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Lucille Eber Ed.DStatewide Director, IL PBIS NetworkNational PBIS TA Center
Building Safe and Drug Free Schools through
the PBIS Framework
December 2, 2010 Wisconsin Dells, WI
Big Ideas• School-wide PBIS as a framework
to build safe and drug-free schools
• Bully-prevention example
• Consider similar application with AODA prevention
4 Principles for Creating Safe Schools and Reducing Problem Behavior
(Olweus, 2003)
1. setting firm limits on unacceptable behavior,
2. ensuring consistent application of sanctions for violations of rules,
3. providing positive adult role models, and
4. motivating staff to develop positive interest and involvement in the lives of students.
These 4 principles require school-wide support to be effective and
sustainable.
Consortium to Prevent School Violence FACT SHEET #1:
Overview of School Violence PreventionMatthew J. Mayer, Ph.D., Rutgers University
March, 2008
• Background
• Key Issues
• Research Summary: What Works and What Does NOT Work
• Specific Recommendations
• Cautions
• Resources
CPSV Fact Sheet (cont.)
Key Issues to be Concurrently Addressed:
• Responding to risk factors across ecological levels: individual, peer, family, school, & neighborhood
• Providing a balanced approach that improves students’ investment and bonding to school
• While also providing a school-wide system of rules and behavioral expectations that are communicated and implemented in a firm, fair, and consistent manner
• Offering general supports for all students as well as several levels of more specialized and intensive supports for a smaller percentage of students with greater needs
• Collecting and analyzing data to identify needs areas and drive responsive school practices
CPSV Fact Sheet (cont.) RESEARCH SUMMARYWhat DOES Work Well:
• Early intervention programs that ameliorate emerging problems in the academic, and social-emotional-behavioral domains
• School-wide behavioral expectations taught with multiple methods and reinforced consistently over time
• Cognitive-behavioral interventions for anger/aggression can reduce aggressive behaviors
• Structured team-based threat assessment can help schools respond thoughtfully to potential threats
• Programs that simultaneously address multiple levels of the student’s ecology (e.g., school, peer, family) tend to be more successful in reducing problem behaviors
• Embedded opportunities to practice newly learned behaviors (e.g., anger management) in the everyday context of life at school help students internalize these desired
CPSV Fact Sheet (cont.) RESEARCH SUMMARY
What DOES NOT Work Well:
• Profiling approaches to identify potentially dangerous students don’t work and hurt innocent students
• Zero tolerance policies do very little to prevent or reduce school violence
• Physical security measures such as metal detectors as a stand-alone approach do not reduce overall levels of violence and disruption at schools, though weapon-carrying may be reduced
• Repeated suspension of students with behavior problems does little to change anti-social behaviors and often accelerates a negative cycle of school failure and delinquency
• Primarily punitive disciplinary approaches that neither teach nor reinforce appropriate behavior are not very effective at changing student behavior
Positive Behavioral Interventions & Supports
“PBIS” is a research-based systems approach designed to enhance the capacity of schools to…
• Effectively educate all students, including students with challenging social behaviors
• Adopt & sustain the use of effective instructional practices
(Lewis & Sugai, 1999; Sugai et al., 1999; Sugai & Horner, 1994, 1999)
Critical Features of SW-PBIS
• Team driven process
• Instruction of behaviors/social skills
• Data-based decision-making
• Instruction linked to evaluation
• Defines social culture of the school
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students with
High-Risk Behavior
~80% of Students
~15%
~5%
School-widePositive Behavior Support
SYST
EMS
“BULLY BEHAVIOR”PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
IntegratedElements
Tier 1/Universal School-Wide Assessment
School-Wide Prevention Systems
SIMEO Tools: HSC-T, RD-T, EI-T
Check-in/ Check-out
Individualized Check-In/Check-Out, Groups & Mentoring (ex. CnC)
Brief Functional Behavioral Assessment/Behavior Intervention Planning (FBA/BIP)
Complex FBA/BIP
Wraparound
ODRs, Attendance, Tardies, Grades, DIBELS, etc.
Daily Progress Report (DPR) (Behavior and Academic Goals)
Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.
Social/Academic Instructional Groups
Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model
Illinois PBIS Network, Revised Aug.,2009Adapted from T. Scott, 2004
Tier 2/Secondary
Tier 3/Tertiary
Inte
rven
tio
nAssessm
en
t
Core Features of a Response to Intervention (RtI) Approach
• Investment in prevention
• Universal Screening
• Early intervention for students not at “benchmark”
• Multi-tiered, prevention-based intervention approach
• Progress monitoring
• Individualized interventions commensurate with assessed level of need (at tiers 2 and 3)
• Use of problem-solving process at all 3-tiers
• Active use of data for decision-making at all 3-tiers
• Research-based practices expected at all 3-tiers
What SW-PBIS is NOT
• A curriculum, or a packaged program
• Just about tangible reinforcement
• Just about discipline or school rules
• A Special Education program
How do we decide what data to collect/examine/use?
How do we use the data to help us decide how to spend our time? Implementation Effect Integrity/Fidelity Capacity Sustainability
If we train schools, do they implement?If schools implement, do students/schools benefit?Do students with greater needs benefit from implementation?
If schools implement, is there fidelity?If schools implement, is there sustainability? Over time?
Questions to Guide IL- PBIS Implementation:
Measuring Implementation and Fidelity
• Team Implementation Checklist (TIC)
• School-wide Evaluation Tool (SET)
• Self Assessment Survey (SAS)
• IS-SET
• IL Phases of Implementation
Impact Measures Indicate change in staff perceptions and staff
behavior, and
Change in student behavior
Measures include:Discipline data
Achievement Data
Placement Data
Gurrie Middle School, LaGrange School District 105: SET Scores and ODR Rates Across Two Years
87
88
89
90
91
92
93
94
95
96
97
2006-07 2007-08
Year
Per
cent
age
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
OD
R p
er 1
00 S
tude
nts
per
Day
Mean SET Score ODR per 100 Students
School Safety and SET Fidelity in Illinois PBIS Schools
55 4274 780
102030405060708090
% o
f ris
k a
nd
p
rote
ctio
n fa
cto
rs
Risk factor
Protectionfactor
Partially Implementing
(n=83)
Fully Implementing
(n=302)
Comparison of Partially & Fully Implementing Illinois PBIS Schools on
Fifth Grade ISAT Reading Scores 2006-07
70.51
64.25
60
65
70
75
% o
f stu
dents
at
or above
goal
Partially Implementing
(n=96)
Fully Implementing (n=207)
AYP Comparisons Between Partially & Fully Implementing Illinois PBIS Schools 2006-07
56.6 74
0
20
40
60
80
% o
f schools
meetin
g A
YP
Partially Implementing
(n=182)
Fully Implementing
(n=288)
217 990
50
100
150
200
250
Partial (n=27) Full (n=285)
Mea
n S
uspe
nsio
nsMean Suspensions and BoQ
70% Fidelity (IL 2009-10)
More Students Access Tier 2/3 Interventions When Tier 1/ Universal is in Place
7.94%4.95%0%
2%
4%
6%
8%
10%
Partially Implementing(n=26)
Fully Implementing (n=125)
% s
tude
nts
FY09 School Profile ToolStudents Accessing Tier 2/Tier 3 Interventions
SW-PBIS Logic
Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, salable, & logical for all students(Zins & Ponti, 1990)
SWPBS: Preventing & Reducing Effectiveness of
Bullying Behavior
George SugaiOSEP Center on PBIS
Center for Behavioral Education & Research
University of Connecticut
Aug 18, 2010
Bullying Behavior
“Bullying” is aggression, harassment, threats or intimidation when one person has greater status, control, power than the other.”
Scott Ross, University of Oregon
Continuum of Support for ALL
Dec 7, 2007
Prob Sol.
Coop play
Adult rel.
Anger man.
Attend.
Peer interac
Ind. play
Label behavior…not people
Prevention of Bullying Behavior Involves Both:
• teaching all students the skills needed to meet their social needs without bullying, and
• changing aspects of the school culture that may promote aggressive behavior, two components that are often lacking in typical anti-bullying programs (Olweus, 2003).
Fully Implementing IL PBIS Schools Have Fewer ODRs related to Bullying Behavior
• Disrespect
• Harassment
• Fighting
• Aggression
Average ODRs for ‘Bullying’ BehaviorsComparison of Fully & Partially Implementing
IL PBIS Schools
43% Difference!
2009-10
Good Things About Bullying Efforts
• Increased problem awareness
• More curriculum development and research
• Greater focus on all students
• More emphasis on prevention
‘Issues’ w/current efforts
• Labeling kids
• Generic intervention responses
• Non-data based decisions & interventions
• Over-emphasis on student ‘responsibility’ for change
• Not enough attention on ALL kids
Challenges to Effectiveness of Bully Prevention Efforts
1. Bullying behavior has broad range of features• Difficult to conceptualize and measure• Repetitive nature• Power dynamics
2. Lack of program maintenance• Even if initial positive results achieved
3. Effectively addressing bystanders in the intervention
More about the Challenges
• Labeling and Attempting to Punish Bullies can Increase Incidents of Bullying
• Stand-alone Programs are Difficult to Implement and Sustain
• Anti-Bullying Programs are Often More Reactive than Preventive
• Label student
• Exclude student
• Blame family
• Punish student
• Assign restitution
• Ask for apology
• Teach targeted social skills
• Reward social skills
• Teach all
• Individual for non-responsive behavior
• Invest in positive school-wide culture
Doesn’t Work Works
Six Features of PBIS that Contribute to Effective Application of Bully Prevention
1. The use of empirically-tested instructional principles to teach expected behavior outside the classroom to all students.
2. The monitoring and acknowledgement of students for engaging in appropriate behavior outside the classroom.
3. Specific instruction and pre-correction to prevent bullying behavior from being rewarded by victims or bystanders.
4. The correction of problem behaviors using a consistently administered continuum of consequences.
5. The collection and use of information about student behavior to evaluate and guide decision making.
6. The establishment of a team that develops, implements, and manages
How can these be applied to AODA?
N = 2565 713 266 474
9% 19% 24%
Mean % Students 2009-2010 Majors Only
91% 81% 76%
Most are responsive…but
some need a bit more.
A three part approach to school-wide Bully Prevention
• Establish a whole-school social culture where positive behavior is “expected” and rewards for bullying are NOT provided.
• Provide training and support for adults to (a) train, (b) precorrect, and (c) provide consequences for bullying
• Provide direct, individualized support for students who engage in “bullying” or “victim” behaviors.
APPLICATION FOR AODA PREVENTION?
~80% of Students
~5%
ESTABLISHING CONTINUUM of SWPBS
SECONDARY PREVENTION• Check in/out• Targeted social skills instruction• Peer-based supports• Social skills club•
TERTIARY PREVENTION• Function-based support• Wraparound• Person-centered planning• •
PRIMARY PREVENTION• Teach SW expectations• Proactive SW & classroom discipline• Positive reinforcement• Effective instruction• Parent engagement• Active supervision
SECONDARY PREVENTION• • • • •
TERTIARY PREVENTION• • • • •
PRIMARY PREVENTION• • • • • •
~15%
MUST…..• Be easy & do-able by all• Be contextually relevant• Result in early disengagement• Increase predictability• Be pre-emptive• Be teachable• Be brief•
Delivering Bully Prevention in Positive Behavior Support
• Establish rules for instruction based on 3-5 school-wide positively stated rules
• Discuss examples of following school-wide rules in specific settings.
• What do problem behaviors outside the classroom look like:
– Basketball, Four square, Cafe Line
– The word “bully” is never used
Why do Kids do it?
• Discuss why kids exhibit problem behavior outside the classroom
Peer attention comes in many forms:
– Arguing with someone that teases you
– Laughing at someone being picked on
– Watching problem behavior and doing nothing
• To change bullying we need to change the payoffs for bullying
The flame under a glass…
Stop, Walk, Talk
• A clear, simple, and easy to remember 3 step response
Teach the “Stop Signal”
• If someone is directing problem behavior to you, or someone else, tell them to “stop.”
• Review how the stop signal should look and sound
– Firm hand signal
– Clear voice
Teach “walk away”
Sometimes, even when students tell others to “stop”, problem behavior will continue. When this happens, students are to "walk away" from the problem behavior.
• Remember that walking away removes the reinforcement for problem behavior
• Teach students to encourage one another when they use the appropriate response
Teach “getting help”
Even when students use “stop” and they “walk away” from the problem, sometimes students will continue to behave inappropriately toward them. When that happens, students should "talk" to an adult.
• Report problems to adults
– Where is the line between tattling, and reporting?
• "Talking" is when you have tried to solve the problem yourself, and have used the "stop" and "walk" steps first:
• Tattling is when you do not use the "stop" and "walk away" steps before "talking" to an adult
• Tattling is when your goal is to get the other person in trouble
Teaching a Reply
• Eventually, every student will be told to stop. When this happens, they should do the following things
– Stop what they are doing
– Take a deep breath
– Go about their day (no big deal)
• These steps should be followed even when they don’t agree with the “stop”
How Adults RespondWhen any problem behavior is reported, adults follow a
specific response sequence:Reinforce the student for reporting the problem behavior (i.e. "I'm glad
you told me.")
Ask who, what, when and where.
Ensure the student’s safety. • Is the bullying still happening?• Is the reporting child at risk?• Fear of revenge?• What does the student need to feel safe?• What is the severity of the situation
"Did you tell the student to stop?" (If yes, praise the student for using an appropriate response. If no, practice)
"Did you walk away from the problem behavior?" (If yes, praise student for using appropriate response. If no, practice.)
When the child did it right…
Scott Ross, University of Oregon
Adults initiate the following interaction with the Perpetrator:
Reinforce the student for discussing the problem with you
"Did ______ tell you to stop?"
» If yes: "How did you respond?" Follow with step 2» If no: Practice the 3 step response.
"Did ______ walk away?"
» If yes: "How did you respond?" Follow with step 3» If no: Practice the 3 step response.
Practice the 3 step response.
» The amount of practice depends on the severity and frequency of problem behavior
Rewarding Appropriate Behavior
• Effective Generalization Requires reinforcement of appropriate behavior, the FIRST time it is attempted
– Look for students that use the 3 step response appropriately and reward
– Students that struggle with problem behavior (either as victim or perpetrator) are less likely to attempt new approaches.
• Reward them for efforts in the right direction.
Checking in
• For chronic victims of bullying or harassment
– At the beginning of recess, 1 adult should check in with the student and remind them about how to respond to problem behavior.
– At the end of recess, check in again, ask about how it went, and reward them for their efforts.
• For chronic perpetrators of bullying or harassment
– At the beginning of recess, check in with the student and remind them about how to reply if another student uses the 3 step response with them.
– At the end of recess, check in again, ask about how it went, and reward them for their efforts.
Checking in
Individualizing support
• Mentors
• Individual Behavior Support Plans
• Individual Wraparound Plans
Repeated punishment an exclusion does not work!
Effective Behavior Interventions: Function – based
Proactive
Have adequate dosage of:
Instruction
Practice
Support
Encouragement
Monitoring
Desired Behavior
Goes to events on his own sober and
not anxious
Setting Events (slow triggers)
Ball games/social
events
Antecedents (fast triggers)
Feeling anxious about
fitting in
Challenging Behavior
AODA
Maintaining Consequence
Avoid feeling anxious
Function:Replacement
Behavior
Goes to events with support
FBA/BIP Competing Behavior Pathway
Adapted from Sugai, G., Lewis-Palmer, T., & Hagan-Burke, S., 2000
Setting EventManipulations
AntecedentManipulations
ConsequenceManipulations
BehaviorManipulations
Mentor ConnectionBefore event
Peer/friend Connection Before event
Friend/Peer WithHimWhen heGoes to Events
Teach andPracticeAnxietyReducing behaviors
MentorAnd peerFeedback
Selected ‘Celebrations’Or‘rewards’?
What is Wraparound?
Wraparound is a process for developing
family-centered teams and plans that are
strength and needs based
(not deficit based)
across multiple settings and life domains.
FY 2010-Tier 3 IL SIMEO Study Classroom Behavior Functioning and Academic
Performance
N=158
Always
Never
Sometimes
Frequently
90-100%
70-79%
60-69%
0-59%
Classroom Behavior Academic Performance
Pilot Study in Elementary School in Oregon
• Ten minute observations were conducted on three students as selected by the principal, along with a composite peer during lunch recess to evaluate the effectiveness of the program.
• Results indicated a significant reduction in problem behavior after the intervention was delivered (55-69% reduction).
• In addition, other students on the playground were significantly more likely to respond appropriately when they were bullied.
74
0
2
4
6
8
10
0
2
4
6
8
10
Baseline Acquisition Full BP-PBS Implementation
0
2
4
6
8
10
0
2
4
6
8
10
0
2
4
6
8
10
Num
ber
of
Inci
dents
of
Bully
ing
Behavio
r
School Days0
2
4
6
8
10
School 1
Rob
Bruce
Cindy
Scott
Anne
Ken
School 2
School 3
3.14 1.88 .88 72%
BP-PBS, Scott Ross 75
Conditional Probabilities of Bystander Responses to Problem Behavior
0%
10%
20%
30%
40%
50%
"Sto
p"
"Wa
lk"
Po
sitiv
e R
esp
on
se(l
au
gh
ing
/ch
ee
rin
g)
Ne
ga
tive
Re
spo
nse
(cry
ing
/fig
htin
gb
ack
)
No
Re
spo
nse
Pro
bab
ilit
y o
f R
esp
on
seBaseline
BP-PBS
21% increase
22% decrease
Elementary School Pre and Post Bully Proofing Intervention Data
0
10
20
30
40
50
60
2005-2006 2006-2007
Harassment; Bullying; Fighting;
Aggression Incidents
Pre BullyPrevention
Post BullyPrevention
Canadian Research Example (Good, McIntosh, Poirier, in press)
After initial implementation of SWPBS in the 2007-08 school year, a middle school of 500 students in Canada embedded BP-PBS during the 2008-09 school year.
Out of school suspensions dropped approximately 65% after implementing SWPBS;
After implementing BP-PBS, office discipline referrals for the school year for bullying decreased by approximately 41%.
How to Implement Bully Prevention in PBS
Scott Ross, University of Oregon
• School
• Implement School-wide PBS
• Faculty commitment
• Faculty introduction to BP
• Team to implement
• Build BP lessons for students
• Train all students
• Booster/Follow up lessons
• Coaching support for supervisors
• Collect and use data
• District
• Build expectation for all schools
• Fall orientation emphasis on social behavior
• District trainer/coordinator
• District reporting of:
– Schools using BP-PBS
– Fidelity of implementation
– Impact on student behavior
Curriculum Available at:
www.pbis.org
• Scott Ross: [email protected]
• Rob Horner: [email protected]