Increasing Social and Academic Success: Positive Behavior Support meets Response to Intervention Tim Lewis, Ph.D. University of Missouri OSEP Center on.

Increasing Social and Academic Success: Positive Behavior Support

meets Response to Intervention

Tim Lewis, Ph.D.

University of Missouri

OSEP Center on Positive Behavioral Intervention & Supports

www.pbis.org

The Challenge• Students with the most challenging academic and social problems need

pro-active comprehensive and consistent systems of support• School-wide discipline systems are typically unclear and inconsistently

implemented – absence of a “social behavior curriculum”• Educators often lack specialized skills to address severe problem behavior

and learning challenges• Pressure on schools to incorporate national and state initiatives such as

Values Education, Anti-Bullying, Safe Schools and achieving “adequate yearly progress.” Many often have clearly defined outcomes without structures to reach or a framework for deciding what should be implemented when, for whom, and to what degree

Common school response to problem behavior = “punishment” of misbehavior and assumptions about appropriate behavior and/or seek out alternative placements

Common school response to academic challenges = send to specialists to “be fixed”

2 Minutes

With your neighbor, identify core curriculum across each academic subject

2 Minutes

With your neighbor, identify school-wide rules and strategies

for teaching social behavior

The point?

• We can’t “make” students learn or behave

• We can create environments to increase the likelihood students learn and behave

• Environments that increase the likelihood of social and academic success are guided by a core curriculum, adapted to reflect student need, and implemented with consistency and fidelity

ContextThe School Environment Must Support

Appropriate Social & Academic Behavior

School-Wide Positive Behavior Support

Response to Intervention

Starting Points

• Teams

• Universal curriculum developed / identified

• Data-based decision making

• Problem solving logic

• Access to Technical Assistance

• Working toward district/regional support

School-wide Positive Behavior Support

Typical responses to students Increase monitoring for future problem behavior Re-review rules & sanctions Extend continuum of aversive consequences Improve consistency of use of punishments Establish “bottom line” Zero tolerance policies Security guards, student uniforms, metal detectors, video

cameras Suspension/expulsion Exclusionary options (e.g., alternative programs)

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)

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

Contributing FactorsHome

Poverty- LanguageParent/Child interactions

CommunitySchoolDisability

Toward a SolutionThe 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

School-wide Positive Behavior Support

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

PBS is not...

Not specific practice or curriculum…it’s a general approach to preventing problem behavior

Not limited to any particular group of students…it’s for all students

Not new…its based on long history of behavioral practices & effective instructional design & strategies

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

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

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport OUTCOMES

Social Competence &Academic Achievement

School-wide Positive Behavioral Support

Incorporate best practice in professional development and system change (teams)

Emphasizes the use of assessment information to guide intervention and management decisions

Focus on the use of a continuum of behavioral supports Focus on increasing the contextual fit between problem

context and what we know works Focus on establishing school environments that support

long term success of effective practices {3-5 years}

School-wide Positive Behavioral Support

Expectations for student behavior are defined by a building based team with all staff input

Effective behavioral support is implemented consistently by staff and administration

Appropriate student behavior is taught Positive behaviors are publicly acknowledged Problem behaviors have clear consequences Student behavior is monitored and staff receive regular feedback Effective Behavioral Support strategies are implemented at the

school-wide, specific setting, classroom, and individual student level

Effective Behavioral Support strategies are designed to meet the needs of all students

ThemesFocus on positive proactive

programmingEmphasis on clearly defined working

structuresTeacher/school takes ownership of

student learning & behavioral challenges

Problem behavior = learning error

Schools with Effective Discipline

Effective LeadershipWork smarter not harder Active involvementClarity in direction

Move Beyond PunishmentTeach, Monitor, Reward appropriate behaviors

before relying on punishment

First StepsForm a teamEstablish need, priorities, and commitmentDraft a mission statementDevelop working structuresDevelop maintenance structures“Work smarter not harder”

WORKING SMARTERInitiative,Project,

Committee

Purpose Outcome TargetGroup

StaffInvolved

SIP/etc.

AttendanceCommittee

Increase student attendance

Percentage increase in daily attendance

Total student body and high absence students

Mr. EarlyMs. NeverlateMr. OntimeMs. Prompt

Identified as part of school improvement plan

CharacterEducation

Improve student behavior

No measurable outcome defined

Total study body

SafetyCommittee

School ClimateCommittee

DARE Committee

PBS WorkGroup

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

Preparing for Implementation

• Establish a regular meeting schedule for the behavior committee

• Establish a standard system for communicating information within the committee and among staff

• Analyze needs assessment data and other data to create short and long term goals (EBS survey)

• Develop regular opportunities for training on key PBS strategies

• Develop strategies to share information with parents & community

Statement of Purpose

• State positively

• Focus on everyone and all settings in school building

• Focus on academic and behavioral outcomes"To promote and maintain a safe and orderly

learning environment for students and staff"

Clearly Define Expected Behaviors

• Set of “rules”

• State positively and succinctly• Keep to five or fewer

Process

1. List problem behaviors

2. Identify “replacement behaviors” {what do you want them to do instead}

3. Create “matrix” of replacements by settings

I am…. All Settings Classroom

Hallways Cafeteria Bathrooms Playground Assemblies

Safe •Keep bodies calm in line•Report any problems•Ask permission to leave any setting

Maintain personal space

WalkStay to the right on stairsBanisters are for hands

•Walk•Push in chairs•Place trash in trash can

Wash hands with soap and waterKeep water in the sinkOne person per stall

Use equipment for intended purposeWood chips are for the groundParticipate in school approved games onlyStay in approved areasKeep body to self

•Walk•Enter and exit gym in an orderly manner

Respect-ful

•Treat others the way you want to be treated•Be an active listener•Follow adult direction(s)•Use polite language•Help keep the school orderly

Be honestTake care of yourself

Walk quietly so others can continue learning

Eat only your foodUse a peaceful voice

Allow for privacy of othersClean up after self

•Line up at first signal •Invite others who want to join in•Enter and exit building peacefully•Share materials•Use polite language

Be an active listenerApplaud appropriately to show appreciation

A Learner

•Be an active participant•Give full effort•Be a team player•Do your job

•Be a risk taker•Be prepared•Make good choices

Return to class promptly

•Use proper manners•Leave when adult excuses

•Follow bathroom procedures•Return to class promptly

•Be a problem solver•Learn new games and activities

•Raise your hand to share•Keep comments and questions on topic

Benton

Procedures for Teaching Expected Behaviors

• Social skill instruction– teach the rule– demonstrate the skill– students practice the skill– review and test the skill

• Embed in curriculum

• Practice, Practice, Practice

Procedures for Encouraging Expected Behaviors

• Identify “rule” student met and specific behavior they displayed (verbal feedback)

• Deliver reinforcement– Tangible to intrinsic– External to internal– Frequent to infrequent– Predictable to variable

Procedures for Discouraging Problem Behaviors

• CONSISTENCY• Clearly define problem behavior• Clear distinctions between staff/classroom

and office managed behavior• Establish a continuum of procedures for

correcting problem behavior• Establish data decision strategies for repeat offenses

Data-Based Decision Making

Types of Data• Office Discipline Referrals (SWIS.org)• Anecdotal data• Teacher, student, parent surveys• Direct observation (behavior counts)• Archival data (e.g., referrals to special education,

attendance, academic performance, grade retention, attendance, suspensions/expulsions)

Universal Strategies: Non- Classroom 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

Universal Strategies:Classroom

Needed at the classroom level...• 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

Implementation Examples

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94-9595-9696-9797-9898-9999-0000-0101-0202-03

Academic Years

FRMS Total Office Discipline Referrals

Multi Year Comparisons Per Day Per Month

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5

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15

20

25

Sept Oct Nov Dec Jan Feb March April May

Refe

rral

s Pe

r Day

00-01

01-02

02-03

INSTRUCTIONAL HOURS GAINEDProjected (50%) vs. Actual (Aug-Dec 2000)

2145HOURS

4290HOURS

474 HOURS

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4500

5000

Total Instructional Hours Lost 99-00

Projected Instructional Hours Lost Actual Instructional Hours Lost

HO

UR

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1671ADDITIONAL

Instructional Hours78%

Alton High SchoolAverage Referrals per Day

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100

November December January February

BALLWIN ACHIEVEMENT PBS

405

302

185

760

32.531

58.2

47.4

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Office Referrals Proficient or Advanced on MAP

Prevention & Supports For Identified and At-risk Students

Social Behavior

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

N=223

N=169

N=38

N=17

Profile Effectiveness Scores (Illinois Schools 02-03)

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4

School-wide Individual

Mea

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ffec

tiven

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Sco

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t = 11.11 (335) p< .0001 t = 2.30 (27) p < .03

Partial

N=169

Full

N=223

Partial

N=17

Full

N=38

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”

Risk and Protective Factor Comparison

SSS Risk and Protective Factor Scores (Illinois Schools 02-03)

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Risk Factor Protective Factor

Me

an

SS

S F

ac

tor

Sc

ore

s

t = -2.17 (37) p < .036 t = 2.31 (37) p < .026

PartialN=21

FullN=18

PartialN=21

FullN=18

Correlation of Risk Variables with EBS Survey Score

N = 13 Middle SchoolsSprague, Walker, Sowards, Van Bloem, Eberhardt & Marshall, 2001

-0.6

-0.4

-0.2

0

0.2

Risk Variables

Pea

rson

R

Series1 0.017896 -0.119001 0.115955 -0.291545 -0.513794 -0.376016

Free & R Acd Fail Mobiltiy A&D Crm ASB Total

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

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

ExampleSelf-contained Special Education Building

• 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

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 (from 33) required individualized support

Maryland PBS Initiative

Elementary Office Refferals by Year

416

608

852

490

187

433

654

138180

108

385

134 140

218

296

87

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900

1E 2E 3E 4E 5E 6E 7E 8E

Pre

Post

MIddle School Office Referrals by Year

592

2514

2082

1948

465

1464

800

1031

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3000

9M 10M 11M 12M

2001-02

2002-03

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.

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 minutes4204.50 hours or

700 days of instructional time recovered!!!!!

Western Sydney RegionNumber of Long Suspensions

Percentage change from 2005 to 2006

-23%

11%

-7%

26%

-30%

-20%

-10%

0%

10%

20%

30%

PBL Phase 1(13 schools)

PBL Phase 2(14 schools)

PBL Phase 3(28 schools)

Not PBL(183 schools)

Per

cen

tag

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han

ge

Small Group and Individual Interventions

Small Group / Targeted

• 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

Small Group / Targeted Practices

Social Skill TrainingSelf-ManagementMentors/Check-inPeer tutoring / Peer NetworkAcademic support

STUDENTS RECEIVING A "BEHAVIOR PLAN"

EIGHT OR MORE REFERRALS

1999/2000 vs. 2000/2001

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STUDENT NAME

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REFERRALS 99-00 REFERRALS 00-01

AVERAGE PERCENT DECLINE IN REFERRALS

50%%

* STUDENT LEFT SCHOOL DISTRICT BEFORE THE END OF THE ACADEMIC YEAR

43

23

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Pals - Combined Discipline ReferralsSept-J an

YR2 vs. YR3

46%

Average5.38

Average2.88

AMOUNT OF TIME PER WEEK

SPENT WORKING DIRECTLY WITH STUDENT

9

6

3

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0

0

10 minutes or less

10 to 20 minutes

20 to 30 minutes

30 to 40 minutes

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More than 60 minutes

NUMBER OF TEACHERS

Individual Students

• Part of a continuum: Must link to school-wide PBS system

• Quick supportive response to teacher• Plans based on a Functional Behavior

Assessment– Clear process in place– Behavioral expertise available– All in school understand basic logic of

FBA and PBS

Individual Support Plans

• When small group not sufficient

• When problem intense and chronic

• Driven by Functional Behavioral Assessment

• Linked to school-wide system

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)

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Daily Sessions

Jerrod

Emma

Matthew

BaselineNon-Function

Function Based InterventionBased Intervention

FBA – PBS Plan Process

Success requires:

1. Individual(s) with expertise in FBA-PBS

2. Fluency with a clear process among all staff including their role

3. A basic understanding of the Applied Behavior Analysis = Behavior is functionally related to the teaching environment

Essential Steps to Individual PBS Plans

1. Request for assistance2. Operationally define problem/replacement behavior3. Background/archival data/ data collection/Environmental Assessment4. Functional Behavioral Assessment

Indirect measures Direct observation

5. Develop hypothesis regarding function of problem behavior6. Develop a PBS plan

Social skill instruction Self management Environmental modifications

7. Implement, Monitor and Evaluate progress

Response to Intervention

Common school response to academic challenges = send to

specialists to “be fixed”

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

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

Responsiveness to InterventionEVIDENCE-BASEDINTERVENTIONS

STUDENTPERFORMANCE

CONTINUOUSPROGRESS MONITORING

DATA-BASEDDECISION MAKING &PROBLEM SOLVING

RtI Logic

Teach w/ best curriculum & instruction

Intervene early at all levels

Use student behavior as

progress indicator

Screen universally &

frequently

Modify & specialize for

non-responders

• Consistent “core” curriculum implemented school-wide (research-based)

• Core instruction follows effective instructional practices (NWREL.org)

• Core instruction implemented with fidelity

• Consistent, prioritized, and protected time allocated to instruction

• Data decision rules to identify a) those at high risk and b) “non-responders” in a timely manner

Universal Supports: Core Instruction

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.

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?

Early Literary Outcome

Social Skill Outcomes

Phonemic Instruction

+/- -

Social Skill Instruction

- +/-

Phonemic and SS Instruction

+ +

Control Group - -

Targeted / Small Supports

Important Themes

• Part of a continuum – must link to core curriculum

• Efficient and effective way to identify students (Curriculum Based Measures; DIBELS) through FREQUENT monitoring

• Intervention matched to presenting problem but not highly individualized

Targeted Supports

Intensify Instruction• Increase academic

engaged time• Small group / one:one• Increased

opportunities to respond

• Supplemental curriculum

Alter Instructional Environment

• Rules & routines• Attention signal• Ratio of positive /

negative statements• Efficient transitions• Active supervision

Structural Analysis Setting Factors Assessment Tool

• Level 1: Classroom Set-up and Structure

• Level 2: Context Specific Activities

• Level 3: Instructional Delivery and Tasks

• Level 4: Student Behavior

Case Study

• SFAT– Significant variables: clarity of expectations &

directions; consistency of expectations; accessibility of class schedules; lack of enforced procedures (especially regarding to hand raising and verbalizations or entire class).

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Baseline Level 1 Level 1 & 2 Level 1, 2 & 3 Follow-Up

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High Structure Materials Accessiblity Rules Visible Assistance Consistent Answering Consistent

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Frequency of V

erbalizationsBaseline Level 1 Level 1 & 2 Level 1, 2, & 3 Follow-up

Verbalizations

Off-Task

Individual / Intensive

Individual

• When small group/targeted not sufficient

• When data indicate high risk*

• Linked to core curriculum / outcomes

*limited data beyond literacy

Individual/ Intensive

• Targeted assessment (Curriculum Based Measures; DIBELS)

• Instruction targets remediation and/or accommodation

• Environment provides multiple and sustained engagement opportunities

• Monitor outcomes and make necessary adjustments (progress monitoring)

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L a r ry

D a v e

J a c k

D a i l y S e s s i o n s

B a s e l i n e C l a s s r o o m In t e r v e n t i o n C l a s s ro o m &In d i v i d u a l I n t e r v e n t i o n

RtI Applications (Sugai, 2007)

EARLY READING/LITERACY SOCIAL BEHAVIOR

TEAMGeneral educator, special educator,

reading specialist, Title 1, school psychologist, etc.

General educator, special educator, behavior specialist, Title 1, school

psychologist, etc.

UNIVERSAL SCREENING

Curriculum based measurement SSBD, ODR, record review, gating

PROGRESS MONITORING

Curriculum based measurementODR, suspensions, behavior incidents,

precision teaching, attendance

EFFECTIVE INTERVENTIONS

5-specific reading skills: phonemic awareness, phonics, fluency, vocabulary, comprehension

Direct social skills instruction, positive reinforcement, token economy, active supervision, behavioral contracting,

group contingency management, function-based support, self-

management

DECISION MAKING RULES

Core, strategic, intensive Primary, secondary, tertiary tiers

Big Ideas• Develop Core curriculum (social & academic)

– Teach & Practice

• Data-based decision making– Evaluate effectiveness

– Identify “non-responders”

• Continuum of supports firmly linked to core curriculum– Small group/targeted

– Individual

• Systems, systems, systems• Problem Solving using logic of PBS & RTI

Scaling Up

• Does not simply equal more schools or every school within a district/region/state

• Outcome = increasing school’s adoption and sustained use of evidence-based practices with integrity that lead to improved academic and social outcomes for students with accompanying organizational supports to allow replication

Research Findings on Scaling Up(Fixsen, Naoom, Blase, Friedman, & Wallace, 2005, p. 70)

• Best evidence documents what doesn’t work:

– Information dissemination alone

– Training by itself

Research Findings on Scaling Up(Fixsen, Naoom, Blase, Friedman, & Wallace, 2005, p. 70)

• What does work

– Long term, multi-level approaches

– Skills-based training

– Practice-based coaching

– Practioner performance-feedback

– Program evaluation

– Facilitative administrative practices

– Methods for systems intervention

Recommendations(Fixsen, Naoom, Blase, Friedman, & Wallace, 2005, p. 77)

• Develop partnerships with skilled researchers

• Establish a community of practices at implementation sites

• Share lessons learned across functional purveyor teams from different programs

Key

Build parallel systemic processes • Provide school/district teams with a process to address the

presenting challenge (e.g., problem behavior, drop out, learning to read)

• Develop a parallel process for districts/states to support school implementation and continue to expand with integrity (Blue Print Leadership Team)

Region/District Initiative

Region/District Coordinator

PBS Coaches

School Teams

District CoordinatorProfessional Development• Coordinate professional development opportunities for current teams• Assist with training of new teams• Coordinate coaches training• Work with teams/coaches on development of resource bank (materials, examples,

updates of website, etc.)Communication• Coordinate communication across district• Attend principal and assistant principal meetings to provide PBS updates and to listen to

school concerns/questions• Prepare quarterly & annual reports on progress of the district initiative for leadership team• Develop district PBS handbookCoordination• Prepare leadership team agenda• Maintain file of building meeting minutes, coach logs, and other data sources from school

teams• Meet with district coaches to problem solve• Develop connections between PBS initiative and district school improvement plan• Develop linkages to external agencies and PBS (e.g., mental health)• Explore funding opportunities to expand & support initiative

Coaches• Connect point between school teams and

the district initiative• Provide technical assistance to school

teams• Not intended to “lead” team, rather, serve

as an additional resource– Access materials– Share examples from other schools– Updates from the district

School Teams

• Principal or Deputy Principal + representatives of the school

• Commit to on-going training

• Develop/Draft essential components of school-wide system

• Two-way Communication with colleagues

On school reform…

Kauffman states “…attempts to reform education will make little difference until reformers understand that schools must exist as much for teachers as for student. Put another way, schools will be successful in nurturing the intellectual, social, and moral development of children only to the extent that they also nurture such development of teachers.” (1993, p. 7).