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Tim Lewis, Ph.D. University of Missouri

Preventing and Responding to Problem Behavior through School-wide Systems of Positive Behavior Supports (SW-PBS). Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Interventions and Supports pbis.org. Where is Missouri???. pbis.org. Starting Point….

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Tim Lewis, Ph.D. University of Missouri

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  1. Preventing and Responding to Problem Behavior through School-wide Systems of Positive Behavior Supports (SW-PBS) Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Interventions and Supports pbis.org

  2. Where is Missouri???

  3. pbis.org

  4. Starting Point…. • We cannot “make” students learn or behave • We 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

  5. 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 are academically, emotionally, and socially successful

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

  7. 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%

  8. Continuum of Supports Math Science Spanish Soc skills Reading Horses

  9. 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 • Readiness across Tiers (universals always a priority) • Access to on-going Technical Assistance

  10. Do Principals Make a Difference?(Richter, Lewis & Hager, 2012) • All staff rate principal leadership with respect to managing behavior as important • Statistically significant differences between SW-PBS and non-SW-PBS schools on staffs’ perceptions of: • Principals involvement related to behavior management • Overall effectiveness of behavior supports • Job satisfaction

  11. McIntosh, K., Mercer, S. H., Hume, A. E., Frank, J. L., Turri, M. G., & Mathews, S. (2013). Factors related to sustained implementation of School-wide Positive Behavior Support. Exceptional Children, 79, 293-311. What is the strongest predictor of PBIS sustainability?

  12. District/School Administrator Support

  13. Universal School-Wide Features • Clearly define expected behaviors (Rules) • All Settings • Classrooms • Procedures for teaching & practicing expected behaviors • Procedures for acknowledging expected behaviors • Instructional procedures for responding to problem behaviors • Procedures for data-based decision making • Family Awareness and Involvement

  14. Benton Elementary School

  15. RAH – at Adams City High School(Respect – Achievement – Honor)

  16. February 2016 Count of Behavior Incidents By Event Type

  17. SW-PBS Outcomes

  18. Parramatta High School

  19. Parramatta High School

  20. RCT & Group Design PBIS Studies • Reduced major disciplinary infractions and aggressive behavior • Improvement in concentration, pro-social 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., 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. 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

  21. Critical to Success = Classroom Supports

  22. 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

  23. Start with Self-Assessment

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

  25. http://pbismissouri.org/educators/effective-class-practice

  26. Classroom Systems Teach Brief in-service, single topic focus Practice (performance feedback) Peer coaching Principal “walk through” Direct observation / data collection

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

  28. 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?

  29. 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

  30. Using Data to Guide Classroom Supports

  31. The Beginning – Background Info. • School used a universal screening instrument in October of 2012. • Results indicated that 32.3% of students were in the at-risk or high-risk range. • Team decided to focus first efforts on implementation of Tier 1 with higher levels of fidelity.

  32. Baseline Data Collection • Classroom-Level Observations of Effective Classroom Practices • Expectations & Rules • Procedures & Routines • Encouraging Expected Behavior • Discouraging Inappropriate Behavior • Active Supervision • Opportunities to Respond • Based on data, team identified 1 practice to improve upon. Initial ratio of positive specific feedback to correctives: 1.85:1

  33. Professional Development Process & Data

  34. End of Year Outcomes • ODRs decreased by 39.41% from 2011-2012 to 2012-2013. • Minor referrals decreased by 34.8% from 2011-2012 to 2012-2013. • Classroom minor referrals decreased by 33.5% from 2011-2012 to 2012-2013.

  35. Tier II • Efficient and effective way to identify at-risk students • Screen • Data decision rules • Teacher referral • Informal assessment process to match intervention to student need • Small group Social Skill Instruction • Self-management • Academic Support • Progress Monitoring • Part of a continuum – must link to universal school-wide PBS system • District Developed Process/System

  36. Data Determine When Your SWPBS Team is Ready to Build Supports Beyond Universals

  37. Readiness for Tier 2 • SWPBS universal systems are consistently implemented with fidelity • School-wide • Non-Classroom • Classroom • SWPBS Universal System Outcomes • SET or BoQ score of 80% or higher within past 18 months • SAS: 80% of staff report that School-wide, Non-Classroom & Classroom Systems are in place

  38. Readiness for Tier 2 • SWPBS Universal System Outcomes • Data indicating 80% of students with 0-1 ODR or within national average for the school’s grade levels • Consistent use of school-wide data for making decisions as evidenced by monthly Big 5 Data Reports • System in place to collect classroom minor referrals

  39. Baseline Behavior Data Spring 57 students with 9+ Referrals 6+ Referrals 2-5 Referrals 0-1 Referral 1712 referrals

  40. Post Intensifying Tier I + Classrooms 16 Students with 9+ Referrals 6+ Referrals 2-5 Referrals 0-1 Referrals 516 Referrals

  41. Tier II Supports • Students who do not respond to classroom / informal supports (2-3 weeks) • Student brought to Tier II Team • Based on function of problem behavior and response to classroom supports, match student to Tier II intervention

  42. Tier II Supports • Check in / Check Out • Social Skill Groups • Academic Accommodations & Differentiated Instruction

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