1

Positive Behavioral Interventions and Supports (PBIS)

January 2012Marlene Gross-AckeretJennifer Grenke

Building on Children’s & Families’ Strengths

2

Who’s Here?

Parents?

Teachers?

Advocates?

Administrators?

Other?

3

Advanced Organizer

• Challenges/Rationale for PBIS

• Overview of PBIS• Research Findings• Framework of support• What does PBIS look Like?

• Wisconsin PBIS Initiative

• Family/Parent Involvement in PBIS

4

Challenges Facing Schools Today

• Doing more with less

• Educating increasing numbers of students with more diverse needs

• Educating students with challenging behaviors

• Creating “host environments” or systems that enable adoption & sustained use of effective practices

5

Over-Reliance on Exclusion

• Exclusion & punishment are the most common responses to conduct disorders in schools.

(Lane & Murakami, 1987; Rose, 1988; Nieto, 1999; Sprick, Borgmeier, & Nolet, 2002)

• Exclusion & punishment are ineffective at producing long-term reduction in problem behavior.

(Costenbader & Markson, 1998)

• “When the horse is dead, it’s time to dismount.”

6

Research Findings

Reviews of over 600 studies on how to reduce school discipline problems indicate that the least effective response to school violence are:

– Disconnected “fix the student” counseling– Psychotherapy– Punishment

(Gottfredson, 1997; Lipsey, 1991 & 1992; Tolan & Guerra, 1994; Elliott, Hamburg, Williams, 1998)

7

Most Effective Trends in 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)

8

Basic Principles of PBIS

• Just as we teach students to read, write & compute, we also need to teach students how to behave.

• There is always a function to someone’s behavior, even if the person cannot tell you what that function is.

• Discipline alone is not enough. Appropriate replacement behavior must be taught to prevent re-occurrence of misbehavior.

9

The Old Way….(hopefully)

• Referrals to Special Education may be seen as the “intervention” vs. actual changes in student’s learning environment

• FBA may be viewed as required “paperwork” vs. a needed part of designing an intervention

• Rely on interventions the system is familiar with vs. ones that are likely to produce an effect

• Focus one-student at a time (reactive approaches) vs. capacity (systems) within schools to support ALL students

10

Special Education

General Education

Sea of Ineligibility

Without Problem Solving

11

Bridging the Gap

General + Intensive Resources

General Resources

Intensity of Problem

Am

ount

of R

esou

rces

Nee

ded

to S

olve

Pro

blem

General + Supplemental Resources

12

What is PBIS?

A broad range of proactive, systemic, and individualized strategies for achieving important social & learning outcomes in safe & effective environments while preventing problem behavior with all students. (Sugai, 2007)

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 •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 Behavioral Systems

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/school-wide.htm

13

14

Emphasis on Prevention at Each Level

Universal Level• GOAL: To reduce new cases of problem behavior &/or

academic failureSecondary Level• GOAL: To reduce current cases of problem behavior

&/or academic failureTertiary/Wraparound Level• GOAL: To reduce complications, intensity, severity of

students with chronic problem behavior &/or academic failure

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Tertiary Interventions• Few families• Family voice• High Intensity

Tertiary Interventions• Few families• Family voice• Intense, durable procedures

Secondary Interventions• Some families• High efficiency• Rapid response• Planned Interventions• Some Individualizing

Secondary Interventions• Some families • High efficiency• Rapid response• Planned Interventions• Some Individualizing

Universal Interventions• All families• Preventive, proactive

Universal Interventions• All families• Preventive, proactive

Designing School-Wide Systems for Student Success through Family Involvement

Academic Systems Behavioral Systems

15

Tiered Model for Students:To meet standards.

=

Identify the needs ofthese students

16

To provide instruction& interventions

16

Tiered Model for Families:To meaningfully

engage with parentsacross all Tiers

=

Identify the needs ofthese parents

17

To develop differentiated outreach

17

18

PBIS Biggest Idea!Instead of working harder (inefficient), schools

have to establish systems & processes & use data & practices that enable them to work smarter (efficient, effective).• Establish a small number of priorities – Do less but

better.• Consolidate/integrate whenever possible – Only do it

once.• Specify what is wanted & how you’ll know when you

get there – Invest in a clear outcome & assess progress.

• Give priority to what works – Use research- & evidence-based practices & programs.

19

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

OUTCOMES

Social Competence & Academic Achievement

20

Data - How Decisions Are Made

Components of decision making with PBIS• Data collection

• T-chart• ODR form

• A problem-solving team• Data at every meeting

• Data use• Big 5 reports

• Communication with school community about data, patterns, & decisions• Newsletter• Website

21

Systems - How Things are Done

• Procedures for classroom and non-classroom settings – lunchroom, bus, bathroom, assembly, transition/hallway

• Procedures for reinforcing expected behavior

• Procedures for responding to office discipline referrals (ODRs)

• Procedures for meeting the needs of ALL students

22

23

Practices - How adults Interact with Students

Every time any adult interacts with any student, it is an instructional moment!

PBIS emphasizes…• Teaching behaviors like we teach academics• Modeling & practicing expected behaviors• http://www.hasd.org/schools/ges/pbis.cfm

• Reinforcing expected behaviors• http://www.youtube.com/watch?v=fc8H_7D0Q1Y

• Pre-correcting to ensure positive behaviors are displayed

• Actively supervising to prevent problem behaviors

24

What Does PBIS Look Like?• 3-5 Positively stated expectations are defined

and taught for all students in all settings• >80% of students can tell you what is expected

of them & give behavioral example because they have been taught, actively supervised, practiced, & acknowledged

• Positive adult-to-student interactions exceed negative

• Data- & team-based action planning & implementation are operating

• Administrators are active participants• Full continuum of behavior support is available

to all students

25

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.

26

Behavior is Acknowledged and Recognized

27

Consistency across staff/locations

http://schools.u-46.org/index.pl?id=27311

28

Wisconsin Implementation

• 473 schools trained by July 2010

• 332 schools implementing

• 84 schools implementing with fidelity

29

Wisconsin Data59 schools used SWIS to collect ODR data in the 2009-10 school year.• 18 schools were implementing with fidelity by the end of the 2009-10 school year• 21 schools have not reached implementation fidelity• 11 schools have not taken any PBS Surveys• 9 schools have not attended Universal Team Training

Fidelity (18 schools) No Fidelity (21 schools)0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.40

0.57

Average ODR/100 Students/Day

30

One School’s Results

2008-09 2009-100

100

200

300

400

500

600

700 641

242

Number of Office Discipline Referrals

2008-09 2009-10 2008-09 2009-10 2008-09 2009-10Students Parents Staff

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

82.10%87.80% 88.40% 90.70%

88.00%

95.10%

I usually look forward to coming to school.

Perc

ent A

gree

and

Str

ongl

y Ag

ree

2008-09 2009-10 2008-09 2009-10 2008-09 2009-10Students Parents Staff

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

82%89%

94%98%

92%

100%

My school building is a good place (positive atmosphere) for learning.

Perc

ent A

gree

and

Str

ongl

y Ag

ree

2008-09 2009-10 2008-09 2009-10 2008-09 2009-10Students Parents Staff

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

69.50% 71.20%

84.60%

97.70%

68.00%

90.20%

The students and adults in my school respect each other.

Perc

ent A

gree

and

Str

ongl

y Ag

ree

Students have 50 more days of learning, administratorshave 12 more days of instructional time, and teachers have 4 extra days to teach!

This school met fidelity for PBIS in the 2009-10 school year.

31

One School’s Results, continued

2008-09 2009-10 2008-09 2009-10 2008-09 2009-10Students Parents Staff

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

88.40%94.20%

82.70%

93.00%

84.00%

95.10%

My school prepares me to do well on all kinds of tests.

Perc

ent A

gree

and

Str

ongl

y Ag

ree

2008-09 2009-10 2008-09 2009-10 2008-09 2009-10Students Parents Staff

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

88.50% 90.40%

71.20%

90.70%

60.00%

75.60%

Teachers at my school expect most students to go to college.

Perc

ent A

gree

and

Str

ongl

y Ag

ree

2008-09 2009-10 2008-09 2009-10 2008-09 2009-10Students Parents Staff

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

69.40%

82.10%

90.40% 93.00% 92.00%95.10%

I feel safe at my school.

Perc

ent A

gree

and

Str

ongl

y Ag

ree

2008-09 2009-10 2008-09 2009-10 2008-09 2009-10Students Parents Staff

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

57.90%

65.40%

44.20%

60.40%56.00%

87.90%

My school has fewer behavior problems this year than last year.

Perc

ent A

gree

and

Str

ongl

y Ag

ree

This school met fidelity for PBIS in the 2009-10 school year.

SCHOOL-WIDE1.Leadership team

2.Behavior purpose statement

3.Set of positive expectations & behaviors

4.Procedures for teaching SW & classroom-wide expected behavior

5.Continuum of procedures for encouraging expected behavior

6.Continuum of procedures for discouraging rule violations

7.Procedures for on-going data-based monitoring & evaluation

EVIDENCE-BASED

INTERVENTIONPRACTICES

CLASSROOM1.All school-wide2.Maximum structure & predictability in routines &

environment3.Positively stated expectations posted, taught,

reviewed, prompted, & supervised.4.Maximum engagement through high rates of

opportunities to respond, delivery of evidence-based instructional curriculum & practices

5.Continuum of strategies to acknowledge displays of appropriate behavior.

6.Continuum of strategies for responding to inappropriate behavior.

INDIVIDUAL STUDENT1.Behavioral competence at school & district levels

2.Function-based behavior support planning

3.Team- & data-based decision making

4.Comprehensive person-centered planning & wraparound processes

5.Targeted social skills & self-management instruction

6. Individualized instructional & curricular accommodations

NONCLASSROOM1.Positive expectations & routines

taught & encouraged

2.Active supervision by all staff (Scan, move, interact)

3.Precorrections & reminders

4.Positive reinforcement

FAMILY ENGAGEMENT1.Continuum of positive behavior

support for all families

2.Frequent, regular positive contacts, communications, & acknowledgements

3.Formal & active participation & involvement as equal partner

4.Access to system of integrated school & community resources

http://www.mjsd.k12.wi.us/clo/PBISatHomeKit.asp

32

Call for Family Involvement

Positive behavior support has been defined as a collaborative endeavor that includes all relevant stakeholders, including especially families.

(Hieneman, Childs & Sergay, 2006; Koegel, Koegel, & Dunlap, 1996; Lucyshn, Dunlap, & Albin, 2002)

“Facilitates the inclusion of and respect for the values and priorities of families and all team members.” APBS Standards of Practice

Leadership Team –range of stakeholders (special education, regular education, families, mental health, administration). School-wide PBS Implementer’s Blueprint

33

Family Involvement has been associated with…

• Higher grades, test scores, graduation rates• Better school attendance• Increased motivation, self-esteem• Lower rates of suspension• Decreased use of drugs and alcohol• Fewer instances of violent behavior

Henderson & Mapp (2002) – A New Generation of Evidence

34

• Many problems at school reflect broader community issues

• Engaging the community will improve the effectiveness and outcomes of PBS

• Students who need more intensive levels of support are often supported by systems other than the educational system

Assumptions

35

36

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

37

Contact Information:

Marlene Gross-Ackeretgrossackeretm@wisconsinpbisnetwork.org

608.697.8826

Jennifer Grenkegrenkej@wisconsinpbisnetwork.org

920.855.2114 x 245