Positive Behavior support

POSITIVE BEHAVIOR SUPPORT

Jessica HeighwayEDUC – K 543

Indiana University Northwest | 2014

“If a child doesn’t know how to read…we teach.”“If a child doesn’t know how to swim…we teach.”

“If a child doesn’t know how to multiply…we teach.”“If a child doesn’t know how to drive…we teach.”

“If a child doesn’t know how to behave…we……teach?......punish?”

Why can’t we finish the last sentence as automatically as we do the others

-Tom Herner (NASDE President) Counterpoint

HERE IS WHAT WE KNOW• Behavior problems and the lack of discipline is one of the biggest concerns facing public

schools today. • There is more time being spent on reactive behavioral management than academic

instruction.• These reactive disciplinary actions result in these students missing academic

instruction.• Behavior problems increase the “burn out” rate in teachers.

• 50% of new teachers left within 5 years of teaching. • 44% of teachers and 39% of highly qualified teachers left the profession

due to student behavior. (Cregor-2008)

Teacher Student Administrator

Referrals 5 minutes 20 minutes 10 minutes

In-School Suspension

5 minutes 6 hours 20 minutes

Out of School Suspension

5 minutes 6 hours 45 minutes

(Barrett and Swindell-2002)

Time Lost To Discipline

(Wisconsin PBIS Network-2014).

What Is Positive Behavior Intervention Supports? (PBIS)

Proactive approach to deal with behavior problems in schools. The emphasis is placed on the prevention of problem behavior. Teaches the development of pro-social skills. Uses data-based problem solving to address behavior concerns. Educates all students by using school-wide, classroom, and

individualized interventions.

(Dunlap, Goodman, McEvoy,Paris- 2010)

Improve classroom and

student climate

Teach positive behaviors and expectations

Maximize academic

instruction and achievement

Reduce dropout rates and

delinquency in later years

Reduce office referrals,

suspensions, and expulsions

Reduce problem behaviors GOALS

OF PBIS


Where Is PBIS Being Implemented?

Over 18,000 schools in 49 states are implementing PBIS

Preschools Elementary Schools Middle Schools High Schools

PBIS is implemented in various communities.

Students with severe emotional impairments, developmental disabilities, and juvenile facilities also participate in PBIS.

(OSEP Center on Positive Behavioral Interventions and Supports-2014)

History And Development Of PBIS

• A need was identified for improved behavior interventions

• Researchers at the University of Oregon began research studies.

1980s

1990s

• The National Technical Assistance Center on PBIS has been successfully running for 14 years.

• Has been implemented in over 18,000 schools.

2000s

(OSEP Center on Positive Behavioral Interventions and Supports-2014)

• In 1997 the reauthorization of IDEA, a grant was legislated to create a PBIS national center.

Why Is PBIS So Important? PBIS is a skill building approach that

will strengthen social skills for all students.

Educators report there is more time for instruction because of the positive environment and decreased behaviors.

Fewer students rise to the second and third tiers when universal practices are implemented

Students become effective models for each other.

School environment consists of a culture of respect, structure, and safety.

PBIS requires a team approach that includes students, school staff, parents, and the community. (Dunlap, Goodman, McEvoy,Paris-

2010)

Levels of Support


TIER 1 INTERVENTIONSInvolves all students

Implementing Tier 11. Establish a commitment and get started

Support from district and administration Research information from other schools. Consult with PBIS experts Provide school-wide training for all staff and students Self- assessment surveys

TIER 180-90% of students


Implementing Tier 1 Continued…2. Create a PBIS Team

Grade level representatives Special education staff Specials teachers Administrators Parent representatives Staff with expertise in PBIS,

classroom management, and data analysis

3. Establish data collection system Office referral form Referral data is summarized and

shared with the staff on a regular basis.

Recognize the progress Interpret the data Suggest what the next steps

should be based on the data


Implementing Tier 1 Continued…4. Establish and teach positive behavior expectations.

Identify 3-5 core behavioral values Universal Expectations Matrix Develop visuals Plan to teach appropriate behaviors as you would teach academics

5. Design systems for positive acknowledgement and reinforcement Rewards systems and celebrations Positive teacher attention


Implementing Tier 1 Continued…5. Designing predictable consequence systems for behavior infractions

T-chart6. Data-based decision making

Behavioral data updated and reviewed (specific behavior chart and when it happens)

Determine Tier 2 interventions for small group of students. Set goals for improvement.


Universal Expectations Matrix(O

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T-Chart Example(O

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Tier 1 Classroom Examples

Tier 1 School-Wide Examples

Scenario for Tier 1: School-WideThe students at Sunnybrook Elementary are having difficulty at school. They are running and screaming in the hallways, throwing food in the cafeteria, and leaving the water on in

the bathroom sinks. There has also been many instances of fighting on the

playground. What Tier 1 interventions can Sunnybrook put in place to decrease these

issues?

Scenario for Tier 1: ClassroomMrs. Applebottom is becoming very

frustrated with her 7th grade class. The students interrupt her while she is trying

teach a lesson. They walk around the room, talk to one another, and are constantly

leaving the room to use the bathroom. What are some Tier 1 interventions she can put in

place for her classroom?

TIER 2 INTERVENTIONSInvolves some students

What Are Tier 2 Interventions? Provides additional support to a smaller percentage of students who do not

sufficiently respond to the Tier 1 strategies. Involves analyzing referral data that identifies:

Locations and time of day behaviors are happening Classrooms or teachers that may need additional classroom management Small groups of students who are demonstrating similar behavior problems Students who could benefit from daily monitoring Students who need more academic and organizational support Students who could benefit from different alternatives rather than suspension

Students may be at risk for developing chronic problem behaviorTIER 25-10% of students(Dunlap, Goodman, McEvoy,Paris- 2010)

Implementing Tier 21. Create process for identifying Tier 2 students2. Create several interventions that address various needs of

students3. Allocate resources to implement the interventions4. Sort all students into the Tier 2 interventions5. Collect data on progress of students receiving interventions6. Evaluate success and modify the program


What Students Qualify for Tier 2 Interventions?

Students who accumulate 3-5 office referrals

Students may be nominated by staff or family members

Disorganized Needs reinforcement of classroom

rules Fails to complete homework

Students who display difficulty following social norms, routines, and expectations

Students with ADHD Students on the autism spectrum Students who lack social skills

How Are Interventions

Selected?

Should be based on a FBA Analyze data with team members Collaborate with team members


Example of Tier 2 Interventions Behavior Contracts Mentoring Peer Tutoring Organizational Tools Reward System Token boards Social Stories Teach Coping Skills/Relaxation Techniques Check In Check Out

Teach Social Skills Teach Conflict Resolution Skills Alternatives To Suspension Simple Home/School Behavior Plans Daily Behavior Forms Self-Monitoring(PBIS World-2014)

How Do We Know Tier 2 Is Effective?

A student who meets Tier 2 interventions can work their

way back to Tier 1

A student who is succeeding

with Tier 2 interventions

can stay at this level

A student who is not meeting

their Tier 2 intervention

goals

Scenario for Tier 2 Interventions: Elementary

Heidi is a first grader at Tall Oaks Elementary School. She is diagnosed with Asperger Syndrome. Heidi often comes to school disorganized and unprepared. She is

above grade level for her age and often gets bored within the classroom. Heidi will often scream and throw tantrums and will also leave the classroom

unannounced. Heidi has also been having difficulty on the playground. She has on occasion kicked and pushed other students and even her classroom

teacher. What are some Tier 2 interventions we can put in place for Heidi?

Scenario for Tier 2 Interventions: Secondary

Cayden is a junior at Hamilton High School. His attendance at school is inconsistent and his grades in his classes are all below average. Cayden has difficulty completing assignments and he usually sleeps during class. His teachers are becoming more frustrated with him because he comes to school tired and has no motivation. Cayden appears to not have very many friends at school and usually keeps to himself. What are some Tier 2 interventions we can put in place for Cayden?

TIER 3 INTERVENTIONSInvolves few students

TIER 3

1-5% of students

What Are Tier 3 Interventions? Focuses on the individual needs of the student who exhibit ongoing patterns of

problem behavior. These students also need the foundation and structure from Tier 1 and 2

supports. Developed by comprehensive and collaborative assessments Interventions are then developed based on this information Diminish the problem behavior Increase the student’s adaptive skills and life opportunities. These students demonstrate:

Chronic and frequent behavior problems Dangerous behavior Highly disruptive Behavior is impeding their learning Excluding themselves from education or other social situations(Dunlap, Goodman, McEvoy,Paris- 2010)

Implementing Tier 3 Interventions1. Create a process for identifying students in needs of Tier 3

supports.2. Create a team to develop an individualized behavior

intervention plan.a) Conduct a functional behavior assessmentb) Link functional assessment results to the development of a

behavior intervention plan3. Allocate resources to implement the behavior plan.4. Collect data on student interventions.5. Evaluate success and modify the program.


Functional Behavior Assessment (FBA) Identifies the variables that trigger (antecedents) and maintain (reinforce) the

problem behavior. Studies how the student interacts with their environment.

When? Where? Why?

Assesses the student’s strengths and interests. Assesses how skill deficits may contribute to the problem behavior.

Academic skills Social skills

All information is gathered and hypothesis statements are developed. Behavior Intervention Plan is then developed.

(Dunlap, Goodman, McEvoy, Paris- 2010)

Steps for Implementing a FBA?1. Identify goals of intervention:

What is the student doing that is problematic? (Describe in measureable terms)

Describe to what extent the behavior is happening. What goals do you hope to achieve

2. Gather relevant information: Review existing records Interview teacher, student, parents Directly observe the behavior

3. Develop summary statements When, Where, and with Whom does the behavior

most and least occur What are other conditions that appear to be related

to the behavior? What happens after the behavior?

4. Develop a BIP and consider: Adjustments to the environment Teaching replacement skills Consequences to promote positive behavior Crisis response plan (if needed)

5. Implement and monitor outcomes Training and resources needed Responsibility for monitoring implementation Evaluate outcomes Regularly schedule follow up meetings


What is a Behavior Intervention Plan?

(BIP) Prevention of problem behaviors Instruction in replacement

behaviors. Systems of positive reinforcement. Planned consequences

This decreases the reinforcement of the problem behavior

Emergency interventions Home/School Collaboration

Who is Involved in the FBA and BIP?

The student’s teachers The student’s parents/guardians Student, if appropriate Support Staff Administrators People who know the student well Community mental health, outside

therapists, or medical personnel. Staff who have expertise in positive

behavioral interventions and supports.


Scenario for Tier 3 Interventions:Chad is a fifth grade student who constantly interrupts the teacher.

When the students are working independently and the teacher is going around the room working with individuals, Chad makes animal noises to get the teacher’s attention. Chad does not get work done

independently. His teacher has tried token boards and rewards systems, but it does appear to be working. Should Tier 3

interventions be put into place? Why?

Scenario for Tier 3 Interventions:Dylan is a 5 year old student in a self-contained

classroom. He has been diagnosed with autism but occasionally displays highly aggressive behaviors.

These behaviors include: kicking, hitting, spitting, and throwing classroom objects. His classroom teacher is frustrated because she cannot get him to work. What

steps can we take to help Dylan and his classroom teacher?

RESEARCH ARTICLE #1The Effect of School-Wide Positive Behavioral Supports on Children in Impoverished Rural Community Schools

(McCrary, Lechtenberger, Wang-2012)

The Effect of School-Wide Positive Behavioral Supports on Children in Impoverished Rural Community Schools

Purpose: The purpose of the this study was to evaluate the effectiveness of Positive Behavior Supports on children in impoverished community schools.

Participants: Four schools from three different districts participated in this study.

1 Elementary School 2 Middle Schools 1 High School 71%-78% of students came from low-income homes.



African American

9%

Hispanic57%

White34%

Elementary School

African AmericanHispanicWhite

African American

2%

Hispanic74%

White24%

Middle School #1




African American

9%

Hispanic56%

White35%

Middle School #2


African American

2%

Hispanic73%

White25%

High School




Design: The design of this case study is to analyze the students’ behavior before and after Positive Behavior Supports have been put into place.

Variables: Independent: The intervention being assessed was the implementation of Positive Behavior

Supports within the school. Dependent: A group of faculty and staff from the Education Service Center Region 17 and Texas

Tech University observed a full day at each school. During each visit observation data was collected in the following areas:

Hallways Cafeteria Areas Stairways Bathrooms

Data was collected on: Safety concerns Behavior problems of individual/groups of students Misuse of property Any other major concerns (McCrary,

Lechtenberger, Wang-2012)


Elementary: Problem: Students coming to class

unprepared, tardiness, in-school suspensions.

Solutions: Rubber tote trays for students to

store their books and supplies Teaching and posting hallway

expectations Campus leadership team Good behavior ticket system Class rewards and celebrations

Pre-PBIS Post-PBIS

497

59

331

11

IN-School SuspensionsOne Day ISS Multi Day ISS

RESULTS



Middle School #1: Problem: High number of

discipline referrals due to tardiness

Solutions: Student’s schedules posted

outside their lockers Teachers monitor the

hallways Teachers greet students and

encourage to walk and talk to class

Discipline Referrals

203

131

Positive Behavior Support Intervention Progress

Pre-PBIS Post-PBIS



Middle School #2: Problem: Disciplinary actions Solutions:

Principal’s 100 Club Positive Behavior Modeling Behavior Expectations posted in

common areas Student awards Weekly drawings for prizes

0

20

40

60

80

100

120

5

39

6 6

101

2

17

2 2

74

6 weeks after PBIS Im-plementation

Pre-PBIS Post-PBIS



High School: Problem: Increased academic

failure rates and discipline referrals

Solutions: Ticket reward system Prizes and rewards PASS Program-organized tutoring and

study hall program after school

Failure rates- 6 weeks Failure rates- 1 year0

20

40

60

80

100

120

140

160 160

17

74

5

Student Progress with PBIS

Pre-PBIS Post-PBIS



Reaction/Evaluation: Good and Interesting Article Well researched Appropriate use of design: analyzing pre-post effects Differentiated interventions among buildings according to

their needs According to the data, strategies appear to be effective Interested to see progress after 5 years instead of just 1

year


RESEARCH ARTICLE #2Comparing Individual Behavior Plans from Schools with and

without School-Wide Positive Behavior Support: A Preliminary Study(Akin-Little, Medley, Little-2008)

Comparing Individual Behavior Plans from Schools with and without School-Wide Positive Behavior Support: A

Preliminary Study Purpose: The purpose of this

study was to compare the effectiveness of student behavior plans from schools who are and who are not implementing Positive Behavior Supports.

Participants: Nine middle schools from a single

district in an urban community located in Southern California.

Each school served between 1,300 and 2,200 students

His-panic/Latino64%

African Ameri-

can20%

White14%

Asian2%

Ethnicity

Hispanic/LatinoAfrican AmericanWhiteAsian

NOTE: 89% of the students qualified for Free and Reduced Lunch

(Akin-Little, Medley, Little-2008)


Preliminary Study Design: The design that was introduced in this study was to analyze

students behavior before and then after interventions were implemented in these schools.

Variables: Independent: The specific intervention being assessed in this case study was how

Positive Behavior Supports impact the students’ individual behavior plans. Dependent: The BSP-QE scoring guide was used to evaluate the behavior plans. This

rubric measured six concepts: All behavior (including problem behavior serves a purpose for the student) Behavior related to the environment Environment must be changed to change the behavior; replacement behavior

taught New behavior reinforced to maintain over time Uniform method of how behavior will be addressed if it reoccurs Frequent communication and staff training(Akin-Little, Medley, Little-2008)


Preliminary Study

Results: Schools with Positive Behavior Supports had significantly

higher scores than the schools who did not have Positive Behavior Supports.

However, the Behavior Support Plans were found to be below average.

Weak Underdeveloped Good Superior02468

10121416

9

36

3

16

30 0

Effectiveness of Behavior Support Plans

SWPBS Non-SWPBS(Akin-Little, Medley, Little-2008)


Preliminary Study Reaction/Evaluation:

Good and Interesting Article Well researched Appropriate use of design: analyzing

pre-post effects Personal hypothesis: Positive

Behavior Supports will make an impact

Surprise ending: Behavior Plans underdeveloped

Positive Behavior Supports interventions can continue to develop

More research needed on appropriate behavior plans (Akin-Little, Medley, Little-2008)

ReferencesCregor, Matthew (2008, Fall). The Building Blocks of Positive Behavior. Teaching Tolerance,18-21.

Dunlap, K., Goodman, S., Dr., McEvoy, C., Paris, F. Dr. (2010). School-Wide Positive Behavioral Interventions and Supports: An Implementation Guide. Retrieved from http://www.michigan.gov/documents/mde/SchoolwidePBS_264634_7.pdf

McCrary, D., Lechtenberger, D., Wang, E. (2012). The Effect of Schoolwide Positive Behavioral Supports on Children in Impoverished Rural Community Schools. Preventing School Failure, 56(1),1-7.

OSEP Center on Positive Behavioral Interventions and Supports (2014) Retrieved from http://www.pbis.org

PBIS World. (2014) Retrieved from http://www.pbisworld.com

Wisconsin PBIS Network (2014). Retrieved from http://www.wisconsinpbisnetwork.org

http://www.pbis.org/

http://www.pbisworld.com/

http://www.pbisworld.com/

http://www.wisconsinpbisnetwork.org/

http://www.wisconsinpbisnetwork.org/

Documents

Positive Behavior support