PBIS 101:
An Overview of PBIS with a
Focus on School-wide PBIS
TERI LEWIS
SALEM-KEIZER PUBLIC SCHOOLS
Perceptions
In Regards to PBIS:
Check-in
What Do You Know or Have Heard?
Want Do You Want To Know/Why Did You
Choose to Attend?
What Are You Excited About?
What Are You Concerned About?
Overview of PBIS
POSITIVE BEHAVIOR INTERVENTIONS & SUPPORTS
Purpose
Emphasis will be placed on the processes, systems, & organizational
structures that are needed to enable the accurate adoption, fluent use,
& sustained application of these practices.
Importance of data based decision making, evidence based practices, &
on-going staff development & support will be emphasized.
◦ Multiple perspectives, precision statements, …
Focus will be placed on using PBIS as a framework to support other
initiatives and practices
◦ RtI, Culturally Responsive, Trauma-informed, Restorative Justice, Envoy, …
Examples…
In one school year, Jason received 87 office discipline referrals
In one school year, a teacher processed 273 behavior incident reports.
◦ 186 in addition to Jason’s 87
During 4th period, in-school detention room has so many students who
were late to class that overflow is sent to counselor’s office.
A middle school notices that not only do their Latino/a students account
for most of their discipline issues but that they receive more restrictive
consequences then their white peers.
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.
◦ Two most common behaviors – tardy & beverages in the classroom
5100 referrals =
51,000 min @10 min
850 hrs
141 days @ 6 hrs
Cost Benefit Example
(Scott, 2000)
Office Discipline Referral (ODR)
◦ 182 to 67 (115 fewer)
In-school suspension (ISS)
◦ 169 to 45 (124 fewer
Out-of-school suspension (OSS)
◦ 17 to 11 (8 fewer)
Cost-benefit Analysis
(Scott, 2000)
ODRS
ISS
OSS
Total
Admin
1,150 mins
19.17 hrs
2,480 mins
41.33 hrs
360 mins
6 hrs
3,990 mins
66.5 hrs
11.08 days
Student
2,300 mins
38.33 hrs
44,640 mins
744 hrs
2,800 mins
48 mins
49,820 mins
830.33 mins
138.38 days
Staff
575 mins
9.58 hrs
620 mins
10.33 hrs
40 mins
0.67 hrs
138 mins
2.3 hrs
0.38 days
School Safety:
A Top Concern
Providing a safe, positive school climate, which
◦ engages students in their academic program and
◦ supports their social and behavioral development, has been an enduring
goal of educators, parents, and policymakers
(Barnoski, 2001; Shelton, Owens, & Song, 2009).
The Annual Phi Delta Kappa/Gallup Poll of the public's attitudes toward
public schools found that addressing
◦ a lack of discipline,
◦ fighting, and
◦ violence were among the top priorities for respondents.
Impact of Behavior on Schools
More than 30% of our teachers will leave the profession due to student
discipline issues and intolerable behavior of students
Student problem behavior can consume more than 50% of teachers’
and administrators’ time
Student Wellbeing
One in five (20%) of students are in need of some type of mental health
service during their school years, yet 70% of these students do not
receive services
(Surgeon General’s Report on Mental Health, 2011)
It is estimated that the number of students being identified as having an
Emotional/Behavioral Disorder has doubled in the last 30 years
(US Dept of Ed, 2007)
The Challenge
Exclusion and punishment are the most common responses to conduct
disorders in schools.
Punishing problem behaviors (without a proactive support system) is
associated with increases in (a) aggression, (b) vandalism, (c) truancy,
and (d) dropping out.
◦ “School to prison pipeline”
Positive Behavior
Interventions and Support
PBIS is a broad range of systemic & individualized strategies for
achieving important social & learning outcomes while preventing
problem behavior with all students.
◦ It is framework, not a curriculum
◦ Not new, based on science of behavior change and organizational change
Guiding Principles
A systems approach to establishing positive school climates that
supports all students, all staff, all settings all the time
Evidence-based features
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Prevention
Define and teach positive social expectations
Acknowledge positive behavior
Arrange predictable consequences for problem behavior
Collection and use of data for decision-making
Continuum of intensive, individual interventions.
Administrative leadership – Team-based implementation
Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
Whole School Framework
Classroom
Setting Systems
School-wide
Systems
School-wide & Classroomwide Systems
Common purpose & approach to discipline
Clear set of positive expectations & behaviors
Procedures for teaching expected behavior
Continuum of procedures for encouraging expected behavior
Continuum of procedures for discouraging inappropriate behavior
Procedures for on-going monitoring & evaluation
Classroom Management
Systems
Behavior & classroom management
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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
Instructional management
◦ Selection
◦ Modification & design
◦ Presentation & delivery
Environmental management
Specific Setting Systems
Positive expectations & routines taught & encouraged
Active supervision by all staff
◦ Scan, move, interact
Precorrections & reminders
Positive reinforcement
Individual Student Systems
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
Emphasis on Prevention
Primary - Tier I
◦ Reduce new cases of problem behavior
Secondary - Tier II
◦ Reduce current cases of problem behavior
Tertiary - Tier III
◦ Reduce complications, intensity, severity of current cases
Tier I – School-wide PBIS
1. Identify a common purpose and approach to discipline
2. Define a clear set of positive expectations and behaviors
3. Implement procedures for teaching expected behavior
4. Differentiate supports from a continuum of procedures for
encouraging expected behavior
5. Differentiate supports from a continuum of procedures for
discouraging inappropriate behavior
6. Implement procedures for on-going monitoring and evaluation
Tier II – Group-based
Specialized group administered system for students who display highrisk problem behavior & are unresponsive to universal interventions
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Functional behavior assessment based interventions
Daily behavioral monitoring
Regular & frequent opportunities for positive reinforcement
Home-school connection
Individualized academic accommodations for academic success
Planned social skills instruction
Behaviorally based interventions
Tier III - Individualized
Specialized individually administered system for students who display
most challenging problem behavior & are unresponsive to targeted
group interventions
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Simple request for assistance
Immediate response (24-48 hours
Functional behavioral assessment-based behavior support planning
Team-based problem solving process
Data-based decision making
Comprehensive service delivery derived from a wraparound process
Expanded Three-tier Model
Students
Staff
Family
Tier I
SW Values
Acknowledgement
Systems
Consist Response to
Problem Behavior
Discipline Process
Teacher Tool kit
Grade Level Teams
Guess & Check
Acknowledgement
System
Resource Center
Parenting
Positive Referrals/
Contact
Student Needs
Assessment
Tier II
Daily Monitoring and
feedback
Group-based
interventions
RFA
Menu of Interventions
Teacher Assist. Team
CICO Home
FCU Support
Focused Resources
Tier III
FBA-BIP
Wrap-around Support
Person-centered
Planning
RFA
Immediate Response
Behavior Support Team
Parent Support
Parent-guided FBAI
Community Resources
Tier I Readiness
Administrator agrees to actively participates
Y
N
Identified and representative team
Y
N
Identified team facilitator
Y
N
Protected (at-least) monthly team meeting
Y
N
Commitment to Data-based Decision-making
Y
N
Agreement to attend all district PBIS trainings
Y
N
Changing the
Culture of
Organizations
SYSTEMS APPROACH: IMPLEMENTATION SCIENCE
Nature of the Problem
In education innovations come and go in 18-48 months (Latham, 1988).
Sustainability should be a focus from the day a project is implemented.
With most projects, the pressure of just becoming operational often
postpones such a focus until well into the 2nd year (Alderman & Taylor,
2003).
Should we
do it?
• Exploration: Commitment and how to support successful implementation
• Installation: Systems, Team & Data Systems
Working to
do it right.
• Initial Implementation: Try it, work out details & improve
• Elaboration: Expand to locations, times, individuals, …
Working to • Continuous Improvement: Make it more efficient. Embed with other
practices.
do it better!
Trends in Discipline Practices
LEAST EFFECTIVE
◦ Punishment
◦ when used too often or
as only response
◦ Exclusion
◦ Counseling
◦ when used as a reactive strategy or when
students don’t yet have the skills to benefit
from counseling
MOST EFFECTIVE
◦ Proactive school-wide discipline
systems
◦ Social skills instruction in natural
environment
◦ Academic/curricular restructuring
◦ Behaviorally based interventions
◦ Early screening and identification
of antisocial behavior patterns
Evidence Based
Practice Approach
Tier 3: Individualized
1-5% of students
Level of
Discipline Concern
TIME & CHANGE in Staff behavior
required to generate desired outcome
5 + Referrals
Tier 2: Group-based
10-15% of students
2-4 Referrals
Tier 1: School-wide
80-90% of students
0-1 Referrals
Traditional Discipline vs. PBIS
TRADITIONAL
PBIS
Focuses on the student’s problem
behavior
Replaces unwanted behaviors with
new behaviors or skills
Relies on punishment to stop
unwanted behavior
“What do we do when?”
Alters environments
Instructional match is viewed as a
behavior intervention
Teaches appropriate skills
Reinforces appropriate behaviors
Relies on function based
interventions
“What do we do in between?”
Positive School Climate:
Relevant & Culturally Responsive
School environment is predictable
◦ common language (agreed upon expectations)
◦ common vision (positive and preventative)
◦ common experience (everyone included, represented)
School environment is positive
◦ regular recognition for positive behavior
School environment is safe
◦ violent and disruptive behavior is not tolerated
School environment is consistent
◦ all students, all settings, all times
Implementation Features
Establish PBIS leadership team
Secure SW agreements & supports
Establish data-based action plan
Arrange for high fidelity implementation
Conduct formative data-based monitoring
Working Smarter
Workgroup,
Committee
Purpose
Outcome
Link to SIP
Target
Group
Staff Involved
SIP/SID
Attendance Committee
Increase attendance
Increase % of students
attending daily
All students
Eric, Ellen, Marlee
Goal #2
Character Education
Improve character
Improve character
All students
Marlee, J.S., Ellen
Goal #3
Safety Committee
Improve safety
Predictable response to
threat/crisis
Dangerous students
Screened In
Has not met
Goal #3
School Spirit Committee
Enhance school spirit
Improve morale
All students
Has not met
Discipline Committee
Improve behavior
Decrease office referrals
Bullies, antisocial
students, repeat
offenders
Ellen, Eric, Marlee,
Otis
Drug and Alcohol
Committee
Prevent drug use
Decrease Drug and Alcohol
High/at-risk drug
users
Screened In
Don
Behavior Work Group
Implement 3-tier model
Decrease office referrals,
increase attendance, enhance
academic engagement,
improve grades
All students
Eric, Ellen, Marlee,
Otis, Emma
Goal #3
Goal #2
Goal #3
School-wide Social Expectations
Guidelines
Identify 3-5 Expectations That:
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Desired Behaviors that Replace Your Problem Behaviors
Short, Positive Statements (what to do!)
Easy to remember
Consider the Culture of Community
For all students, staff, parents and others who come to your
school
Be Responsible
Respect Yourself
Respect Others
Promoting: Pulling in the students
Behavior Matrix
The behavior matrix identifies specific student behavior across
various school settings
It establishes universal expectations to guide all students and staff
It provides the language for giving behavioral feedback to
students
It uses positive statements
Kuleana: Be Responsible
Have lunch card ready
Be orderly in all lines
Cafeteria
Ho’ihi: Be Respectful
Use proper table manners
Eat your own food
Laulima: Be Cooperative
Wait patiently/ quietly
Malama: Be Safe
Walk at all times
Wash hands
Chew food well; don’t rush
King Kaumualii on Kauai
Behavioral Errors
More often occur because:
 Students do not have appropriate skills- “Skill Deficits”
 Students do not know when to use skills
 Students have not been taught specific
classroom procedures and routines
 Skills are not taught in context
Why Develop a System for
Teaching Behavior?
Behaviors are prerequisites for academics
Procedures and routines create structure
Repetition is key to learning new skills:
• For a child to learn something new, it needs to be repeated on
average of 8 times
• For a child to unlearn an old behavior and replace with a new
behavior, the new behavior must be repeated on average 28 times
A Comparison of Approaches
to Academic and Social Problems
We Assume:
We Assume:
Student learned it wrong
Student refuses to cooperate
Student was (inadvertently) taught it the
wrong way
Student knows what is right and has
been told often
Next We:
Next We:
Diagnose the problem
Provide a“punishment”
Identify the misrule/ reteach
Withdraw student from normal social
context
Adjust presentation. Focus on the rule.
Provide feedback. Provide practice and
review
Finally We Assume:
Student has been taught skill
Will perform correctly in future
Maintain student removal from normal
context
Finally We Assume:
Student has“learned” lesson and will
behave in future
Colvin, 1988
Teaching Expectations
Teach at the start of the year and review when needed
Define and offer a rationale for each expectation
Describe what the behavior looks like
Actively involve students in discriminating between non-examples
and examples of the expectations
Have students role play the expected behaviors
Re-teach and Acknowledge
Source: Washbrun S., Burrello L., & Buckman S. (2001). Schoolwide behavioral support. Indiana University.
Encouraging Behavioral
Expectations
Build on positive person-to-person relationships
Strive for a ratio of 6-8 positive interactions for every 1 negative
interaction
Label the behavior for which the positive acknowledgement is intended
Focusing on the positives
generates positive outcomes
Buehlman & Gottman predicted whether 700 newlywed couples would
stay together or divorce by scoring their positive and negative
interactions in one 15-minute conversation between each husband and
wife. Ten years later, the follow-up revealed that they had predicted
divorce with 93.6% accuracy.
1992 study (Buehlman, K., Gottman, J.M., & Katz, L.)
Behavior Intervention
We developed a method of positively reinforcing expected
behaviors through the use of our “I Spy” pads.
Promoting: Pulling in the Community
Establish System for Rewarding
Behavioral Expectations
System for acknowledging student
Reminder for staff
Distributed with high rate of frequency
System for acknowledging staff
Are Rewards Dangerous?
“…our research team has conducted a series of reviews and
analysis of (the reward) literature; our conclusion is that there is no
inherent negative property of reward. Our analyses indicate that the
argument against the use of rewards is an overgeneralization based on a
narrow set of circumstances.”
◦ Cameron, 2002
◦ Cameron & Pierce, 1994, 2002
◦ Cameron, Banko & Pierce, 2001
Discouraging Problem
Behavior
Clearly defined problem and context
◦ e.g., hat in class, tardies, transitions, etc.
Precorrection/preventive strategy
◦ for identified risk times or settings
Consistent procedures
◦ e.g, all staff, settings, minor behaviors
Teaching Opportunity
◦ focus on appropriate expectation
T- CHART OF BEHAVIOR
Classroom Behavior
Office Behavior
Experimental Research on SWPBIS
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.
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.
Bradshaw, C., Waasdorp, T., Leaf. P., (in press). Effects of School-wide positive behavioral interventions and supports on child behavior problems
and adjustment. Pediatrics.
Waasdorp, T., Bradshaw, C., & Leaf , P., (2012) The Impact of Schoolwide Positive Behavioral Interventions and
Supports on Bullying and Peer Rejection: A Randomized Controlled Effectiveness Trial. Archive of
Pediatric Adolescent Medicine. 2012;166(2):149-156
Questions