PURPOSE Provide overview of PBIS (SWPBS) to determine training readiness.
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Transcript of PURPOSE Provide overview of PBIS (SWPBS) to determine training readiness.
Positive Behavioral Interventions and Supports (PBIS) Overview
Eleanor Castillo-Sumi, Ph.D.Josh Harrower, Ph.D.
Rebecca Mendiola, Ed.D.
PURPOSE
Provide overview of PBIS (SWPBS)
to determine training readiness.PURPOSE
Provide overview of PBIS (SWPBS)
to determine training readiness.
Challenge
Why are we here?
Context Matters!
ExamplesIndividual Student
vs.School-wide
“Reiko”Assessments indicate that Reiko performs in average to above average range in most academic areas. However, her teacher has noticed Reiko’s frequent talking & asking & answering questions without raising her hand has become an annoying problem to other students & to teacher.
What would you do?
“Brian”Brian is a highly competent student, but has long history of antisocial behavior. He is quick to anger, & minor events quickly escalate to major confrontations. He has few friends, & most of his conflicts occur with peers in hallways & cafeteria & on bus. In last 2 months, he has been given 8 days of in school detention & 6 days of out of school suspension. In a recent event, he broke glasses of another student.
What would you do?
Fortunately, we have a science that guides us to…
• Assess these situations• Develop behavior intervention
plans based on our assessment• Monitor student progress & make
enhancementsAll in ways that can be culturally & contextually appropriate
Crone & Horner, 2003
However, context matters….
What factors influence our ability to implement what we know with accuracy, consistency, & durability for students like Rachel, Brian, Mitch, & Reiko?
A school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of students have received at least one office discipline referral.
Reiko is in this
school!
Administrative Impact
Instructional Impact
During 4th period, in-school detention room has so many students that the overflow is sent to the counselor’s office. Most students have been assigned for being in the hallways after the late bell.
Brian is in this
school!
On 1st day of school, a teacher found “floral” arrangement on his desk. “Welcome to the neighborhood” was written on the card
You are in this
School!
Questions!
• What would behavior support look like if Brian, & Reiko were in these classrooms & schools?
• Are these environments safe, caring, & effective?
Context Matters!
SWPBS Logic!Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, salable, & logical for all students(Zins & Ponti, 1990)
PBIS (aka SWPBS) isFramework
Continuum
Academically
All
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
IntegratedElements
SWPBIS is about…
Primary Prevention:School-/Classroom-Wide Systems forAll Students,Staff, & Settings
Secondary Prevention:Specialized GroupSystems for Students with At-Risk Behavior
Tertiary Prevention:Specialized IndividualizedSystems for Students with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIORSUPPORT
ALL
SOME
FEW
Effective Social & AcademicSchool Culture
Common Vision/Values
Common Language
Common Experience
Membership
Bradshaw, C.P., Koth, C. W., Thornton, L. A., & Leaf, P. J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115
Bradshaw, C. P., Koth, C. W., Bevans, K. B., Ialongo, N., & Leaf, P. J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473.
Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148.
Bradshaw, C. P., Reinke, W. M., Brown, L. D., Bevans, K. B., & Leaf, P. J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26.
Bradshaw, C. P., Waasdorp, T. E., & Leaf, P. J. (in press). Effects of school-wide positive behavioral interventions and supports on child behavior problems. Pediatrics.
Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145.
Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14.
Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (in press). The impact of school-wide positive behavioral interventions and supports (SWPBIS) on bullying and peer rejection: A randomized controlled effectiveness trial. Archives of Pediatrics and Adolescent Medicine.
RCT & Group Design PBIS Studies• Reduced major disciplinary infractions
• Improvement in aggressive behavior, concentration,
prosocial behavior, & emotional regulation
• Improvements in academic achievement
• Enhanced perception of organizational health &
safety• Reductions in teacher reported bullying behavior &
peer rejection• Improved school climate
Classroom
SWPBSPractices
Non-classroom Family
Student
School-w
ide
• Smallest #• Evidence-based• Biggest, durable effect
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
SW - PBISGENERAL
IMPLEMENTATION PROCESS Staff Feedback
• Readiness agreements, prioritization, & investments
• 3-4 year implementation commitment
• Local capacity for training, coordination, coaching, & evaluation
• Systems for implementation integrity
BehavioralCapacity
Priority &Status
Data-basedDecisionMaking
Communications
Administrator
TeamAdministratorSpecialized Support
Student
Community
Non-Teaching
Teaching
Family
Representation
Start withTeam that “Works.”
Team-led Process
Components of SW PBS1. Primary Prevention School-
wide/Classroom Systems– SW-PBS Team– School Rules– Define & Teach:
• Expectations• Routines
– Acknowledgment System– Discipline Systems & Decision
Making– Handbook
2. Secondary Prevention Specialized Group Systems – Training/ Support opportunities– Individual Teacher Support– Targeted Group Interventions
3. Tertiary Prevention Individual Student System– Behavior Support Plan– FBA/BIP – Intensive
Individualized Interventions
Focus of Year 1
Emphasizing & Teaching Positive
Expectations
Behavioral Expectation GridDefining Expected Behavior across Settings
School Rules
Settings Be Safe Responsible Respectful
Hallway Walk on the right sideAllow others to pass
Hold door open for person behind youHave a pass during class time
Use quiet voicesKeep hands & feet to self
Playground Stay in boundariesKeep hands and feet to yourself
Be aware of people around youPut equipment away at break
Include everyoneFollow game rules
Acknowledge & Recognize
“GOLDEN PLUNGER”• Involve custodian• Procedure
– Custodian selects one classroom/ hallway each week that is clean & orderly
– Sticks gold-painted plunger with banner on wall
“1 FREE PERIOD”• Contributing to a safe, caring,
effective school environment• Procedures
– Given by Principal– Principal takes over class for one hour– Used at any time
“G.O.O.S.E.”• “Get Out Of School Early”
– Or “arrive late”• Procedures
– Kids/staff nominate – Kids/staff reward, then pick
“DINGER”• Reminding staff to have positive
interaction
• Procedures– Ring timer on regular, intermittent
schedule
– Engage in quick positive interaction
How are staff recognized/acknowledged for their efforts in your school?
Components of SW PBS1. Primary Prevention School-
wide/Classroom Systems– SW-PBS Team– School Rules– Define & Teach:
• Expectations• Routines
– Acknowledgment System
– Consequences & Decision Making
– Handbook
2. Secondary Prevention Specialized Group Systems – Training/ Support
opportunities– CICO– Targeted Group
Interventions3. Tertiary Prevention
Individual Student System– Behavior Support Plan– FBA/BIP – Intensive
Individualized Interventions
- An intervention that:• Serves multiple students at one time (15-25 student at once)
– More efficient use of resources that 1 student at a time• Students can get started with almost immediately upon referral• Requires almost no legwork from referring staff to begin
implementation of the intervention with a student• All school staff know about, understand their roll with, and know
the referral process for CICO
–SYSTEMS NOTE: Resources Required:• If program is not self-sufficient… and requires significant
organization by referring staff… it’s not a targeted intervention
What is a Tier 2/Targeted Intervention?
• Intervention is continuously available• Rapid access to intervention (72 hr)• Very low effort by teachers• Consistent with school-wide expectations• Implemented by all staff/faculty in a school• Flexible intervention based on assessment
– Functional Assessment
• Adequate resources (admin, team)– Weekly meeting, plus 10 hours a week
• Student chooses to participate• Continuous monitoring for decision-making
Major Features of Targeted Interventions
What is function based support?
• Foundations in behavioral theory, applied behavior analysis, & pbis
• Attention to environmental context• Emphasis on “purpose” or function of
behavior• Focus on teaching behaviors• Attention to implementers (adult
behaviors) & redesign of teaching & learning environments.
Only 2 Basic FunctionsProblemBehavior
Obtain/GetSomething
Escape/Avoid
Something
SocialTangible/Activity
Adult
Stimulation/Sensory
Peer
Examples…
“Behavior Education Program” – Fern Ridge Middle School, OR
“Check-in Check-out”– Bethel School District, OR
“H.U.G.”– Tualatin Elementary School, OR
• “Social Skills Club”– Missouri
• “Think Time”– University of Nebraska
Behavior Education Plan (BEP)
(Hawkin, Horner, & March, 2002)
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
Referral, Assessment, & Orientation
GOALS: 8:30 9:30 10:30 11:30 12:30 1:30
1. RESPECT OTHERS 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0
2. MANAGE SELF 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0
3. SOLVE PROBLEMS RESPONSIBLY
2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0
Name____________________ Date ____________
Rating Scale2 = Great1 = Ok0 = Goal Not Met
Goal _____Pts Possible _____Pts Received_____% of Pts _____Goal Met? Y N
Check In/Out Pt Card
42
SWIS-CICO
Support Plan Change Description
10/06/2009 Check out with Joe Binder
What do you What do you think?think?
Any actions Any actions needed?needed?
43
SWIS-CICO Report
Support Plan Change
Description
09/10/2008 Check out with Joe Binder
What do you What do you think?think?
Any actions Any actions needed?needed?
Begin Simple FAA?
Begin Simple FAA?
44
Behavior Review Decision Flowchart
Components of SWPBS1. Primary Prevention School-
wide/Classroom Systems– SW-PBS Team– School Rules– Define & Teach:
• Expectations• Routines
– Acknowledgment System
– Consequences & Decision Making
– Handbook
2. Secondary Prevention Specialized Group Systems – Training/ Support
opportunities– Individual Teacher
Support– Targeted Group
Interventions
3. Tertiary Prevention Individual Student System– Behavior Support Plan– FBA/BIP – Intensive
Individualized Interventions
46
Tier 3 Interventions
• Students requiring individualized assessment & intervention
• Have not responded to Tier 1 & 2 interventions
• BSP/FAA/BIP & Wraparound supports
For Students with INTENSIVE needs (Tier 3) we need:
– Interventions individualized to the specific needs of the student
– Expertise in the presenting area of concern• Behavior Specialist for behavioral concerns• Knowledge of Student• Knowledge of Context
– Practical FBA or Comprehensive FBA to directly inform development of a Behavior Support Plan
47
Practical FBA/Comprehensive FBA• Pre-functional assessment interview • Defines
– Problem behaviors– Routines where problems most likely– Hypothesis statement
• Triggers, behaviors, consequences• Function
• Conducts Observations• Create Behavior Support Plan
Basic“Logic”
SYST
EMS
PRACTICES
DATATraining
+Coaching
+Evaluation
Improve “Fit”Improve “Fit”
Start w/ effective, efficient, & relevant, doable
Start w/ effective, efficient, & relevant, doable
Prepare & support implementation
Prepare & support implementation
ImplementationFidelity
MaximumStudent
Outcomes
Northern California PBIS TAC Training Sequence
Phase 1: Universal Systems: Tier 1Phase 2: Secondary Systems: Tier 2
Team Initiated Problem Solving Check In/Check Out
Phase 3: Tertiary/Indiv. Student Systems: Tier 3 Practical FBA/BSPPBIS Coaching TrainingPBIS Coaches NetworkDistrict PBIS Leadership Team TrainingSchool-wide Information System (SWIS)
Northern California PBIS TAC Training Sequence
Training is provided over a three-year period• Professional Development Sessions
• Tier 1 SWPBIS Site Team(4 x first year)
• Tier 2/3 PBIS Site Team(3 x second year and 3 x third year)
• Coaches Training/Coaches Network (4 x first year, 4 x second/third year)
• District Leadership Action Planning (1 x per year)
• Design and planning time• On-site technical assistance
Commitment of Personnel
Site Teams–Site Administrator–General Education Staff–Special Education Staff–Classified Staff–PBIS Coach
Questions?
Eleanor Castillo-Sumi, [email protected]
Josh Harrower, Ph.D. [email protected]
Rebecca Mendiola, [email protected]
http://pbis.sccoe.org