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School-wide Positive Behavior Support
Tim Lewis, Ph.D.
University of Missouri
OSEP Center on Positive Behavioral Intervention & Supports
pbis.org
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
School-wide Positive Behavior Support
• Problem solving framework• Systematic implementation of evidence-based
practices• Layers in increasingly more intensive
environmental supports to increase the likelihood students learn and behave
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
PositiveBehaviorSupport OUTCOMES
Social Competence &Academic Achievement
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
Universal
Targeted
IntensiveContinuum of
Supports
Science
Reading
Math
Soc skills
Horses
Spanish
English
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
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
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
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
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.
Randomized Controlled Trials Examining SW-PBS
• Reduced major disciplinary infractions• Improvements in academic achievement
• Enhanced perception of organizational health & safety
• Improved school climate• Improvements in Social –Emotional outcomes
• Reductions in teacher’s reports of bullying behavior
Partnership• University of Missouri Center School-wide Positive
Behavior Support• OSEP Center for Positive Behavioral Interventions
and Supports• Department of Elementary and Secondary Education
– Heidi Atkins-Lieberman– Stephen Barr– Chris Nicastro
• Regional Professional Development Centers
Comm Arts
Math Comm Arts
Math Comm Arts
Math Comm Arts
Math Comm Arts
Math Comm Arts
Math Comm Arts
Math
Preparation Emerging Bronze Silver Gold non SW-PBS All Schools
44.0%
46.0%
48.0%
50.0%
52.0%
54.0%
56.0%
58.0%
60.0%
MAP Proficiency by SW-PBS Implementation Levels - All Students
2010 2011
Comm Arts
Math Comm Arts
Math Comm Arts
Math Comm Arts
Math Comm Arts
Math Comm Arts
Math Comm Arts
Math
Preparation Emerging Bronze Silver Gold non SW-PBS All Schools
20.0%
25.0%
30.0%
35.0%
40.0%
45.0%
50.0%
MAP Proficiency by SW-PBS Implementation Levels - IEP Students
2010 2011
Building Classroom Environments to Support Behavior…
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.
Study Basics• Subject:
– Seven years old– Identified with EBD and ADHD
• Setting– General education 2nd grade classroom with 19 other
students– One licensed teacher and one student teacher
• Concern– Student exhibits high rates of off-task– Student shouts out answers and questions and comments
at high rates and often inappropriate
“Function of Behavior”• Descriptive (interviews and teacher
reported ABC/ Scatterplot data)– Function identified as Attention– Significant antecedents: multiple step
direction and group settings– Very High rates of both problem behaviors
reported/ inconsistency in accuracy of data collection
“Environment Assessment”
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)
Positive Behavior Support in the Classroom
Tim Lewis, Ph.D.University of Missouri
OSEP Center on Positive Behavioral Interventions and Supports
pbis.org
Positive Behavior Support in the Classroom
Tim Lewis, Ph.D.University of Missouri
OSEP Center on Positive Behavioral Interventions and Supports
pbis.org
The Challenge• Students spend majority of their school day in the
classroom• Majority of “discipline problems” originate in the
classroom and often result in removal from instruction
• Remaining engaged in instruction essential to student academic and social success
• “Culture” of education often reinforces ineffective practices and creates barriers to implementing effective practices
Basic Steps
1. Focus on what you want students to do “instead” (replacement behaviors)
2. Look for patterns of behavior that suggest “functional relationships”
3. Teach replacement behavior and provide multiple opportunities to practice
4. Deliver high rates of positive feedback/same similar outcome as problem behavior when students display replacement behavior
Setting up the Environment Establishing expectations (Kameenui & Simmons, 1990):
– What do I want my classroom to look like?– How do I want children to treat me as a person?– How do I want children to treat one another?– What kind of information or values do I want to communicate to
students about being an adult, an educator, a woman or a man in today's society?
– How do I want children to remember me when the last day of school ends and I am no longer part of their daily lives?
How can I change my instruction to help pupils develop the skills I am trying to teach?
Bottom line = ask yourself if students have pre-requisite and requisite skills to succeed based on each of your answers – if not, teach and practice
Essential1. Classroom expectations & rules defined and taught (all use
school-wide, create classroom examples)2. Procedures & routines defined and taught3. Continuum of strategies to acknowledge appropriate
behavior in place and used with high frequency (4:1)4. Continuum of strategies to respond to inappropriate behavior
in place and used per established school-wide procedure5. Students are actively supervised (pre-corrects and positive
feedback)6. Students are given multiple opportunities to respond (OTR)
to promote high rates of academic engagement7. Activity sequence promotes optimal instruction time and
student engaged time8. Instruction is differentiated based on student need
30
Routines
• Make smooth, rapid transitions between activities throughout the class period or school day
• Teach/practice transition behaviors• Establish predictable schedules - illustrate with
icons, time, etc.• Schedule non-instruction time
– administration time– personal time
31
RoutinesClear set-up and instructions• Student directed activities• Whole group activities• Independent activities
32
Routines• Transitions
a) Clear expectations for student behaviorb) Clear expectations for staff behaviorc) Avoid interfering activitiesd) Smooth set up and implementatione) Consistent routinesf) Acknowledgment of student mastery
33
Routines
• Student directed activities• Small group
– Teach group roles & responsibilities• Group leader - insures all have say/turn• Material manager - gets materials & distributes• Group recorder - writes up outcome
34
Routines
Small group– Teach group processes {"problem solving"}
a) Define the taskb) Brainstorm ideasc) Choose an idead) Determine what is required to implement the ideae) Implement the ideaf) Evaluate the outcome
Increasing Opportunities to Respond
• Encourages everyone to become involved in learning.
• Increases rates of responses of all learners.• Increases attainment of material presented.• Allows reluctant learners a secured environment
to practice.• Decreases inappropriate or off task behavior.
Whole Group Oral Response
• Choral responding• Strategy for reviewing or memorizing
information• Students repeat information in unison when
teacher prompts
Whole Group Written Response
• Written responses should be short (not more than one item)
• A verbal signal to indicate completion should be given (e.g. put your pencils down and look up when you are finished)
• Materials to use could include: Paper, whiteboards, iPads
Small Groups / Partners
• Used to give everyone a chance to:– Express thoughts.– Answer a question.– Verbally participate when there could be a variety
of answers.• Answers can be shared with other groups or
whole group.• Answers can be written on smartboard by the
teacher and presented to group.
Systems
• Teach– Brief in-service, single topic focus
• Practice (performance feedback)– Peer coaching– Principal “walk throughs”
Effective Classroom Practices: Mini Modules
MO SW-PBS
pbismissouri.org
Center for PBSCollege of EducationUniversity of Missouri
Typical School Day
17% Direct Instruction33% Seatwork20% Transitions30% Discipline & Other
Non-InstructionalActivities
MO SW-PBS
Cotton, 1995; Walberg, 1988
324
Discussion: Importance of expectations & behaviors?
• Pair Up• 2-Minute Frenzy – Discuss:
– How has clarifying schoolwide/non-classroom setting behaviors/rules impacted student behavior in our school?
– Why do you think it is important to clarify classroom behaviors/rules?
Guidelines for Writing Classroom Behaviors or Rules
Consistent with school-wide expectations O = Observable; behaviors that we can see.
M = Measureable–we could actually count the occurrence of the behavior.
P = Positively stated–things to do to be successful.
U = Understandable–student-friendly language.
A = Always applicable.MO SW-PBS 93
• List problem behaviors in your classroom• List replacement behavior (what we want kids
to do instead) • List schoolwide expectations• Categorize rules within schoolwide
expectations
Activity: Classroom Rule Writing Activity Option 1
Goals of Major Study
• Identify/develop effective education and mental health interventions for students with emotional and behavioral problems– Maximize intervention feasibility– Maintain evidence based best practices approach– Develop interventions within existing school
resources
Considerations for Intervention Development
• Interventions must be multi-component to adequately address the diverse needs of students with EBD
• Interventions must be delivered by practitioners after relatively little training and with minimal on-going technical assistance
• Classroom and Mental Health Manuals• Assessment & Resources matched to
interventions
Basic Logic• All students enrolled in “check & connect”
– Organization– Progress Monitoring– Mentoring / problem solving
• Classrooms targeted for intervention based on combination of student failure and evidence of problem behavior
• Classroom Assessment – interventions tailored to address weaknesses /missing components & reinforce strengths
Check & Connect• Developed for high-risk urban students at the
secondary level (Anderson, Christenson, Sinclair, Lehr, 2004; Evelo, Sinclair, Hurley, Christenson, Thurlow, 1996)
• Utilizes a monitoring system with two components– Check
– Systematically assess the extent to which students are engaged in school.
– Connect– Respond on a regular basis to students’ educational needs
according to their type and level of risk for disengagement from school.
• Establish an adult mentor at school to enhance school engagement
CHECK M Tu W Th F M Tu W Th F M Tu W Th F M Tu W Th F M Tu W Th F
Tardy
Skip
Absent
Behavior referral
Detention
In-school suspension
Out-of-school suspension
Failing classes/Behind in credits_____ D’s _____ F’s _____ Classes passed out of _____ total ____Credits earned out of _____ total <
High risk for month
CONNECT
BASIC
Shared general information
Provided regular feedback
Discussed staying in school
Problem-solved about risk
INTENSIVE
Arranged for alternative to suspension
Contracted for behavior or grades
Communicated with parents
Made special accommodations
Participated in community service
Participated in social skills group
Worked with tutor or mentorOther_____________________
Classroom Assessment Targets
Classroom Structure Rules and routines
Improving Teacher-Student Interactions Evidence-Based Academic Instruction
Opportunities to Respond (OTR) Incorporating students’ choice and interests Accommodations
Responding to problem behavior
Tier II/III Support Process
• Step 1 – Insure Universals, including Classroom, in place• Step 2 – Student Identification Process
– Decision Rules– Referral– Screen
• Step 3 Classroom Problem Solving Team– Classroom supports (function-based)– Progress monitor
• Step 4 - Tier II/III supports– Non-responders to classroom supports– Match function of student behavior to intervention– Progress monitor
• Step 5 - Evaluate Process
Teams(Data, Practices, Systems)
• School-wide PBS– Universals– Connect points to Tier II & III
• Classroom Problem Solving Team– Review data – Develop function-based interventions
• Tier II– Partner with Classroom Problem Solving Team
Lead/Coordinator– Coordinate and monitor tier II supports
Step 1. Universals In Place
• Specific Focus on Classroom– Review of essential features– Implementation Plan
Classroom Quiz 1. When the teacher , most students stop and listen.
Yes Sometimes No 2. When class starts, the teacher has everything ready.
Yes Sometimes No 3. Before we start a new activity, the teacher reminds us what we are supposed to do.
Yes Sometimes No 4. When we are asked to work by ourselves, all students work quietly and do what they are supposed to do.
Yes Sometimes No 5. I often finish my work and do not know what I should be doing while others are still working.
Yes Sometimes No 6. Our classroom rules are:
2. Identifying students
• Current data– Confidence in numbers– Consistency across data points
• Teacher Referral• Screening
Approximately 10% of total students
3. Classroom Problem Solving
• Grade level / combinations• Once a week focus of meeting = social
behavior concerns when decision rule met• Standard problem solving steps
Classroom Problem Solving
• Student meets data decision rule• Classroom teacher completes preliminary forms
(documents student progress to date)• Problem solving lead walks team through problem solving
process• Tier II/III Team partner attends if team is unable to identify
patterns leading to intervention or when significant concerns noted
• Plan put in place • Student progress monitored and reported at weekly
meetings
Classroom Problem Solving
• Process leader– Classroom teachers, Specialist teachers
• Tier II/III Team partner– School Psychologist, Counselor, Administrator
• Process– Data-based decision making
• Guiding questions
– Function-based intervention• Teach replacement• Environmental alterations / supports
– Monitor progress
Classroom Problem Solving Process
• Develop intervention based on function of behavior
• Environment changes– Student skills to teach/practice/reinforce
• Monitor progress– Same data that brought them to your attention– Problem and Appropriate behavior– Teacher observations