POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS (PBIS)
Feb 09, 2016
POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS (PBIS)
In Partnership with OSEP’s TA Center on Positive Behavior Support
Co-Director’s: Rob Horner University of Oregon
George Sugai University of Connecticut
• www.pbis.org• www.swis.org
Why do we need a school-wide approach to address behavior needs?
Proactive school-wide or district-wide discipline systems help to establish a learning culture within which both social and academic success is more likely.
Schools face a set of difficult challenges today when dealing with behavioral needs
Multiple expectations (Academic accomplishment, Social competence, Safety)
Students arrive at school with widely differing understandings of what is socially acceptable.
Traditional “get tough” and “zero tolerance” approaches are insufficient.
Faculty come with divergent visions of effective discipline
Culture in the school – what students and teachers bring with them..
The School Culture – what is already there.
School Cultures – the work that people do together
DPI Leadership Conference, November 2011
MOST EFFECTIVE TRENDS IN SCHOOL 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)
What is District-wide Positive Behavior Interventions and Supports (SW-PBIS)?
“PBIS is a broad range of proactive, systemic and individualized strategies for achieving important social and learning outcomes in safe and effective environments while preventing problem behavior with all students” (Sugai 2007)
What has research shown for schools implementing PBIS?
• Creates learning environments that proactively deal with behaviors.
• Improves support for students with specialized behavioral needs.
• Maximizes on-task behavior and increases learning time for all students.
What does PBIS emphasize?
• The PBIS decision-making process emphasizes 3 integrated elements to provide measureable outcomes for students:– DATA sources to support decision-making,– PRACTICES that support student behavior, and– SYSTEMS that support staff behavior.
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
PositiveBehaviorSupport OUTCOMES
Social Competence &Academic Achievement ٭
Adapted from “What is a systems Approach in school-wide PBS?”OSEP Technical Assistance onPositive Behavioral Interventions andSupports. Accessed at http://www.Pbis.org/schoolwide.htm
Data Collection
• PBIS recommends the ability to isolate and analyze the following five data points:1. Referrals by Problem Behavior,2. Referrals by Location,3. Referrals by Time,4. Referrals by Student, and5. Average referrals by Day and by Month
Improving Decision-Making
Problem Solution
From:
To:
Problem
Problem SolvingUsingData
SolutionMonitor
Outcome
Supporting Student Behavior
– Universal (Tier 1) instruction support for all district learners
– Targeted (Tier 2) interventions for areas of need determined from data analysis
– Individualized (Tier 3) supports required for individual students with high-needs or specific situations.
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
Tier 2/Secondary Interventions 5-15%• Some students (at-risk)• High efficiency• Rapid response• Small group interventions• Some individualizing
5-15% Tier 2/Secondary Interventions• Some students (at-risk)• 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
School-Wide Systems for Student Success:A Response to Intervention (RtI) Model
Academic Systems PBIS System
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/schoolwide.htm
Supporting Staff Behavior
• Reduce teacher stress• Increase teacher effectiveness in teaching
replacement behaviors• Support teachers in designing classroom
management systems
Six Key Elements of PBIS
1. Define, teach and acknowledge positive behaviors.
2. On-going collection and use of data for decision-making regarding implementation of systems that support effective practices.
3. Continuum of universal supports, targeted interventions, and individualized supports.
Six Elements (cont.)
4. Implement evidenced-based behavioral practices with fidelity and accountability
5. Arrange the environment to prevent the development and occurrence of problem behavior
6. Screen universally and monitor student performance and progress continually.
PBIS TRACK RECORD
• Highly successful in many other states• Many excellent resources available free on-
line• Interest in Wisconsin schools is growing
exponentially• DPI acting to respond to this interest & need
When SWPBIS is implemented well more students find their school an effective learning environment.
www.pbis.org
Current Status Nationally
• Main Messages:– SWPBIS is possible (over 13,000 schools)
– SWPBIS is effective at (a) reducing problem behavior, (b) improving academic achievement, and (c) improving perceived faculty effectiveness
– Coaching is critical to (a) implementation with fidelity and (b) sustained use of SWPBIS
– Coaching is perceived a major contributor to the cultural “fit” of SWPBIS to a community/ school.
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Training Update
By July 2009 By January 2010
By July 2010 By January 2011
By July 20110
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Number of Trained Schools
Training UpdateSome Interesting Wisconsin Data
Training Update
2010 January 2010 July 2011 January 2011 July0.00%
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Percentages of ALL Schools
Not TrainedTrained, Not ImplementingImplementing, No FidelityFidelity
Implementation Update
• Themes:– Child as the unit of impact, School as the unit of
implementation, District as the unit of coordination.– Use data for continuous improvement, cultural fit,
sustainability.• Are we doing what we said we would do?• Is what we are doing benefiting children?
– Build the systems needed to support effective practices.• Never train school teams without also training the
Trainers, Coaches and Evaluators who will make the practices endure
Likely Outcomes
• The following are examples of some of the progress made in a few Illinois and North Carolina schools that have implemented PBIS.
Eisenhower Jr. High, Schaumburg IL. School District 54:
Suspensions & Expulsions Across Two Years
43
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In-School Out-of-School Expulsions
Washington Elementary School, Champaign IL. School District 4
Total ODRs Over Three Years
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2005-06 2006-07 2007-08
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Foreman High School Office Discipline Referrals by Month by Year
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North CarolinaPositive Behavior Support Initiative
Levels of behavior risk in schools implementing PBS were comparable to widely-accepted expectations and better than those in comparison schools not systematically implementing PBS.
2004-05 (N=21) 2005-06 (N=35) 2006-07 (N=66) 2007-08 (N=110) Comparison (N=5)0
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Office Discipline Referral Risk in North Carolina
Non-PBS Comparison
Now…some Wisconsin School Data
http://www.youtube.com/watch?v=k2ddnSiHrTU
Outcome Data – Days of Out of School SuspensionSWIS OSS data for:• 21 schools fidelity by July 2010 (Ave .03% days OSS)• 51 schools implementing, not fidelity by July 2010 (Ave .05%
days OSS)
Outcome Data – Students - Out of School Suspension
SWIS OSS data for:• 21 schools fidelity by July 2010 (Ave 2.83% students receive OSS)• 51 schools implementing, not fidelity by July 2010 (Ave 2.33%
days OSS)
Outcome Data – Occurrences - OSS
SWIS OSS data for:• 21 schools fidelity by July 2010 (Ave .06 OSS/student)• 51 schools implementing, not fidelity by July 2010 (Ave .10
OSS/student)
Outcome Data – Office Discipline Referrals
2010-11 Office Discipline Referral Data for:• 28 schools fidelity by July 2010 (Ave ODR/100 students/day=.4909)• 67 schools implementing, not fidelity by July 2010 (Ave ODR/100
students/day=.5692)
Research on Time Lost to Discipline
Teacher Student AdministratorReferrals 5 minutes 20 minutes 10 minutesIn-School Suspensions
5 minutes 6 hours 20 minutes
Out-of-School Suspensions
5 minutes 6 hours 45 minutes
Barrett and Swindell - 2002
Example of Time at the Middle School
ODRs In-School Suspensions
Out-of-School Suspensions
Administrator 12,790 Minutes213 Hours
2,040 Minutes34 Hours
3,735 Minutes62 Hours
Student 1,443 referrals294 students
1,770 Hours295 school days
1,464 Hours244 school days
District Commitments
• High priority in District Improvement Plans• 3-5 year commitment• Continuation of the district leadership team• Ongoing staff development • Allocation of resources
Building Commitments
• Establish and maintain building PBIS team.• Identify building coaches• Training for and implementation by all staff • Effectively use student information systems
PBIS APPROACH WORKS!
• Data driven building decision-making• Clear expectations that are universally known• Focuses on positive interaction and
acknowledges appropriate behavior.• Proactive rather than reactive• Supports a positive learning environment• Delivers results
School PBIS Examples
1)Teaching Matrix
2)Acknowledgement System
3) T-Chart
4)Home Matrix
Teaching MatrixSETTING
All Settings Hallways Playgrounds Cafeteria
Library/Compute
r LabAssembly Bus
Respect Ourselves
Be on task.
Give your best effort.
Be prepared.
Walk. Have a plan.
Eat all your food.Select healthy foods.
Study, read,
compute.
Sit in one spot.
Watch for your stop.
Respect Others
Be kind.Hands/feet
to self.Help/share
with others.
Use normal voice
volume.Walk to right.
Play safe.Include others.Share
equipment.
Practice good table manners
Whisper.Return books.
Listen/watch.Use
appropriate applause.
Use a quiet voice.
Stay in your seat.
Respect Property
Recycle.Clean up after self.
Pick up litter.
Maintain physical space.
Use equipment properly.
Put litter in garbage can.
Replace trays &
utensils.Clean up
eating area.
Push in chairs.Treat books
carefully.
Pick up.Treat chairs appropriately
.
Wipe your feet.Sit
appropriately.
Behavior is Acknowledged and Recognized
46
Consistency across staff/locations
http://schools.u-46.org/index.pl?id=2731147
Family Teaching Matrix
Family Teaching Matrix
SETTING
At Home Morning Routine
Homework Meal Times
In Car Play Bedtime
Expectations
Respect Ourselves
Respect Others
Respect Property
Stolen from OSEP National Technical Assistance Center 48
Questions?
www.pbis.orgwww.wisconsinpbisnetwork.org
www.pbisassessment.orgwww.swis.org