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CREATING SAFE AND EFFECTIVE SCHOOLS
----------------------------------------
USING PBIS TO LINK EFFECTIVE PRACTICES
WITH SUSTAINABLE SYSTEMS
ROB HORNER
UNIVERSITY OF OREGON
GOALS
Provide update on current status of PBIS in US and Idaho
Link PBIS Practices with the “Systems” that support sustained use
Emphasize the critical role of cultural adaptation in PBIS implementation
THE PURPOSE OF PBIS
The fundamental purpose of PBIS is to
make schools more effective, efficient
and equitable learning environments
for all students.
Predictable
Consistent
Positive
Safe
EXPERIMENTAL RESEARCH ON SWPBISBradshaw, 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., Waasdorp, T., Leaf. P., (2012 )Effects of School-wide positive behavioral interventions and supports on child behavior
problems and adjustment. Pediatrics, 130(5) 1136-1145.
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
Bradshaw, C. P., Pas, E. T., Goldweber, A., Rosenberg, M., & Leaf, P. (2012). Integrating schoolwide Positive Behavioral Interventions and
Supports with tier 2 coaching to student support teams: The PBISplus Model. Advances in School Mental Health Promotion, 5(3),
177-193. doi:10.1080/1754730x.2012.707429
Freeman, J., Simonsen, B., McCoach D.B., Sugai, G., Lombardi, A., & Horner, ( submitted) Implementation Effects of School-wide
Positive Behavior Interventions and Supports on Academic, Attendance, and Behavior Outcomes in High Schools.
Flannery, B., Fenning, P., Kato, M., & McIntosh, K. (2014). Effect of school-wide positive behavioral interventions and supports and fidelity
of implementation on problem behavior in high schools. School Psychology Quarterly, 29, 111-124.
Research Support for PBIS
SCHOOLS USING PBIS AUG, 2016
0
2500
5000
7500
10000
12500
15000
17500
20000
22500
25000
00 01 02 03 04 05 06 07 08 09 10' 11' 12' 13' 14' 15' 16' 17' 18'
23,363 schools11,762,000 Students
3138
High
Schools
SCHOOLS IMPLEMENTING PBIS BY STATE
2015-16
21 states with over
500 schools
Implementing PBIS
0
500
1000
1500
2000
2500
Idaho / 100 schools
PROPORTION OF SCHOOLS IMPLEMENTING
PBIS BY STATE 2015-16
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1
Ala
bam
a
Ala
ska
Ari
zon
a
Ark
ansa
s
Cal
ifo
rnia
Co
lora
do
*
Co
nn
ect
icu
t
Del
awar
e
Flo
rid
a*
Gu
am
Ge
org
ia
Haw
aii
Idah
o
Illin
ois
Ind
ian
a
Iow
a*
Kan
sas*
Ken
tuck
y
Lou
isia
na*
Mai
ne
Mar
ylan
d*
Mas
sach
use
tts
Mic
hig
an
Min
ne
sota
Mis
siss
ipp
i
Mis
sou
ri*
Mo
nta
na*
Ne
bra
ska
Ne
vad
a
Ne
w H
amp
shir
e
Ne
w J
ers
ey*
Ne
w M
exi
co
Ne
w Y
ork
No
rth
Car
olin
a*
No
rth
Dak
ota
*
Oh
io
Okl
aho
ma
Ore
gon
*
Pen
nsy
lvan
ia
Rh
od
e Is
lan
d
Sou
th C
aro
lina*
Sou
th D
ako
ta
Ten
nes
see
Texa
s
Uta
h*
Ver
mo
nt
Vir
gin
ia
Was
hin
gto
n S
tate
Was
hin
gto
n D
C
Wes
t V
irgi
nia
Wis
con
sin
Wyo
min
g
13 States with over
40% Implementing
PBIS
Idaho
Available from OSEP TA-
Center www.pbis.org
www.pbisapps.org
No Cost
Assessors Training
PowerPoint
and
Assessors Training Video
at www.pbisapps.org
Content Validity (Tier 1 .95; Tier II .93; Tier III .91)
Usability (12 of 14 > 80%) (15 min per Tier)
Inter-rater Agreement (.95; .96; .89)
Test-retest reliability (.98; .99; .99)
Factor Analysis
A 5-point Approach
to Enhance Equity in
School Discipline
http://www.pbis.org/school/equity-pbis
5-POINT APPROACH TO ENHANCE EQUITY IN
SCHOOL DISCIPLINE
1. Use effective instruction to reduce the achievement gap
2. Implement PBIS to build a foundation of prevention
3. Collect, use, and report disaggregated student discipline data
4. Develop policies with accountability for disciplinary equity
5. Teach neutralizing routines for vulnerable decision points
http://www.pbis.org/school/equity-pbis
IDAHO DATA SUMMARY
Implementation of PBIS in Idaho is emerging
PBIS (Tier I) is being implemented with fidelity
Office Discipline Referrals are lower than national medians
Elementary, Middle Schools
Focus on teaching students conflict resolution on playground, and practice how to interact effectively with adults in the classroom.
Disproportionality in elementary schools is sufficient for students from Native American families that adjustment is needed
MAKING PBIS PERSONAL
Consider Luis
4th Grader
English Language Learner
Emerging reader
History of peer aggression
Low income home environment
(one parent)
THE PATH PBIS SUPPORTS
ONE STORY – ONE YEAR
Social and
Academic
Success
Social and
academic
struggles/
failure
Aggression
Low Reading
Fluency Peer
Contagion
Family
Support
Before you leave the conference… share your [email protected]
SUSTAINING SUCCESS
Sustainability
Durable implementation of a practice at a level of fidelity that
continues to produce valued outcomes
(McIntosh et al., 2009)
=
Reduction in problem behavior
Increase in social/emotional competence
Increase in academic outcomes
SUSTAINABILITY:
EFFECTIVE PRACTICES + EFFECTIVE SYSTEMS
Effective Practices
Lead Teams
Behavioral Expectations
Acknowledgement
Consequences
Data / Decision System
Effective Systems
Team process
Hiring
Orientation
Coaching
Evaluation
District Data System
SYSTEMS
Culturally Knowledgeable
Staff Behavior
Culturally
Relevant
Support for
Student
Behavior
OUTCOMES
Culturally Equitable Academic &
Social Competence
Culturally Valid
Decision
Making
SYSTEMS
TIER I PBIS CORE FEATURESConsequences
for Problem
Behavior
School-wide
Expectations
System to
Acknowledge
Behavior
Leadership
Team
Classroom
Systems
Data and
Decision
System
Bully
Prevention
Family
Engagement
Tier I
PBIS
TIER I PBIS SYSTEMS FEATURES
Professional
Development
Recruitment
and Hiring
Orientation
Teaming
Coaching
Evaluation
District Data
Use
Shared
Commitment
Tier I
PBIS
Preference given to applicants with demonstrated experience and expertise in implementation of multi-tiered systems of academic and behavior support.
IMPLEMENT WITH TOOLS TO SUPPORT
CONTINUOUS REGENERATION AND
CONTINUOUS IMPROVEMENT
Dynamic systems
Role of building administrator
Role of Leadership Team
Use of Data
Fidelity (are we doing it?)
Impact (is it benefiting students?)
Are we using the information?
•New Administrator
•School Team
•Departing Administrator
•District Board
WHAT IS THE STRONGEST
PREDICTOR OF PBIS SUSTAINABILITY?MCINTOSH, K., MERCER, S. H., HUME, A. E., FRANK, J. L., TURRI, M. G., & MATHEWS, S. (2013). FACTORS RELATED TO SUSTAINED IMPLEMENTATION OF SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT. EXCEPTIONAL CHILDREN, 79, 293-311.
Aca
dem
ic
Org
aniz
atio
nal
RESULTS: PREDICTIVE MODEL
Model fit indices acceptable (except χ2)
χ2 (731) = 881.55, p < .001, CFI = .96, TLI = .96, RMSEA = .03
R 2 = .45
Factors
Priority (B = .14, SE = .39, p > .05)
Team Use of Data (B = .61, SE = .24, p < .05)
District Priority (B = -1.14, SE = .66, p > .05)
Capacity Building (B = .98, SE = .43, p < .05)
State
District
SCHOOL/DISTRICT/STATE:
PREDICTORS OF SUSTAINABILITY
Effective and
Efficient
Teaming
Data
Collection
and Use
Classroom
PBIS Systems
District
Training
Systems
District
Coaching
Systems
Communities
of Practice
Demonstration
or Model Sites
for Visits
Centralized
Training
Systems
Standardized
Training
Curriculum
Blueprint Self-
assessment
Sharing Data
with
Whole StaffSchool
State
Leadership
Teams
Hume & McIntosh (2013), McIntosh et al. (2013), McIntosh et al. (2015), Childs et
al. (2016), Mathews et al. (2014), McIntosh et al. (2016a), McIntosh et al. (2016b)
FOR YOUR PLANNING AND DISCUSSION
Social Competence of Students is a Key Goal for our school
Start with District commitment to Equity
Implement the Practices of PBIS (Tier I, Tier II, Tier III)
Combine PBIS practices with Systems of Academic and Behavior Support
Hiring
Orientation
Professional Development
Training
Coaching
Evaluation
Measure and use data about both Fidelity of PBIS and Impact on Students
ADAPTIVE SYSTEMS
Effective Systems Adapt to the Local Culture
Focus on core features
Systems should facilitate adoption and sustained use
of the core features that benefit students.
IMPLEMENTATION FIDELITY
DISSERTATION DEFENSE 44
Figure 2. Percentage of BSP Components implemented during 20 minute observations
-100
102030405060708090
100CF assessment1
CF Assessment
2
-100
102030405060708090
100
-100
102030405060708090
100
-100
102030405060708090
100
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 3520 min observations
Baseline CF Intervention
Per
cen
tag
e o
f B
SP
Co
mp
on
ents
Im
ple
men
ted
Teacher 1
Teacher 2
Teacher 3
Teacher 4
Use of
Contextual Fit
Protocol Led to
Improved
Implementation
of Support Plan
by teaching staff
PROBLEM BEHAVIOR
DISSERTATION DEFENSE
45
-10
0
10
20
30
40
50
60
70
80
90Baseline CF
Intervention
-100
102030405060708090
100
-100
102030405060708090
100
-100
102030405060708090
100
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35
20 min observations
Per
cen
tage
of
10 s
ec i
nte
rvals
wit
h P
rob
lem
Beh
avio
rs
Student 1
Student 2
Student 3
Student 4
Improve Use of
the Support Plan
Led to Improved
Student Behavior
SUMMARY
PBIS is emerging in Idaho
Expanding PBIS implementation will require commitment and
capacity building at the district level.
Focus as much on building the district “systems” as on
establishing the specific core features
Implement PBIS at all three tiers with the systems that can
adapt to fit the local culture