pbis big ideas, misconceptions and implementation- then and now

PBIS Big Ideas, Misconceptions and Implementation- Then and Now

Steve Goodmansgoodman@miblsimtss.org

miblsi.cenmi.org

Supervisors of Low Incidence Programs2014 PBIS Conference

Thursday, January 23, 20149:00AM – 9:50AM

2

Positive Behavioral Interventions and Supports (PBIS) is a framework for preventing and supporting individuals with challenging behaviors, and it has been around for over two decades. Early work focused on supports for individuals with low incidence disabilities. This presentation will clarify key features of PBIS and document significant changes to the practices overtime. Along the way, there have been misunderstandings of the goals and strategies associated with PBIS. Specific implications for implementing PBIS in schools settings for students with low incident disabilities will be provided.

Session Description

Positive Behavioral Interventions & Supports (PBIS) is

for enhancing adoption & implementation of

of evidence-based interventions to achieve

& behaviorally important outcomes for

students

Framework

Continuum

Academically

All

History

Where did we come from and where are we now…

5

1960s Practices, principles and systems are studied

1980s Identification of effective treatments for student with significant challenging behaviors

1987 U. S. Department of Education National Institute on Disability and Rehabilitation Research (NIDRR) funds work in positive behavior support

1997 Reauthorization of Individuals with Disabilities Act- includes language of positive behavior support

1998 National Technical Assistance Center on Positive Behavior Supports

1999 First issue of the Journal of Positive Behavior Interventions

2003 Association for Positive Behavior Support (APBS) was founded as “an international organization dedicated to the advancement of positive behavior support.

2013 National Technical Assistance Center on PBIS funded for 4th –five year grant cycle

National Efforts

Number of Schools Implementing SWPBIS since 2000

00 01 02 03 04 05 06 07 08 09 10' 11' 12' 13'0

2000

4000

6000

8000

10000

12000

14000

16000

18000

20000

19,054

7

1990s Wayne State University Developmental Disabilities Institute Positive Behavior Support project

2000 State Improvement Grant (SIG) – Positive Behavior Support for ALL Michigan Students:

Creating Environments that Assure Learning– Awareness Training Workshops– Pilot Sites

2003 MiBLSi funded through MDE –OSE

2006 State Board of Education Positive Behavior Support Policy

2006 State Board of Education Supporting Student Behavior: Standard for the Emergency Use of Seclusion and Restraint

2007 State Personnel Development Grant

2012 State Personnel Development Grant

2013 Collaborative Partnership with PBIS

History in Michigan

8

2010 -11 2011 -12 2012 -13 2013 -140

5

10

15

20

25

30

35

40

Num

ber o

f Pro

gram

Michigan Center-Based Programs Adopting PBIS

Big Ideas

What is PBIS?

What is School-wide Positive Behavior Support?

• A systems approach for establishing the social culture and behavioral supports needed for schools to be effective learning environments for all students.

Prevention Logic for AllRedesign of teaching environments…not students

Decrease developmen

t of new problem

behaviors

Prevent worsening &

reduce intensity of

existing problem

behaviors

Eliminate triggers &

maintainers of problem behaviors

Add triggers &

maintainers of prosocial

behavior

Teach, monitor, &

acknowledge prosocial behavior

Biglan, 1995; Mayer, 1995; Walker et al., 1996

INCIDENCEPREVALENCE

Prevention Objectives Prevention Actions

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.

Bradshaw, C. P., Waasdorp, T. E., & Leaf, P. J. (in press). Effects of school-wide positive behavioral interventions and supports on child behavior problems. Pediatrics.

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.

Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (in press). The impact of school-wide positive behavioral interventions and supports (SWPBIS) on bullying and peer rejection: A randomized controlled effectiveness trial. Archives of Pediatrics and Adolescent Medicine.

Evidence-Based InterventionsRCT & Group Design PBIS Studies

Implementation

How do we do this?

Moving Upstream:

A Story of Prevention and Intervention

In a small town, a group of fishermen gathered down at the river. Not long after they got there, a child came floating down the rapids calling for help. One of the group on the shore quickly dived in and pulled the child out.

Minutes later another child came, then another, and then many more children were coming down the river. Soon everyone was diving in and dragging children to the shore, then jumping back in to save as many as they could.

In the midst of all this frenzy, one of the group was seen walking away. Her colleagues were irate. How could she leave when there were so many children to save? After long hours, to everyone’s relief, the flow of children stopped, and the group could finally catch their breath. At that moment, their colleague came back. They turned on her and angrily shouted: “HOW COULD YOU WALK OFF WHEN WE NEEDED EVERYONE HERE TO SAVE THE CHILDREN?”

She replied, “It occurred to me that someone ought to go upstream and find out why so many kids were falling into the river. What I found is that the old wooden bridge had several planks missing, and when some children tried to jump over the gap, they couldn’t make it and fell through into the river. So I got someone to fix the bridge”.

Prevention and Intervention

Students are doing the best they can given their skills/abilities and the quality of their environment

Prevent EncourageTeach

adapted from Durand 1990

Continuum of Behavior Supports

All students in school

Universal PreventionFor all students

Targeted InterventionFor some students

Intensive InterventionFor few students

“Early Triangle”(p. 201)

Walker, Knitzer, Reid, et al., CDC

Social Behavior

Personal Hygiene

Receptive Communication

Expressive Communication

Dressing

Mobility

Independent Eating

Student Profile: Eddie

The triangle is used to describe supports needed for student success rather than to label individuals

Evidence-based features of SW-PBS

Evidence-based features of SW-PBS• Prevention• Define and teach positive social expectations• Acknowledge positive behavior• Arrange consistent consequences for problem behavior• On-going collection and use of data for decision-making

– Continuum of intensive, individual interventions. – Administrative leadership – Team-based

implementation (Systems that support effective practices)

Cycle of Educational and Behavioral Failure: Aggressive Response

(McIntosh, 2008)

Teacher presents student with

educational task

Student engages in problem behavior

Teacher removes educational task

or removes student

Student escapes educational task

Student’s skills do not improve

Are “Rewards” Dangerous?“…our research team has conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.”

– Cameron, 2002– Cameron & Pierce, 1994, 2002

– Cameron, Banko & Pierce, 2001

Research on the use of rewards within schools

(Tobin, Horner, Sugai; 2002)

• More positive reinforcement for appropriate school behaviors is needed.

• Some students need very clear, salient, formal reward systems.

• Formal reward systems enhance a school’s cultural competence.

• Formal reward systems help students who have been abused or neglected.

• Consequence of punishment and exclusion trivialized.• Use of reinforcement to reduce problem behavior.

It can be difficult finding effective reinforcers• When working with verbal students, simply ask the student

what he/she likes. • If the student is nonverbal, the student selects an object

from a pool of objects…– The student manipulates the object for more than 15

seconds.– The student resists when attempts are made to take

the object away.– When the object is placed 1 foot from the student, the

student reaches for it within 3 seconds.– The student exhibits positive affect while manipulating

the object.• Use a behavior a student frequently performs to reinforce

a behavior that the student seldom performs.

Continuum of Behavior Supports

All students in school

Universal PreventionFor all students

Targeted InterventionFor some students

Intensive InterventionFor few students

Misconceptions

• PBIS is an interventions or practice• PBIS emphasizes the use of tangible

rewards which can negatively affect the development of intrinsic motivation

• PBIS is just the latest fade• PBIS is only for students with

significant behavioral challenges• PBIS is only involves something we do

for students

Lessons Learned

• Students need access to effective practices and staff need adequate support

• Focus on Fidelity• Implementation takes place through

stages

SYST

EMS

PRACTICES

DATASupporting

Staff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence andAcademic Achievement

SupportingDecisionMaking

Proportion of Schools Implementing SWPBIS by State

February, 2013Al

abam

aAl

aska

Ariz

ona

Arka

nsas

Ca

lifor

nia

Colo

rado

*Co

nnec

ticut

D

elaw

are

Flor

ida*

Gua

mG

eorg

iaH

awai

iId

aho

Illin

ois

Indi

ana

Iow

a*Ka

nsas

*Ke

ntuc

kyLo

uisi

ana*

Mai

neM

aryl

and*

Mas

sach

usett

sM

ichi

gan

Min

neso

taM

issi

ssip

piM

isso

uri*

Mon

tana

*N

ebra

ska

Nev

ada

New

Ham

pshi

reN

ew Je

rsey

*N

ew M

exic

oN

ew Y

ork

Nor

th C

arol

ina*

Nor

th D

akot

a*O

hio

Okl

ahom

aO

rego

n*Pe

nnsy

lvan

iaRh

ode

Isla

ndSo

uth

Caro

lina*

Sout

h D

akot

aTe

nnes

see

Texa

s U

tah*

Verm

ont

Virg

inia

W

ashi

ngto

n St

ate

Was

hing

ton

DC

Wes

t Vir

gini

aW

isco

nsin

Wyo

min

g

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

0.9

AL AZ CA CT DC GA ID IN KS LA MD MIMS MT NV NJ NY ND OK PA SC TN UT VA WV WY

0

200

400

600

800

1000

1200

1400

1600

1800

Schools Implementing SWPBIS by StateGreen = Total Schools Implementing SWPBISRed = The Number of Schools Reporting Fidelity Data on www.pbisassessmentBlue = The number of schools reporting Fidelity Data at criterion (Tier I).

Schools using SWPBIS

Schools using SWPBIS and reporting Fidelity Data

Schools using SWPBIS At Fidelity Criterion

Not Met Criteria (< 70) n=5, range: 41-65

Met Criteria (> 70) n=8, range: 72-94

-20%

-15%

-10%

-5%

0%

5%

10%

Average Change in Major Discipline Referrals: One District Example (13 elementary schools)

Increase 8%

Decrease 14.6%

Focus on Implementing with Fidelityusing Benchmarks of Quality (BoQ)/ODR ’06-’07 and ’07-’08

An analogy of implementation stages

Stages of ImplementationFocus Stage Description

Exploration/Adoption

Decision regarding commitment to adopting the program/practices and supporting successful implementation.

Installation Set up infrastructure so that successful implementation can take place and be supported. Establish team and data systems, conduct audit, develop plan.

Initial Implementation

Try out the practices, work out details, learn and improve before expanding to other contexts.

Elaboration Expand the program/practices to other locations, individuals, times- adjust from learning in initial implementation.

Continuous Improvement/Regeneration

Make it easier, more efficient. Embed within current practices.

Work to do it right!

Work to do it

better!

Should we do

it?

Four Basic Recommendations:• Never stop doing what is already working• Always look for the smallest change that will

produce the largest effect• Avoid defining a large number of goals • Do a small number of things well

• Do not add something new without also defining what you will stop doing to make the addition possible.

• Collect and use data for decision-making

Positive Behavior Support foundations

Create a positive school culture:School environment is predictable

1. common language2. common vision (understanding of expectations)3. common experience (everyone knows)

School environment is positiveregular recognition for positive behavior

School environment is safeviolent and disruptive behavior is not tolerated

School environment is consistentadults use similar expectations.