Positive Behavioral Interventions and Supports (PBIS) Overview

Rebecca Mendiola, Ed.D.Director, Safe and Healthy Schools

Goals

• Define the purpose of PBIS

• Define the role and functions of school site leadership teams and district leadership teams

• Outline training sequence

• Determine Next Steps

Context Matters!

ExamplesIndividual Student

vs.School-wide

“Reiko”Assessments indicate that Reiko performs in average to above average range in most academic areas. However, her teacher has noticed Reiko’s frequent talking & asking & answering questions without raising her hand has become an annoying problem to other students & to teacher.

What would you do?

“Mitch”Mitch displays a number of stereotypic (e.g., light filtering with his fingers, head rolling) & self-injurious behaviors (e.g., face slapping, arm biting), & his communications are limited to a verbal vocabulary of about 25 words. When his usual routines are changed or items are not in their usual places, his rates of stereotypic & self-injurious behavior increase quickly.

What would you do?

Fortunately, we have a science that guides us to…

• Assess these situations• Develop behavior intervention

plans based on our assessment• Monitor student progress & make

enhancementsAll in ways that can be culturally & contextually appropriate

Crone & Horner, 2003

However, context matters….

What factors influence our ability to implement what we know with accuracy, consistency, & durability for students like Reiko and Mitch?

A school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of students have received at least one office discipline referral.

Reiko is in this

school!

During Advisory Class, the “sportsters” sit in the back of the room, & “goths” sit at the front. Most class activities result in out of seat, yelling arguments between the two groups.

Mitch is in this

classroom!

Questions!

• What would behavior support look like if Reiko and Mitch were in these classrooms & schools?

• Are these environments safe, caring, & effective?

Context Matters!

SWPBIS Logic!Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, salable, & logical for all students(Zins & Ponti, 1990)

Getting ToughGetting Tough

Teaching to Corner

Nov 1985 Kappan

School Discipline Challenge:Academic & behavior

success (failure) are linked!

Ineffective Responses to Problem Behavior

• Get Tough (practices)• Train-&-Hope (systems)

Immediate & seductive solution….”Get Tough!”

• Clamp down & increase monitoring

• Re-re-re-review rules• Extend continuum & consistency

of consequences• Establish “bottom line”...Predictable individual response

Reactive responses are predictable….

When we experience aversive situation, we want select interventions that produce immediate relief– Remove student– Remove ourselves – Modify physical environment– Assign responsibility for change to student

&/or others

When behavior doesn’t improve, we “Get Tougher!”

• Zero tolerance policies• Increased surveillance• Increased suspension &

expulsion• In-service training by expert• Alternative programming…..Predictable systems response!

Erroneous assumption that student…

• Is inherently “bad”• Will learn more appropriate

behavior through increased use of “aversives”

• Will be better tomorrow…….

But….false sense of safety/security!

• Fosters environments of control• Triggers & reinforces antisocial

behavior • Shifts accountability away from school• Devalues child-adult relationship• Weakens relationship between

academic & social behavior programming

Science of behavior has taught us that students….

• Are NOT born with “bad behaviors”• Do NOT learn when presented

contingent aversive consequences

……..Do learn better ways of behaving by being taught directly & receiving positive feedback

Train & Hope

REACT toProblemBehavior

REACT toProblemBehavior

Select &ADD Practice

Select &ADD Practice

Hire EXPERTto TrainPractice

Hire EXPERTto TrainPractice

WAIT forNewProblem

WAIT forNewProblem

Expect, But HOPE for Implementation

Expect, But HOPE for Implementation

What is PBIS?What is PBIS?

Why PBIS?

• The fundamental purpose of PBIS is to make schools more effective and equitable learning environments.

Predictable

Consistent

Positive

Safe

Main Messages

• PBIS is a foundation for the next generation of education.

Effective (academic, behavior)

Equitable (all students succeed) Efficient (time, cost)

Experimental Research on SWPBIS

Bradshaw, 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., (in press). Effects of School-wide positive behavioral interventions and supports on child behavior problems and adjustment. Pediatrics.

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, Pas, Goldweber, Rosenberg, & Leaf, 2012Freeman, 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.

SWPBIS Experimentally Related to:1.Reduction in problem behavior2.Increased academic performance3.Increased attendance4.Improved perception of safety5.Reduction in bullying behaviors

6.Improved organizational efficiency7.Reduction in staff turnover8.Increased perception of teacher efficacy9.Improved Social Emotional competence

What is School-wide Positive Behavior Intervention and Support (PBIS)?

• School-wide PBIS is:– A multi-tiered framework for establishing the social

culture and behavioral supports needed for a school to achieve behavioral and academic outcomes for all students.

• Evidence-based features of SWPBIS– 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

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

IntegratedElements

Effective Social & AcademicSchool Culture

Common Vision/Values

Common Language

Common Experience

Membership

Ask Students

• Do you know the expectations?

• What does it look like here?

• Has anyone acknowledged you for doing things right in the past two weeks?

School-wide Positive Behavioral Interventions and Supports (SWPBIS)

• The social culture of a school matters.

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

• Effective practices with the systems needed for high fidelity and sustainability

• Multiple tiers of intensity

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

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Main Ideas:1.Invest in prevention first2.Multiple tiers of support intensity3.Early/rapid access to support

Using PBIS to AchieveQuality, Equity and Efficiency

• QUALITY: Using what works; Linking Academic and Behavior Supports– North Carolina (valued outcomes)– Michigan (behavior and literacy supports)– Commitment to Fidelity Measures– Building functional logic/ theory/ practice (Sanford)

• EQUITY: Making schools work for all– Scott Ross– Russ Skiba– Vincent, Cartledge, May & Tobin– Bully prevention

• EFFICIENCY: Working Smarter: Building implementation science into large scale adoption.

– Using teacher and student time better.– Dean Fixsen/ Oregon Dept of Education

Schools using PBISFebruary, 2015 20,384

20% of all Schools in US

Number of Schools Implementation SWPBIS (Tier I) by StateFebruary , 2015

14 States with more than 500

schools

Proportion of Schools Implementing SWPBIS by StateFebruary, 2015

13 States with at least 40% of all schools

using PBIS

Lessons Learned

• Implementation Leadership Team

• Local Demonstrations

• Build Policy Foundation

• Build Technical Capacity

Leadership Team

Active Coordination

FundingVisibility Political

Support

Training Coaching Evaluation

Local School/District Teams/Demonstrations

BehavioralExpertise

Policy

Purpose/ Role• Lead implementation and adaptation of a multi-tiered behavior support framework that

improves the social, academic and behavioral outcomes for students.

• Provide clarity of purpose throughout the district

– Ensure alignment of programs/initiatives that will be incorporated.

– Formal policies (LAUSD, Michigan, Chicago)

• Develop and manage implementation plan

• Provide staff development, training, coaching and support to implement multi-tiered behavior support framework

• Collect fidelity and impact data, and use the data both for on-going problem solving and regular evaluation summaries.

Components of SW PBS1. Primary Prevention School-

wide/Classroom Systems– SW-PBS Team– School Rules– Define & Teach:

• Expectations• Routines

– Acknowledgment System– Discipline Systems & Decision

Making– Handbook

2. Secondary Prevention Specialized Group Systems – TIPs– CICO– Targeted Group Interventions

3. Tertiary Prevention Individual Student System– Practical FBA/BSP – Intensive

Individualized Interventions– Wrap Around Supports

Focus of Year 1

Focus of Year 2

Focus of Year 3

Emphasizing & Teaching Positive

Expectations

Behavioral Expectation GridDefining Expected Behavior across Settings

School Rules

Settings Be Safe Responsible Respectful

Hallway Walk on the right sideAllow others to pass

Hold door open for person behind youHave a pass during class time

Use quiet voicesKeep hands & feet to self

Playground Stay in boundariesKeep hands and feet to yourself

Be aware of people around youPut equipment away at break

Include everyoneFollow game rules

Acknowledge & Recognize

5:1 ratio, it’s not just for kids5:1 ratio, it’s not just for kids Business teams

High Performance teams = 5.6 to 1 Medium Performance teams = 1.9:1 Low Performance teams = 1 to 2.7

Losada, 1999; Losada & Heaphy 2004

Married couples that last 5.1 to for speech acts and 4.7 to 1 for observed emotions

Gottman, 1994

Gottman info.Predicted whether 700 newlywed couples would stay

together or divorce by scoring their positive and negative interactions in one 15-minute conversation between each husband and wife. Ten years later, the follow-up revealed that they had predicted divorce with 94% accuracy.– Marriages that last:

• 5.1 to 1 for speech acts and 4.7 to 1 for observed emotions– Marriages likely to end in divorce:

• 1 (+) to1.3 (-) ratio likely to end up in divorce

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

SW - PBISGENERAL

IMPLEMENTATION PROCESS Staff Feedback

• Readiness agreements, prioritization, & investments

• 3-4 year implementation commitment

• Local capacity for training, coordination, coaching, & evaluation

• Systems for implementation integrity

BehavioralCapacity

Priority &Status

Data-basedDecisionMaking

Communications

Administrator

TeamAdministratorSpecialized Support

Student

Community

Non-Teaching

Teaching

Family

Representation

Start withTeam that “Works.”

Team-led Process

Components of SW PBS1. Primary Prevention School-

wide/Classroom Systems– SW-PBS Team– School Rules– Define & Teach:

• Expectations• Routines

– Acknowledgment System

– Consequences & Decision Making

– Handbook

2. Secondary Prevention Specialized Group Systems – Training/ Support

opportunities– CICO– Targeted Group

Interventions3. Tertiary Prevention

Individual Student System– Behavior Support Plan– FBA/BIP – Intensive

Individualized Interventions

What is the current process in your school?

• What is the current process for:– Identification of students requiring support for

challenging behavior?• When & how does this occur?

– Assessment/discussion to understand student concerns?

– Intervention identification & implementation?– Data collection & monitoring student progress

• What is working with your current process?

• What are challenges?

DATA TEAMING – INTERVENTION TEAM (TIER 2/3 TEAMS)

Data Teaming – Intervention Teams

• Efficient Teaming Process– Clear roles, procedures & responsibilities

• Intervention Focused– Linked to Continuum of Interventions (Tier 1 2

3)– Try the easy things first (Tier 2 Interventions)– …then Tier 3 (FBA/BSP)

• Data focused & Early Identification– Progress Monitoring– Student Identification through Systematic Screening

Data Teaming: The Big Ideas

• Early Identification• Do the easy stuff first (efficiency is a major

goal)• Processes are as important as practices• Use of Evidence Based Practices• Teaming is critical• Administrative support is critical• Data Based Decision Making

Building Level – What it Looks Like• Building capacity without relying on 1 hero

• Team member roles during meetings – facilitator; time keeper; data bee; coordinators of interventions (CICO Worksheet 2)

• Agenda is prepared in advance and promotes efficient group processes

• Administrative buy-in/attendance– Creating resources– Attending meetings– Follow through with system deficiencies– Hiring practices

Data

• All targeted and tertiary interventions are supported with progress monitoring data– CICO– Academic Support Classes/interventions– Social Skills or Counseling Groups– FBA/BSP (tertiary) plans– Progress monitor data reviewed every two

weeks

Teams in a School

FBA TeamProgress

Monitoring Team

Plans SW & Class-

wide supports

Monitors effectiveness and fidelity of

Tier 2 Interventions

(overall and for each student)

Conducts FBA, develops BIP

NOT a standing team

Sept. 1, 2009

UniversalSWPBIS

Team

Tier II Tier I Tier III

Could responsibilities of an existing team (TAT/SST/etc.)

be shifted?

- An intervention that:• Serves multiple students at one time (15-25 student at once)

– More efficient use of resources that 1 student at a time• Students can get started almost immediately upon referral• Requires almost no legwork from referring staff to begin

implementation of the intervention with a student• All school staff know about, understand their role with, and

know the referral process for CICO

–SYSTEMS NOTE: Resources Required:• If program is not self-sufficient… and requires significant

organization by referring staff… it’s not a targeted intervention

What is a Tier 2/Targeted Intervention?

• Intervention is continuously available• Rapid access to intervention (72 hr)• Very low effort by teachers• Consistent with school-wide expectations• Implemented by all staff/faculty in a school• Flexible intervention based on assessment

– Functional Assessment

• Adequate resources (admin, team)– Weekly meeting, plus 10 hours a week

• Student chooses to participate• Continuous monitoring for decision-making

Major Features of Targeted Interventions

What is function based support?

• Foundations in behavioral theory, applied behavior analysis, & pbis

• Attention to environmental context• Emphasis on “purpose” or function of

behavior• Focus on teaching behaviors• Attention to implementers (adult

behaviors) & redesign of teaching & learning environments.

Only 2 Basic FunctionsProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

SocialTangible/Activity

Adult

Stimulation/Sensory

Peer

Examples…

“Behavior Education Program” – Fern Ridge Middle School, OR

“Check-in Check-out”– Bethel School District, OR

“H.U.G.”– Tualatin Elementary School, OR

• “Social Skills Club”– Missouri

• “Think Time”– University of Nebraska

Behavior Education Plan (BEP)

(Hawkin, Horner, & March, 2002)

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

Referral, Assessment, & Orientation

GOALS: 8:30 9:30 10:30 11:30 12:30 1:30

1. RESPECT OTHERS 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

2. MANAGE SELF 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

3. SOLVE PROBLEMS RESPONSIBLY

2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

Name____________________ Date ____________

Rating Scale2 = Great1 = Ok0 = Goal Not Met

Goal _____Pts Possible _____Pts Received_____% of Pts _____Goal Met? Y N

Check In/Out Pt Card

64

SWIS-CICO

Support Plan Change Description

10/06/2009 Check out with Joe Binder

What do you What do you think?think?

Any actions Any actions needed?needed?

65

SWIS-CICO Report

Support Plan Change

Description

09/10/2008 Check out with Joe Binder

What do you What do you think?think?

Any actions Any actions needed?needed?

Begin Simple FAA?

Begin Simple FAA?

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Behavior Review Decision Flowchart

Components of SWPBS1. Primary Prevention School-

wide/Classroom Systems– SW-PBS Team– School Rules– Define & Teach:

• Expectations• Routines

– Acknowledgment System

– Consequences & Decision Making

– Handbook

2. Secondary Prevention Specialized Group Systems – Training/ Support

opportunities– Individual Teacher

Support– Targeted Group

Interventions

3. Tertiary Prevention Individual Student System– Behavior Support Plan– FBA/BIP – Intensive

Individualized Interventions

68

Tier 3 Interventions

• Students requiring individualized assessment & intervention

• Have not responded to Tier 1 & 2 interventions

• BSP/FAA/BIP & Wraparound supports

For Students with INTENSIVE needs (Tier 3) we need:

– Interventions individualized to the specific needs of the student

– Expertise in the presenting area of concern• Behavior Specialist for behavioral concerns• Knowledge of Student• Knowledge of Context

– Practical FBA or Comprehensive FBA to directly inform development of a Behavior Support Plan

69

Practical FBA/Comprehensive FBA• Pre-functional assessment interview • Defines

– Problem behaviors– Routines where problems most likely– Hypothesis statement

• Triggers, behaviors, consequences• Function

• Conducts Observations• Create Behavior Support Plan

Basic“Logic”

SYST

EMS

PRACTICES

DATATraining

+Coaching

+Evaluation

Improve “Fit”Improve “Fit”

Start w/ effective, efficient, & relevant, doable

Start w/ effective, efficient, & relevant, doable

Prepare & support implementation

Prepare & support implementation

ImplementationFidelity

MaximumStudent

Outcomes

SCCOE PBIS TAC Training Scope and Sequence

Year 1: Universal Systems: Tier 1Year 2: Secondary Systems: Tier 1/2

Team Initiated Problem Solving Check In/Check Out

Year 3: Tertiary/Indiv. Student Systems: Tier 2/3 Practical FBA/BSPPBIS Coaching TrainingPBIS Coaches NetworkDistrict PBIS Leadership Team TrainingSchool-wide Information System (SWIS)

Northern California PBIS TAC Training Sequence

Training is provided over a three-year period• Professional Development Sessions

• Tier 1 SWPBIS Site Team(4 x first year)

• Tier 2/3 PBIS Site Team(4 x second year and 4 x third year)

• Coaches Training/Coaches Network (3 x first year, 4 x second/third year)

• District Leadership Action Planning (1 x per year)

• Design and planning time• On-site technical assistance

Commitment of Personnel

Site Teams–Site Administrator–General Education Staff–Special Education Staff–Classified Staff–PBIS Coach

Stages of Implementation

• Implementation is not an event

• It’s a mission-oriented process involving multiple decisions, actions, and corrections

• Commitment Required

Stages of Implementation

• Exploration• Installation• Initial Implementation• Full Implementation• Innovation• Sustainability

Implementation occurs in stages:

Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

2 – 4 Years

Questions?

Next Steps

Rebecca Mendiola, Ed.D.Rebecca_mendiola@sccoe.org or 408-453-6706

http://pbis.sccoe.org