS (primary) >80% of students can tell you what is expected of them and give behavioral example because they have been taught, actively supervised, practiced, and acknowledged Positive adult-to-student interactions exceed negative Function-based behavior support is foundation for addressing problem behavior Data and team-based action planning and implementation are operating Administrators are active participants Full continuum of behavior support is available to all students Secondary and Tertiary Team-based coordination and problem-solving occurs Local specialized behavioral capacity is built Function-based behavior support planning occurs Person-centered, contextually and culturally relevant supports are provided District/regional behavioral capacity is built Supports are instructionally oriented SW-PBS practices and systems are linked School-based comprehensive supports are implemented What Does PBS Look Like?

43. PBS is NOT: • A specific practice or curriculum, but rather a general approach to preventing problem behavior • Limited to any particular group of students, but rather for all students • New, but rather is based on a long history of behavioral practices and effective instructional design strategies

44. The Challenge is Increasing Schools’ Capacity to: • Respond effectively, efficiently, and relevantly to a range of problem behaviors observed in schools • Adopt, fit, integrate, and sustain research-based behavioral practices • Give priority to an unified prevention agenda • Engage in team-based problem-solving

45. Inter-related, Competing National Goals • Improve literacy, math, geography, science, et cetera • Make schools safe, caring, and focused on teaching and learning • Improve student character and citizenship • Provide a free and appropriate education for all • Prepare a viable workforce • Affect incidence and prevalence of high risk, antisocial behavior • Leave No Child Behind

46. SW Application of Positive Behavior Support Classroom Setting Systems Non-classroom Setting Systems Individual Student Systems School-wide Systems

47. School-wide and Classroom-wide Systems 1. Identify a common purpose and approach to discipline 2. Define a clear set of positive expectations and behaviors 3. Implement procedures for teaching expected behavior 4. Differentiate supports from a continuum of procedures for encouraging expected behavior 5. Differentiate supports from a continuum of procedures for discouraging inappropriate behavior 6. Implement procedures for on-going monitoring and evaluation

48. Effective Classroom Management Systems • Teach and encourage classroom-wide positive expectations • Teach and encourage classroom routines and cues • Use a ratio of 5 positives to 1 negative adult-student interaction • Supervise actively • Redirect for minor, infrequent behavior errors • Precorrect chronic errors frequently

49. Instructional management • Select • Modify and design • Present and delivery • Environmental management

50. Specific Setting Systems • Teach and encourage positive expectations and routines • Supervise actively • All staff scan, move, interact • Precorrect • Provide positive reinforcement