SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT:
BUILDING A SOCIAL CULTURE THAT
PROMOTES BOTH ACADEMIC AND SOCIAL
GAINS.
Rob Horner
University of Oregon
OSEP TA-Center on PBS
www.pbis.org
Goals
…
Celebrate impressive achievements in
implementing PALS in Norway
† PALS
…
…
= School-wide Positive Behavior Support
Define the core features of school-wide PBS
Link school-wide behavior and academic
supports.
Number of schools implementing PALS 2002-09
Igangværende
Cumulative
Nye PALS-"komprimert"
"Low-doze"
New
160
ca. 35 000 students
ca. 5% of all schools
140
N u m b ers
120
100
80
60
40
20
0
2002-04
4 elementary
schools
2004-06
2006-07
2007-08
2008-09
2009-10
152 skoler*
* 123 Elementary + 29 Middle
Norway PALS
…
Leadership
„
(Anne Arnesen; Wilhlem Meek-Hansen; Ingrid Madslien)
…
Regional PALS Trainers/Coordinators (6)
…
Local / District PALS Coaches (33)
…
Exemplar Schools
…
Systematic Use of Data
„
„
Team Checklist
SWIS
Next Steps
…
Increase local capacity
„
„
„
„
Principals (Head Master)
School psychologists
Teams
Coaches
…
Extend PALS to students with more severe needs
…
Extend PALS throughout Norway (60%)
…
Extend PALS through all grade levels.
…
Extend data use for decision-making (at school, in policy)
Main Messages from PALS/
SWPBS
…
Supporting social behavior is central to achieving
academic gains.
…
Invest in prevention first
„
…
Focus on the whole-school
„
…
Teach expected social behaviors
Systems to support effective practices
Adopt Multi-tiered support practices.
„
SWPBS includes secondary and tertiary supports
Context
…
Problem behavior continues to be the primary
reason why individuals are excluded from school,
home, recreation, community, and work.
School-wide PBS
…
Build a continuum of
supports that begins
with the whole school
and extends to
intensive, wraparound
support for individual
students and their
families.
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
†
†
Establishing a Social Culture
Common
Language
MEMBERSHIP
Common
Experience
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT
Common
Vision/Values
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
27
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Multi-tier Model
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
•Of longer duration
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%
80-90%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All settings, all students
•Preventive, proactive
Dona Meinders, Silvia DeRuvo; WestEd, California Comprehensive Center
Dr. Laura Riffel
ESTABLISHING CONTINUUM of SWPBS
~5%
~15%
TERTIARY PREVENTION
•• Function-based support
•• Wraparound
•• Person-centered planning
•
•
•
•
•
••
••
~80% of Students
•
•
••
••
••
•
SECONDARY PREVENTION
PREVENTION
SECONDARY
Check in/out
Targeted social skills instruction
Peer-based supports
Social skills club
PRIMARY PREVENTION
Teach SW expectations
Proactive SW discipline
Positive reinforcement
Effective instruction
Parent engagement
Create Effective Learning Environments
Predictable
… Consistent
… Positive
… Safe
…
Define School-wide Expectations
for Social Behavior
…
…
…
Identify 3-5 Expectations
Short statements
Positive Statements (what to do, not what to avoid
doing)
…
…
Memorable
Examples:
„
Be Respectful, Be Responsible, Be Safe, Be Kind, Be a
Friend, Be-there-be-ready, Hands and feet to self,
Respect self, others, property, Do your best, Follow
directions of adults
Teach Behavioral Expectations
…
Transform broad school-wide Expectations into
specific, observable behaviors.
„
…
…
…
Use the Expectations by Settings Matrix
Teach in the actual settings where behaviors are to
occur
Teach (a) the words, and (b) the actions.
Build a social culture that is predictable, and
focused on student success.
Curriculum Matrix
Location 1
Location 2
Location 3
Location 4
Location 5
Location 6
CLASS
HALL
GYM
Positive
comments
to each
other
Have
books and
pencil
Get to
Class on
Time
Talk
Quietly
Share
Use white
phone to
call home
Walk on
Right
Wear
Soft-Soled
Shoes
Sit quietly
Expectation 1
Expectation 2
Expectation 3
Expectation 4
Expectation 5
Be
Respectful
Be
Responsible
Be-There
Be-Ready
Get to
Class on
Time
Stop play
when
asked
Follow
Directions
Hands and
Feet to self
COMMONS BUS
Keep
hands
and feet
to self
Hand
holding only
OFFICE
On-going Reward of Appropriate Behavior
y
Every faculty and staff member acknowledges
appropriate behavior.
x
y
y
5 to 1 ratio of positive to negative contacts
System that makes acknowledgement easy and
simple for students and staff.
Different strategies for acknowledging appropriate
behavior (small frequent rewards more effective)
x
x
x
x
Beginning of class recognition
Raffles
Open gym
Social acknowledgement
Janney Jan 06
Why should we be committed to
implementation of SWPBS?
…
SWPBS benefits children
†
Reduction in problem behavior
„
„
„
„
†
Office discipline referrals
Suspensions
Expulsions
Improved effectiveness for intensive interventions
Increased student engagement
„
„
Risk and protective factors improve
Students perceive school as a safer, more supportive environment
†
Improved academic performance
†
Improved family involvement
„
When coupled with effective instruction
Linking School-wide PBS to
improvement in social behavior AND
academic outcomes.
video
Linking Behavior and
Academic Supports
…
…
Effective behavior support improves academic
outcomes
Effective teaching improves behavioral outcomes
A logic for linking Behavior and Literacy
Supports
…
Children who fall behind academically will be more
likely to:
†
†
A) Find academic work aversive
B) Find escape-maintained problem behaviors
reinforcing.
Big Ideas to Improve Reading
…
…
…
…
…
Phonics based curriculum
Unambiguous instructional practices
Instructional time (at least 90 min per day at
least four days a week)
Instructional leadership
Responsive intervention program
†
†
…
Universal Screening
Progress Monitoring
Professional development
Dr. Steve Goodman
Dr. Margi McGlinchey
Dr. Kathy Schallmo
June 24, 2009
Participating Schools
2000 Model Demonstration Schools (5)
2004 Schools (21)
2005 Schools (31)
2006 Schools (50)
2007 Schools (165)
2008 Schools (95)
2009 Schools (150*)
The strategies and organization for
initial implementation need to change
to meet the needs of larger scale
implementation.
Total of 512 schools in
collaboration with 45 of 57 ISDs
(79%)
Average Major Discipline Referrals per 100 Students by
Cohort
24% reduction in
ODRs
34% reduction in
ODRs
Percent of Students meeting DIBELS Spring Benchmark
for Cohorts 1 - 4 (Combined Grades)
’09: 62,608 students
Spring ’09:
assessed in cohorts 1 - 4
5,943
students
assessed
8,330
students
assessed
32,257
students
assessed
16,078
students
assessed
Percent of Students at DIBELS Intensive Level across year
by Cohort
Participating School Example:
Fourth Grade Reading MEAP Results
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Began MiBLSi
Implementation
2000
School
2001
District
2002
2003
Year
2004
2005
NORTH CAROLINA
POSITIVE BEHAVIOR SUPPORT INITIATIVE
February 2009
Heather R. Reynolds
NC Department of Public Instruction
Bob Algozzine
Behavior and Reading Improvement Center
http://www.dpi.state.nc.us/positivebehavior/
NORTH CAROLINA
POSITIVE BEHAVIOR SUPPORT INITIATIVE
State PBS Coordinator
Heather R Reynolds
Dr. Bob Algozzine
Dr. Bob Algozzine
North Carolina
Positive Behavior Support Initiative
Non-PBS
Comparison
Levels of
behavior risk in
schools
implementing
PBS were
comparable to
widely-accepted
expectations and
better than those
in comparison
schools not
systematically
implementing
PBS.
Dr. Bob Algozzine
Proportion of Students Meeting State Academic Standard
NORTH CAROLINA
POSITIVE BEHAVIOR SUPPORT INITIATIVE
Schools with Low
ODRs and High
Academic Outcomes
Office Discipline Referrals per 100 Students
Current Research
…
School-wide PBS is “evidence-based”
†
†
Reduction in problem behavior
Increases in academic outcomes
„
„
…
Horner et al., 2009
Bradshaw et al., 2006; 2009
Behavioral and Academic gains are linked
„
„
„
„
Amanda Sanford, 2006
Jorge Preciado, 2007
Kent McIntosh, 2005
Jessica Swain-Bradway 2009
…
School-wide PBS has benefits for teachers and staff as well as
students.
…
Sustaining School-wide PBS efforts
„
„
Scott Ross, 2006
Jennifer Doolittle, 2006
Summary
…
…
School-wide PBS is an approach for investing in
making the school a more effective social and
educational setting for all students.
Core features of PBS provide an effective
framework for improving Behavior and Academic
Support