1 / 49

Prevention and Systematic Intervention to Address Social Behavioral Problems: School-wide Positive Behavior Support

Prevention and Systematic Intervention to Address Social Behavioral Problems: School-wide Positive Behavior Support. Tim Lewis, Ph.D. University of Missouri Center on Positive Behavioral Intervention & Supports pbis.org. Where is Missouri???. Starting Point….

yoninah
Download Presentation

Prevention and Systematic Intervention to Address Social Behavioral Problems: School-wide Positive Behavior Support

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. Prevention and Systematic Intervention to Address Social Behavioral Problems: School-wide Positive Behavior Support Tim Lewis, Ph.D. University of Missouri Center on Positive Behavioral Intervention & Supports pbis.org

  2. Where is Missouri???

  3. Starting Point…. • Educators cannot “make” students learn or behave • Educators can create environments to increase the likelihood students learn and behave • Environments that increase the likelihood are guided by a core curriculum and implemented with consistency and fidelity

  4. The Challenge • The “core curriculum” is often “punishment” to try and reduce problem behavior in school • However, “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)

  5. 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

  6. Essential Features at the School Level • Teams of educators within the school (administrator) • Data-based decision making • Instructional Focus • Teach & Practice • Acknowledge student mastery of social skills • Positive Feedback

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

  8. 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%

  9. Universal School-Wide Features • Clearly define expected behaviors (Rules) • All Settings • Classrooms • Procedures for teaching & practicing expected behaviors • Procedures for encouraging expected behaviors • Procedures for discouraging problem behaviors • Procedures for data-based decision making • Family Awareness and Involvement

  10. Benton Primary School

  11. RAH – at Adams City High School(Respect – Achievement – Honor)

  12. 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%

  13. Tier II (small group) • Efficient and effective way to identify at-risk students • Screen • Data decision rules • Informal assessment process to match intervention to student need • Small group Social Skill Instruction • Self-management • Academic Support • Part of a continuum – must link to universal school-wide PBS system

  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. Tier III (individualized support) • When small group not sufficient • When problem intense and chronic • Driven by Functional Behavioral Assessment • Connections to Mental Health and Community Agencies • Part of a continuum – must link to universal school-wide PBS system

  16. Outcomes

  17. Alton High SchoolAverage Referrals per Day

  18. Other High School Outcomes…. • Triton High School • 48% Free and reduced lunch • 59% reduction in suspension • Halved the drop out rate • Mountain View High School • 30% free and reduced lunch • 30% reduction in ODR • Last to first in achievement in district

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

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

  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. Tier II & IIISmall Group and Individual Interventions Supporting Students At-Risk and those with Disabilities Within Their Home School

  24. Classroom Intervention within SW-PBS • Subject: • Seven years old • Identified with EBD and ADHD • Setting • General education 2nd grade classroom with 19 other students • Concern • Student exhibits high rates of off-task • Student shouts out answers and questions and comments at high rates and often inappropriate Stichter, J. P., Lewis, T. J., Johnson, N., & Trussell, R. (2004). Toward a structural assessment: Analyzing the merits of an assessment tool for a student with E/BD. Assessment for Effective Intervention, 30, 25-40

  25. Does Implementation of SW-PBS 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

  26. 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

  27. Field Primary School SW-PBS and Response to Intervention with Literacy

  28. Field Primary School • High Diversity • School has 290 students; 50% minority; 20% English Language Learners; 13% Special Education • Instructional leader turnover • Poverty • 79% of students live in poverty • Highly transient population

  29. Field Primary School • Teachers and Staff committed to increasing academic and social successof all students • A committed Principal who supported faculty in their efforts to change the way they taught to improve children’s lives

  30. Field Primary School • Academic Standing • Only 5% of all students scored proficient in 2005 • Breakdown by ethnicity: • 0% African-American • 18% Caucasian • 0% Students with disabilities • 0% English Language Learners • 7% Students living in Poverty

  31. Field Primary School • Literacy • In 2004–05, 44% students required intensive support for reading and writing • Social Behavior • In 2003-04 Averaging 10.4 discipline referrals per day

  32. Field Literacy Data

  33. Positive Behavior Supports

  34. Impact on Behavior Problems To 1.6 per day From 10.4 per day MU College of Education — 140 years of discovery, teaching and learning

  35. Impact on Literacy • Improved Academic Standing • In 2007, 27% of Field’s students scored proficient in 2007 (up from 5%). • African American: 0% improved to 16% • Caucasian: 18% improved to 57% • Students with disabilities: 0% improved to 25% • English Language Learners: 0% improved to 27%

  36. Field Literacy Data

  37. Why Invest in SW-PBS? • Change in school discipline system creates an environment that promotes, teaches, and acknowledges appropriate behavior • Reduction in problem behavior resulting in less staff time dealing with problems, more student time in the classroom • Improved academic performance • Improved social behavior performance • Improved school safety, mental health connections, and individual interventions

  38. RCT & Group Design SW-PBS Studies Bradshaw, C.P., Koth, C.W., Thornton, L.A., & Leaf, P.J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115 Bradshaw, C.P., Koth, C.W., Bevans, K.B., Ialongo, N., & Leaf, P.J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473. Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148. Bradshaw, C.P., Reinke, W. M., Brown, L. D., Bevans, K.B., & Leaf, P.J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26. Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145. Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14.

  39. Impact of our SW-PBS Center’s Efforts To Date • In the US over 14,400 schools; 46 state initatives • Working with researchers and educators in Canada, Australia, and several countries in Europe pbis.org

More Related