School-wide Positive Behavior Interventions & Support: - PowerPoint Presentation

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School-wide Positive Behavior Interventions & Support:What, Why, Who, & How

Sheldon

Loman

Portland State University

sheldon.loman@gmail.comSlide2

Goals of Today’s TrainingDevelop and/or strengthen existing School-wide PBIS systems at school sitesDevelop a framework for ongoing support of PBIS systems at school sitesProvide a clearer understanding of how to maximize PBIS implementation efforts across all 3 levels of the triangleSlide3

By the end of this training you should be able to identify the: What: Core features of SWPBISWhy: SWPBIS is important for your school

Who

:

Define team to implement SWPBIS @ your school

How

: Define the process for implementing SWPBISSlide4

Main MessagesSupporting social behavior is central to achieving academic gains.

Invest in building a positive school-wide social culture

School-wide PBS is an evidence-based practice

for building a positive social culture that will promote both social and academic success.

Implementation

of any evidence-based practice requires a more coordinated focus than typically expected.Slide5

Six Basic Recommendations for Implementing PBISNever stop doing what already works

Always look for the smallest change that will produce the largest effect

Avoid defining a large number of goals

Do a small number of things well

Do not add something new without also defining what you will stop doing to make the addition possible.Slide6

Six Basic Recommendations for Implementing PBISCollect and use data for decision-making

Adapt

any initiative to make it “fit” your school community, culture, context.

Families

Students

Faculty

Fiscal-political structure

Establish policy clarity before investing in implementationSlide7

WHAT IS SWPBISLogicCore FeaturesSlide8
Slide9

Logic for School-wide PBISSchools face a set of difficult challenges today

Multiple expectations

(Academic accomplishment, Social competence, Safety)

Students arrive at school with widely differing understandings of what is socially acceptable.

Traditional “get tough” and “zero tolerance” approaches are insufficient.

Faculty come with divergent visions of effective discipline

Individual student interventions

Effective, but can’t meet need

School-wide discipline systems

Establish a social culture within which both social and academic success is more likelySlide10

ContextProblem behavior continues to be the primary reason why individuals in our society are excluded from school, home, recreation, community, and work.Slide11

Problem Behaviors

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, 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 sociallySlide12

School-wide PBISBuild a continuum of supports that begins with the whole school and extends to intensive, wraparound support for individual students and their families.Slide13

What is School-wide Positive Behavior Support?

School-wide PBS is

:

A systems approach for establishing the

social culture

and behavioral supports needed for a school to be an effective learning environment for all students.

Evidence-based features of SW-PBS

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 practicesSlide14

PBS isNot

specific practice or curriculum…it’s general approach to preventing problem behavior

Not

limited to any particular group of students…it’s for all students

Not

new…its based on long history of behavioral practices & effective instructional design & strategiesSlide15

Establishing a Social Culture

Common Vision/Values

Common Language

Common Experience

MEMBERSHIPSlide16

PredictableConsistentPositiveSafeCreate Effective Learning Environments Slide17

School-wide Systems:Create a positive school culture:School environment is

predictable

1. Common language

2. Common vision (understanding of expectations)

3. Common experience (everyone knows)

School environment is

positive

Regular recognition for positive behavior

School environment is

safe

Violent and disruptive behavior is prevented

School environment is

consistent

Adults use similar expectations.

Slide18

Nonclassroom

Setting Systems

Classroom

Setting Systems

Individual Student

Systems

School-wide

Systems

School-wide Positive

Behavior Support

SystemsSlide19

Assess the social culture in your school

Low High

Predictable

1 2 3 4 5

Consistent

1 2 3 4 5

Positive

1 2 3 4 5

Safe

1 2 3 4 5Slide20

Primary Prevention:

School-/Classroom-

Wide Systems for

All Students,

Staff, & Settings

Secondary Prevention:

Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:

Specialized

Individualized

Systems for Students with High-Risk Behavior

~80% of Students

~15%

~5%

SCHOOL-WIDE

POSITIVE BEHAVIOR

SUPPORTSlide21

SYSTEMS

PRACTICES

DATA

Supporting

Staff Behavior

Supporting

Student

Behavior

OUTCOMES

Supporting Social Competence,

Academic Achievement and Safety

Supporting

Decision

Making

School-wide PBS Slide22

School-wide PBISBraiding proven practices with practical systems:Policies, Team meetings, Data SystemsSlide23

Components of SW PBISSchool-wide SystemSW-PBS Team

School Rules

Define & Teach:

Expectations

Routines

Acknowledgement System

Consequences & Decision Making

Handbook

Classroom Support

Training/ Support opportunities

Individual Teacher Support

Individual Student System

Targeted Group Interventions

FBA/BSP – Intensive Individualized Interventions

Focus

TodaySlide24

Define School-wide Expectationsfor Social Behavior

Identify 3-5 Expectations

Short statements

Positive Statements

(what to do, not what to avoid doing)

Memorable

Examples:

Be Respectful, Be Responsible, Be Safe, Be Kind, Be a Friend, Be-there-be-ready, Hands and feet to self, Respect self, others, property, Do your best, Follow directions of adultsSlide25

Teach Behavioral ExpectationsTransform broad school-wide Expectations into specific, observable behaviors.Use the Expectations by Settings MatrixTeach in the actual settings where behaviors are to occur

Teach (a) the words, and (b) the actions.

Build a social culture that is predictable, and focused on student success.Slide26

On-going Reward of Appropriate BehaviorEvery faculty and staff member acknowledges appropriate behavior.

5 to 1 ratio

of positive to negative contacts

System that makes acknowledgement easy and simple for students and staff.

Different strategies for acknowledging appropriate behavior (small frequent rewards more effective)

Beginning of class recognition

Raffles

Open gym

Social acknowledgementSlide27

Cougar Traits in the Community Student Name __________________________________

Displayed the Cougar Trait of:

Respect

Responsibility

Caring

Citizenship

(Circle the trait you observed)

Signature _____________________________________________

If you would like to write on the back the details of what you observed feel free! Thank you for supporting our youth.Slide28

To build staff moral we began recognizing the positive things we were seeing among the adults in our building.Slide29

Are Rewards Dangerous?“…our research team has conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances

.”

Judy Cameron, 2002

Cameron, 2002

Cameron & Pierce, 1994, 2002

Cameron,

Banko

& Pierce, 2001

“

The undermining effect of extrinsic reward on intrinsic motivation remains unproven

”

Steven Reiss, 2005

Akin-Little, K. A., Eckert, T. L., Lovett, B. J., & Little, S. G. (2004). Extrinsic reinforcement in the classroom: Bribery or best practices.

School Psychology Review, 33,

344-362 Slide30

“What the Worlds Greatest Managers Do Differently” --

Buckingham & Coffman 2002, Gallup

Interviews with 1 million workers, 80,000 managers, in 400 companies.

Create working environments where employees

:

1. Know what is expected

2. Have the materials and equipment to do the job correctly

3. Receive recognition each week for good work.

4. Have a supervisor who cares, and pays attention

5. Receive encouragement to contribute and improve

6. Can identify a person at work who is a “best friend.”

7. Feel the mission of the organization makes them feel like their jobs are important

8. See the people around them committed to doing a good job

9. Feel like they are learning new things (getting better)

10. Have the opportunity to do their job well.Slide31

“What the Worlds Greatest Administrators Do Differently”

--

Buckingham & Coffman 2002, Gallup

Interviews with 1 million workers, 80,000 managers, in 400 companies.

Create working environments where

Faculty

:

1. Know what is expected

2. Have the materials and equipment to do the job correctly

3. Receive recognition each week for good work.

4. Have a supervisor who cares, and pays attention

5. Receive encouragement to contribute and improve

6. Can identify a person at work who is a “best friend.”

7. Feel the mission of the organization makes them feel like their jobs are important

8. See the people around them committed to doing a good job

9. Feel like they are learning new things (getting better)

10. Have the opportunity to do their job well.Slide32

“What the Worlds Greatest Teachers Do Differently”

--

Buckingham & Coffman 2002, Gallup

Interviews with 1 million workers, 80,000 managers, in 400 companies.

Create working environments where

students

:

1. Know what is expected

2. Have the materials and equipment to do the job correctly

3. Receive recognition each week for good work.

4. Have a supervisor who cares, and pays attention

5. Receive encouragement to contribute and improve

6. Can identify a person at work who is a “best friend.”

7. Feel the mission of the organization makes them feel like their jobs are important

8. See the people around them committed to doing a good job

9. Feel like they are learning new things (getting better)

10. Have the opportunity to do their job well.Slide33

WHY CONSIDER SWPBISSWPBIS benefits our students, staff, familiesReduction in problem behaviorIncreased attendance and academic engagementImprove academic performance

Reduction in referrals to special education

Improve family involvement in school

Improved perception of school as a “safe environment”

Improved perception of teacher efficacySlide34

Current Research School-wide PBS is “evidence-based”

Reduction in problem behavior

Increases in academic outcomes

Horner et al.,

2009

Bradshaw et al.,

2006; in press

Behavioral and Academic gains are linked

Amanda Sanford, 2006

Jorge Preciado,

2006

Kent McIntosh, 2006

School-wide

PBIS

has benefits for teachers and staff as well as students.

Scott Ross, 2006

Sustaining School-wide

PBIS

efforts

Jennifer Doolittle, 2006Slide35

What do you see in schools using SW-PBS?Students who are able to tell you the expectations of the school. Students who identify the school as safe, predictable and fair.Students who identify adults in the school as actively concerned about their success.Slide36

What do you see in schools using SW-PBS?Teams meeting regularly to:Review their dataDetermine if PBS practices are being used

Determine if PBS practices are being effective

Identify the smallest changes that are likely to produce the largest effects

But focusing on the use of evidence-based practicesSlide37

What do you see in schools using SW-PBS?Faculty and staff who are active problem solvers.They have the right informationThey have efficient organizational structures

They have effective outcome measures

They have support for high-fidelity implementation and active innovation.Slide38

HOW IS SWPBS Implemented?Eight Implementation StepsBuild commitmentEstablish implementation teamSelf-Assess for local adaptation of SWPBS

Define and teach expectations

Establish system for recognizing positive behavior

Establish consequences for problem behavior

Collect and use data for decision-making

Establish function-based support for students with more severe support needs.Slide39

Organizational SystemsPolicy and commitmentAdministrative LeadershipTeam-based implementationTeam trainingTeam time to meet and plan Access to data systems that are useful for decision-making

(office discipline referrals)

Universal screening

Progress monitoring

CoachingSlide40

Coaching DefinedCoaching is the active and iterative delivery of: (a)

prompts

that increase successful behavior, and

(b)

corrections

that decrease unsuccessful behavior.

Coaching is done by someone with credibility and experience with the target skill(s)

Coaching is done on-site, in real time

Coaching is done after initial training

Coaching is done repeatedly (e.g. monthly)

Coaching intensity is adjusted to needSlide41

Training Outcomes Related to Training Components

Training Outcomes

Training

Components

Knowledge of Content

Skil

l Implementation

Classroom

Application

Presentation/ Lecture

Plus

Demonstration

Plus

Practice

Plus Coaching/ Admin Support

Data Feedback

10% 5% 0%

30% 20% 0%

60% 60% 5%

95% 95% 95%

Joyce & Showers, 2002Slide42

Example of the Impact of Coaching on Student Outcomes:

Average Major Discipline Referrals per Day per Month

Coach returns from leave

Coach goes on leaveSlide43

SummarySchool-wide PBIS is an approach for investing in making the school a more effective social and educational setting for all students.Core features of RTI are an effective framework for improving Behavior and Academic Support