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HIGH SCHOOL PBIS; USING WHAT WE KNOW TO INFORM WHERE WE GOJessica Swain-Bradway, Ph.D., University of Oregon
jswainbr@uoregon.edu
AGENDA
Excitement! Adolescent brain development Big messages from PBIS at the High School
Level
NEUROSCIENCE
Can provide the technology for understanding brain functioning and development during adolescence
Timerlake, Schaal, Steinmetz, 2005
DEVELOPMENT OVER TIME
EMOTIONAL RESPONDING
EMOTIONAL RECOGNITION
Monk et al (2003)
REWARDS CENTER
REWARDS CENTER
Early adolescent show fewer reward signals in the brain to stimuli. The intensity of rewards must be higher for early adolescents to feel rewarded (Sprague, 2008).
WHITE MATTER
ADOLESCENT BRAIN DEVELOPMENT
Physiological and functional differences on cognition Amygdala Emotional recognition Rewards center White matter
NEUROPLASTICITY
“… neuroanatomical evidence suggests that learning and positive experiences help build complex, adaptive brains”.
The Adolescent Brain: A Work in Progress, Daniel R.Weinberger, M.D., Brita Elvevåg, Ph.D, Jay N. Giedd, M.D., June 2005
NEUROPLASTICITY
Environmental supports: Explicitness in instruction Explicitness in acknowledgements
Exaggerated supports around decision-making, responsibility
CONSIDER BRAIN DEVELOPMENT AND PBIS AT HIGH SCHOOL
BIG MESSAGES FROM PBIS AT HS
Systems First Feedback Loop Academic and Social Connection Stakeholder Input
SYSTEMS: PBIS FLUENCY
1. Administrative team fluency in PBIS Understand systems perspective Outcomes, Data, Systems, Practices
Understand critical features for implementation and sustainability
SYSTEMS: PBIS FLUENCY
2. Implementation team fluency Understand systems perspective Outcomes, Data, Systems, Practices
Roles within each component
3. Staff-wide training prior to roll out of practices
SYSTEMS
Communication System Feedback loop
Staff Students Families Community
Contextual Considerations…
ACADEMIC & SOCIAL CONNECTION Explicitness of connection
Social behaviors impact academic behaviors Academic behaviors impact social behaviors
Implementation of evidence based practices focuses on: Social behaviors that provide access to academic
success
Explicit language, skill building, supports around access CICO, Academic Supports, Acknowledgements,
Social Expectations, Discipline system, etc.
COMMUNITY, FAMILY FEEDBACK
Top down big picture Administrative and PBIS teams fluent in PBIS
Bottom up contextual considerations Feedback loop
New York City Can Falls
NEUROSCIENCE AND PBIS
Neuroscience provides direction Systems Framework of PBIS provides
mechanism
RESOURCES
Nature Reviews Neuroscience Society for Neuroscience NIHM: Teenage Brain
www.PBIS.org
Thank you for your time and attention!jswainbr@uoregon.edu
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