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Rhode Island School Wide PBIS

Rhode Island School Wide PBIS. Dr. Tony Antosh Paul V. Sherlock Center on Disabilities Rhode Island College. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior. CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT. ~5%.

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Rhode Island School Wide PBIS

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  1. Paul V. Sherlock Center on Disabilities @ Rhode Island College Promoting Membership in School, Work and Community

  2. Rhode Island School Wide PBIS Dr. Tony Antosh Paul V. Sherlock Center on Disabilities Rhode Island College

  3. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

  4. Purpose of Today Today is a Secondary Intervention Time to: Reinforce Core Concepts Clarify Confusions Check in about Fidelity Get Ready for Tertiary

  5. Agenda Response to Feedback – Updates Review of the Evidence Base Re-teaching of Core Elements Connection between Response to Intervention and School Wide PBIS Introduction to Tertiary Self Study and Action Planning

  6. Response to Feedback Updates

  7. Things We Have Heard

  8. Sample Implementation “Map” • 2+ years of school team training • Annual “booster” events • Coaching/facilitator support @ school & district levels • Regular self-assessment & evaluation data • On-going preparation of trainers • Development of local/district leadership teams • Establishment of state/regional leadership & policy team

  9. 2. Evidence Base

  10. What is the Purpose of School Wide PBIS “….to PREVENT the development and intensifying of problem behaviors and to maximize academic success For ALL learners.” National TA Center on SWPBIS Brochure

  11. Institute for Educational Science Practice Guide Reducing Behavior Problems in the Elementary School Classroom http:/ies.ed.gov/ncee/wwc/publications/ practiceguides

  12. Recommendation 1. Identify the specifics of the problem behavior and the conditions that prompt and reinforce it 1. Concretely describe the behavior problem and its effect on learning. 2. Observe and record the frequency and context of the problem behavior. 3. Identify what prompts and reinforces the problem behavior.

  13. School Wide PBIS • Functional Behavior Assessment • Office Discipline Referrals – SWIS 3. Functional Behavior Assessment

  14. Recommendation 2. Modify the classroom learning environment to decrease problem behavior 1. Revisit, re-practice, and reinforce classroom behavior expectations. 2. Modify the classroom environment to encourage instructional momentum. 3. Adapt or vary instructional strategies to increase opportunities for academic success and engagement.

  15. School Wide PBIS • Universal School Wide Expectations – Taught, Reinforced, Re-taught Frequently • Effective Instruction, Environmental Structure 3. Effective Instruction, Environmental Structure

  16. Recommendation 3. Teach and reinforce new skills to increase appropriate behavior and preserve a positive classroom climate 1. Identify where the student needs explicit instruction for appropriate behavior. 2. Teach skills by providing examples, practice, and feedback. 3. Manage consequences so that reinforcers are provided for appropriate behavior and withheld for inappropriate behavior.

  17. School Wide PBIS • Using SWIS data as universal screening and as the decision matrix for deciding who needs secondary interventions and where. This only works if ODR system is consistently used. • Teaching social competence – situational lesson plans to teach universal expectations. • Acknowledgement system, consistent responses to majors and minors, continuum of consequences.

  18. Recommendation 4. Draw on relationships with professional colleagues and students’ families for continued guidance and support 1. Collaborate with other teachers for continued guidance and support. 2. Build collaborative partnerships with school, district, and community behavior experts who can consult with teachers when problems are serious enough to warrant help from outside the classroom. 3. Encourage parents and other family members to participate as active partners in teaching and reinforcing appropriate behavior.

  19. School Wide PBIS • This is the role of the Universal Leadership Team. • Tertiary Wrap-around Process. 3. Family Engagement

  20. Recommendation 5. Assess whether school wide behavior problems warrant adopting school wide strategies or programs and, if so, implement ones shown to reduce negative and foster positive Interactions 1. Address school wide behavior issues by involving a school improvement team. 2. Collect information on the hot spots throughout the school, such as the frequency of particular school wide behavior problems and when and where they occur. 3. Monitor implementation and outcomes using an efficient method of data collection and allow ample time for the program to work. 4. If warranted, adopt a packaged intervention program that fits well with identified behavior problem(s) and the school context.

  21. School Wide PBIS • The Universal Team • ODR System – SWIS • ODR System – SWIS 4. Secondary and Tertiary Interventions that (a) have contextual fit and (b) technical soundness

  22. www.pbis.org

  23. Core Components - Universal Behavioral expectations defined Behavioral expectations taught Continuum of consequences (i.e., rewards, reinforcers) for appropriate behavior Continuum of consequences for problem behavior Continuous active supervision or monitoring across all school settings Continuous monitoring, collection, and use of data for decision-making

  24. Core Components - Secondary Early universal screening Continuous progress monitoring for students with at risk behavior System for increasing structure and predictability System for increasing contingent adult feedback System for linking academic and behavioral performance System for increasing home/school communication Collection and use of data for formative decision-making

  25. Core Components - Tertiary Functional behavioral assessment Team-based comprehensive assessment and intervention Linking of academic and behavior supports Individualized intervention based on assessment information focusing on (a) prevention of problem contexts; (b) instruction on functionally equivalent skills, and instruction on desired performance skills; (c) strategies for placing problem behavior on extinction; (d) strategies for enhancing contingent reward of desired behavior; and (e) use of negative or safety consequences if needed. Establishment of local behavioral expertise Collection and use of data for decision-making

  26. 3. Core Elements

  27. Evolution of Behavioral Paradigm S - R - S Stimulus – Response – Stimulus A - B - C Antecedent – Behavior - Consequence PBS Behavior has a CONTEXT Behavior has a FUNCTION

  28. PBS • Behavior support is the redesign of environments, not the redesign of individuals • Positive Behavior Support plans define changes in the behavior of those who will implement the plan. A behavior support plan describes what we will do differently.

  29. What is a Behaviorist? Not: • Someone who likes behavior • Someone who has subjective opinions • Someone who does not use or keep consistent data Is: • Someone who accurately observes and describes • Someone who uses consistent data (a) to screen, (b) to match students with interventions, and (c) to monitor efficacy. • Someone with documented technical competence.

  30. The Functional Perspective • Attention to environmental context • Emphasis on function of behavior • Focus on teaching behaviors that accomplish the function in an effective efficient manner • Attention to behavior of the implementors

  31. Identifying Behavioral Function: Maintaining Consequences Given a Problem Behavior and Routine Get: Object, Activity, Sensation Avoid: Object, Activity, Sensation Object/ Activity Social Object/ Activity Physiological Social Physiological Precise Event Precise Event Precise Event Precise Event Precise Event Precise Event

  32. Factors Influencing Behavior Social Contexts Biological Contexts Physical Contexts Tangibles Escape Sensory Feedback Social Attention “Difficult” Behaviors From:Severe Behavior Problems A Functional Communication Training Approach Mark V. Durand (1990)

  33. B. Comprehensive School Wide Continuum of Supports and Interventions Universal School Wide Expectations Secondary and Tertiary Interventions are connected to Universal Expectations Continuum of Reinforcers Continuum of Responses to Rule Violations

  34. C. Team Driven Universal Team has primary responsibility for implementing all three tiers of SWPBIS Universal and Targeted Teams should be CLOSELY connected Several states – Targeted Team as sub team of Universal Team Some states – Universal Team and Targeted Team are the same

  35. D. Data Based Consistent system Universal System Data based rules for making decisions about matching students to secondary and tertiary interventions No decision should be made without data SWIS data should be regularly and frequently reported to staff, to parents

  36. Results for Veazie Street Elementary Year 1 School

  37. Veazie Street Elementary SET Results 2006-2007

  38. Veazie Street Elementary SET Results 2007-2008

  39. Veazie Street 2006-2007 Behavior Triangle 2007-2008 Behavior Triangle Triangle Data Report 2006-2007 # All % All # Major % Major # Minor % Minor Students with 0 Referrals 331 50.92 % 390 60.00 % 426 65.54 % Students with 1 Referrals 94 14.46 % 112 17.23 % 72 11.08 % Students with 0 or 1 Referrals 425 65.38 % 502 77.23 % 498 76.62 % Students with 2-5 Referrals 128 19.69 % 97 14.92 % 94 14.46 % Students with 6+ Referrals 97 14.92 % 51 7.85 % 58 8.92 % Students with 9+ Referrals 68 10.46 % 29 4.46 % 36 5.54 % Triangle Data Report 2007-2008 # All % All # Major % Major # Minor % Minor Students with 0 Referrals 395 65.83 % 480 80.00 % 431 71.83 % Students with 1 Referrals 81 13.50 % 60 10.00 % 76 12.67 % Students with 0 or 1 Referrals 476 79.33 % 540 90.00 % 507 84.50 % Students with 2-5 Referrals 75 12.50 % 43 7.17 % 68 11.33 % Students with 6+ Referrals 49 8.17 % 17 2.83 % 25 4.17 % Students with 9+ Referrals 25 4.17 % 8 1.33 % 12 2.00 %

  40. Results for Oak Haven Elementary Year 2 School SET results 2006-2007 SET results 2007-2008

  41. Oak Haven Elementary

  42. Oak Haven 2007-2008 Behavior Triangle Triangle Data Report # All % All # Major % Major # Minor % Minor Students with 0 Referrals 202 76.23 % 252 95.09 % 202 76.23 % Students with 1 Referrals 32 12.08 % 8 3.02 % 34 12.83 % Students with 0 or 1 Referrals 234 88.30 % 260 98.11 % 236 89.06 % Students with 2-5 Referrals 25 9.43 % 3 1.13 % 25 9.43 % Students with 6+ Referrals 6 2.26 % 2 0.75 % 4 1.51 % Students with 9+ Referrals 2 0.75 % 0 0.00 % 0 0.00 %

  43. Silver Spring Elementary Year 2 School SET Results 2006-2007 SET Results 2007-2008

  44. Sliver Spring 2007-2008 Behavior Triangle Triangle Data Report # All % All # Major % Major # Minor % Minor Students with 0 Referrals 149 65.35 % 195 85.53 % 153 67.11 % Students with 1 Referrals 25 10.96 % 18 7.89 % 29 12.72 % Students with 0 or 1 Referrals 174 76.32 % 213 93.42 % 182 79.82 % Students with 2-5 Referrals 35 15.35 % 11 4.82 % 30 13.16 % Students with 6+ Referrals 19 8.33 % 4 1.75 % 16 7.02 % Students with 9+ Referrals 15 6.58 % 1 0.44 % 10 4.39 %

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