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Positive Behavioral Interventions and Supports (PBIS ). Building on Children’s & Families ’ Strengths. January 2012 Marlene Gross- Ackeret Jennifer Grenke. Who’s Here?. Parents? Teachers? Advocates? Administrators? Other?. Advanced Organizer. Challenges/Rationale for PBIS
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Positive Behavioral Interventions and Supports (PBIS) Building on Children’s & Families’ Strengths January 2012 Marlene Gross-Ackeret Jennifer Grenke
Who’s Here? Parents? Teachers? Advocates? Administrators? Other?
Advanced Organizer • Challenges/Rationale for PBIS • Overview of PBIS • Research Findings • Framework of support • What does PBIS look Like? • Wisconsin PBIS Initiative • Family/Parent Involvement in PBIS
Challenges Facing Schools Today • Doing more with less • Educating increasing numbers of students with more diverse needs • Educating students with challenging behaviors • Creating “host environments” or systems that enable adoption & sustained use of effective practices
Over-Reliance on Exclusion • Exclusion & punishment are the most common responses to conduct disorders in schools. (Lane & Murakami, 1987; Rose, 1988; Nieto, 1999; Sprick, Borgmeier, & Nolet, 2002) • Exclusion & punishment are ineffective at producing long-term reduction in problem behavior. (Costenbader & Markson, 1998) • “When the horse is dead, it’s time to dismount.”
Research Findings Reviews of over 600 studies on how to reduce school discipline problems indicate that the leasteffective response to school violence are: • Disconnected “fix the student” counseling • Psychotherapy • Punishment (Gottfredson, 1997; Lipsey, 1991 & 1992; Tolan & Guerra, 1994; Elliott, Hamburg, Williams, 1998)
Most Effective Trends in Discipline Practices • Proactive school-wide discipline systems • Social skills instruction • Academic/curricular restructuring • Behaviorally based interventions • Early screening & identification of antisocial behavior patterns (Biglan, 1995; Gottfredson, 1997; Colvin, et al., 1993; Lipsey, 1991, 1992; Mayer, 1995; Sugai & Horner, 1994; Tolan & Guerra, 1994; Walker, et al., 1995; Walker, et al., 1996)
Basic Principles of PBIS • Just as we teach students to read, write & compute, we also need to teach students how to behave. • There is always a function to someone’s behavior, even if the person cannot tell you what that function is. • Discipline alone is not enough. Appropriate replacement behavior must be taught to prevent re-occurrence of misbehavior.
The Old Way….(hopefully) • Referrals to Special Education may be seen as the “intervention” vs. actual changes in student’s learning environment • FBA may be viewed as required “paperwork” vs. a needed part of designing an intervention • Rely on interventions the system is familiar with vs. ones that are likely to produce an effect • Focus one-student at a time (reactive approaches) vs. capacity (systems) within schools to support ALL students
Without Problem Solving Special Education Sea of Ineligibility General Education
Bridging the Gap General + Intensive Resources General + Supplemental Resources Amount of Resources Needed to Solve Problem General Resources Intensity of Problem
What is PBIS? A broad range of proactive, systemic, and individualized strategies for achieving important social & learning outcomes in safe & effective environments while preventing problem behavior with all students. (Sugai, 2007)
School-Wide Systems FOR Student Success:A Response to Intervention (RtI) Model Academic Systems Behavioral Systems • Tier 3/Tertiary Interventions 1-5% • Individual students • Assessment-based • High intensity • 1-5% Tier 3/Tertiary Interventions • Individual students • Assessment-based • Intense, durable procedures • 5-15% Tier 2/Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 2/Secondary Interventions 5-15% • Some students • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 1/Universal Interventions 80-90% • All students • Preventive, proactive • 80-90% Tier 1/Universal Interventions • All settings, all students • Preventive, proactive Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm
Emphasis on Prevention at Each Level Universal Level • GOAL: To reduce new cases of problem behavior &/or academic failure Secondary Level • GOAL: To reduce current cases of problem behavior &/or academic failure Tertiary/Wraparound Level • GOAL: To reduce complications, intensity, severity of students with chronic problem behavior &/or academic failure
Tertiary Interventions • Few families • Family voice • High Intensity • Tertiary Interventions • Few families • Family voice • Intense, durable procedures • Secondary Interventions • Some families • High efficiency • Rapid response • Planned Interventions • Some Individualizing • Secondary Interventions • Some families • High efficiency • Rapid response • Planned Interventions • Some Individualizing • Universal Interventions • All families • Preventive, proactive • Universal Interventions • All families • Preventive, proactive Designing School-Wide Systems for Student Success through Family Involvement Academic Systems Behavioral Systems 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%
Identify the needs ofthese students To meet standards. = Tiered Model for Students: To provide instruction& interventions 16
To meaningfullyengage with parentsacross all Tiers Identify the needs ofthese parents = Tiered Model for Families: To develop differentiated outreach 17
PBIS Biggest Idea! Instead of working harder (inefficient), schools have to establish systems & processes & use data & practices that enable them to work smarter (efficient, effective). • Establish a small number of priorities – Do less but better. • Consolidate/integrate whenever possible – Only do it once. • Specify what is wanted & how you’ll know when you get there – Invest in a clear outcome & assess progress. • Give priority to what works – Use research- & evidence-based practices & programs.
Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior
Data - How Decisions Are Made Components of decision making with PBIS • Data collection • T-chart • ODR form • A problem-solving team • Data at every meeting • Data use • Big 5 reports • Communication with school community about data, patterns, & decisions • Newsletter • Website
Systems - How Things are Done • Procedures for classroom and non-classroom settings – lunchroom, bus, bathroom, assembly, transition/hallway • Procedures for reinforcing expected behavior • Procedures for responding to office discipline referrals (ODRs) • Procedures for meeting the needs of ALL students
Practices - How adults Interact with Students Every time any adult interacts with any student, it is an instructional moment! PBIS emphasizes… • Teachingbehaviors like we teach academics • Modeling &practicing expected behaviors • http://www.hasd.org/schools/ges/pbis.cfm • Reinforcing expected behaviors • http://www.youtube.com/watch?v=fc8H_7D0Q1Y • Pre-correcting to ensure positive behaviors are displayed • Actively supervising to prevent problem behaviors
What Does PBIS Look Like? • 3-5 Positively stated expectations are defined and taught for all students in all settings • >80% of studentscan tell you what is expected of them & give behavioral example because they have been taught, actively supervised, practiced, & acknowledged • Positive adult-to-student interactions exceed negative • Data- & team-basedaction planning & implementation are operating • Administratorsare active participants • Full continuum of behavior supportis available to all students
Consistency across staff/locations http://schools.u-46.org/index.pl?id=27311
Wisconsin Implementation • 473 schools trained by July 2010 • 332 schools implementing • 84 schools implementing with fidelity
Wisconsin Data • 59 schools used SWIS to collect ODR data in the 2009-10 school year. • 18 schools were implementing with fidelity by the end of the 2009-10 school year • 21 schools have not reached implementation fidelity • 11 schools have not taken any PBS Surveys • 9 schools have not attended Universal Team Training
One School’s Results This school met fidelity for PBIS in the 2009-10 school year. Students have 50 more days of learning, administrators have 12 more days of instructional time, and teachers have 4 extra days to teach!
One School’s Results, continued This school met fidelity for PBIS in the 2009-10 school year.
Call for Family Involvement Positive behavior support has been defined as a collaborative endeavor that includes all relevant stakeholders, including especially families. (Hieneman, Childs & Sergay, 2006; Koegel, Koegel, & Dunlap, 1996; Lucyshn, Dunlap, & Albin, 2002) “Facilitates the inclusion of and respect for the values and priorities of families and all team members.” APBS Standards of Practice Leadership Team –range of stakeholders (special education, regular education, families, mental health, administration). School-wide PBS Implementer’s Blueprint
Family Involvement has been associated with… Higher grades, test scores, graduation rates Better school attendance Increased motivation, self-esteem Lower rates of suspension Decreased use of drugs and alcohol Fewer instances of violent behavior Henderson & Mapp (2002) – A New Generation of Evidence
Assumptions Many problems at school reflect broader community issues Engaging the community will improve the effectiveness and outcomes of PBS Students who need more intensive levels of support are often supported by systems other than the educational system
Family Teaching Matrix Stolen from OSEP National Technical Assistance Center
Contact Information: Marlene Gross-Ackeret grossackeretm@wisconsinpbisnetwork.org 608.697.8826 Jennifer Grenke grenkej@wisconsinpbisnetwork.org 920.855.2114 x 245