SCHOOL-WIDE POSITIVE BEHAVIOR
SUPPORT: DISCIPLINE & BEYOND
Kayla LocklearBehavioral Specialist
Leon Maynor –
Behavioral Specialist
Purpose
Describe rationale, features, &
outcomes
 Prevention
Continuum of Evidence-based Practices
Academic-Behavior Link
Systems Capacity
4 Challenges
•Negative school-wide disciplinary
climate
•“Get Tough” discipline
•“Train-n-Hope” professional
development
•Lack of effective minutes
PBIS Logic!
Successful individual student
behavior support is linked to host
environments or school climates that
are effective, efficient, relevant, &
durable
(Zins & Ponti, 1990)
Non-responsive problem
behavior….”Get Tough!”
Disciplinary RtI
• Clamp down & increase monitoring
• Re-re-re-review rules
• Extend continuum & consistency of consequences
• Establish “bottom line”
When behavior doesn’t improve,
we “Get Tougher!”
•Zero tolerance policies
•Increased surveillance
•Increased suspension & expulsion
•In-service training by expert
•Alternative programming
…..Predictable systems response !
But….false sense of safety/security!
•Fosters environments of control
•Triggers & reinforces antisocial behavior
•Shifts accountability away from school
•Devalues child-adult relationship
•Weakens relationship between academic &
social behavior programming
Science of behavior has taught
us that students….
•Are NOT born with “bad behaviors”
•Do NOT learn when presented contingent
aversive consequences
……..Do learn better ways of
behaving by being taught directly
& receiving positive feedback
Prevention
PSRC is about….
Improving
classroom & school
climate
Integrating
Decreasing
academic &
reactive
behavior
management
initiatives
Improving
Maximizing
support for
academic
students w/
achievement
BIPs
WHAT DO WE KNOW ABOUT PREVENTING
VIOLENCE?
•
•
•
•
•
•
Positive, predictable school-wide climate
High rates of academic & social success
Formal social skills instruction
Positive active supervision & reinforcement
Positive adult role models
Multi-component, multi-year school-familycommunity effort
• Surgeon General’s
Report on Youth
Violence (2001)
• Coordinated Social
Emotional &
Learning (Greenberg
et al., 2003)
• Center for Study &
Prevention of
Violence (2006)
• White House
Conference on
School Violence
(2006)
What is RtI?
PSRC detour
Comprehensive
screening
Early &
timely
decision
making
Data-based
decision
making
Implementation
Fidelity
Support for
nonresponders
Need
for
better
Instructional
accountability &
justification
Assessmentinstruction
alignment
Resource
& time use
IMPLEMENTATION
W/ FIDELITY
UNIVERSAL
SCREENING
RtI
CONTINUUM OF
EVIDENCE-BASED
INTERVENTIONS
DATA-BASED
DECISION MAKING
STUDENT
& PROBLEM
PERFORMANCE
SOLVING
CONTINUOUS
PROGRESS
MONITORING
RtI: Good “IDEA” Policy
Approach or framework for redesigning &
establishing teaching & learning
environments that are effective, efficient,
relevant, & durable for all students,
families & educators
•NOT program, curriculum, strategy,
intervention
•NOT limited to special education
•NOT new
Quotable Fixsen
• “Policy is
• Allocation of limited resources for unlimited needs”
• Opportunity, not guarantee, for good action”
• “Training does not predict action”
• “Manualized treatments have created overly rigid & rapid applications”
Precision
Teaching
CBM
Early
Screening &
Intervention
Applied
Behavior
Analysis
Behavioral &
Instructional
Consultation
Prereferral
Interventions
Diagnostic
Prescriptive
Teaching
Teacher
Assistance
Teaming
Where’d “triangle”
come from….a
PBIS perspective?
“Triangle” ?’s
•Why triangle?
•Why not pyramid or octagon?
•Why not 12 tiers? 2 tiers?
•What’s it got to do w/ education?
•Where’d those %’s come from?
Public Health & Disease Prevention
Kutash et al., 2006; Larson, 1994
•Tertiary (FEW)
• Reduce complications,
intensity, severity of
current cases
•Secondary (SOME)
• Reduce current cases of
problem behavior
•Primary (ALL)
• Reduce new cases of
problem behavior
Prevention Logic for All
Walker et al., 1996
Decrease
development
of new
problem
behaviors
Prevent
worsening of
existing
problem
behaviors
Redesign
learning &
teaching
environments
to eliminate
triggers &
maintainers of
problem
behaviors
Teach,
monitor, &
acknowledge
prosocial
behavior
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Designing School-Wide Systems for
Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
1-5%
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
80-90%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
1-5%
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
RtI Application Examples
EARLY READING/LITERACY
SOCIAL BEHAVIOR
TEAM
General educator, special
educator, reading specialist, Title I,
school psychologist, etc.
General educator, special educator,
behavior specialist, Title I, school
psychologist, etc.
UNIVERSAL
SCREENING
Curriculum based measurement
SSBD, record review, gating
PROGRESS
MONITORING
Curriculum based measurement
ODR, suspensions, behavior
incidents, precision teaching
EFFECTIVE
INTERVENTIONS
5-specific reading skills: phonemic
awareness, phonics, fluency,
vocabulary, comprehension
Direct social skills instruction, positive
reinforcement, token economy, active
supervision, behavioral contracting,
group contingency management,
function-based support, selfmanagement
DECISION
MAKING RULES
Core, strategic, intensive
Primary, secondary, tertiary tiers
Responsiveness to
Intervention
Academic
+
Social Behavior
Intensive
Targeted
Universal
Few
Some
All
RTI
Continuum of
Support for ALL
Curricular &
instructional
decisions
Families &
community
interactions
Implementation
accountability
Measurement,
assessment, &
evaluation
Special
education
functioning
General
education
functioning
PSRC Features
Implementation Levels
Student
Classroom
School
District
State
PSRC Conceptual Foundations
Behaviorism
ABA
PBIS
CIP
Basics: 4
PBIS
Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
CONTINUUM of PSRC
TERTIARY PREVENTION
• Function-based support
• Wraparound/PCP
Audit
• Special Education
~5%•
1. Identify existing practices
•
~15%
•
•
•
•
•
by tier
2. Specify outcome for each effort
SECONDARY PREVENTION
Check in/out
3. Evaluate
implementation
Targeted social
skills instruction
Peer-based supports
accuracy & outcome
Social skills club
effectiveness
Eliminate/integrate based on
PRIMARY4.
PREVENTION
• Teach & encourage positive
outcomes
SW expectations
• Proactive SW discipline
5. Establish decision rules (RtI)
• Effective instruction
• Parent engagement
•
~80% of Students
“Train & Hope”
WAIT for
New
Problem
Expect, But
HOPE for
Implementation
Hire EXPERT
to Train
Practice
REACT to
Problem
Behavior
Select &
ADD
Practice
PBIS Systems Implementation Logic
Funding
Visibility
Political
Support
Leadership Team
Active & Integrated Coordination
Training
Coaching
Evaluation
Local School Teams/Demonstrations
Team
GENERAL
IMPLEMENTATION
PROCESS:
“Getting Started”
Agreements
Data-based
Action Plan
Evaluation
Implementation
N u m b e r o f O ffic e R e fe rr a ls
Referrals by Location
50
40
30
20
10
0
Bath R
Bus A
Bus
Caf
Class
Comm
Gym
Hall
Libr
School Locations
Play G
Spec
Other
PSRC
Subsystems
Classroom
Family
Non-classroom
Student
School-wide
1.
Common purpose & approach to discipline
2.
Clear set of positive expectations &
behaviors
3. Procedures for teaching expected behavior
4.
Continuum of procedures for encouraging
expected behavior
5. Continuum of procedures for discouraging
inappropriate behavior
6. Procedures for on-going monitoring &
evaluation
Non-classroom
•Positive expectations & routines
taught & encouraged
•Active supervision by all staff
• Scan, move, interact
•Precorrections & reminders
•Positive reinforcement
Classroom
• Classroom-wide positive expectations taught &
encouraged
• Teaching classroom routines & cues taught &
encouraged
• Ratio of 6-8 positive to 1 negative adult-student
interaction
• Active supervision
• Redirections for minor, infrequent behavior
errors
• Frequent precorrections for chronic errors
• Effective academic instruction & curriculum
Individual Student
• Behavioral competence at school & district
levels
• Function-based behavior support planning
• Team- & data-based decision making
• Comprehensive person-centered planning &
wraparound processes
• Targeted social skills & self-management
instruction
• Individualized instructional & curricular
accommodations
Family
• Continuum of positive behavior support
for all families
• Frequent, regular positive contacts,
communications, & acknowledgements
• Formal & active participation &
involvement as equal partner
• Access to system of integrated school &
community resources
PSRC investments in
Prevention
Continuum of Evidence-based
Behavioral Interventions
Systems Capacity for Accurate &
Sustainable Implementation