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PBIS Implementation in Alternative Settings: Maximizing Session Participation

Join the lead presenters Bob Putnam and Jeffrey R. Sprague, along with exemplar presenters Kitty Clemens and Diane Casella, as they discuss implementing PBIS in alternative education settings. Learn about the challenges and characteristics of these settings, as well as the implications and evidence-based supports. Maximize your session participation by considering key questions and taking action planning worksheets.

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PBIS Implementation in Alternative Settings: Maximizing Session Participation

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  1. A19 - Implementing PBIS in Alternative SettingsLead Presenters: Bob Putnam, The May Institute (MA) & Jeffrey R. Sprague, University of OregonExemplar Presenters: Kitty Clemens & Diane Casella, Cedarhurst School (CT)Key Words: Alternative Education, Putnam, Sprague, Clemens & Casella (2018)

  2. Maximizing Your Session Participation • When Working In Your Team • Consider 4 questions: • Where are we in our implementation? • What do I hope to learn? • What did I learn? • What will I do with what I learned? Putnam, Sprague, Clemens & Casella (2018)

  3. Where are you in the implementation process?Adapted from Fixsen & Blase, 2005 Putnam, Sprague, Clemens & Casella (2018)

  4. Leadership Team Action Planning Worksheets: Steps • Self-Assessment: Accomplishments & Priorities • Leadership Team Action Planning Worksheet • Session Assignments & Notes: High Priorities • Team Member Note-Taking Worksheet • Action Planning: Enhancements & Improvements • Leadership Team Action Planning Worksheet Putnam, Sprague, Clemens & Casella (2018)

  5. Challenge #1 Putnam, Sprague, Clemens & Casella (2018)

  6. Challenge # 2 School to Prison Pipeline Putnam, Sprague, Clemens & Casella (2018)

  7. Characteristics ofAlternative Education Settings • Staff persons come from very different backgrounds with very different assumptions about problem behavior • Security and safety are much more important • High risk population: challenging to staff members Putnam, Sprague, Clemens & Casella (2018)

  8. Characteristics ofAlternative Education Settings • Students -Negative school experiences -Rarely feel successful -Targets of bullying -Low levels of self esteem -Negative thinking patterns (Downs & Arzamarski, 2016; Scott & Cooper, 2013) Putnam, Sprague, Clemens & Casella (2018)

  9. Characteristics ofAlternative Education Settings • Staff Members -High demands -Minimal breaks -High burn out/turnover rates -Trained in de-escalation techniques, rarely preventative strategies (Downs & Arzamarski, 2016; Scott & Cooper, 2013) Putnam, Sprague, Clemens & Casella (2018)

  10. Characteristics ofAlternative Education Settings • School -Inconsistency in language/procedures -Differing perspectives -Use of seclusion/restraints timeout (Downs & Arzamarski, 2016; Scott & Cooper, 2013) Putnam, Sprague, Clemens & Casella (2018)

  11. Implications • Make the environment (a) predictable (b) consistent, (c) safe, and (d) positive • Greater need to define and teach behavioral expectations • High need for active instruction on appropriate behaviors. • Because kids already have learned wrong-way…you need multiple trials, and training to fluency • High potential for peer-based deviancy training • Focus on contingencies in which all benefit when each does well • Data • Need additional outcome measures (e.g. incident reports…physical restraint incidents..) • Extra need for teamwork • Because environment is high-risk…staff members need to work well with each other. • Staff members need to be able to predict and depend on each other Putnam, Sprague, Clemens & Casella (2018)

  12. Are they really “All Tier 3”? Putnam, Sprague, Clemens & Casella (2018)

  13. Diagram of Evidence-based supports in AE Universal Supports for All Students • School Wide Positive Behavior Interventions and Supports (PBIS) • Additional social skills curriculum (e.g., Second Step or Steps to Respect; Aggressors, Bystanders & Victims) Universal Screening Procedures Multi-gated System Early Identification Systematic School Resource Planning School-Based Services Adult Mentoring Academic Tutoring Alternative Discipline Self-Management Check in/Check Out Inclusion Support Increased Monitoring in School Service Learning or Community Service Family Support Parent Collaboration Resource Linkage Family Advocacy Solution-focused Planning Selective and Tertiary Supports for in-risk students Service Coordination Multi-agency monitoring Individual Service Plan Agency Linkage Case management Sprague, J., & Nishioka, V. (2004). "Skills for Success: A Three-Tiered Approach to Positive Behavior Supports." Impact 16(3): 16-17 & 35. Putnam, Sprague, Clemens & Casella (2018)

  14. RCT & Group Design PBIS Studies Oct 2015 • “Bet your next month’s salary!!” • Reduced major disciplinary infractions • Improvement in aggressive behavior, concentration, prosocial behavior, & emotional regulation • Improvements in academic achievement • Enhanced perception of organizational health & safety • Reductions in teacher reported bullying behavior & peer rejection • Improved school climate Bradshaw, C. P. (2015). Translating research to practice in bullying prevention. American Psychologist, 70, 322-332. 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., Pas, E. T., Goldweber, A., Rosenberg, M. S., & Leaf, P. J. (2012). Integrating school-wide positive behavioral interventions and supports with tier 2 coaching to student support teams: The PBISplus model. Advances in School Mental Health Promotion 5, 177-193. 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. P., Waasdorp, T. E. & Leaf, P. J. (2012). Effects of School-Wide Positive Behavioral Interventions and Supports on child behavior problems. Pediatrics, 130(5), 1136-1145. Goldweber, A., Waasdorp, T. E., & Bradshaw, C. P. (in press). Examining the link between forms of bullying behaviors and perceptions of safety and belonging among secondary school students. Journal of School Psychology. 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. Sorlie, M., & Ogden, T. (2015). School-wide positive behavior support Norway: Impacts on problem behavior and classroom climate. International Journal of School and Educational Psychology, DOI: 10.1080/21683603.2015.1060912. Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (2012). The impact of School-wide Positive Behavioral Interventions and Supports (SWPBIS) on bullying and peer rejection: A randomized controlled effectiveness trial. Archives of Pediatrics and Adolescent Medicine, 116(2), 149-156 Putnam, Sprague, Clemens & Casella (2018)

  15. Challenges/Barriers in Alternative Schools • Staff member buy-in • All Tier III • Middle and high schools (scheduling, content areas of expertise) • Can be reactive/punitive (Flannery et al., 2013) • Complexity of current system (point or level system) • Variability in student’s skills deficits and learning styles • Variability in staff attitudes (educational v. clinical) Putnam, Sprague, Clemens & Casella (2018)

  16. PBIS *Source:www.PBIS.org

  17. Case Study 1 • Alternative school in PA (Centennial) • Implemented SWPBIS • Increased active teaching of expectations • High rate of reinforcement through multiple schedules • Intensive social skills training • Data based decision making • Integrated and coordination of community services • Outcomes • 1997-98: Mean=14 restraints per student in oneyear • Physical restraints decreased from 1,064 (1997-98) to 0(1999-2000) (George, George, Kern & Fogt; 2013) Putnam, Sprague, Clemens & Casella (2018)

  18. CaseStudy 2 • AE Setting inCA • Single-subject, AB designover3years • Results: • decrease in severe • incidents • positive changes in studentbehavior • increase consistent language in response to behaviors (Simonsen, Britton, & Young,2010) Putnam, Sprague, Clemens & Casella (2018)

  19. Number of Physical RestraintIncidents: 2014-15 vs.2015-16 Case Study 3 95 100 86 90 83 82 87 77 80 76 70 Number ofIncidents 60 2014-15 2015-16 50 40 44 37 30 28 20 10 0 September October November December January Downs & Arzamarski, 2016 Putnam, Sprague, Clemens & Casella (2018)

  20. Monthly Averages of #Incidents/Day and#Bees/Day 50.3 50 Average Number per Day 40 30 Incidents/Day Bees/Day 20 14.0 12.4 11.6 10 6.7 6.1 4.3 3.8 2.6 0.0 0 October November December January September Downs & Arzamarski,2016 Putnam, Sprague, Clemens & Casella (2018)

  21. Total Monthly Seclusion / RestraintIncidents Baseline PBIS 191 200 188 178 173 180 162 158 153 160 135 144 140 148 132 120 100 89 83 102 77 80 69 60 60 60 40 48 20 0 Figure 1. Total incidents of seclusion or restraint per month during the 2014-2015and 2015-2016 school-years. Square data points indicate incidents of seclusion or restraint during the months prior to positive behavior interventions and supports (PBIS) implementation. Round data points indicate incidents of seclusion or restraint during the months following PBIS implementation. Downs & Arzamarski,2016 Putnam, Sprague, Clemens & Casella (2018)

  22. Case Study 4: Skills for Success: School Within School AE Results • Seven Schools • Three years • Implementation fidelity • Student outcomes Sprague, J., & Nishioka, V. (2004). "Skills for Success: A Three-Tiered Approach to Positive Behavior Supports." Impact 16(3): 16-17 & 35. Sprague, J.R., & Nishioka, V. (2012). Skills for Success: A Systems approach to delinquency prevention and school success. In J.S. Kaye, K.D. Cataldo, & T.A. Lang (Eds.). Keeping kids in school and out of courts: A collection of reports to inform the National Leadership Summit on School Justice Partnerships. Albany, NY: New York State Permanent Judicial Commission on Justice for Children (55-67). Putnam, Sprague, Clemens & Casella (2018)

  23. . 97% Implementation Fidelity 99% Combined Implementation Fidelity by year 3 Putnam, Sprague, Clemens & Casella (2018)

  24. Results Math & LA teachers for 80 students who were participating in either the Skills for Success Classroom or receiving Mental Health services were surveyed. The teachers reported that during the last semester: • 62% of the students were more attentive in class • 68% of the students were behaving better in class. • 75% of the students were getting along better with other students. The average improvement in these three indicators was 68% Putnam, Sprague, Clemens & Casella (2018)

  25. Results: Skills for Success Prior to SFS Math & LA grades averaged 0.50 (D-). Both Math & LA grades increased 1 full grade from D- to C- Putnam, Sprague, Clemens & Casella (2018)

  26. Juvenile Arrests • Students in Skills for Success Group • 10% increase in number of crimes • -7% decrease in severity of crimes • Students in Comparison Group • 264% increase in number of crimes • 131% increase in severity of crimes Putnam, Sprague, Clemens & Casella (2018)

  27. Juvenile Arrest Rates Putnam, Sprague, Clemens & Casella (2018)

  28. PBIS Continuum *Adapted fromwww.PBIS.org Putnam, Sprague, Clemens & Casella (2018)

  29. 27.8% 12.9% 3.2% 22.2% 59.3% 74.6% September 2015- January 2016Progress Arzamarski,2016 Putnam, Sprague, Clemens & Casella (2018)

  30. What Do We Know? • Promising evidence that SWPBIS can make an impact in alternative schools • Improved behavioral climate • Improved academic performance • Coaching improves the fidelity of implementation and is related to behavioral outcomes • Data based decision making improves the effectiveness and efficiency of implementation Putnam, Sprague, Clemens & Casella (2018)

  31. References • Arzamarski,C.,(2016). PBIS in Alternative Schools. Presented at the National PBIS Implementers Forum. Chicago, ILL. • Flannery, K. B., Fenning, P., McGrath Kato, M. & McIntosh K. (2013). Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools. School Psychology Quarterly, 29(2), 111–124. • Flannery, K. B., Frank, J.L., Kato, M., Doren, B., & Fenning, B. (2013). Implementing schoolwide positive behavior support in high school settings: Analysis of eight high schools. The High School Journal, 96,267-282. • Miller, D., George, M., & Fogt, J. (2005). Establishing and sustaining research-based practices at Centennial School: A descriptive case study of systemic change. Psychology in the Schools, 42,553-567. • Scott, T. & Cooper, J. (2013). Tertiary-tier PBIS in alternative, residential, and correctional school settings: Considering intensity in the delivery of evidence-based practice. Education and Treatment of Children, 36(3), 101-119. • Simonsen, B., Britton, L., Young, D. (2010). School-wide positive behavior support in an alternative school setting: A case study. Journal of Positive Behavior Interventions, 12(3),180-191. • Simonsen, B., Jeffrey-Pearsall, J., Sugai, G, & McCurdy, B. (2011). Alternative setting-wide positive behavior support. Behavioral Disorders, 36(4),213-224. • Simonsen, B. & Sugai, G. (2013). PBIS in alternative education settings: Positive support for youth with high- risk behavior. Education and Treatment of Children, 36(3),3-14. Putnam, Sprague, Clemens & Casella (2018)

  32. Presenters Bob Putnam Jeff Sprague bputnam@mayinstitute.orgJeffs@uoregon.edu Kitty Clemens Diane Casella Kiity.Clemens@yale.edu Diane.smith@yale.edu Putnam, Sprague, Clemens & Casella (2018)

  33. Please Provide Feedback Your feedback is important to us! Please take a few moments at the end of the session to complete an evaluation form for this session. Forms are available: • In our mobile application by clicking the link in the session description. • Online underneath the posted presentations at www.pbis.org/presentations/chicago_forum_18

  34. Putnam, Sprague, Clemens & Casella (2018)

  35. THE CEDARHURST SCHOOL PBIS in an Alternative School Setting

  36. What is The Cedarhurst School? 1

  37. The Cedarhurst School • Private, therapeutic, special education outplacement • Students with ED and OHI labels • Social, emotional and behavioral problems • Psychiatric diagnoses • Middle and High School (ages 11-21) • Passage Program- transition activities (ages 18-21) • School Engagement Program • Public school students from all over Connecticut • Tuition paid by sending Districts

  38. About Cedarhurst Small class size (no more than 8 per class) Self-contained and mainstream classrooms Special education teachers, social workers, behavioral support staff Therapeutic groups, individual counseling, crisis intervention, collaboration with collaterals Use of take-space

  39. What does PBIS look like at Cedarhurst? 2

  40. Positively Stated Expectations

  41. Level System Behavior Card

  42. Recognition System:Students earn points, which provide access to 3 levels of privileges.

  43. Student can earn tickets for a positive behavior in each of the three expectations categories When tickets are given, students are directly told why they have earned them Tickets are currency and can be used to buy activities, field trip, breakfast, special lunches, themed snacks, activity with specific staff members, auctioned items and raffled items The homeroom who earns the most tickets in a week wins the “rock-on” award and is entitled to homeroom activity (donuts for breakfast, choice of music during lunch, play Wii during homeroom) Students can use tickets to buy items in the school store Recognition System:Students also earn tickets

  44. Student can earn tickets for a positive behavior in each of the three expectations categories When tickets are given, students are directly told why they have earned them Tickets are currency and can be used to buy activities, field trip, breakfast, special lunches, themed snacks, activity with specific staff members, auctioned items and raffled items The homeroom who earns the most tickets in a week wins the “rock-on” award and is entitled to homeroom activity (donuts for breakfast, choice of music during lunch, play Wii during homeroom) Students can use tickets to buy items in the school store Recognition System:Students also earn tickets

  45. Calendar of Events

  46. PBIS Lessons You can’t expect anyone to do anything until they are taught! Yale’s PSA to remind students how to safely use crosswalks in New Haven From left, Chief of Police Ronnell Higgins as George Harrison, President Peter Salovey as Paul McCartney, Associate Professor Kirsten Bechtel as Ringo Starr, and Provost Benjamin Polak as John Lennon. (Photo by Michael Marsland)

  47. Behavioral Matrix

  48. Lesson Plans

  49. Lesson Plans--continued

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