Overview of Positive Behavior Support

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

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

3. 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

4. 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

5. 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

6. 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

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

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

9. 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…

10. 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

11. 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

12. 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…

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

14. 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

15. 2001 US 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

16. “Train and Hope” Approach • React to identified problem • Select and add practice • Hire expert to train practice • Expect and hope for implementation • Wait for new problem

17. 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”

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

19. What Does PBS Look Like? 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

20. 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

21. 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

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

23. 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

24. 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

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

26. Individual Student Systems • Support behavioral competence at school and district levels • Tailor function-based behavior support planning • Use team and data-based decision-making • Utilize comprehensive person-centered planning and wraparound processes • Deliver secondary social skills and self-management instruction • Implement individualized instructional and curricular accommodations

27. Local Context and Culture PBS Features Prevention Logic for All Science of Human Behavior Evidence- Based Practices Systems Change and Durability Natural Implementers

28. Prevention is: • Decreasing development of new problem behaviors • Preventing increased severity of existing problem behaviors • Eliminating triggers and maintenance of problem behaviors • Teaching, monitoring, and acknowledging prosocial behavior • Using a 3-tiered prevention logic that defines a continuum of support • Designing school-wide systems for student success

29. Emphasis on Prevention • Primary • Reduce new cases of problem behavior • Secondary • Reduce current cases of problem behavior • Tertiary • Reduce complications, intensity, severity of current cases

30. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL AND POSITIVE BEHAVIOR SUPPORT ~5% ~15% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, and Settings ~80% of Students

31. Academic Systems Behavioral Systems • Tertiary, Individual Interventions • Individual Students • Assessment-based • High Intensity • Tertiary, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Secondary Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Secondary Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Primary Interventions • All students • Preventive, proactive • Primary 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%

32. Science of Human Behavior • Behavior is learned • Behavior occurrences are linked to environmental factors • Behavior change occurs through manipulation of environmental factors

33. Local Context and Culture • Consider characteristics of local stakeholders • Families, businesses, students, staff members, et cetera • Consider relationship between school and community • Maximize use of natural implementers

34. Evidence-based Practices • Based on outcomes • Monitor effectiveness, efficiency, relevance, and durability • Utilize a function-based approach

35. Empirically Sound Practices and Applications in Schools Social skills instruction, early literacy instruction, functional assessment-based behavior support planning, teaching self-management, token economies, curricular/instructional accommodations, behavioral contracting, school-to-work transition planning, et cetera

36. Systems Change and Durability Systems Perspective • Organizations do not “behave,” individuals behave • “An organization is a group of individuals who behave together to achieve a common goal” • “Systems are needed to support collective use of best practices by individuals in an organization” Horner, 2001 Schools as Systems Use what we know about behavior of individuals to affect behavior and organization of communities, and create a common vision, language, and experience for all members of the community Biglan, 1995; Horner, 2002

37. Active Administrative Participation • Actively participates as a member of the leadership team • Establishes PBS initiative as one of the top three improvement plan priorities • Commits to and invests in a 2-3 year implementation effort

38. Emphasize Data-based Evaluation • Conduct self-assessment and action planning • Evaluate self-improvement continuously • Identify strengths and needs • Plan and implement strategic dissemination

39. Implementation Challenges • Multiple, overlapping, and competing initiatives • Overemphasis on conceptualization, structure, and process • Underemphasis on data-based decision-making • Failure to build competence for accurate and sustained implementation • Reluctance to eliminate practices and systems that are not effective, efficient, and relevant • Low rates of regular positive acknowledgements and celebrations

40. Implementation Levels Province District School Classroom Student

41. PBS Organizational Logic Visibility Political Support Funding Leadership Team Active Coordination Evaluation Training Coaching Local School Teams/Demonstrations