Download - School-wide Positive Behavior Support
School-wide Positive Behavior Support
Rob Horner and George SugaiUniversity of Oregon and University of Connecticut
OSEP TA Center on Positive Behavior Supportwww.pbis.orgwww.swis.org
Assumptions and Goals School teams are on the path to
implementation of school-wide PBS.
Goals Review core features of School-wide PBS Link behavioral and academic supports Define the role of “behavioral function” Provide foundation for supports at “yellow” and
“red” parts of triangle.
What is School-wide Positive Behavior Support?
School-wide PBS is: A systems approach for establishing the social culture and
individualized behavioral supports needed for schools to be effective learning environments 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 interventions. Administrative leadership – Team-based implementation (Systems that
support effective practices)
Establishing a Social Culture
Common Vision/Values
Common Language
Common Experience
MEMBERSHIP
Six Major Ideas of School-wide Positive Behavior Support
1. Invest in a Prevention Foundation Build a culture of social competence Define, teach, monitor, and reward appropriate behavior Define, monitor and correct inappropriate behavior
2. Build Multiple Levels of Behavior Support Three-tiered model (do not rely on one trick for all problems)
3. Start with Commitment, Team, Administrative Support Top 3 Goals, Administrator on team, 80% commitment Team-based implementation
4. Establish the Systems that support effective practices No new resources (working smarter)
5. Adapt procedures to “fit” the context Implement sustainable practices and systems
6. Collect and use information for decision-making
School-wide Systems(All students all settings all times)
Create a positive school culture:School environment is predictable
1. common language
2. common vision (understanding of expectations)
3. common experience (everyone knows)
School environment is positive
regular recognition for positive behavior
School environment is safe
violent and disruptive behavior is not tolerated
School environment is consistent
adults use similar expectations.
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
27
Four Basic Recommendations: Never stop doing what is already working
Always look for the smallest change that will produce the largest effect
Avoid defining a large number of goals Do a small number of things well
Do not add something new without also defining what you will stop doing to make the addition possible.
Collect and use data for decision-making
National Trends School-wide PBS is becoming the norm.
5300 schools across the nation
Achieving academic outcomes requires attention to the social culture and behavior supports available in schools.
High school Intensive behavior support Academic/Behavior support integration Learning how to go to scale
Improving SchoolsCurriculum Instruction Admin/
Systems
Physical Setting
Behavior Supports
-Scaffold content
-Defined pre-requisites
-Mastery learning
-Precision
-Pacing
-Prompting
-Feedback
-Opportunity to respond
-Intensity (time teaching)
-Admin support
-Team systems
-Data systems
-District Support
-Safe
-Valued
-Matched to enrollment
-School-wide social culture
-Classroom systems
-Targeted supports
-Individual student supports
Main Message
Effective Instruction Behavior Support
STUDENT ACHIEVEMENT
Increasing District & State Competency and Capacity
Investing in Outcomes, Data, Practices, and Systems
Mean ODR/100 students/ school day: Illinois 04-05
0
0.2
0.4
0.6
0.8
1
1.2
1.4
PK-6 (73 & 59) 6-9 (17 & 26)
PK-6 t = 2.53; df = 70; p < .01 6-9; t = 2.06; df - 41; p < .04
OD
R/1
00 s
tud
ents
/sch
oo
l d
ay
80/80 Not at 80/80
PBIS 46% Lower PBIS 38% Lower
N = 73 N = 59N = 17 N = 26
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Irving ES200102
Irving ES200203
Irving ES200304
Irving ES200405
Pct6up 12% 3% 3% 0%
Pct2to5 24% 17% 8% 3%
Pct0to1 65% 80% 89% 97%
Irving ES 200102 Irving ES 200203 Irving ES 200304 Irving ES 200405
ODR/100 1.13 .51 .39 .08
TIC Total 76% 82% 82% 88%
Out of School Suspensions per 100 Students EnrolledElementary School (K-6) 2004-05
0
2
4
6
8
10
N = 56 N = 89
Not using SWPBS Using SWPBS
Ave
rage
OS
S pe
r 10
0 S
tude
nts
Enr
olle
d
OSS Incidents and Days per 100 students with IEPs and ODRsElementary Schools (K-6) 2004-05
0
20
40
60
80
100
120
140
OSS Incidents per 100 OSS Days per 100Mea
n p
er 1
00 S
tude
nts
with
IE
Ps
Not using SWPBS to criterion Using SWPBS to criterion
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Designing School-Wide Systems for Student Success