Building a Continuum of Academic and Social Behavior Supports: Data,

Practices and Systems

Tim Lewis, Ph.D.University of Missouri

OSEP Center on Positive Behavioral Interventions and Supports

pbis.org

2 Minutes

With your neighbor, identify core curriculum across each

academic subject

2 MinutesWith your neighbor, identify school-

wide rules and strategies for teaching social behavior

The Point…

• We can’t “make” students learn or behave• We 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

• However, social-behavior is often the “unwritten” curriculum

The Challenge

• Appropriate social behavior is expected across all school settings

• Unlike academic behavior, measures /curriculum do not “occasion” behavior

• Limited direct measures of social behavior to allow placement in appropriate level of support

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

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

Why Link Academics & Behavior?

What are the effects of three instructional conditions:

a) social skill instruction,

b) phonological / phonemic awareness instruction, and

c) a combination of social skill instruction and phonological awareness instruction

on the reading related and/or social behavior of at-risk kindergarten children? (Kelk & Lewis, 2001)

Early Literary Outcome

Social Skill Outcomes

Phonemic Instruction

+/- -

Social Skill Instruction

- +/-

Phonemic and SS Instruction

+ +

Control Group - -

Essential Features at the School Level

• Teams• Data-based decision making• Problem solving logic• Instructional Focus• Access to Technical Assistance• Working toward district/regional support

Universal Strategies: School-Wide

Essential Features• Statement of purpose• Clearly define expected behaviors (Rules)• Procedures for teaching & practicing expected behaviors• Procedures for encouraging expected behaviors• Procedures for discouraging problem behaviors• Procedures for record-keeping and decision making

(swis.org)• 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

Respectful

•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

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

INSTRUCTIONAL HOURS GAINEDProjected (50%) vs. Actual (Aug-Dec 2000)

2145HOURS

4290HOURS

474 HOURS0

500

1000

1500

2000

2500

3000

3500

4000

4500

5000

Total Instructional Hours Lost 99-00

Projected Instructional Hours Lost Actual Instructional Hours Lost

HOURS1671

ADDITIONALInstructional Hours

78%

Impact on Moving Students to More Restrictive Settings

• Elementary Schools who implement SW-PBS referred students to alternative/special school at lower rates compared to schools who were not implementing SW-PBS (r = -0.4306, p < 0.01)

• Elementary Schools who implemented SW-PBS have less recidivism to alternative settings once students returned to home-school

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. (in press). 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.

Horner, R., Sugai, G., Smolkowski, K., Todd, A., Nakasato, J., & Esperanza, J., (in press). A Randomized Control Trial of School-wide Positive Behavior Support in Elementary Schools. Journal of Positive Behavior Interventions.

Universal Strategies: Nonclassroom Settings

• Identify Setting Specific Behaviors

• Develop Teaching Strategies

• Develop Practice Opportunities and Consequences

• Assess the Physical Characteristics

• Establish Setting Routines

• Identify Needed Support Structures

• Data collection strategies

Lewis, T. J., Colvin, G., & Sugai, G. (2000). The effects of precorrection and active supervision on the recess behavior of elementary school students. Education and Treatment of Children, 23, 109-121.

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Daily Sessions

Baseline Precorrects & Active Supervision

Recess 2

Recess 3

Recess 1

Universal Strategies:Classroom

• Use of school-wide expectations/rules

• Effective Classroom Management– Behavior management

– Instructional management

– Environmental management

• Support for teachers who deal with students who display high rates of problem behavior

Structural Analysis Setting Factors Assessment Tool

• Level 1: Classroom Set-up and Structure

• Level 2: Context Specific Activities

• Level 3: Instructional Delivery and Tasks

• Level 4: Student 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.

Case Study

• SFAT– 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).

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Baseline Level 1 Level 1 & 2 Level 1, 2 & 3 Follow-Up

Mea

n P

erce

nt o

f Tea

cher

Beh

avio

r

High Structure Materials Accessiblity Rules Visible Assistance Consistent Answering Consistent

Tier II Interventions• Social-Behavioral Concerns

– Social skills

– Self-management

• Academic Concerns– Peer Tutors

– Check in

– Homework club

• Emotional Concerns– Adult mentors

Linked to School-wide

STUDENTS RECEIVING A "BEHAVIOR PLAN"

EIGHT OR MORE REFERRALS

1999/2000 vs. 2000/2001

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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

Table 1. Pre- and Posttest Scores for Subjects on Dependent Variable (SSRS-T)

Tier III

• When small group not sufficient

• When problem intense and chronic

• Driven by Functional Behavioral Assessment

• Linked to school-wide system

0

1 0

2 0

3 0

4 0

5 0

6 0

7 0

8 0

9 0

1 0 0

1 2 3 4 5 6 7 8 9 1 0 1 1 1 2 1 3 1 4 1 5 1 6 1 7 1 8 1 9 2 0 2 1 2 2 2 3 2 4 2 5 2 6 2 7 2 8 2 9 3 0 3 1 3 2 3 3 3 4 3 5 3 6 3 7

0

1 0

2 0

3 0

4 0

5 0

6 0

7 0

8 0

9 0

1 0 0

1 2 3 4 5 6 7 8 9 1 0 1 1 1 2 1 3 1 4 1 5 1 6 1 7 1 8 1 9 2 0 2 1 2 2 2 3 2 4 2 5 2 6 2 7 2 8 2 9 3 0 3 1 3 2 3 3 3 4 3 5 3 6 3 7

0

1 0

2 0

3 0

4 0

5 0

6 0

7 0

8 0

9 0

1 0 0

1 2 3 4 5 6 7 8 9 1 0 1 1 1 2 1 3 1 4 1 5 1 6 1 7 1 8 1 9 2 0 2 1 2 2 2 3 2 4 2 5 2 6 2 7 2 8 2 9 3 0 3 1 3 2 3 3 3 4 3 5 3 6 3 7

L a r ry

D a v e

J a c k

D a i l y S e s s i o n s

B a s e l i n e C l a s s r o o m In t e r v e n t i o n C l a s s ro o m &In d i v i d u a l I n t e r v e n t i o n

Trussell, R. P., Lewis, T. J., & Stichter, J. P. (in press). The impact of universal classroom interventions and individually designed behavior interventions on problem behaviors of students with emotional/behavioral disorders. Behavioral Disorders,

Field Elementary School

SW-PBS and RtI 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 qualify for free and reduced lunch

• Highly transient population

Field Elementary School

• Academic Standing– Annual Yearly Progress (AYP)

• 5% of all students scored proficient in 2005, according to the Missouri Assessment Program. Breakdown by ethnicity:

– 0% African American– 18% Caucasian– 0% Students with disabilities– 0% English Language Learners– 7% Free/Reduced Priced Lunch

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

Impact

• Literacy• In 2004–05, 44% students required intensive

support for reading and writing. This number shrunk to 31% in 2007–08.

• Shifted to a structured, explicit, research-based core literacy program with three tiers:

– One: Benchmark– Two: Strategic Intervention– Three: Intensive Intervention

• Monitor progress in fall, winter and spring

Impact

• Improved Academic Standing– Annual Yearly Progress

• In 2007, 27% of Field’s students scored proficient (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%

Response to InterventionEVIDENCE-BASEDINTERVENTIONS

STUDENTPERFORMANCE

CONTINUOUSPROGRESS MONITORING

DATA-BASEDDECISION MAKING &PROBLEM SOLVING

RtI Applications (Sugai, 2007)

EARLY READING/LITERACY SOCIAL BEHAVIOR

TEAMGeneral educator, special educator,

reading specialist, Title 1, school psychologist, etc.

General educator, special educator, behavior specialist, Title 1, school

psychologist, etc.

UNIVERSAL SCREENING

Curriculum based measurement SSBD, ODR, record review, gating

PROGRESS MONITORING

Curriculum based measurementODR, suspensions, behavior incidents,

precision teaching, attendance

EFFECTIVE INTERVENTIONS

5-specific reading skills: phonemic awareness, phonics, fluency, vocabulary, comprehension

Direct social skills instruction, positive reinforcement, token economy, active supervision, behavioral contracting,

group contingency management, function-based support, self-

management

DECISION MAKING RULES

Core, strategic, intensive Primary, secondary, tertiary tiers

Implications• Empirical support for components of SWPBS

continuum• Empirical support for universal impact• Emerging support for “value add” of school-wide

on tier II and tier III interventions

Measuring process & systems necessary to connect tiers across wide range of students, behaviors and adults without standard instruments

Big Ideas• Develop Core curriculum (social & academic)

– Teach & Practice

• Data-based decision making– Evaluate effectiveness

– Identify “non-responders”

• Continuum of supports firmly linked to core curriculum– Small group/targeted

– Individual

• Systems, systems, systems

• Problem Solving using logic of PBS & RTI

Systems, systems, system

Kauffman states “…attempts to reform education will make little difference until reformers understand that schools must exist as much for teachers as for student. Put another way, schools will be successful in nurturing the intellectual, social, and moral development of children only to the extent that they also nurture such development of teachers” (1993, p. 7).