pbis big ideas, misconceptions and implementation- then and now steve goodman...
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PBIS Big Ideas, Misconceptions and Implementation- Then and Now
Steve [email protected]
miblsi.cenmi.org
Supervisors of Low Incidence Programs2014 PBIS Conference
Thursday, January 23, 20149:00AM – 9:50AM
2
Positive Behavioral Interventions and Supports (PBIS) is a framework for preventing and supporting individuals with challenging behaviors, and it has been around for over two decades. Early work focused on supports for individuals with low incidence disabilities. This presentation will clarify key features of PBIS and document significant changes to the practices overtime. Along the way, there have been misunderstandings of the goals and strategies associated with PBIS. Specific implications for implementing PBIS in schools settings for students with low incident disabilities will be provided.
Session Description
Positive Behavioral Interventions & Supports (PBIS) is
for enhancing adoption & implementation of
of evidence-based interventions to achieve
& behaviorally important outcomes for
students
Framework
Continuum
Academically
All
History
Where did we come from and where are we now…
5
1960s Practices, principles and systems are studied
1980s Identification of effective treatments for student with significant challenging behaviors
1987 U. S. Department of Education National Institute on Disability and Rehabilitation Research (NIDRR) funds work in positive behavior support
1997 Reauthorization of Individuals with Disabilities Act- includes language of positive behavior support
1998 National Technical Assistance Center on Positive Behavior Supports
1999 First issue of the Journal of Positive Behavior Interventions
2003 Association for Positive Behavior Support (APBS) was founded as “an international organization dedicated to the advancement of positive behavior support.
2013 National Technical Assistance Center on PBIS funded for 4th –five year grant cycle
National Efforts
Number of Schools Implementing SWPBIS since 2000
00 01 02 03 04 05 06 07 08 09 10' 11' 12' 13'0
2000
4000
6000
8000
10000
12000
14000
16000
18000
20000
19,054
7
1990s Wayne State University Developmental Disabilities Institute Positive Behavior Support project
2000 State Improvement Grant (SIG) – Positive Behavior Support for ALL Michigan Students:
Creating Environments that Assure Learning
– Awareness Training Workshops
– Pilot Sites
2003 MiBLSi funded through MDE –OSE
2006 State Board of Education Positive Behavior Support Policy
2006 State Board of Education Supporting Student Behavior: Standard for the Emergency Use of Seclusion and Restraint
2007 State Personnel Development Grant
2012 State Personnel Development Grant
2013 Collaborative Partnership with PBIS
History in Michigan
8
2010 -11 2011 -12 2012 -13 2013 -140
5
10
15
20
25
30
35
40
Nu
mb
er o
f P
rog
ram
Michigan Center-Based Programs Adopting PBIS
Big Ideas
What is PBIS?
What is School-wide Positive Behavior Support?
• A systems approach for establishing the social culture and behavioral supports needed for schools to be effective learning environments for all students.
Prevention Logic for AllRedesign of teaching environments…not students
Decrease developmen
t of new problem
behaviors
Prevent worsening &
reduce intensity of
existing problem
behaviors
Eliminate triggers &
maintainers of problem behaviors
Add triggers &
maintainers of prosocial
behavior
Teach, monitor, &
acknowledge prosocial behavior
Biglan, 1995; Mayer, 1995; Walker et al., 1996
INCIDENCEPREVALENCE
Prevention Objectives Prevention Actions
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.
Bradshaw, C. P., Waasdorp, T. E., & Leaf, P. J. (in press). Effects of school-wide positive behavioral interventions and supports on child behavior problems. Pediatrics.
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.
Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (in press). The impact of school-wide positive behavioral interventions and supports (SWPBIS) on bullying and peer rejection: A randomized controlled effectiveness trial. Archives of Pediatrics and Adolescent Medicine.
Evidence-Based InterventionsRCT & Group Design PBIS Studies
Implementation
How do we do this?
Moving Upstream:
A Story of Prevention and Intervention
In a small town, a group of fishermen gathered down at the river. Not long after they got there, a child came floating down the rapids calling for help. One of the group on the shore quickly dived in and pulled the child out.
Minutes later another child came, then another, and then many more children were coming down the river. Soon everyone was diving in and dragging children to the shore, then jumping back in to save as many as they could.
In the midst of all this frenzy, one of the group was seen walking away. Her colleagues were irate. How could she leave when there were so many children to save? After long hours, to everyone’s relief, the flow of children stopped, and the group could finally catch their breath.
At that moment, their colleague came back. They turned on her and angrily shouted:
“HOW COULD YOU WALK OFF WHEN WE NEEDED EVERYONE HERE TO SAVE THE CHILDREN?”
She replied, “It occurred to me that someone ought to go upstream and find out why so many kids were falling into the river. What I found is that the old wooden bridge had several planks missing, and when some children tried to jump over the gap, they couldn’t make it and fell through into the river. So I got someone to fix the bridge”.
Prevention and Intervention
Students are doing the best they can given their skills/abilities and the quality of their environment
Prevent EncourageTeach
adapted from Durand 1990
Continuum of Behavior Supports
All students in school
Universal PreventionFor all students
Targeted InterventionFor some students
Intensive InterventionFor few students
“Early Triangle”(p. 201)
Walker, Knitzer, Reid, et al., CDC
Social Behavior
Personal Hygiene
Receptive Communication
Expressive Communication
Dressing
Mobility
Independent Eating
Student Profile: Eddie
The triangle is used to describe supports needed for student success rather than to label individuals
Evidence-based features of SW-PBS
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)
Cycle of Educational and Behavioral Failure: Aggressive Response
(McIntosh, 2008)
Teacher presents student with
educational task
Student engages in problem behavior
Teacher removes educational task
or removes student
Student escapes educational task
Student’s skills do not improve
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
Research on the use of rewards within schools(Tobin, Horner, Sugai; 2002)
• More positive reinforcement for appropriate school behaviors is needed.
• Some students need very clear, salient, formal reward systems.
• Formal reward systems enhance a school’s cultural competence.
• Formal reward systems help students who have been abused or neglected.
• Consequence of punishment and exclusion trivialized.
• Use of reinforcement to reduce problem behavior.
It can be difficult finding effective reinforcers
• When working with verbal students, simply ask the student what he/she likes.
• If the student is nonverbal, the student selects an object from a pool of objects…
– The student manipulates the object for more than 15 seconds.
– The student resists when attempts are made to take the object away.
– When the object is placed 1 foot from the student, the student reaches for it within 3 seconds.
– The student exhibits positive affect while manipulating the object.
• Use a behavior a student frequently performs to reinforce a behavior that the student seldom performs.
Continuum of Behavior Supports
All students in school
Universal PreventionFor all students
Targeted InterventionFor some students
Intensive InterventionFor few students
Misconceptions
• PBIS is an interventions or practice• PBIS emphasizes the use of tangible
rewards which can negatively affect the development of intrinsic motivation
• PBIS is just the latest fade• PBIS is only for students with
significant behavioral challenges• PBIS is only involves something we do
for students
Lessons Learned
• Students need access to effective practices and staff need adequate support
• Focus on Fidelity• Implementation takes place through
stages
SYST
EMS
PRACTICES
DATASupporting
Staff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence andAcademic Achievement
SupportingDecisionMaking
Proportion of Schools Implementing SWPBIS by State
February, 2013Al
abam
a
Alas
ka
Ariz
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Arka
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Calif
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a
Colo
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*
Conn
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ut
Del
awar
e
Flor
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Gua
m
Geo
rgia
Haw
aii
Idah
o
Illin
ois
Indi
ana
Iow
a*
Kans
as*
Kent
ucky
Loui
sian
a*
Mai
ne
Mar
ylan
d*
Mas
sach
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s
Mic
higa
n
Min
neso
ta
Mis
siss
ippi
Mis
sour
i*
Mon
tana
*
Neb
rask
a
Nev
ada
New
Ham
pshi
re
New
Jers
ey*
New
Mex
ico
New
Yor
k
Nor
th C
arol
ina*
Nor
th D
akot
a*
Ohi
o
Okl
ahom
a
Ore
gon*
Penn
sylv
ania
Rhod
e Is
land
Sout
h Ca
rolin
a*
Sout
h D
akot
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Tenn
esse
e
Texa
s
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Verm
ont
Virg
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Was
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ton
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e
Was
hing
ton
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Wes
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Wis
cons
in
Wyo
min
g
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
AL AZ CA CT DC GA ID IN KS LA MD M
IM
S MT NV NJ
NY ND OK PA SC TN UT VAW
VW
Y
0
200
400
600
800
1000
1200
1400
1600
1800
Schools Implementing SWPBIS by StateGreen = Total Schools Implementing SWPBISRed = The Number of Schools Reporting Fidelity Data on www.pbisassessmentBlue = The number of schools reporting Fidelity Data at criterion (Tier I).
Schools using SWPBIS
Schools using SWPBIS and reporting Fidelity Data
Schools using SWPBIS At Fidelity Criterion
Not Met Criteria (< 70) n=5, range: 41-65
Met Criteria (> 70) n=8, range: 72-94
-20%
-15%
-10%
-5%
0%
5%
10%
Average Change in Major Discipline Referrals: One District Example (13 elementary schools)
Increase 8%
Decrease 14.6%
Focus on Implementing with Fidelityusing Benchmarks of Quality (BoQ)/ODR ’06-’07 and ’07-’08
An analogy of implementation stages
Stages of ImplementationFocus Stage Description
Exploration/Adoption
Decision regarding commitment to adopting the program/practices and supporting successful implementation.
Installation Set up infrastructure so that successful implementation can take place and be supported. Establish team and data systems, conduct audit, develop plan.
Initial Implementation
Try out the practices, work out details, learn and improve before expanding to other contexts.
Elaboration Expand the program/practices to other locations, individuals, times- adjust from learning in initial implementation.
Continuous Improvement/Regeneration
Make it easier, more efficient. Embed within current practices.
Work to do it right!
Work to do it
better!
Should we do
it?
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
Positive Behavior Support foundations
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.