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School-wide Positive Behavior Support
Renee Bradley, Ph.D.U.S. Department of EducationOffice of Special Education Programs
Goals
Present an approach to behavior support in schools that weds Educational, Behavioral and Mental Health practices.
Provide a brief overview of how this approach is being implemented
Provide a brief summary of implementation outcomes.
School-widePositive Behavior Support
Socially Important Outcomes Academic gains Social competence Safety
Research-validated Practices Systems that support these practices Active use of data for decision-making
School-wide PBS
School-wide PBS consists of a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior.
SYST
EMS
PRACTICES
Information
SupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
SW-PositiveBehaviorSupport
OUTCOMES
Social Competence,Academic Achievement, and Safety
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students with
High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
POSITIVE BEHAVIORSUPPORT
Practices and Systems for School-wide Behavior Support
Practices Define expectations Teach expectations Monitor expected
behavior Acknowledge
expected behavior Correct behavioral
errors (continuum of consequences)
Use information for decision-making
Systems Admin Leadership Team-based
implementation Defined commitment Allocation of FTE Budgeted support Development of
decision-driven information system
Formal policies
Linking Mental Health and Behavior Support Efforts
Areas of Direct Compatibility Prevention Assessment-driven
individual intervention
Comprehensive support
Areas to Develop
Implementing systems as well as practices.
Implementing at a policy-relevant scale
Efficiency Use of information
(data) for on-going decision-making
Linking Mental Health and Behavior Support Efforts
Prevention Invest in all students before problems
develop. What are the critical features of schools
that prevent, and limit the impact of, problem behavior on academic and social outcomes?
Linking Mental Health and Behavior Support Efforts
Assessment-driven support Behavioral, Medical, Social
Comprehensive Support Community Family Medical/Bio-medical Interventions Behavioral Social/Counseling
States Implementing School-Wide States Implementing School-Wide Behavior SupportBehavior Support
States Implementing School-Wide States Implementing School-Wide Behavior SupportBehavior Support
0%
20%
40%
60%
80%
100%
Per
cen
t of S
tud
ents
1
321 Elementary Schools 02-03; 143,404 students
6+
2-5
0-1
87% (10)
9% (6)
4% (5)
Is Implementation Related to Reduction in Problem Behavior?
0
5
10
15
20
25
Mean R
efe
rrals
Per
School D
ay
SeptOctNovDecJanFebMarAprMayJune
School Months
FRMS Discipline Referrals1994-95; 1995-96
0%
20%
40%
60%
80%
100%
Per
cent
age
of S
tude
nts
1 2
Office Discipline Referral PatternsMeans across N = 76 Illinois Elementary Schools
6+
'2-5'
'0-1'
14%
08%
78% 85%
10%05%
Without PBIS N=38 With PBIS N=31
Office Discipline Referrals per Day per 100 Students 02-03 (Illinois)
00.20.40.60.8
11.21.41.61.8
2
1 2
t = 2.54 (20); p < .02 t = 1.67 (67); p < .009
OD
R p
er D
ay p
er 1
00
Stu
dent
s
Middle 15 (no) 7 (yes) Elementary 38 (no) 31 (yes)
Partial FullPartial Full
Is Implementation of School-wide PBS related to improved academic achievement?
If there are changes in school-wide behavior support practices, are there improvements in state achievement test scores?
Statewide Assessment ScoresPatterson School
Reading3rd 5th
0
20
40
60
80
100
% o
f st u
d ent
s m
e etin
g b e
n chm
a rk
1998
1999
2000
2001
Pre Post Pre Post
Mental Health Outcomes
Does School-wide PBS fit within a comprehensive mental health model of prevention and intervention?
Changes in “risk factors” Improvement in anti-social behavior,
crime, alcohol and drug use. Changes in “protective factors”
Risk and Protective Factor Comparison
SSS Risk and Protective Factor Scores (Illinois Schools 02-03)
0
20
40
60
80
100
Risk Factor Protective Factor
Me
an
SS
S F
ac
tor
Sc
ore
s
No PBIS N=21
With PBIS N=18
t = -2.17 (37) p < .036 t = 2.31 (37) p < .026
Correlation of Risk Variables with EBS Survey Score
N = 13 Middle SchoolsSprague, Walker, Sowards, Van Bloem, Eberhardt & Marshall, 2001
-0.6
-0.4
-0.2
0
0.2
Risk Variables
Pea
rson
R
Series1 0.017896 -0.119001 0.115955 -0.291545 -0.513794 -0.376016
Free & R Acd Fail Mobiltiy A&D Crm ASB Total
A&D = Alcohol and Drug; ABS = Anti-social Behavior Scale
Impact of Office Discipline Referral Reduction
Elementary Schools 76 schools with ODR information 29,851 students
If all w/o full PBIS (@.73), 39,469 referrals If all w/ PBIS (@.399),21,466 referrals
________
Savings 18,003 referrals
PBIS data State of Illinois
Elementary School Administrative & Instructional Savings (76 schools)?
If an ODR consumes an average of 15 min of administrative time, 18,003 referrals = 270,045 min saved 4,500 hours saved 562 8 hr days saved
If an ODR consumes an average of 45 minutes of student time, 18,003 referrals = 810,135 min saved 13,502 hrs saved 2,250 6-hr days savedPBIS data State of Illinois
Summary of Research Results Investing in SW-PBS results in:
Change in school discipline systems Team Checklist, SET, EBS Survey (experimental)
Reduction in problem behavior SWIS ODR data, suspensions, expulsions (almost
experimental) Improved academic performance
Standardized scores (descriptive) Savings in staff and student time (descriptive) Improved effectiveness of individual
interventions Illinois wraparound analysis. (descriptive)
Improved perception of school safety, mental health
Risk factors and protective factors (descriptive)
Areas for future collaboration
Systems to sustain effective practices Implementing systems with practices
Implementation at policy-relevant scale Implementation of innovation at scale involves
different approaches than initial demonstrations Efficiency
Cost analysis Time
Use of information (data) for on-going decision-making
Swis.org
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