School-wid e Positive Behavior Support

1. School-wide Positive Behavior Support Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Intervention & Supports pbis.org

2. Starting Point…. • Educators cannot “make” students learn or behave • Educators 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

3. School-wide Positive Behavior Support • Problem solving framework • Systematic implementation of evidence-based practices • Layers in increasingly more intensive environmental supports to increase the likelihood students learn and behave

4. Social Competence & Academic Achievement Positive Behavior Support OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

5. Academic Systems Behavioral Systems • 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 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

6. Continuum of Supports Math Science Spanish Soc skills English Reading Horses

7. Essential Features at the School Level • Teams of educators within the school (administrator) • Data-based decision making • Instructional Focus • Teach & Practice • Acknowledge student mastery of social skills • Positive Feedback

8. Universal School-Wide Features • Clearly define expected behaviors (Rules) • All Settings • Classrooms • Procedures for teaching & practicing expected behaviors • Procedures for encouraging expected behaviors • Procedures for discouraging problem behaviors • Procedures for data-based decision making • Family Awareness and Involvement

9. Tier II (small group) • Efficient and effective way to identify at-risk students • Screen • Data decision rules • Informal assessment process to match intervention to student need • Small group Social Skill Instruction • Self-management • Academic Support • Part of a continuum – must link to universal school-wide PBS system

10. Tier III (individualized support) • When small group not sufficient • When problem intense and chronic • Driven by Functional Behavioral Assessment • Connections to Mental Health and Community Agencies • Part of a continuum – must link to universal school-wide PBS system

11. Randomized Controlled Trials Examining SW-PBS 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. 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. • Reduced major disciplinary infractions • Improvements in academic achievement • Enhanced perception of organizational health & safety • Improved school climate • Improvements in Social –Emotional outcomes • Reductions in teacher’s reports of bullying behavior

12. Missouri School-wide PBS

13. Partnership • University of Missouri Center School-wide Positive Behavior Support • OSEP Center for Positive Behavioral Interventions and Supports • Department of Elementary and Secondary Education • Heidi Atkins-Lieberman • Stephen Barr • Chris Nicastro • Regional Professional Development Centers

18. Building Classroom Environments to Support 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.

19. Study Basics • Subject: • Seven years old • Identified with EBD and ADHD • Setting • General education 2nd grade classroom with 19 other students • One licensed teacher and one student teacher • Concern • Student exhibits high rates of off-task • Student shouts out answers and questions and comments at high rates and often inappropriate

20. “Function of Behavior” • Descriptive (interviews and teacher reported ABC/ Scatterplot data) • Function identified as Attention • Significant antecedents: multiple step direction and group settings • Very High rates of both problem behaviors reported/ inconsistency in accuracy of data collection

21. “Environment Assessment” 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)

24. Positive Behavior Support in the Classroom Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Interventions and Supports pbis.org

25. Positive Behavior Support in the Classroom Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Interventions and Supports pbis.org

26. The Challenge • Students spend majority of their school day in the classroom • Majority of “discipline problems” originate in the classroom and often result in removal from instruction • Remaining engaged in instruction essential to student academic and social success • “Culture” of education often reinforces ineffective practices and creates barriers to implementing effective practices

27. Basic Steps • Focus on what you want students to do “instead” (replacement behaviors) • Look for patterns of behavior that suggest “functional relationships” • Teach replacement behavior and provide multiple opportunities to practice • Deliver high rates of positivefeedback/same similar outcome as problem behavior when students display replacement behavior

28. Setting up the Environment Establishing expectations (Kameenui & Simmons, 1990): • What do I want my classroom to look like? • How do I want children to treat me as a person? • How do I want children to treat one another? • What kind of information or values do I want to communicate to students about being an adult, an educator, a woman or a man in today's society? • How do I want children to remember me when the last day of school ends and I am no longer part of their daily lives? • How can I change my instruction to help pupils develop the skills I am trying to teach? Bottom line = ask yourself if students have pre-requisite and requisite skills to succeed based on each of your answers – if not, teach and practice

29. Essential • Classroom expectations & rules defined and taught (all use school-wide, create classroom examples) • Procedures & routines defined and taught • Continuum of strategies to acknowledge appropriate behavior in place and used with high frequency (4:1) • Continuum of strategies to respond to inappropriate behavior in place and used per established school-wide procedure • Students are actively supervised (pre-corrects and positive feedback) • Students are given multiple opportunities to respond (OTR) to promote high rates of academic engagement • Activity sequence promotes optimal instruction time and student engaged time • Instruction is differentiated based on student need

30. Routines • Make smooth, rapid transitions between activities throughout the class period or school day • Teach/practice transition behaviors • Establish predictable schedules - illustrate with icons, time, etc. • Schedule non-instruction time • administration time • personal time

31. Routines Clear set-up and instructions • Student directed activities • Whole group activities • Independent activities

32. Routines • Transitions a) Clear expectations for student behavior b) Clear expectations for staff behavior c) Avoid interfering activities d) Smooth set up and implementation e) Consistent routines f) Acknowledgment of student mastery

33. Routines • Student directed activities • Small group • Teach group roles & responsibilities • Group leader - insures all have say/turn • Material manager - gets materials & distributes • Group recorder - writes up outcome

34. Routines Small group • Teach group processes {"problem solving"} a)Define the task b) Brainstorm ideas c) Choose an idea d) Determine what is required to implement the idea e) Implement the idea f) Evaluate the outcome

35. Routines • Independent work • What materials/areas? • Minimal movement in classroom

36. Increasing Opportunities to Respond • Encourages everyone to become involved in learning. • Increases rates of responses of all learners. • Increases attainment of material presented. • Allows reluctant learners a secured environment to practice. • Decreases inappropriate or off task behavior.

37. Whole Group Oral Response • Choral responding • Strategy for reviewing or memorizing information • Students repeat information in unison when teacher prompts

38. Whole Group Written Response • Written responses should be short (not more than one item) • A verbal signal to indicate completion should be given (e.g. put your pencils down and look up when you are finished) • Materials to use could include: Paper, whiteboards, iPads

39. Small Groups / Partners • Used to give everyone a chance to: • Express thoughts. • Answer a question. • Verbally participate when there could be a variety of answers. • Answers can be shared with other groups or whole group. • Answers can be written on smartboard by the teacher and presented to group.

40. Challenge: How to Insure All Staff Are Using Effective Practices

41. Systems Teach Brief in-service, single topic focus Practice (performance feedback) Peer coaching Principal “walk throughs”

42. Effective Classroom Practices: Mini Modules MO SW-PBS pbismissouri.org Center for PBS College of Education University of Missouri

43. Typical School Day 17% Direct Instruction 33% Seatwork 20% Transitions 30% Discipline & OtherNon-InstructionalActivities Cotton, 1995; Walberg, 1988 324 MO SW-PBS

44. Discussion: Importance of expectations & behaviors? • Pair Up • 2-Minute Frenzy – Discuss: • How has clarifying schoolwide/non-classroom setting behaviors/rules impacted student behavior in our school? • Why do you think it is important to clarify classroom behaviors/rules?

45. Guidelines for Writing Classroom Behaviors or Rules Consistent with school-wide expectations O = Observable; behaviors that we can see. M = Measureable–we could actually count the occurrence of the behavior. P = Positively stated–things to do to be successful. U = Understandable–student-friendly language. A = Always applicable. 93 MO SW-PBS

46. Activity: Classroom Rule Writing Activity Option 1 • List problem behaviors in your classroom • List replacement behavior (what we want kids to do instead) • List schoolwide expectations • Categorize rules within schoolwide expectations

50. Goals of Major Study • Identify/develop effective education and mental health interventions for students with emotional and behavioral problems • Maximize intervention feasibility • Maintain evidence based best practices approach • Develop interventions within existing school resources