Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive

1. Building a Realistic Pyramid of Instructional and Behavioral Supports for Prevention and Intervention Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Intervention & Supports pbis.org

2. The key BEHAVIOR is functionally related to the TEACHING ENVIRONMENT

3. Context The School Environment Must Support Appropriate Social Behavior School-Wide Positive Behavior Support

4. The Challenge • Students with the most challenging behaviors in school 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 • Pressure on schools to incorporate national and state initiatives such as Values Education, Anti-Bullying efforts, and Safe Schools. Many often have clear defined outcomes without structures to reach or a framework for deciding what should be implemented when, for whom, and to what degree Typical school response to problem behavior = “punishment” of misbehavior and assumptions about appropriate behavior and/or seek out alternative placements

5. 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)

6. 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

7. 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

8. 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

9. 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%

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

11. 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 (swis.org) • Family Awareness and Involvement

12. Benton Elementary

13. Universal Strategies: Nonclassroom Settings • Identify Setting Specific Behaviors • Develop Teaching Strategies • Develop Practice Opportunities and Consequences • Assess the Physical Characteristics • Establish Setting Routines • Identify Needed Support Structures • Data collection strategies

14. 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

15. Importance of Effective Instruction(Sanders, 1999) • The single biggest factor affecting academic growth of any population of youngsters is the effectiveness of classroom instruction. • The answer to why children learn well or not isn't race, it isn't poverty, it isn't even per-pupil expenditure at the elementary level. • The classroom’s effect on academic growth dwarfs and nearly renders trivial all these other factors that people have historically worried about.

16. Outcomes of Universal Supports

21. 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.

22. 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!!!!!

23. 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 Self-contained Special Education Building - St. Louis

24. Self Contained School • Supported by PBS Coach • Prior to implementing school-wide system, Identified 33 students (17%) with chronic behavior teachers felt would require intensive individualized plans

25. 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 (2%) required intensive individualized support plans

26. Prevention & Supports For Identified and At-risk Students Social Behavior

27. Does Implementation of PBIS improve individual interventions? • Illinois “profile” analysis. • Assessment of intervention effectiveness Very Low, Low, Med, High, Very High 0 1 2 3 4 • School-wide • Individual Intervention

28. t = 11.11 (335) p< .0001 • t = 2.30 (27) p < .03 N=223 N=38 N=17 N=169 Partial N=169 Full N=223 Partial N=17 Full N=38

29. Mental Health Outcomes • Does School-wide PBS fit within a comprehensive mental health model of prevention and intervention? Minimizing and reducing “risk factors” by building “protective factors”

30. Risk and Protective Factor Comparison t = -2.17 (37) p < .036 t = 2.31 (37) p < .026 Partial N=21 Full N=18 Partial N=21 Full N=18

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

32. 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

33. Prevention & Supports For Identified and At-risk Students Achievement

36. Early Literacy & Behavior(Kelk & Lewis, 2001) • What are the effects of three instructional conditions a) social skill instruction, b) phonological / phonemic awareness instruction, and c) a combination of social skill instruction and phonological awareness instruction on the reading related and/or social behavior of at-risk kindergarten children?

38. Small Group and Individual Interventions Supporting Students At-Risk and those with Disabilities Within Their Home School

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

40. Assessment • Focus is on sorting student for service, not “diagnosis and placement.” • Social-Behavioral Concerns • Social skills • Self-management • Academic Concerns • Peer Tutors • Check in • Homework club • Emotional Concerns • Adult mentors

41. Important Themes • 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

43. Table 1. Pre- and Posttest Scores for Subjects on Dependent Variable (SSRS-T) * Significance at the .05 P Value

44. Teacher Evaluations

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

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