1 / 26

Overview of Positive Behavior Support and the Contribution of Wraparound

Overview of Positive Behavior Support and the Contribution of Wraparound. Rob Horner University of Oregon www.pbis.org. Goals. Identify the core elements of school-wide positive behavior support. Define the outcomes to date associated with a “whole-school” approach to behavior support

santiago
Download Presentation

Overview of Positive Behavior Support and the Contribution of Wraparound

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Overview of Positive Behavior Support and the Contribution of Wraparound Rob Horner University of Oregon www.pbis.org

  2. Goals • Identify the core elements of school-wide positive behavior support. • Define the outcomes to date associated with a “whole-school” approach to behavior support • Identify the role of wraparound in the school-wide PBS approach.

  3. What is School-wide Positive Behavior Support? • School-wide PBS: A systems approach for establishing the social cultureand individualized behavioral supports needed for schools to achieve both social and academic success for all students. • Evidence-based features of SW-PBS • Prevention • Define and teach positive social expectations • Acknowledge positive behavior • Arrange consistent consequences for problem behavior • On-going collection and use of data for decision-making • Continuum of intensive, individual interventions. • Administrative leadership – Team-based implementation (Systems that support effective practices)

  4. Establishing a Social Culture Common Language MEMBERSHIP Common Experience Common Vision/Values

  5. Define School-wide Expectationsfor Social Behavior • Identify 3-5 Expectations • Short statements • Positive Statements (what to do, not what to avoid doing) • Memorable • Examples: • Be Respectful, Be Responsible, Be Safe, Be Kind, Be a Friend, Be-there-be-ready, Hands and feet to self, Respect self, others, property, Do your best, Follow directions of adults

  6. Supporting Social Competence, Academic Achievement and Safety School-wide PBS OUTCOMES Supporting Student Behavior Supporting Decision Making PRACTICES DATA SYSTEMS Supporting Staff Behavior

  7. SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~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

  8. National Adoption of School-wide PBS • Over 9000 schools involved in SWPBS • Pre-school 117 • Elementary 5669 • Middle Schools 1943 • High Schools 931 • K to (8-12) 124 • Alternative/JJ 344

  9. States Implementing SWPBS9000 schools in 44 states Oregon Number of Schools States

  10. 34% of schools in Oregon

  11. Current Research • School-wide PBS is “evidence-based” • Reduction in problem behavior • Increases in academic outcomes • Horner et al., 2009 • Bradshaw et al., 2006; in press • Behavioral and Academic gains are linked • Amanda Sanford, 2006 • Jorge Preciado, 2006 • School-wide PBS has benefits for teachers and staff as well as students. • Scott Ross, 2006 • Sustaining School-wide PBS efforts • Jennifer Doolittle, 2006

  12. Individual Student Supports • Individual supports are more effective when implemented within integrated, school-wide systems of prevention.

  13. School-Wide Positive Behavior Support Wraparound Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~15% ~80% of Students

  14. Family/ Social/ Context Immediate Context Physical Status

  15. Wraparound • “Wraparound is both a philosophy of care and a defined process for developing a plan of care for an individual youth and his/her family (Burns & Goldman, 1999). Wraparound supports students and their families by proactively organizing and blending natural supports, interagency services, PBS, and academic interventions as needed.” • Eber et al., 2009

  16. Wraparound10 guiding principles • Strength-based family leadership • Team based • Flexible funding/services • Individualized • Perseverance • Outcome focused • Community based • Culturally competent • Natural supports • Collaborative

  17. Wraparound • The wraparound process can be described as one in which the team: • Creates, implements and monitors an individualized plan using a collaborative process driven by the perspective of the family. • Develops a plan that includes a mix of professional supports, natural supports and community supports. • Bases the plan on the strengths and culture of the youth and their family; and • Ensures that the process is driven by the needs of the family rather than the services that are available or reimbursable.. • VanDenBerg, Burns, & Buchard, 2008

  18. Wraparound • The wraparound process, and the plan itself, is designed to be culturally competent, strengths based, and organized around family members’ own perceptions of needs, goals, and likelihood of success of specific strategies.

  19. Wraparound with PBIS • Illinois: Lucille Eber • Completing the continuum of schoolwide positive behavior support: Warparound as a tertiary-level intervention. • Eber, Hyde, Rose, Breen, McDonald, & Lewandowski, 2009 • School-wide PBS • Targeted Support (Check-in/ Check-out) • Function-based Behavioral Support • Wraparound support • Every school has access to wrap-coordinator • SIMEO Data system • Level of risk at student faces

  20. Positive Behavior Support Universal School-Wide Data Collection and Analyses School-Wide Prevention Systems (rules, routines, arrangements) Targeted Intensive Group Interventions AnalyzeStudent Data Interviews, Questionnaires, etc. Simple Student Interventions Intervention Assessment Observations and ABC Analysis Complex Individualized Interventions Multi-Disciplinary Assessment & Analysis Team-Based Wraparound Interventions Adapted from George Sugai, 1996 © Terrance M. Scott, 2001

  21. Issues • Building capacity • Defining the Wraparound approach with operational precision • Building measures of fidelity as well as measures of outcome • Developing the organizational models • Teams/ Process/ Administrative Support • Professional Knowledge • Individuals with skills, experience, knowledge Leah

  22. District PBS Behavior Support Academic Support SWPBS/Leadership Team IPBS Team Targeted Academic FBA/ Intensive

  23. Summary • Wraparound supports SWPBS • SWPBS supports wraparound • Build integrated support structure • Knowledge about student (personal, physical, emotional) • Knowledge about context • Immediate context • Social/ family/ cultural context • Knowledge about behavioral theory

More Related