School-wide Positive Behavior Interventions & Support:What, Why, Who, & How

Sheldon LomanPortland State Universitysheldon.loman@gmail.com

Goals of Today’s TrainingDevelop and/or strengthen existing School-wide PBIS systems at school sites

Develop a framework for ongoing support of PBIS systems at school sites

Provide a clearer understanding of how to maximize PBIS implementation efforts across all 3 levels of the triangle

By the end of this training you should be able to identify the:

What: Core features of SWPBIS

Why: SWPBIS is important for your school

Who: Define team to implement SWPBIS @ your school

How: Define the process for implementing SWPBIS

Main Messages

Supporting social behavior is central to achieving academic gains.

Invest in building a positive school-wide social culture

School-wide PBS is an evidence-based practice for building a positive social culture that will promote both social and academic success.

Implementation of any evidence-based practice requires a more coordinated focus than typically expected.

Six Basic Recommendations for Implementing PBIS

Never stop doing what already works

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.

Six Basic Recommendations for Implementing PBIS

Collect and use data for decision-making

Adapt any initiative to make it “fit” your school community, culture, context.

FamiliesStudentsFacultyFiscal-political structure

Establish policy clarity before investing in implementation

WHAT IS SWPBIS

LogicCore Features

Logic for School-wide PBISSchools face a set of difficult challenges today

Multiple expectations (Academic accomplishment, Social competence, Safety)

Students arrive at school with widely differing understandings of what is socially acceptable.

Traditional “get tough” and “zero tolerance” approaches are insufficient.

Faculty come with divergent visions of effective disciplineIndividual student interventions

Effective, but can’t meet needSchool-wide discipline systems

Establish a social culture within which both social and academic success is more likely

Context

•Problem behavior continues to be the primary reason why individuals in our society are excluded from school, home, recreation, community, and work.

Problem BehaviorsInsubordination, noncompliance, defiance, late to class, nonattendance, truancy, fighting, aggression, inappropriate language, social withdrawal, excessive crying, stealing, vandalism, property destruction, tobacco, drugs, alcohol, unresponsive, not following directions, inappropriate use of school materials, weapons, harassment 1, harassment 2, harassment 3, unprepared to learn, parking lot violation, irresponsible, trespassing, disrespectful, disrupting teaching, uncooperative, violent behavior, disruptive, verbal abuse, physical abuse, dress code, other, etc., etc., etc.

•Vary in intensity

•Exist in every school, home and community context

•Place individuals at risk physically, emotionally, academically and socially

School-wide PBIS• Build a continuum of supports that begins

with the whole school and extends to intensive, wraparound support for individual students and their families.

What is School-wide Positive Behavior Support?

•School-wide PBS is:▫A systems approach for establishing the social

culture and behavioral supports needed for a school to be an effective learning environment for all students.

•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 intervention

supports. ▫Implementation of the systems that support

effective practices

PBS is•Not specific practice or curriculum…it’s general

approach to preventing problem behavior

•Not limited to any particular group of students…it’s for all students

•Not new…its based on long history of behavioral practices & effective instructional design & strategies

Establishing a Social Culture

Common Vision/Values

Common Language

Common Experience

MEMBERSHIP

PredictableConsistentPositiveSafe

Create Effective Learning Environments

School-wide Systems:Create a positive school culture:

School environment is predictable1. Common language2. Common vision (understanding of expectations)

3. Common experience (everyone knows)School environment is positive

Regular recognition for positive behaviorSchool environment is safe

Violent and disruptive behavior is preventedSchool environment is consistent

Adults use similar expectations.

Nonclassroom

Setting Systems

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

Assess the social culture in your school

Low High

Predictable 1 2 3 4 5

Consistent 1 2 3 4 5

Positive 1 2 3 4 5

Safe 1 2 3 4 5

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

SCHOOL-WIDE POSITIVE BEHAVIOR

SUPPORT

SYSTEMS

PRACTICESDAT

A

SupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence, Academic Achievement and Safety

SupportingDecisionMaking

School-wide PBS

School-wide PBIS

•Braiding proven practices with practical systems:

Policies, Team meetings, Data Systems

Components of SW PBIS

1. School-wide System SW-PBS Team School Rules Define & Teach:

Expectations Routines

Acknowledgement System Consequences & Decision Making Handbook

2. Classroom Support Training/ Support opportunities Individual Teacher Support

3. Individual Student System Targeted Group Interventions FBA/BSP – Intensive Individualized Interventions

Focus Today

Define School-wide Expectationsfor Social Behavior

Identify 3-5 ExpectationsShort statementsPositive Statements (what to do, not what to avoid doing)MemorableExamples:

Be Respectful, Be Responsible, Be Safe, Be Kind, Be a Friend, Be-there-be-ready, Hands and feet to self, Respect self, others, property, Do your best, Follow directions of adults

Teach Behavioral Expectations

Transform broad school-wide Expectations into specific, observable behaviors.

Use the Expectations by Settings Matrix

Teach in the actual settings where behaviors are to occurTeach (a) the words, and (b) the actions.Build a social culture that is predictable, and focused on student success.

On-going Reward of Appropriate Behavior

Every faculty and staff member acknowledges appropriate behavior. 5 to 1 ratio of positive to negative contacts

System that makes acknowledgement easy and simple for students and staff.

Different strategies for acknowledging appropriate behavior (small frequent rewards more effective) Beginning of class recognition Raffles Open gym Social acknowledgement

Cougar Traits in the Community

Student Name __________________________________

Displayed the Cougar Trait of: RespectResponsibilityCaringCitizenship(Circle the trait you observed)

Signature _____________________________________________If you would like to write on the back the details of what you observed feel free! Thank you for supporting our youth.

Brag Box I would like to share that Mr./ Mrs. Miss _________ ,

_ _______________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

To build staff moral we began recognizing the positive things we were seeing among the adults in our building.

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.”◦ Judy Cameron, 2002◦ Cameron, 2002◦ Cameron & Pierce, 1994, 2002◦ Cameron, Banko & Pierce, 2001

“The undermining effect of extrinsic reward on intrinsic motivation remains unproven”

Steven Reiss, 2005

Akin-Little, K. A., Eckert, T. L., Lovett, B. J., & Little, S. G. (2004). Extrinsic reinforcement in the classroom: Bribery or best practices. School Psychology Review, 33, 344-362

“What the Worlds Greatest Managers Do Differently”-- Buckingham & Coffman 2002, Gallup

Interviews with 1 million workers, 80,000 managers, in 400 companies.

Create working environments where employees: 1. Know what is expected 2. Have the materials and equipment to do the job correctly 3. Receive recognition each week for good work. 4. Have a supervisor who cares, and pays attention 5. Receive encouragement to contribute and improve 6. Can identify a person at work who is a “best friend.” 7. Feel the mission of the organization makes them feel like their

jobs are important 8. See the people around them committed to doing a good job 9. Feel like they are learning new things (getting better) 10. Have the opportunity to do their job well.

“What the Worlds Greatest Administrators Do Differently”-- Buckingham & Coffman 2002, Gallup

Interviews with 1 million workers, 80,000 managers, in 400 companies.

Create working environments where Faculty: 1. Know what is expected 2. Have the materials and equipment to do the job correctly 3. Receive recognition each week for good work. 4. Have a supervisor who cares, and pays attention 5. Receive encouragement to contribute and improve 6. Can identify a person at work who is a “best friend.” 7. Feel the mission of the organization makes them feel like their

jobs are important 8. See the people around them committed to doing a good job 9. Feel like they are learning new things (getting better) 10. Have the opportunity to do their job well.

“What the Worlds Greatest Teachers Do Differently”-- Buckingham & Coffman 2002, Gallup

Interviews with 1 million workers, 80,000 managers, in 400 companies.

Create working environments where students: 1. Know what is expected 2. Have the materials and equipment to do the job correctly 3. Receive recognition each week for good work. 4. Have a supervisor who cares, and pays attention 5. Receive encouragement to contribute and improve 6. Can identify a person at work who is a “best friend.” 7. Feel the mission of the organization makes them feel like their

jobs are important 8. See the people around them committed to doing a good job 9. Feel like they are learning new things (getting better) 10. Have the opportunity to do their job well.

WHY CONSIDER SWPBISSWPBIS benefits our students, staff, families

Reduction in problem behaviorIncreased attendance and academic engagementImprove academic performance Reduction in referrals to special educationImprove family involvement in schoolImproved perception of school as a “safe environment”Improved perception of teacher efficacy

Current Research

School-wide PBS is “evidence-based”Reduction in problem behaviorIncreases in academic outcomes

Horner et al., 2009Bradshaw et al., 2006; in press

Behavioral and Academic gains are linkedAmanda Sanford, 2006Jorge Preciado, 2006Kent McIntosh, 2006

School-wide PBIS has benefits for teachers and staff as well as students.

Scott Ross, 2006

Sustaining School-wide PBIS effortsJennifer Doolittle, 2006

What do you see in schools using SW-PBS?

Students who are able to tell you the expectations of the school. Students who identify the school as safe, predictable and fair.Students who identify adults in the school as actively concerned about their success.

What do you see in schools using SW-PBS?

Teams meeting regularly to:Review their dataDetermine if PBS practices are being usedDetermine if PBS practices are being effectiveIdentify the smallest changes that are likely to produce the largest effects

But focusing on the use of evidence-based practices

What do you see in schools using SW-PBS?

Faculty and staff who are active problem solvers.

They have the right informationThey have efficient organizational structuresThey have effective outcome measuresThey have support for high-fidelity implementation and active innovation.

HOW IS SWPBS Implemented?

Eight Implementation StepsBuild commitmentEstablish implementation teamSelf-Assess for local adaptation of SWPBSDefine and teach expectationsEstablish system for recognizing positive behaviorEstablish consequences for problem behaviorCollect and use data for decision-makingEstablish function-based support for students with more severe support needs.

Coaching Defined

Coaching is the active and iterative delivery of: (a) prompts that increase successful behavior, and (b) corrections that decrease unsuccessful behavior.

Coaching is done by someone with credibility and experience with the target skill(s)Coaching is done on-site, in real time Coaching is done after initial trainingCoaching is done repeatedly (e.g. monthly)Coaching intensity is adjusted to need

Training Outcomes Related to Training Components

Training Outcomes

Training Components

Knowledge of Content

Skill Implementation ClassroomApplication

Presentation/ Lecture

PlusDemonstration

Plus Practice

Plus Coaching/ Admin SupportData Feedback

10% 5% 0%

30% 20% 0%

60% 60% 5%

95% 95% 95%

Joyce & Showers, 2002

0

1

2

3

4

5

6

7

Sep Oct Nov Dec Jan Feb Mar Apr May

Avg

. R

efe

rrals

per

Day

05-06 06-07

Example of the Impact of Coaching on Student Outcomes:Average Major Discipline Referrals per Day per Month

Coach returns from leave

Coach goes on

leave

Summary

School-wide PBIS is an approach for investing in making the school a more effective social and educational setting for all students.

Core features of RTI are an effective framework for improving Behavior and Academic Support