positive behavioral interventions & supports (pbis) core behavioral component the response to...
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Positive Behavioral Interventions & Supports (PBIS) Core Behavioral Component
The Response to Intervention Best Practices Institute Wrightsville Beach, NCSeptember 2010
Betsy Stanwood
http://www.pbis.org/schoolwide.htm
Positive Behavioral Interventions & Supports Continuum
Problem Solving Continuum
School-wide systems to support student achievement.
Lev
els
of
Inte
rven
tio
n
INTENSIVE 1 – 7 %
STRATEGIC 5 - 15 %
CORE 80 - 90 %
Adapted from Sugai and HornerAdapted from Sugai and Horner
RtI
What Does the Research Tell Us?
Teach & encourage School Wide expectations
Proactive school wide discipline Effective instruction Parent engagement
George Sugai
What Else Does the Research Tell Us? Single most common request for assistance from teachers is
related to behavior & classroom management Schools over rely on reactive management practices that
produce immediate reductions Teachers respond to student displays of chronic problem
behavior by increasing their use of verbal reprimands, school detention, out of school suspensions, & loss of privileges
Reductions are temporary and behaviors reoccur (often at higher rates or more intensive levels)
A number of negative side effects are associated with the exclusive use of reactive approaches to discipline
(Shores, Jack, Gunter, Ellis, DeBriere & Wehby, 1993; Sugai & Horner, 1999; Sulzer-Azaroff & Mayer, 1994; Tolan & Guerra, 1994)
SW-PBIS Implementation Blueprint- OSEP Center on Positive Behavioral Intervention & Support
More Research
Science of human behavior: Students are not “born with
bad behavior”
Science of human behavior: Students do not learn better ways
of behaving when presented aversive consequences
Addressing problem behaviors requires: Increased emphasis on proactive approaches in which expected
& more socially acceptable behaviors are directly taught, practiced, and followed by frequent positive reinforcement
SW-PBIS Implementation Blueprint -OSEP Center on Positive Behavioral Intervention & Support
What You Need to Know!
Each office discipline referral costs 45 minutes, minimum, in lost instructional time for students
Each office discipline referral costs 15 minutes, minimum, in lost time for administrators
When students are out of the classroom –THEY ARE NOT LEARNING!
Hannah Griesbauer, NHCS Behavior Specialist
So What Do We Do?
Core Behavioral Component
School-Wide Positive Behavioral Interventions & Supports
Why School-Wide Positive Behavioral Interventions & Supports?
•Implementation decreases office discipline referrals
•Implementation increases student time on-task
•Implementation improves overall school culture
•Implementation encourages data-based decision making
•Implementation provides behavioral interventions at the universal, secondary, and tertiary levels
Hannah Griesbauer, NHCS Behavior Specialist
Three Important Themes in SW-PBIS
Create systems, not just programs, to support each and all students
Earlier rather than later
Evidence, not opinion
George Sugai & Rob Horner based on material from OSEP Center on Positive Behavioral Intervention & Support
Michigan's Integrated Behavior and Learning Support Initiative
What is School Wide Positive Behavioral Interventions & Supports? A broad range of systemic &
individualized strategies for achieving important social & learning outcomes while preventing problem behavior with ALL students.
NOT a specific model but a compilation of effective practices, interventions, & systems change strategies
Has a long history of empirical support
SW-PBIS Implementation Blueprint -OSEP Center on Positive Behavioral Intervention & Support
What are the steps involved in setting up a school-wide system of discipline?
An effective school-wide system of discipline or positive behavioral interventions and supports is only as good as the structures and processes that are in place to support their sustained use.
When setting up a school-wide system of discipline or positive behavioral interventions and supports, the following steps should be followed:
1. Secure administrator agreement of active support and participation
2. Secure a commitment and agreement from staff for active support and participation
3. Establish a school-wide leadership or behavior support team to guide and direct the process.
4. Provide staff training
5. Conduct a self assessment of the current school-wide discipline system.
6. Create an implementation action plan that is based data based decision making.
7. Establish a way to collect office referral and other data on a regular basis to evaluate the effectiveness of school-wide PBIS efforts.
SW-PBIS Implementation Blueprint -OSEP Center on Positive Behavioral Intervention & Support
School Administration & Staff Commitment
Will not work without administrative support
Goal to start with 80% staff support
School Team
Ideal to have representatives from each of the following groups Grade level chair; department chair;
content area leader Special Education Cafeteria Student Support Students Parents Athletic department (High School)
Training, Data Collection, & Planning
Training begins with Universal implementation
Collect discipline data to be used for decision-making as a part of your plan
Revise implementation based on the data
How to Begin Looking at Data for Your School
Analyze referrals by looking at location & time of day
What changes could be put in place to potentially lower the number of referrals
Examples:1. Lunch in a location blocked by buildings
from general view of staff2. Hallway & Cafeteria traffic patterns3. Particular hallway or building.
Effective Behavior Support Team Implementation Checklists (Quarterly))School: Date: Team Members: Team Members: Instructions: The EBS team should complete both checklists quarterly to monitor activities for implementation of EBS in the school.
Checklist #1: Start-Up Activity
Status: Achieved, In Progress, Not Started
Establish Commitment1. Administrator’s support & active involvement.
Status: Would you have this?
2. Faculty/Staff support (One of top 3 goals, 80% of faculty support, 3 year timeline)
Status:
Establish & Maintain Team3. Team established (representative).
Status: Do you have this or are you ready to do this?
4. Team has regular meeting schedule, effective operating procedures
Status:
5. Audit is completed for efficient integration of team with other teams/initiatives addressing behavior support.
Status:
Self-Assessment6. Team/faculty completes EBS self-assessment survey.
Status: Do you have this or are you ready to do this?
7. Team summarized existing school discipline data.
Status:
8. Strengths, areas of immediate focus & action plan are identified.
Status:
Establish School-Wide Expectations9. 3 to 5 school-wide behavior expectations are defined.
Status: Develop a draft list of 3 to 5 SW behavior expectations for your school?
10. School-wide teaching matrix developed
Status: NA
11. Teaching plans for school-wide expectations are developed
Status: Do you currently have a master school schedule that would allow for this? Identify 2 ideas of how you might accomplish the teaching component.
12. School-wide behavioral expectations taught directly & formally.
Status:
13. System in place to acknowledge/reward school-wide expectations
Status:
14. Clearly defined & consistent consequences and procedures for undesirable behaviors are developed.
Status: NA
Establish Information System15. Discipline data are gathered, summarized, & reported
Status: Where is this information located? Has an analysis been done?
Build Capacity for Function-based Support16. Personnel with behavioral expertise are identified & involved
Status: Who do you have in your building with this expertise? In your system?
17. Plan developed to identify and establish functional assessment & support plan development & implementation
Status: NA
SW-PBIS Implementation Blueprint (Excerpt)
www.ncpublicschools.org/docs/positivebehavior
What are the componentsof a comprehensive school-wide system of discipline for positive behavioral interventions and supports?
All effective school-wide systems have seven major components in common 1. an agreed upon and common approach to discipline,2. a positive statement of purpose, 3. a small number of positively stated expectations for all students and staff, 4. procedures for teaching these expectations to students, 5. a continuum of procedures for encouraging displays and maintenance of these
expectations, 6. a continuum of procedures for discouraging displays of rule-violating behavior, and 7. procedures for monitoring and evaluation of the effectiveness of the discipline
system on a regular and frequent basis.
SW-PBIS Implementation Blueprint -OSEP Center on Positive Behavioral Intervention & Support
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