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The Iowa Behavioral Alliance Schoolwide Positive Behavior Support

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Title: The Iowa Behavioral Alliance Schoolwide Positive Behavior Support


1
The Iowa Behavioral Alliance School-wide
Positive Behavior Support
  • Marion V. Panyan
  • Mary Bartlow
  • Iowa Behavioral Alliance

2
Iowa Behavioral Alliance
3
Positive Behavior Support
  • School-wide positive behavior support is a
    philosophy and practice of recognizing the
    importance of positive relationships among all
    members of a school community for the purpose of
    enhancing learning.

4
SW-PBS emphasizes
  • Prevention of challenging behaviors
    (expectations)
  • Active instruction and modeling
  • Data-based decisions (SWIS)
  • Systems-oriented approach (80buy-in)

5
PBS Sites in Iowa
6
Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
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
CONTINUUM OF SCHOOL-WIDE POSITIVEUPPORT
7
Traditional Approach to Managing
Challenging Behaviors Knoster Lapos, 1993
Challenging behavior
Perception of noncompliance
Maintain/increase challenging behaviors
Look to Control or Punish
Design/apply manipulative interventions to have
power over student
Students needs remain unaddressed
8
Positive Behavior Support Knoster Lapos,
1993
Challenging behavior
Perception of unmet needs
Personal growth improves self control
Look to understand needs develop hypothesis
Reductions in challenging behaviors by learning
alternative skills
Improved Quality of Life
Design/deliver prevention/ intervention strategies
based on hypothesis
Meet needs in a more socially acceptable manner
9
Research Questions
  • Are schools already using SW-PBS?
  • Can schools adopt SW-PBS?
  • Is SW-PBS related to reduction in problem
    behavior?
  • Is SW-PBS related to improved academic
    performance?

10
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 adults

11

Banners hanging in the commons area and
gymnasium of a PBS school.
12
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13
Data Collected
  • School-Wide Information System (SWIS) Average
    Number of Office Referrals
  • Average Daily Attendance
  • Suspensions / Expulsions
  • ITED/ITBS 95/96 through 06/07
  • Iowa Youth Survey (IYS) 99, 02, 05
  • School-Wide Evaluation Tool (SET)
  • Team Implementation Checklist
  • Parent/Primary Caregiver Survey
  • Adult Focus Groups
  • Student Focus Groups

14
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18
Is SW-PBS related to reduction in problem
behavior?
19
Discipline Referrals and Measures of
Implementation Fidelity in Pilot Site A
20
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21
Initial Results PositiveIncrease in
Administrator Time and Instructional Time
The chart shows the savings realized at two
demonstration sites. School A 41 minutes of
administrative time regained per day! 82 minutes
of student instructional time regained per
day! School B 50 minutes of administrative time
regained per day! 100 minutes of student
instructional time regained per day! Based on 10
minutes per referral for administrators time and
20 minutes per referral for instructional time
School A School B School A School B
Comparing January 2003 - January 2004
22
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23
High School in Iowa 02-05
2002-03 2003-04 2004-05
24
Is SW-PBS related to improved academic
performance?
25
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26
PRELIMINARY CONCLUSIONS of SW-PBS in Iowa
  • Iowa schools can implement school-wide PBS with
    integrity as indicated by SET scores.
  • The baseline for the average number of discipline
    referrals per day varies among sites, and the
    rate of disciplinary referral reduction varies
    among sites.
  • Schools with disciplinary problems should
    consider a school-wide system of PBS to reduce
    the amount of administrator time and
    instructional time lost to problem behaviors.

27
Dropout Prevention
28
Goals of Dropout Prevention
  • Identify school and community based factors and
    policies that contribute to dropping out of
    school.
  • Develop a searchable database of sites with
    promising practices
  • Develop a measurement system to determine the
    effectiveness of programs/strategies implemented
    to prevent dropouts.

29
Demonstration of Searchable Database
30
For further information
  • www.rc4alliance.org
  • 1-800-44-DRAKE ext 3936
  • Or
  • 515-271-3936
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