positive behavioral interventions ... - sst3 pbis resources · module 1 introduction to pbis module...
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Positive Behavioral Interventions &
Support Module 1: Introduction to PBIS
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Ohio PBIS Training
Modules
Module 1 Introduction to PBIS
Module 2 Developing Clear School-wide
Expectations
Module 3 Teaching Behavior Expectations
Across All Settings
Module 4 Encouraging and Acknowledging
Desired Behavior
Module 5 Discouraging Problem Behavior
Module 6 Data-Based Decision-Making
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Learning
Objectives Module 1: Introduction to PBIS
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• Articulate the rationale for implementing PBIS on a district and
statewide level
• Describe how PBIS and RTI systems are similar
• Describe how PBIS aligns with the Ohio Improvement Process
• Identify the 9 essential “requirements” for PBIS in Ohio
• Describe 2 key features for beginning a schoolwide system of
PBIS
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The Challenge
Pressure on schools to incorporate national and state initiatives such as Values Education, Anti-Bullying, Safe Schools and achieving “adequate yearly progress.” Many often have clearly defined outcomes without structures to reach or a framework for deciding what should be implemented when, for whom, and to what degree
School-wide discipline systems are typically unclear and inconsistently implemented – absence of a “social behavior curriculum”
Educators often lack specialized skills to address severe problem behavior and learning challenges
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What We Know…
• Educators cannot “make” students learn or behave
• Educators can create environments to increase the
likelihood students learn and behave
Tim Lewis March, 2013
Environments that increase the likelihood are guided by a
core curriculum and implemented with consistency
and fidelity
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Three Minute Pause…
• With your neighbor, identify instructional
strategies for teaching academic content
• With your neighbor, identify
school-wide rules and strategies
for teaching social behavior
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The largest intervention effect-sizes for
teaching social behaviors in context
consistent contingencies (positive & negative)
academic success
©Scott, 2006
Reviews of over 800 studies involving children with the most challenging behaviors
(Gottfredson, 1997;Lipsey, 1991; 1992;Tolan & Guerra, 1994;
Elliott, Hamburg, Williams, 1998)
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prevention creates more positive than
negative consequences
Reinforcement
(success)
Punishment
(failure) 4 : 1
Scott, 2002
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Why PBIS? Research on PBIS
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.
Ross, S. W., Endrulat, N. R., & Horner, R. H. (2012). Adult outcomes of school-wide positive behavior
support.
Journal of Positive Behavioral Interventions. 14(2) 118-128.
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
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Why PBIS?
The fundamental purpose of PBIS is to make
schools more effective learning
environments.
Predictable
Consistent
Positive
Safe
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PBIS Is Not…
A packaged curriculum
A scripted intervention
A manualized strategy
A canned program
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What is PBIS?
Self-
regulate
behaviors
Improve
climate,
culture,
safety
A framework for systems to identify needs,
develop strategies and evaluate practices
toward success that…
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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
School-wide Systems for Student Success
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Summative Effects
of an Integrated Model
Shephard Kellam, Johns Hopkins University
Reading
Instruction
R B R B R B
Reading & Behavior
Instruction
Behavior
Instruction
Significance
BL
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Clearly define expected behaviors (Rules) • All Settings
• Classrooms
Procedures for • teaching & practicing expected behaviors
• encouraging expected behaviors
• discouraging problem behaviors
• data-based decision making
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Tier II (Small Group)
Efficient and effective way to identify at-risk students • Screen
• Data decision rules
• Teacher referral
Informal assessment process to match intervention to student need • Small group Social Skill Instruction
• Self-management
• Academic Support
Part of a continuum – must link to
universal school-wide PBS system
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Tier III (Individualized Support)
When small group not sufficient
When problem intense and chronic
Driven by Functional Behavioral Assessment
Connections to Mental Health and
Community Agencies
Part of a continuum linked to Universal
Supports
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Evidence-Based
Intervention
Practices
School-Wide
Classroom
Individual
Non-Classroom
Family
Engagement
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Universal
Targeted
Intensive Continuum of
Support for ALL
All
Some
Few
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Universal
Targeted
Intensive
Reading
Science
Math
Soc skills
Horses
Spanish
Label behavior….not people
Continuum of Support for
ALL
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Title 1
Programs
Guidance Programs
At- Risk Program for HS Students
Early Childhood Programs Programs for
Homeless Children
Alcohol and Drug
Programs
Limited English
Speaking Programs
Programs for Students
under Section 504
General Education
Capper and Frattura 2009
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Title 1
Programs Guidance Programs Programs for
At-Risk Middle School
Students
Gifted and Talented Programs
Programs for Students with
ADHD
At- Risk Program for HS Students
Programs for Nonreaders at
the Third Grade
Early Childhood Programs
Special Education Programs
Programs for Homeless Children
Alcohol and Drug
Programs
Limited English
Speaking Programs
Programs for Students
under Section 504
Programs for Teenage Parents
General Education
Capper and Frattura 2009
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Ohio Improvement Process
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Supporting Social Competence &
Academic Achievement
Supporting Decision Making
Supporting Student Behavior
Supporting Staff Behavior
CULTURAL VALIDITY
CULTURAL RELEVANCE
CULTURAL EQUITY
CULTURAL KNOWLEDGE
PRACTICES
OUTCOMES
Integrated Systems
Vincent, Randall, Cartledge, Tobin, & Swain-Bradway , 2011 26
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Time
In a small group – take 4 minutes to discuss:
How does PBIS align with the OIP framework?
Each group – brief share-out of thoughts
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Scaling Up for PBIS Do you have…
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Requirements
for Ohio PBIS
• Administrative commitment
& consistent involvement
• Established team based
structures
• Consensus on (3-5)
behavioral expectations
• Systematic teaching of
behavioral expectations
• System for reinforcing desired
behaviors
• System for correction of
behavioral errors
• Data-based decision making
• Multi-tiered system of
behavioral supports
• Maintains culturally responsive
practices
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A few thoughts about how
PBIS is implemented at
different levels
• Challenging behavior is expected!
• Child’s developmental level
• PBIS teams
• Training and Implementation
• Strategies for behavior intervention
• Administrative support
• Data sources
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Where Do We Begin?
Establish a Building Leadership Team • Include representation of all stakeholders • Ensure alignment with existing building teams
Examine Behavioral Support Needs Through Data • Conduct staff surveys • Use meaningful data to improve decision making
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Conduct Staff Surveys
PBIS Assessment is a web-based application designed to
assist in high-fidelity, sustained implementation of school-wide
positive behavioral interventions and supports (SWPBIS).
PBIS Assessment provides surveys for teams to take as they
examine their level of SWPBIS adoption and guides them
through the process for how to improve implementation to
benefit students, their families, and the overall school culture.
https://www.pbisassessment.org
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Use Meaningful Data to
Improve Decision Making
What type of data do we review?
•Referrals per month
•Referrals by location
•Referral by type of problem behavior
•Referrals by time of day
•Referrals by student
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R Number of Office Discipline Referrals
By Month What could be the possible causes for the high reporting incidences in December and May?
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Number of Office Discipline Referrals
By Location
• Where are the problems occurring? • Are there problems in many locations, clusters of locations,
or one location?
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Number of Office Discipline Referrals
By Problem Behavior
What behaviors are occurring most often?
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Number of Office Discipline Referrals
By Time
• What time are there problems occurring? • What could be possible reasons for the spikes in referrals
during those times?
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Number of Office Discipline Referrals
By Student
• How would a team use information on a particular group of students?
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Time
Who will be on your leadership team?
What other teams are in your building?
What type of surveys will you utilize?
What are the behavior patterns of concern?
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education.ohio.gov
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Social Media
@OHEducation
ohio-department-of-education
Ohio Families and Education
Ohio Teachers’ Homeroom
OhioEdDept
storify.com/ohioEdDept
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