Positive Behavior Support

1. Positive Behavior Support Rob Horner, Ph.D. University of Oregon www.pbis.org

2. Goals • Brief Introduction to Positive Behavior Support • Four major changes in the design of support strategies • Emphasis on understanding and using the “function” of behavior. • Implications for clinicians and parents

3. Introductions • Teacher • Instructional and behavioral research • Positive Behavior Support

4. School-wide Positive Behavioral Interventions and Supports (PBIS) • School-wide PBIS is: • 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 • 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

5. Establishing a Social Culture Common Language MEMBERSHIP Common Experience Common Vision/Values

6. Why SWPBIS? • The fundamental purpose of SWPBIS is to make schools more effective and equitable learning environments. Predictable Positive Consistent Safe

9. “Phoenix Experience” A few positive SW Expectations

10. No Gum No Hats No Backpacks No Running No Violence No Disruption

11. eject violence bey rules top bullying verybody “Stop It”

12. Number of Schools Implementing SWPBIS since 2000 January, 2014 19,960

13. Behavior Support • The design of effective environments

14. Insubordination, 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, tantrum, 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 Are expensive: For society, schools, classrooms, students, families Problem Behaviors

15. Management of Behavior • Traditional approach to behavior management focused on the consequence for problem behavior.

16. Major Changes in Behavior Support • Prevention • Teaching as the most effective approach • Environmental redesign, Antecedent Manipulations • Function-based support • Functional assessment • Team-based design and implementation of support • Comprehensive Interventions • Support plans with multiple elements • Link Behavior Support to Lifestyle Plan • Person-centered planning, Wraparound, Systems of Care • Systems Change • Intervention at the “whole-school” level • Systems that nurture and sustain effective practices • Systems that are durable

17. Building Behavior Support • What does he/she do? • Where and when is it most and least likely? • Why: In situations where the behavior happens, what is the outcome (what does he/she get or avoid)? • --------------------------------------------------------------- • Big four strategies for support: • Prevent: How can we make the difficult situations less likely? • Teach: What is an appropriate behavior that has same effect? • Reward: How to ensure immediate reward of appropriate behavior? • Withhold: Reduce or eliminate reward for problem behavior?

18. Behavioral Function Get Toy Smile from Peer Attention from teacher Avoid hard task Access to favorite food Access to video game Avoid Peer Taunt Revenge Freedom Control Power Social Status Satisfaction

19. Function Not Function Function Not Function Function Ingram, K., Lewis-Palmer, T., & Sugai, G. (2005). Function-based intervention planning: Comparing the effectiveness of FBA indicated and contra-indicated intervention plans. Journal of Positive Behavior Interventions, 7, 224-236

20. Building Positive Behavior Support • Define: “what, where, why” • ----------------------------- • Prevention • Teaching • Reward Appropriate • Withhold or Minimize Reward of Problem • Safety

21. Building Positive Behavior Support • Define: “what, where, why” • ----------------------------- • Prevention • Teaching • Reward Appropriate • Withhold or Minimize Reward of Problem • Safety

22. Building Positive Behavior Support • Define: “what, where, why” • ----------------------------- • Prevention • Teaching • Reward Appropriate • Withhold or Minimize Reward of Problem • Safety

23. Summary • Supporting behavior is as important as supporting academic and health outcomes. • Attending to “why” matters • Consider the big 4 • Prevent, Teach, Reward, Withhold