The Role of Wraparound within School-wide Positive Behavior Support

Rob HornerUniversity of Oregon

Main Messages• Problem behavior remains among the most

challenging barriers to effective education

• School-wide PBS (with all three tiers) is proving to be both practical and effective at building the positive social cultures that support educational gains.

• Addressing the behavior support needs of those students with the most intense needs is part of school-wide PBS.

• Wraparound is part of the support approach, and requires not just effective process, but administrative coordination.

Problem Behavior Remains Among the Most Challenging Barriers to Effective Education

The Challenge

•Lack of discipline is viewed as one of the most serious challenges facing public schools

National Education Goals Report (1995)

•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)

The Challenge•7.4% of students surveyed reported that

they had been threatened or injured by a weapon during the past year.

• 4% reported that they missed at least one day of school because they felt unsafe.

Center for Disease Control’s Center for Injury Prevention and Control (1997)

Intermediate/senior high 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.

Characteristics of Safe School Center for Study & Prevention of Youth Violence•High academic expectations & performance•High levels of parental & community

involvement•Effective leadership by administrators &

teachers •A few clearly understood & uniformly

enforced, rules•Social skills instruction, character

education & good citizenship. •After school – extended day programs

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

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

SCHOOL-WIDE POSITIVE BEHAVIOR

SUPPORT

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Major Office Discipline Referrals (05-06)

0-1 '2-5 '6+

3%8%

89%

10%

16%

74%

11%

18%

71%

K=6 (N = 1010) 6-9 (N = 312) 9-12 (N = 104)

Mean Proportion of Students

ODR rates vary by level

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Major Office Discipline Referrals (05-06)Percentage of ODRs by Student Group

'0-1 '2-5 '6+

K-6 (N = 1010) 6-9 (N = 312) 9-12 (N = 104)

32%

43%

25%

48%

37%

15%

45%

40%

15%

A few kids get many ODRs

0

0.2

0.4

0.6

0.8

1

Mea

n P

ropo

rtio

n of

S

tude

nts

Met SET (N = 23) Not Met SET (N =12)

Central Illinois Elem, Middle SchoolsTriangle Summary 03-04

6+ ODR

2-5 ODR

0-1 ODR

84% 58%

11%

22%

05%20%

SWPBS schools are more preventive

0

0.2

0.4

0.6

0.8

1

Mea

n P

ropo

rtio

n of

S

tude

nts

Met SET N = 28 Not Met SET N = 11

North Illinois Schools (Elem, Middle) Triangle Summary 03-04

6+ ODR

2-5 ODR

0-1 ODR

88% 69%

08%

17%

04%14%

SWPBS schools are more preventive

(n = 201)

Michigan: Distribution of Elementary Reading Intervention Level

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

All Students Students with 6+ ODRs

Benchmark Strategic IntensiveReading Intervention Level (based on DIBELS)

24%

33%

43%

56%

24%

20%

(n = 4074)

Dr. Steve Goodman

Kent

Miora

Amanda

Jorge

Major Discipline Referrals per 100 Students by Cohort

0

0.2

0.4

0.6

0.8

1

1.2

1.4

Cohort 1 Cohort 2

Maj

or D

isci

plin

e Re

ferr

als

per

100

Stud

ents

04-05 05-06

n = 18

n = 8

Without PBS With PBS

Without PBS With PBS

0%10%20%30%40%50%60%70%80%90%

100%

2000 2001 2002 2003 2004 2005

Year

Perc

ent

of

stud

en

ts

School District

Participating School Example: Fourth Grade Reading MEAP Results

Began MiBLSi Implementation

Messages

•Problem behavior and academic success are linked.

•Problem behavior is a major concern for families, teachers and students

•Problem behavior patterns can change

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

practices

School-wide PBSUniversal Systems of Support Secondary/ Tertiary Systems

• Define behavioral expectations

• Teach behavioral expectations

• Reward/acknowledge appropriate behavior

• Continuum of consequences for problem behavior

• Collection and use of data for decision-making

• Early intervention• Increased daily structure• Increased adult feedback• Functional Behavioral

Assessment• Person-centered planning• ___________________

• Family support• Medical support• Academic support• Social support• Behavioral support

Scott & Eber (2003) Functional Assessment and Wraparound as Systemic School Processes (Journal of Positive Behavior Interventions 5(3) 131-143)•“The principles of wraparound and FBA

are both present and linked at every level of PBS, providing consistent collaboration and analyses across settings, time, and individuals. While each process traditionally has been conceived of in narrow, and often divergent terms, the underlying concepts are closely related.” p. 142

Community

School

Family

Student

Wraparound withinSchool-wide PBS

Implementing Wraparound

•Establishing a school-wide positive social culture makes wraparound more effective

•Wraparound success starts with core administrative decisions▫Systems variables matter

ISBE Profile Assessment

•Define “interventions”▫Level of Intervention

School-wide Targeted Individual (targeted) Wrapround

▫Assess level of Effectiveness Very High; High; Medium; Low; Very Low;

NA

N=223

N=169

N=38

N=17N=169

N=223

N=17

N=38

t = 11.11 (335) p< .0001

t = 2.30 (27) p < .03

Administrative Decisions Matter•Effective practices succeed only in

supportive administrative contexts.

Consider the Administrative Role in Making Wraparound Available•Establish expectation/commitment•Available Specialists•Team composition Leah Benazzi

•Time for meetings/ Assessment•Resources for implementation•Data systems

▫Screening (at least twice per year)

▫Monitoring implementation (are interventions used?)

▫Monitoring impact

Summary• Wraparound is a process that works

• Wraparound combines the best of what we know about family involvement, mental health, educational intervention, and behavior support.

• Wraparound is more effective when implemented in context with school-wide PBS

• Wraparound depends are administrative decisions as much as on the clinical skills of interventionists