Laying the Foundation for Behavioral Supports for All Students: An Introduction to School-wide Positive Behavior Suppor

1. Laying the Foundation for Behavioral Supports for All Students: An Introduction to School-wide Positive Behavior Support Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Intervention & Supports pbis.org

2. 2 Minutes With your neighbor, identify common curriculum across key academic subjects

3. 2 Minutes With your neighbor, identify school-wide rules and strategies for teaching social behavior

4. The point? Social behavior often the “hidden curriculum” We can’t “make” students learn or behave We can create environments to increase the likelihood students learn and behave Environments that increase the likelihood of social and academic success are guided by a core curriculum, adapted to reflect student need, and implemented with consistency and fidelity

5. The Challenge Students with the most challenging academic and social problems need pro-active comprehensive and consistent systems of support School-wide discipline systems are typically unclear and inconsistently implemented Educators often lack specialized skills to address severe problem behavior and learning challenges Pressure on schools to incorporate national and state initiatives such as Values Education, Anti-Bullying,Safe Schools andachieving “adequate yearly progress.” Many often have clearly defined outcomes without structures to reach or a framework for deciding what should be implemented when, for whom, and to what degree

6. The Danger…. “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)

7. The Good News… Research reviews indicate that the most effective responses to school violence are (Elliot, Hamburg, & Williams, 1998;Gottfredson, 1997; Lipsey, 1991, 1992; Tolan & Guerra, 1994): • Social Skills Training • Academic Restructuring • Behavioral Interventions

8. Toward a Solution The answer is not the invention of new solutions, but the enhancement of the school’s organizational capacity to: • Accurately adopt and efficiently sustain their use of research-validated practices • Provide a Seamless continuum of behavioral and academic support for all students • Be part of a district wide system of behavior support • Increased focus, teacher training, community training, and funding for early intervention

9. School-wide Positive Behavior Support SW-PBS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior OSEP Center on PBIS

10. PBS 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

11. School-wide Positive Behavioral Support • Proactive systems approach to school-wide discipline (NOT a curriculum) designed to be responsive to current social and educational challenges • Focus on prevention • Focus on instruction • Incorporates empirically validated practices • Incorporate best practice in professional development and system change (teams) • Emphasizes the use of assessment information to guide intervention and management decisions • Focus on the use of a continuum of behavioral supports • Focus on increasing the contextual fit between problem context and what we know works

12. School-wide Positive Behavioral Support • Focus on establishing school environments that support long term success of effective practices {3-5 years} • Expectations for student behavior are defined by a building based team with all staff input • Effective behavioral support is implemented consistently by staff and administration • Appropriate student behavior is taught • Positive behaviors are publicly acknowledged • Problem behaviors have clear consequences • Student behavior is monitored and staff receive regular feedback • Positive Behavioral Support strategies are implemented at the school-wide, specific setting, classroom, and individualstudent level • Positive Behavioral Support strategies are designed to meet the needs of all students

13. Social Competence & Academic Achievement Positive Behavior Support OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

14. Academic Systems Behavioral Systems • 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 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

15. Universal Strategies: School-Wide Essential Features • Statement of purpose • Clearly define expected behaviors (Rules) • Procedures for teaching & practicing expected behaviors • Procedures for encouraging expected behaviors • Procedures for discouraging problem behaviors • Procedures for record-keeping and decision making

16. Preparing for Implementation • Establish a regular meeting schedule for the behavior committee • Establish a standard system for communicating information within the committee and among staff • Analyze needs assessment data and other data to create short and long term goals (EBS survey) • Develop regular opportunities for training on key PBS strategies • Develop strategies to share information with parents & community

17. Statement of Purpose • State positively • Focus on everyone and all settings in school building • Focus on academic and behavioral outcomes "To promote and maintain a safe and orderly learning environment for students and staff"

18. Clearly Define Expected Behaviors • Set of “rules” • State positively and succinctly • Keep to five or fewer Process 1. List problem behaviors 2. Identify “replacement behaviors” {what do you want them to do instead} 3. Create “matrix” of replacements by settings

19. Benton

20. Procedures for Teaching Expected Behaviors • Social skill instruction • teach the rule • demonstrate the skill • students practice the skill • review and test the skill • Embed in curriculum • Practice, Practice, Practice

21. Procedures for Encouraging Expected Behaviors • Identify “rule” student met and specific behavior they displayed (verbal feedback) • Deliver reinforcement • Tangible to intrinsic • External to internal • Frequent to infrequent • Predictable to variable

22. Procedures for Discouraging Problem Behaviors • CONSISTENCY • Clearly define problem behavior • Clear distinctions between staff/classroom and office managed behavior • Establish a continuum of procedures for correcting problem behavior • Establish data decision strategies for repeat offenses

23. Data-Based Decision Making Types of Data • Office Discipline Referrals (SWIS.org) • Anecdotal data • Teacher, student, parent surveys • Direct observation (behavior counts) • Archival data (e.g., referrals to special education, attendance, academic performance, grade retention, attendance, suspensions/expulsions)

24. Implementation Examples

28. Alton High SchoolAverage Referrals per Day

31. Enrollment 200 50% free and reduced lunch Ages 13 and up Programs Serves 8 component districts Physically Impaired Autism Language Impaired Hearing Impaired Multiple/ Severe Disabilities Emotional/Behavioral Disorder ExampleSelf-contained Special Education Building

32. Reported Results • Reduction in inappropriate behavior (verbal aggression, sleeping in class, off task, disruption) • Increased prosocial behaviors and task completion • Post universal systems, only 5 students (from 33) required individualized support

33. Maryland PBS Initiative

36. Group Cost Benefit Office Referral Reduction Across 12 PBIS schools= 5,606 If one Office Referral=15 minutes of administrator time, then 5,606 x 15= 84,090 minutes 1401.15 hours or 233 days of administrator time recovered and reinvested.

37. Group Cost Benefit Office Referral Reduction Across 12 PBIS Schools =5,606 If students miss 45 minutes of instruction for each Office Referral, 5,606 X 45= 252,270 minutes 4204.50 hours or 700 days of instructional time recovered!!!!!

38. A&D = Alcohol and Drug; ABS = Anti-social Behavior Scale

39. Impact on Moving Students to More Restrictive Settings Columbia Public Schools • Elementary Schools who implement SW-PBS referred students to alternative/special school at lower rates compared to schools who were not implementing SW-PBS (r = -0.4306, p < 0.01) • Elementary Schools who implemented SW-PBS have less recidivism to alternative settings once students returned to home-school

40. Universal Strategies: Nonclassroom Settings • Assess the Physical Characteristics • Determine which environmental factors contribute to the problem • Determine which environmental factors can be modified • If factors cannot be modified what supervision is required? • Establish Setting Routines • Everyone knows the rules • Routines established that allow students to demonstrate appropriate skills & minimize problem behavior • Adult monitoring • Practice, Practice, Practice

41. Universal Strategies:Classroom • Use of school-wide expectations/rules • Effective Classroom Management • Behavior management • Instructional management • Environmental management • Support for teachers who deal with students who display high rates of problem behavior

42. Effective Classroom Management • Behavior management • Teaching routines • Positive student-adult interactions • Instructional management • Curriculum & Instructional design • Environmental management

43. Small Group / Targeted • Part of a continuum – must link to school-wide PBS system • Efficient and effective way to identify students • Assessment = simple sort • Intervention matched to presenting problem but not highly individualized

44. Small Group / Targeted Practices Social Behavioral Concerns Social Skill Training Self-Management / Check-in Academic Concerns Peer tutoring / Peer Network Academic support Emotional Concerns Mentors

46. Individual Support Plans • When small group not sufficient • When problem intense and chronic • Driven by Functional Behavioral Assessment • Linked to school-wide system

47. Process (FBA to Individual PBS plan) Conduct functional behavioral assessment Create plan based on functional assessment outcome Develop infra-structure to support behavior change (school environment must change)

48. Essential Steps to Individual PBS Plans Request for assistance Operationally define problem/replacement behavior Background/archival data/ data collection/Environmental Assessment Functional Behavioral Assessment Indirect measures Direct observation Develop hypothesis regarding function of problem behavior Develop a PBS plan Social skill instruction Self management Environmental modifications Implement, Monitor and Evaluate progress

50. Implications & Conclusion