Expanding the Science, Values and Vision of Positive Behavior Support

Rob HornerUniversity of Oregon

www.pbis.org

Goals

•Provide a framework for gathering ideas, examples and direction from the conference

•Emphasize the Science, Values and Vision of PBS exemplified in every session you attend.

•$100 Billion are about to be invested in American Education

50 Billion to Gov 50 Billion to LEAs

Academics

Culture and

DiversityFamilies

Early Interventio

n

Community

Classroom Practices

Autism Spectrum Disorder

Mental Health

Ethics and Policy

Individual Supports

Training/ Professiona

l Developme

nt

School-wide

APBS Content Strands

PBS

Science Values

Vision

Practices that work

Practices that affect quality of life

Practices that are doable, durable and available

Vision

•Create a society with the opportunities and supports that allow all members access to a high quality of life.

Vision•The Association for Positive Behavior

Support (APBS) is an international organization dedicated to promoting research-based strategies that combine applied behavior analysis and biomedical science with person-centered values and systems change to increase quality of life and decrease problem behaviors. The Association is made up of professionals, family members, trainers, consumers, researchers, and administrators who are involved and interested in positive behavior support.

Vision

•Problem behavior continues to be the primary reason why individuals in our society are excluded from school, home, recreation, community, and work.

Problem BehaviorsInsubordination, noncompliance, defiance, late to class, nonattendance, truancy, fighting, aggression, inappropriate language, social withdrawal, excessive crying, stealing, vandalism, property destruction, tobacco, drugs, alcohol, unresponsive, not following directions, inappropriate use of school materials, weapons, harassment 1, harassment 2, harassment 3, unprepared to learn, parking lot violation, irresponsible, trespassing, disrespectful, disrupting teaching, uncooperative, violent behavior, disruptive, verbal abuse, physical abuse, dress code, other, etc., etc., etc.

• Vary in intensity

• Exist in every school, home and community context

• Place individuals at risk physically, emotionally, academically and socially

Vision

•Problem behavior is a threat to personal quality of life.

Values

•Our success lies in our unwavering commitment to the best interest of individuals and their families.

•What we do in the name of PBS is not about a model, a brand or a manual. It is about the thoughtful construction of effective places to live, learn, work and play.

Values

•Support the choices of individuals within the context of their families.

•Honor the guidance and support provided FROM families

Vision•Schools, homes, work places and

communities will achieve success only in the context of a predictable, consistent, positive and safe social culture.

Science

•Science guided by our values and vision

•Programs and practices guided by our science

Early

Intervention

Literacy

Math

Wraparound

Positive Behavior Support

Family Support

Response to Intervention

© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008

Alignment for Systems change

Literacy

Wraparound

Math

Family Support

Behavior Support

AL

IGN

ME

NT

Early Intervention

Resp

on

se t

o

Inte

rven

tion

/Pre

ven

tion

FORM SUPPORTS FUNCTION

Primary Prevention

Universal Screening

Multi-tiered Support

Early intervention

Progress Monitoring

Systems to support

practices

A Vision for Systems Change:The Promise of “Implementation Technology”

Dr. Dean Fixsen

Dr. Karen Blase

© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008Sobering Observation

"All organizations [and systems] are designed, intentionally or unwittingly, to achieve precisely the results they get."R. Spencer Darling

Business Expert

Rise in Incidence of Autism

Reduction in Incidence of Mental Retardation and

Learning Disabilities

Rise in funding for education without rise in

academic outcomes

Systems Change

•Effective practices produce effective outcomes only within effective systems

•We have invested in defining effective practices but not in defining the systems needed for these practices to produce effective outcomes.

© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008

Implementation Technology:What it takes to change

A group that knows the innovation very well (formal and practice knowledge)

A group that knows how to implement that innovation with fidelity and good effect

A group that accumulates data & experiential knowledge -- more effective and efficient over time

Coaching

•After initial training, a majority of participants (211 of 213) demonstrated knowledge of practices, but poor implementation.

•Decision-makers should pair training prior to implementation with on-going rehearsal and performance feedback (coaching)

▫David Test, et al 2008

© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008

Training Outcomes Related to Training Components

Training Outcomes

Training Components

Knowledge of Content

Skill Implementation

ClassroomApplication

Presentation/ Lecture

PlusDemonstration

Plus Practice

Plus Coaching/ Admin SupportData Feedback

10% 5% 0%

30% 20% 0%

60% 60% 5%

95% 95% 95%

Joyce & Showers, 2002

Lessons learned from School-wide PBS about combining vision, values and science

• Build a continuum of supports that begins with the whole school and extends to intensive support for individual students and their families.

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%

SCHOOL-WIDE POSITIVE BEHAVIOR

SUPPORT

27

23Tertiary Prevention:

Specialized Individualized

Systems for Students with High-Risk Behavior

Secondary Prevention:Specialized Group

Systems for Students with At-Risk BehaviorPrimary Prevention:

School-/Classroom-Wide Systems for

All Students,Staff, & Settings

~80% of Students

~15%

~5%

School-Wide Positive Behavior

Support

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity•Of longer duration

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

80-90% 80-90%Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Multi-tier Model

Dona Meinders, Silvia DeRuvo; WestEd, California Comprehensive Center

Responsiveness to Intervention

Academic+ Social Behavior

All

Some

FewRTI

Continuum of Support for

ALL

George Sugai

Dr. Laura Riffel

Positive Behavior Support

Dr. Terry Scott: Adapted from George Sugai, 1996

© Terrance M. Scott, 2001

Universal

School-Wide Data Collection and Analyses

School-Wide Prevention Systems (rules, routines, arrangements)

Targeted

Intensive

AnalyzeStudent Data

Interviews, Questionnaires, etc.

Observations and ABC Analysis

Multi-Disciplinary Assessment & Analysis

Simple Student Interventions

Group Interventions

Complex Individualized Interventions

Team-Based Wraparound Interventions

Inte

rven

tionAssessm

ent

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

PBS is about more than behavior•Through PBS we are creating school

cultures that allow a larger range of students to succeed.

▫We became the world’s leading nation largely because of our emphasis on mass education at a time when other countries educated only elites……. We have lost that advantage. -Claudia Goldin, Lawrence F. Katz,

2008

Science

•To establish an effective social culture we:▫Define, teach, and reward behavioral

expectations▫Provide consistent, predictable consequences

for problem behavior▫Use data to guide implementation and assess

impact over time.

Science

•Establishing additional supports for students with more intense needs

A Foundation

•Braiding proven practices with practical systems:

Policies, Team meetings, Data Systems

Discipline Policy: Los Angles Unified School District

• School-Wide Positive Behavior Support• NUMBER: BUL-3638.0• ISSUER: Donnalyn Jaque-Antón, Executive Officer, Educational Services• DATE: March 27, 2007

• POLICY:

•Every student, pre-school through adult, has the right to be educated in a safe, respectful and welcoming environment. Every educator has the right to teach in an atmosphere free from disruption and obstacles that impede learning. This will be achieved through the adoption and implementation of a consistent school-wide positive behavior support and discipline plan for every school in LAUSD.

Jeff SpragueNancy Franklin

Laura Zeff

Classroom

SWPBSPractices

Non-classroom Family

Student

School-w

ide

• Smallest change• Evidence-based• Biggest, durable effect

National Adoption of School-wide PBS•Over 9000 schools involved in SWPBS

▫Pre-school 117▫Elementary 5669▫Middle Schools 1943▫High Schools 931▫K to (8-12) 124▫Alternative/JJ 344

States Implementing SWPBS9000+ schools in 44 states

States

Nu

mb

er

of

Sch

ools

Florida

Illinois

Scott Spaulding, Claudia Vincent, et alPbis.org / evaluation/ evaluation briefs

N = 1679 443 163 24

Elementary Middle High K (8-12)

10%25%

26%

N = 1679 443 163 246

Elementary Middle High K (8-12)

74%

83% 83%

Linking School-wide PBS to improvement in social behavior AND academic outcomes.

Participating Schools

2004 Schools (21)

2005 Schools (31)

2006 Schools (50)

2000 Model Demonstration Schools (5)

2007 Schools (165)

0

50

100

150

200

250

300

2003-2004 2004-2005 2005-2006 2006-2007

Existing Schools New Schools

Steve GoodmanMargie McGlincheyKathy Shallmo

Major Discipline Referrals per 100 Students per Year (Schools implementing > 80% on Team Implementation Checklist)

DIBELS Instructional Recommendations and Major Discipline Referral per Cohort per Year

DIBELS Benchmark

Major Discipline Referrals

North CarolinaPositive Behavior Support Initiative

Dr. Bob Algozzine

Schools with Low ODRs and High

Academic Outcomes

Office Discipline Referrals per 100 Students

Pro

port

ion

of

Stu

den

ts M

eeti

ng

Sta

te A

cad

em

ic

Sta

nd

ard

Positive Behavior Support and Applied Behavior Analysis

•Context matters

•Design behavior support with knowledge of the consequences maintaining problem behavior.

Dunlap, Carr et al., In press

Positive Behavior Support and Applied Behavior

Analysis: A Familial Alliance

Academic, Behavioral, and Functional Predictors of Chronic Problem Behavior in Elementary Grades

Kent McIntosh University of British Columbia

40

Two Paths to Problem Behavior

Chronic ProblemBehavior

Enter School:Social Skills

Academic Skills

Response to Initial

Social andAcademic

Intervention

Attention-maintained problem behavior

Escape-maintained problem behavior

5th Grade ORF Trajectories by Function (n = 47)Peer Attention vs. Escape Task

80

90

100

110

120

130

140

150

Fall 03-04 Winter 03-04 Spring 03-04

Mean

Co

rrect

Wo

rds p

er

Min

ute

or 1 ODRs 0

Non-target

Students

5th Grade ORF Trajectories by Function (n = 47)Peer Attention vs Escape Task

80

90

100

110

120

130

140

150

160

Fall 03-04 Winter 03-04 Spring 03-04

Mean

Co

rrect

Wo

rds p

er

Min

ute

.Peer Attn

or 1 ODRs 0

ORF Trajectories by Function (n = 47)

80

90

100

110

120

130

140

150

160

Fall 03-04 Winter 03-04 Spring 03-04

Mean

Co

rrect

Wo

rds p

er

Min

ute

.Peer Attn

Esc. Task

or 1 ODRs 0

Behavior Support focused on Social Contingencies

Behavior Support focused on Academic and Social Contingencies

Bullying:Another application of values, vision and science

Main Ideas

•“Bullying” is aggression, harassment, threats or intimidation.

Main Ideas

•Bullying behavior typically becomes more likely because the “victims” or “bystanders” provide rewards for bullying behaviors.

▫Social attention▫Social recognition▫Social status

Main Ideas

• To decrease bullying behaviors an essential goal must be to decrease the reward that other students (bystanders and victims) provide.

• All “bully proofing” skills are more effective if the school has first established a set of school-wide behavioral expectations.

Predictable, consistent, positive and safe social culture (expectations defined, taught, acknowledged)

Everyone can identify “respectful” and non-respectful behavior.

“Stop”

Walk

Talk

Change in the rewards for bullying.

Change in likelihood of bullying

60

0

2

4

6

8

10

0

2

4

6

8

10

Baseline Acquisition Full BP-PBS Implementation

0

2

4

6

8

10

0

2

4

6

8

10

0

2

4

6

8

10

Nu

mb

er

of

Inci

den

ts o

f B

ull

yin

g

Beh

avi

or

School Days0

2

4

6

8

10

School 1

Rob

Bruce

Cindy

Scott

Anne

Ken

School 2

School 3

3.14 1.88 .8872%

BP-PBS, Scott Ross

61Conditional Probabilities of Victim Responses to Problem

Behavior

0%

10%

20%

30%

40%

50%

"Sto

p"

"Wa

lk"

Po

sitiv

e R

esp

on

se(l

au

gh

ing

/ch

ee

rin

g)

Ne

ga

tive

Re

spo

nse

(cry

ing

/fig

htin

gb

ack

)

No

Re

spo

nse

Pro

bab

ilit

y o

f R

esp

on

seBaseline

BP-PBS

28% increase 19% decrease

BP-PBS, Scott Ross

62Conditional Probabilities of Bystander Responses to

Problem Behavior

0%

10%

20%

30%

40%

50%

"Sto

p"

"Wa

lk"

Po

sitiv

e R

esp

on

se(l

au

gh

ing

/ch

ee

rin

g)

Ne

ga

tive

Re

spo

nse

(cry

ing

/fig

htin

gb

ack

)

No

Re

spo

nse

Pro

bab

ilit

y o

f R

esp

on

seBaseline

BP-PBS

21% increase

22% decrease

Implications

•Use vision and values to guide what we address, how we intervene, and how we determine if we are successful

•Use science to define effective interventions

•Use implementation technology to change organizational systems so they use effective interventions.

Build the Vision,Apply the Values,Master the Science• If you are new to PBS

Learn the core features, practices, outcomes

• If you are already engaged in PBS How to extend what you know to more families,

communities, schools, work places. How to advance the more intense level of PBS How to establish sustained impact

• If you are in a decision-making role How to implement PBS for systems change How to scale-up practices that are effective and

practical

PBS

Science Values

Vision

Practices that work

Practices that affect quality of life

Practices that are practical, durable and available