Using Positive Behavioral Interventions and

Supports (PBIS/ PB4L) to Make Schools more Effective

and EquitableRob Horner

University of Oregonwww.pbis.org

Currently using

PBIS?

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Elem, Middle, High?

Goals• Define purpose of PBIS

• Define core features of PBIS

• Define how PBIS helps schools be more effective learning environments

• Define how PBIS helps schools be more equitable learning environments.

Why SWPBIS/ PB4L?• The fundamental purpose of

SWPBIS is to make schools more effective and equitable learning environments.

Predictable

Consistent

Positive

Safe

Main Messages• Supporting social behavior is central to achieving academic gains.

• School-wide PB4L 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.

• PBIS/PB4L will improve the equity within schools.

Main Messages• PBIS makes schools more effective, equitable, efficient.

Effective (academic, behavior)Equitable (all students succeed) Efficient (time, cost)

Experimental Research on SWPBIS

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., Waasdorp, T., Leaf. P., (in press). Effects of School-wide positive behavioral interventions and supports on child behavior problems and adjustment. 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.

Ross, S. W., Endrulat, N. R., & Horner, R. H. (2012). Adult outcomes of school-wide positive behavior support. Journal of Positive Behavioral Interventions. 14(2) 118-128.Waasdorp, T., Bradshaw, C., & Leaf , P., (2012) The Impact of Schoolwide Positive Behavioral Interventions and Supports on Bullying and Peer Rejection: A Randomized Controlled Effectiveness Trial. Archive of Pediatric Adolescent Medicine. 2012;166(2):149-156 Bradshaw, Pas, Goldweber, Rosenberg, & Leaf, 2012Freeman, J., Simonsen, B., McCoach D.B., Sugai, G., Lombardi, A., & Horner, ( submitted) Implementation Effects of School-wide Positive Behavior Interventions and Supports on Academic, Attendance, and Behavior Outcomes in High Schools.

SWPBIS Experimentally Related to:1. Reduction in problem behavior2. Increased academic performance3. Increased attendance4. Improved perception of safety5. Reduction in bullying behaviors

6. Improved organizational efficiency7. Reduction in staff turnover8. Increased perception of teacher efficacy

9. Improved Social Emotional competence

PBIS is Efficient(Avg. 45 minutes per incident for student 30 min for Admin 15 min for Teacher)

1000 Referrals/yr 2000 Referrals/yr

Administrator Time 500 Hours 1000 Hours

Teacher Time 250 Hours 500 Hours

Student Time 750 Hours 1500 Hours

Totals 1500 Hours 3000 Hours

0

300

600

900

1200

1500 T

ota

l O

ffic

e D

isc

iplin

e R

efe

rra

ls

95-96 96-97 97-98 98-99School Years

Kennedy Middle School

Pre PBIS Year 1 Year 2 Year 3

What does a reduction of 850 office referrals and 25 suspensions mean? Kennedy Middle School

Savings in Administrative time ODR = 15 min Suspension = 45 min

13,875 minutes231 hours

29, 8-hour days

Savings in Student Instructional time

ODR = 45 min Suspension = 216 min

43,650 minutes 728 hours

121, 6-hour school days

What is School-wide Positive Behavior Intervention and Support (PBIS/PB4L)?

• School-wide PBIS/ PB4L is:o A multi-tiered framework for establishing the social culture and behavioral

supports needed for a school to achieve behavioral and academic outcomes for

all students.

• Evidence-based features of SWPBIS/ PB4Lo Preventiono Define and teach positive social expectationso Acknowledge positive behavioro Arrange consistent consequences for problem behavioro On-going collection and use of data for decision-makingo Continuum of intensive, individual intervention supports. o Implementation of the systems that support effective practices

Establishing a School-wide, Positive

Social Culture

Common Vision/Values

Common Language

Common Experience

School-wide Positive Behavioral Interventions and Supports (SWPBIS/ PB4L)

• The social culture of a school matters.

• A continuum of supports that begins with the whole school and extends to intensive, wraparound support for individual students and their families.

• Effective practices with the systems needed for high fidelity and sustainability

• Multiple tiers of intensity

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/ PB4L

27

Main Ideas:1. Invest in prevention first2. Multiple tiers of support

intensity3. Early/rapid access to

support

Remember that the multiple tiers of support refer to our SUPPORT not Students.

Avoid creating a new disability labeling system.

Reading

Behavior

Math

Health

Schools using PBIS in the U.S.August , 2014 21,611

New Zealand Data• Implementing PB4L

Using PBIS to AchieveQuality, Equity and Efficiency

• QUALITY: Using what works; Linking Academic and Behavior Supportso North Carolina (valued outcomes)o Michigan (behavior and literacy supports)o Commitment to Fidelity Measureso Building functional logic/ theory/ practice (Sanford)

• EQUITY: Making schools work for allo Scott Rosso Russ Skibao Vincent, Cartledge, May & Tobino Bully prevention

• EFFICIENCY: Working Smarter: Building implementation science into large scale adoption.o Using teacher and student time better.o Dean Fixsen/ Oregon Dept of Education

Define School-wide Expectationsfor Social Behavior

• Identify 3-5 Expectations• Short statements• Positive Statements (what to do, not what to avoid doing)

• Memorable• Examples:

• 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

Tier I: PBIS

Team

Expectations

Rewards

CorrectiveConsequence

s

Classroom

Systems

FamilyBully

Prevention

Decision

System

Classroom SystemsClassroom

ExpectationsClassroom Routines

Effective InstructionOpportunities to

RespondConstructive FeedbackActive Supervision

High rate of positivesFunctional

Consequences

Physical Space matches Function

See work of

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Brandi Simonson

Tim Lewis

Terry Scott

Designing Classroom Routines

Routine School-wide Expectations

Signal

Entering Class Walk in, sit down, start work

Instruction on board

Obtaining class attention

Orient to teacher, be quiet

?

Getting Help during seat work

? ?

Family Engagement

Students

Families School

Academic Engagement

Families• Partnership with families

• What three things could most families do that would make the biggest positive impact on student educational success?

• Options• Show interest

• (ask how the day went)• Help with homework

• (time, place, support, knowing)• Communication with school

• (events, needs, what is working, and what is not working)

Families

Families

Academic Engagement

Team Activity:How can your school engage families:

1) What are 1-3 reasonable things families can do that would make a difference?

2) What would be the best way to share this information with families? How would we know if we had been successful?

Bully Prevention• Scott Ross

Available atwww.pbis.org

Ross, S. W., & Horner, R. H. (2009). Bully prevention in positive behavior support. Journal of Applied Behavior

Analysis, 42(4), 747-759.

• Three Schools

• Six students identified for high rates of verbal and physical aggression toward others.

• Whole school implementation of SWPBIS• Whole school addition of Stop-Walk-Talk

• Direct observation of problem behavior on playground.

28

293.14 1.88 .8872%

BP-PBS, Scott Ross 30

Conditional Probabilities of Victim Responses to Problem Behavior

0%

10%

20%

30%

40%

50%

"Sto

p"

"Wa

lk"

Po

sitiv

e R

esp

on

se

(la

ug

hin

g/c

he

eri

ng

)

Ne

ga

tive

Re

sp

on

se

(cry

ing

/fig

htin

g

ba

ck)

No

Re

sp

on

se

Pro

bab

ilit

y o

f R

esp

on

se

Baseline

BP-PBS

28% increase 19% decrease

BP-PBS, Scott Ross 31

Conditional Probabilities of Bystander Responses to Problem Behavior

0%

10%

20%

30%

40%

50%

"Sto

p"

"Wa

lk"

Po

sitiv

e R

esp

on

se

(la

ug

hin

g/c

he

eri

ng

)

Ne

ga

tive

Re

sp

on

se

(cry

ing

/fig

htin

g

ba

ck)

No

Re

sp

on

sePro

bab

ilit

y o

f R

esp

on

se

Baseline

BP-PBS

21% increase

22% decrease

Discipline Disproportionality

• A central element affecting the equity and effectiveness of education

Elementary Schools:Compare proportion of students enrolled to proportion of

students with an ODR

His/Latino Af Am/ Blk White All Other0

10

20

30

40

50

60

% Enrol% ODR

% Enrolled

% with an ODRRisk Ratio =

1.81

Preliminary Evidence:When PBIS is linked to reduction in ODRs does reduction

occur for students from all ethnic groups?

All Students Nat Asian Af Am Latino PacIs White0

5

10

15

20

25

30

35

Students with Major ODR/100 Students Enrolledn = 69 schools

200506200607200708

From: Vincent, Cartledge, May & Tobin, 2009

Recommendations for Addressing Discipline Disproportionality in Education

Kent McIntosh, Erik J. Girvan, Robert H. Horner, & Keith Smolkowski

• 1. Effective Instruction• Curriculum, Explicit presentation, Opportunity to respond, Timely and contingent feedback

• 2. Implement PBIS

• 3. Collect and use disaggregated discipline data

• 4. Address “explicit bias” with clear policies, regulations and accountability.

• 5. Address “implicit bias” with neutralizing routines.• Identify times / situations when untended bias may occur• Teach self-direction routines when these times/situations occur

Measuring Fidelity of PBIS• Very important for initial and sustained implementation

• To date… too many tools

• New Fidelity Tool …. Combination of Best Featureso Strong technical validityo Done with Coach and Teamo Can be done in 15 min per Tier o Can be used for initial assessment, progress monitoring and identification of exemplarso Results in action plan

Available October 2014 at

www.pbis.org

or

www.fieldtest.pbisassessm

ent.org or

www.pbisassessment.org

Other PBIS Fidelity

Measures

School-wide Evaluation Tool (SET)

Team Implementation Checklist

(TIC)

Benchmarks of Quality (BoQ)

Strong Technical

Adequacy

15 min per tier

Done with Coach and

Team

Useful for:

Initial Assessment

Progress Monitoring (by

Tier)

Identification of

Exemplars

PBIS Implementation Inventory

TFI Item report

Tiers II and III:

PBIS

Team

Increased structure

Elevated

Rewards

Prevent rewards for

problem behavior

safety

Family/ Wrap aroundTeaching

Decision

SystemAssessment

used to tailor /

individualize support

Emphasis on

Prevention

Fidelity Measures at Tier III

• Sarah Pinkelman

Summary• PBIS is a framework for improving the effectiveness and equity of schools

• PBIS is evidence-based

• Building a cohesive and clear social culture matters

• Invest in prevention

• Use data to BOTH guide implementation and improve student outcomes.

PBISPB4L

Effective

EfficientPractices

that workPractices that are practical, durable and available

EquitablePractice

s that benefit all