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Supporting Students with Emotional/Behavioral Disorders through School -wide Positive Behavior Supports. Tim Lewis, Ph.D. University of Missouri Center on Positive Behavioral Intervention & Supports www.pbis.org. Starting Point…. Educators cannot “make” students learn or behave - PowerPoint PPT Presentation
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Supporting Students with Emotional/Behavioral Disorders through School-wide Positive Behavior
Supports
Tim Lewis, Ph.D.
University of Missouri
Center on Positive Behavioral Intervention & Supports
www.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
The Challenge
• The “core curriculum” is often punishment to try and reduce problem behavior in school
• However, “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
= instructional strategies - “teaching”
School-wide Positive Behavior Support
SW-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
Essential Features at the School Level
• Teams of educators within the school• Data-based decision making• Instructional Focus
– Teach & Practice• Acknowledge student mastery of social
skills– Positive Feedback
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 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
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 Elementary School
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
Outcomes
FRMS Total Office Discipline Referrals
0
500
1000
1500
2000
2500
3000
94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06
Total ODRs
Mental Health Outcomes
• Does School-wide SW-PBS fit within a comprehensive mental health model of prevention and intervention?
Minimizing and reducing “risk factors” by building “protective factors”
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
Pearson 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
BALLWIN ACHIEVEMENT PBS
405
302
185
760
32.531
58.2
47.4
0
100
200
300
400
500
600
700
800
2000 2001 2002 2003
YEAR
NUMBER OF REFERRALS
0
10
20
30
40
50
60
70
MAP PERCENTILE
Office Referrals Proficient or Advanced on MAP
Tier II & IIISmall Group and Individual
Interventions
Supporting Students At-Risk and those with Disabilities Within Their
Home School
STUDENTS RECEIVING A "BEHAVIOR PLAN"EIGHT OR MORE REFERRALS
1999/2000 vs. 2000/2001
0
2
4
6
8
10
12
14
16
18
20
A* B C D E F* G H I J* K L M N O P
STUDENT NAME
NUMBER OF REFERRALS
REFERRALS 99-00 REFERRALS 00-01
AVERAGE PERCENT DECLINE IN REFERRALS
50%%
*STUDENT LEFT SCHOOL DISTRICT BEFORE THE END OF THE ACADEMIC YEAR
SSRS-T Social Skills Non PBS PBS
Pre Mean 72.8 (56-86) 78.3 (70-84)Post Mean 80 (61-103) 90 (77-125)P Value .11 .04*SSRS-T Problem Behavior
Non PBS PBS
Pre Mean 123.6 (110-138) 124.8 (113-133)
Post Mean 121.4 (102-139) 124.7 (115-138)P Value .50 .97
* Significance at the .05 P Value
Comparison of a Social Skill Intervention in SW-PBS and non SW-PBS schools
Classroom Intervention within SW-PBS
• Subject:– Seven years old– Identified with EBD and ADHD
• Setting– General education 2nd grade classroom with 19 other
students• Concern
– Student exhibits high rates of off-task– Student shouts out answers and questions and comments at
high rates and often inappropriate
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
0
10
20
30
40
50
60
70
80
90
100
Baseline Level 1 Level 1 & 2 Level 1, 2 & 3 Follow-Up
Mean Percent of Teacher Behavior
High Structure Materials Accessiblity Rules Visible Assistance Consistent Answering Consistent
Does Implementation of SW-PBS 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)
0
1
2
3
4
School-wide Individual
Mean Effectiveness Scores
t = 11.11 (335) p< .0001 t = 2.30 (27) p < .03
Partial
N=169
Full
N=223
Partial
N=17
Full
N=38
Field Elementary School
SW-PBS and Response to Intervention with Literacy
Field Elementary School• High Diversity
– School has 290 students; 50% minority; 20% English Language Learners; 13% Special Education
• Instructional leader turnover• Poverty
– 79% of students live in poverty• Highly transient population
Field Elementary School
+ Teachers and Staff committed to increasing academic and social successof all students
+ A committed Principal who supported faculty in their efforts to change the way they taught to improve children’s lives
Field Elementary School
• Academic Standing– Only 5% of all students scored proficient in 2005– Breakdown by ethnicity:
–0% African-American–18% Caucasian–0% Students with disabilities–0% English Language Learners–7% Students living in Poverty
Field Elementary School
• Literacy• In 2004–05, 44% students required
intensive support for reading and writing
• Social Behavior• In 2003-04 Averaging 10.4 discipline
referrals per day
Positive Behavior Supports
MU College of Education —140 years of discovery, teaching and
learning
Impact on Behavior Problems
From 10.4 per dayTo 1.6 per day
Impact on Literacy• Improved Academic Standing
– In 2007, 27% of Field’s students scored proficient in 2007 (up from 5%).
– African American: 0% improved to 16%– Caucasian: 18% improved to 57%– Students with disabilities: 0% improved to 25%– English Language Learners: 0% improved to 27%
Why Invest in SW-PBS?• Change in school discipline system creates an
environment that promotes, teaches, and acknowledges appropriate behavior
• Reduction in problem behavior resulting in less staff time dealing with problems, more student time in the classroom
• Improved academic performance• Improved social behavior performance• Improved school safety, mental health
connections, and individual interventions
Impact of our SW-PBS Center’s Efforts To Date
• Over 11,000 schools in the United States• Working with researchers and educators
in Canada, Australia, and several countries in Europe
Supporting Students with Emotional/Behavioral Disorders through School-wide Positive Behavior
Supports
Tim Lewis, Ph.D.
University of Missouri
Center on Positive Behavioral Intervention & Supports
www.pbis.org