Introduction to Schoolwide Positive Behavior Support

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Introduction to School-wide Positive Behavior
Support

• Major portions of the following material were
  developed by George Sugai and Rob Horner
• OSEP Funded Technical Assistance Center
• www.pbis.org
• In conjunction with
• The Iowa Behavioral Alliance (An Initiative of
  the Iowa Dept. of Education)
• www.rc4alliance.org

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Organization

• Problem behavior challenge for schools
• Traditional efforts
• to get tough or train and hope
• ineffective.
• School-wide PBS
• three-tiered prevention model
• efficient and effective

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Main Logic for School-wide PBS

• Schools face a difficult challenge
• Academic, social, safety
• Children more different from each other than ever
  before
• Do more with less

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Main Logic for School-wide PBS

• Individual behavior support
• Functional assessment
• Commitment to all students
• Wraparound

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Main Logic for School-wide PBS

• School-wide behavior support.
• Behavior support in schools begins by investing
  in building a positive social culture
• School-wide intervention

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Main Logic

• Prevention
• Teaching
• Effective practices need nurturing systems

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Message!
?

• Successful Individual student behavior support
  is linked to host environments or schools that
  are effective, efficient, relevant, durable
• (Safran Howard, 2003 Zins Ponti, 1990)

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Problem Behaviors

• Exist in every school
• Vary in intensity
• Are associated w/ variety of contributing
  variables
• Are concern in every community

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Kappan/Gallup Poll

• In 2000, general public rated fighting/violence/g
  angs, lack of discipline, lack of funding,
  and overcrowded schools as top 4 biggest problems
  facing local schools.

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The Challenge

• Teachers report that uncivil behavior is
  increasing and is a threat to effective learning
• Skiba and Peterson, (2000)
• There is a link between general level of
  disruptive behavior and more extreme acts of
  violence
• Skiba and Peterson, (2000)

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When behavior doesnt improve, we Get Tougher!

• Zero tolerance policies
• Increased surveillance
• Increased suspension expulsion
• In-service training by expert
• Alternative programming
• Anti-bullying initiatives
• Increased number of harassment policies
• ..Predictable systems response!

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Immediate seductive solution Get Tough!

• Clamp down increase monitoring
• Re-re-re-review rules
• Extend continuum consistency of consequences
• Establish bottom line
• Exclude student not ready to learn
• ...Predictable individual response

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The Challenge

• Exclusion and punishment are the most common
  responses to conduct disorders in schools.
• Lane Murakami, (1987)
• Rose, (1988)
• Nieto, (1999)
• Sprick, Borgmeier, Nolet, (2002)

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The Challenge

• Exclusion and punishment are ineffective at
  producing long-term reduction in problem behavior
• Costenbader Markson (1998)

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The Challenge

• Exposure to exclusionary discipline has been
  shown, not to improve school outcomes, but in
  fact to be associated with higher rates of school
  dropout.
• Skiba, Peterson and Williams, 1997
• Ekstrom, Goertz, Pollack, Rock, 1986
• Wehlage Rutter, 1986
• Sprick, Borgmeier, Nolet, (2002)

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The Challenge

• We have the knowledge and the skill to make our
  schools effective instructional environments with
  a minimal use of suspension and expulsion.
• Russ Skiba, Testimony before U.S. House of
  Representatives, May 2002

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The Challenge

• We have no evidence that suspension and
  expulsion make a positive contribution to school
  safety or improved student behavior they may in
  fact have significant unintended negative
  consequences for students and school climate.
• Russ Skiba, Testimony before U.S. House of
  Representatives, May, 2002

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Research Findings

• Reviews of over 600 studies on how to reduce
  school discipline problems indicate that the
  least effective response to school violence are
• Counseling (talking therapies)
• Psychotherapy
• Punishment
• Gottfredson, 1997
• Lipsey, 1991 1992
• Tolan Guerra, 1994
• Elliott, Hamburg, Williams, 1998

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Research Findings

• The same research reviews indicate that the most
  effective responses to school violence are
• Social Skills Training
• Academic Restructuring
• Behavioral Interventions
• Gottfredson, 1997
• Elliot, Hamburg, Williams, 1998
• Tolan Guerra, 1994
• Lipsey, 1991 1992

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Activity Think About This.

• Discuss what youve heard
• Does it ring true?
• What questions do you have?
• So what?

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Need for systemic change

• We know a great deal about what can be done,
  but we have not yet translated our knowledge into
  widespread changes in the incidence of antisocial
  behavior or the proportion of children who engage
  in antisocial behaviors
• Biglan, 1995, p. 480

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School-wide Positive Behavior Support

• School-wide positive behavior support is set of
  systemic and individualized strategies for
  achieving social and learning outcomes while
  preventing problem behavior.

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School-wide Positive Behavior Support

• Four core elements are emphasized.
• Clearly defined outcomes
• Research-validated practices
• Supportive administrative systems
• Use of information for problem solving

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SW-Positive Behavior Support
Social Competence, Academic Achievement, and
Safety
OUTCOMES
Supporting Decision Making
Information
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
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Current Implementation

• School-wide Positive Behavior Support
• 2,800 schools in 32 states

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Iowa PBS Schools

• 8 teams
• completed 3
• 7 teams
• starting 3rd year
• 27 teams
• starting 2nd year
• 25 teams
• starting 1st year 1 of training
• TOTAL 67 Teams

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Six Major Ideas

• 1. Build Multiple Systems of Behavior Support
• 2. Invest in Prevention
• 3. Start with Administrative Commitment

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Six Major Ideas

• 4. Use Team-based Implementation
• 5. Adapt procedures to fit the context
• 6. Collect and use information for
  decision-making

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Tertiary Prevention Individualized Systems for
Students with High-Risk Behavior
CONTINUUM OF SCHOOL-WIDE POSITIVE
BEHAVIOR SUPPORT
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Secondary Prevention Targeted Systems for
Students with At-Risk Behavior
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Primary Prevention School-wide/Classroom/ Non-cla
ssroom Systems for All Students, Staff, Settings
80 of Students
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Invest in PreventionBuild a Culture of
Competence

• Define behavioral expectations
• Teach behavioral expectations
• Monitor and reward appropriate behavior
• Provide corrective consequences for behavioral
  errors.
• Information-based problem solving

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Building Culture

• Do not expect school-wide efforts to affect
  students with chronic problem behavior.

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Practices for School-wide Behavior Support

• Practices
• Define expectations
• Teach expectations
• Monitor expected behavior
• Acknowledge expected behavior
• Correct behavioral errors (continuum of
  consequences)
• Use information for decision-making

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Systems for School-wide Behavior Support

• Systems
• Admin Leadership
• Team-based implementation
• Defined commitment
• Allocation of FTE
• Budgeted support
• Development of decision-driven information system
• Formal policies

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Define School-wide Expectationsfor Social
Behavior

• Identify 3-5 Expectations
• Short statements
• Positive Statements (what to do, not what to
  avoid doing)
• Memorable

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Some Examples

• Be responsible, be respectful, be safe
• Respect self, others, property

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Activity Define Expectations

• Team Action Time 20

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These banners are hanging in the commons area and
in our gymnasium.
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Orange County, CA
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Teach Behavioral Expectations

• Transform into specific, observable behaviors.
• Teach in the actual settings
• Teach
• (a) the words, and
• (b) the actions.
• Build a social culture that is predictable, and
  focused

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Expectations by Settings
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Activity Expectations by Settings Matrix

• Take 20 minutes to start the filling out the
  form. You will want to keep working on this
  during your monthly meetings and report on your
  progress at the next training.

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Teaching Behavioral Expectations

• Define the expectation
• Provide a rationale
• Teach the critical discrimination
• Demonstrate appropriate behavior
• Demonstrate unacceptable behavior
• Practice telling the difference with multiple
  examples

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Teaching Plan

• Presentation Ways to demonstrate and have fun!
• Practice At least twice
• Reinforcement How will you positively reinforce
  or celebrate their success
• Follow-up Plan ensure a 5-1 ratio of positive

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Activity Teaching Expectations in a Specific
Setting

• 20 Minutes for Team Time to start the process of
  developing these forms.

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On-going Recognition of Appropriate Behavior

• Every 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.

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On-going Recognition of Appropriate Behavior

• Different strategies for acknowledging
  appropriate behavior (small frequent rewards more
  effective)
• Celebration of success (annually, quarterly, etc)
• Beginning of class recognition
• Raffles
• Open gym
• Social acknowledgement

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Are Incentives/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 Pierce, 1994, 2002
• Cameron, Banko Pierce, 2001

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Recognition of Success

• For other ideas on techniques for recognition
  used in Iowa
• http//www.educ.drake.edu/rc/elemrewards.html
• http//www.educ.drake.edu/rc/middlehighrewards.htm
  l

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Discourage and Interrupt Problem Behaviors

• Do not ignore problem behavior
• Provide clear guidelines for what is handled in
  class versus sent to the office
• Remember the PURPOSES of neg. consequences

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Discourage and Interrupt Problem Behaviors

• Do not expect negative consequences to change
  behavior patterns. Negative consequences are a
  way to keep the lid on. Teaching changes
  behavior.

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Activity Celebration of Success

• 15 minutes Team Time to start identifying how you
  will celebrate student success or give
  recognition/acknowledgement

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Determining if a Culture of Competence Exists

• You can identify the behavioral expectations
  within 5 min of entering the school.
• Students state the behavioral expectations
• Students are recognized for appropriate behavior

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Determining if a Culture of Competence Exists

• Faculty, staff and families know behavioral
  expectations
• Student to Student interactions reflect
  expectations
• Physical environment is cared for
• Students approach adults

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Team-based Adapted to Fit Local School

• Team established
• Investment in team development
• Active administrative support and involvement
• Self-assessment to fit procedures to school
• Never give up something that already works
• Different paths to the same outcomes.

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Process of Implementation

• School-teams
• Establish Commitment
• Self-Assessment and Action Planning
• School-wide systems (primary prevention)
• Targeted and Intensive (secondary and tertiary
  prevention)
• On-going use of information for evaluation

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School-Wide Systems Fern Ridge Middle School
1994-95

• Total Enrollment 530 (grades 6, 7 and 8)
• Total Office Discipline Referrals 2628
• 4.95 office referrals per student.
• 304 students (57) with 1 or more referrals
• 34 students (6) with 20 or more referrals
• Students with 20 referrals accounted for 52 of
  all referrals.

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Main Messages

• Invest in prevention
• Create an effective environment
• Use different systems for different problems
• Build a culture of competence
• Build sustainable systems
• Invest in gathering and using information for
  decision making/problem solving.