+ SW-PBIS: Painting a Picture of Implementation in Schools Serving Students with Significant...

+

SW-PBIS: Painting a Picture of Implementation in Schools Serving Students with Significant Disabilities

Dr. Amy L. SchellingGrand Valley State UniversitySLIP Winter ConferenceJanuary 23, 2014

+Background...

PBIS Movement Roots In schools serving students with significant needs

In response to aversive consequence techniques

Catches on in K-12, focus moves away from students with significant disabilities

+A Brief Glimpse into the Literature...

Challenging behavior not unique to individuals with DD Two to three times more likely to experience challenging

behavior Lack of extensive behavioral repertoire

Studies show implementation of SW-PBIS in alternate settings has positive effects Decrease of behaviors associated with tier two and three Increase implementation fidelity of interventions and

supports Improvement in data collection methods

+The Study... 29 Respondents

25 Implementing, 4 Not Currently Implementing

Effective Behavior Support Survey (version 2.0) University of Oregon, 2000 Self Assessment Tool widely used in K-12

Completed annually, all staff Examines status (In Place, Partial in Place, Not in Place) &

Need for Improvement (High, Medium, Low) for features of School-wide Systems Non-classroom Settings Classroom Settings Individual Student Systems

Results used to develop annual action plan

+Results: School-wide Systems

+Highlights... Most schools...

Have established expected student behaviors in place Positively recognize students engaging in expected behaviors Have an established behavior support team All staff involved in school-wide interventions

82% defined a small number of positively and clearly stated rules

87% Procedures in place to address emergency/dangerous situations

77% School administrator active participant on team

91% reported having access to on-going training and support from the ISD in place or partially in place

+Possible Areas to Improve...

52% indicated that student behaviors are directly taught

23% indicated that problem behaviors are defined clearly

17% indicated that consequences for problem behaviors are defined clearly

36% indicated that training activities for students are developed, modified, and conducted based on school data

+Results: Non-classroom Settings

+Highlights...

Expected student behaviors are monitored and rewarded in non-classroom settings

76% indicate that staff actively supervise students in non-classroom settings

76% indicated all staff are involved in management of non-classroom settings


Low implementation of a formal evaluation tool or process related to implementation/effectiveness of SW-PBIS components

24% indicated staff receive regular opportunities for developing and improving active supervision skills

25% indicated that the status of student behavior and management practices are evaluated at least quarterly from data

+Results: Classroom Settings

+Highlights...

Participants indicated that within classrooms school-wide expectations for student behavior are implemented

76% indicated expected student behaviors and routines in classrooms are stated positively and defined clearly

71% indicated students experience high rates of success during classroom activities


29% stated teachers have regular opportunities for access to assistance and recommendations

33% indicated that problem behaviors are defined clearly in each classroom

38% stated that in classrooms problem behaviors receive consistent consequences

+Results: Individual Student Systems

+Highlights...

School behavior support teams are supportive and responsive to individual teacher needs

86% indicate the behavior support team responds promptly to students who present chronic problem behaviors

76% state a process exists for teachers to request assistance for individual students from the behavior support team

76% indicate the behavior support team includes someone skilled at conducting FBA’s


19% indicate that their school includes formal opportunities for families to receive training on behavioral support/positive parenting strategies for individual students

33% state assessments are conducted regularly to identify students with chronic problem behaviors

48% indicate behavior is monitored and feedback provided regularly to the behavior support team for individual students

+Next Steps...

Schools seem to be doing well with defining and rewarding positive expected student behaviors across systems and settings

Areas where less implementation occurs appears related to identification of and consistent consequences for problem behavior and consistent data collection for decision-making

Discussion ...

+Effective Behavior Supports Survey Information

EBS Self-Assessment Survey version 2.0 August 2003 ©2000 Sugai, Horner & Todd, Educational and Community

Supports, University of Oregon

http://www.pbis.org/pbis_resource_detail_page.aspx?Type=4&PBIS_ResourceID=219

Amy’s Contact Information...

[email protected]

616.331.6243




mailto:[email protected]

+ SW-PBIS: Painting a Picture of Implementation in Schools Serving Students with Significant...

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