School-wide Positive Behavior Support

Tim Lewis, Ph.D.

University of Missouri

OSEP Center on Positive Behavioral Intervention & Supports

pbis.org

Starting Point….

• Educators cannot “make” students learn or behave

• Educators can create environments to increase the likelihood students learn and behave

• Environments that increase the likelihood are guided by a core curriculum and implemented with consistency and fidelity

School-wide Positive Behavior Support

• Problem solving framework• Systematic implementation of evidence-based

practices• Layers in increasingly more intensive

environmental supports to increase the likelihood students learn and behave

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport OUTCOMES

Social Competence &Academic Achievement

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

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

Universal Interventions•All students•Preventive, proactive

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

Designing School-Wide Systems for Student Success

Universal

Targeted

IntensiveContinuum of

Supports

Science

Reading

Math

Soc skills

Horses

Spanish

English

Essential Features at the School Level

• Teams of educators within the school (administrator)

• Data-based decision making• Instructional Focus

– Teach & Practice• Acknowledge student mastery of social

skills– Positive Feedback

Universal School-Wide Features

• Clearly define expected behaviors (Rules)– All Settings– Classrooms

• Procedures for teaching & practicing expected behaviors

• Procedures for encouraging expected behaviors• Procedures for discouraging problem behaviors• Procedures for data-based decision making• Family Awareness and Involvement

Tier II (small group)• Efficient and effective way to identify at-risk

students– Screen– Data decision rules

• Informal assessment process to match intervention to student need– Small group Social Skill Instruction– Self-management– Academic Support

• Part of a continuum – must link to universal school-wide PBS system

Tier III (individualized support)

• When small group not sufficient• When problem intense and chronic• Driven by Functional Behavioral Assessment• Connections to Mental Health and Community

Agencies• Part of a continuum – must link to universal

school-wide PBS system

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.

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.

Randomized Controlled Trials Examining SW-PBS

• Reduced major disciplinary infractions• Improvements in academic achievement

• Enhanced perception of organizational health & safety

• Improved school climate• Improvements in Social –Emotional outcomes

• Reductions in teacher’s reports of bullying behavior

Missouri School-wide PBS

Partnership• University of Missouri Center School-wide Positive

Behavior Support• OSEP Center for Positive Behavioral Interventions

and Supports• Department of Elementary and Secondary Education

– Heidi Atkins-Lieberman– Stephen Barr– Chris Nicastro

• Regional Professional Development Centers

Comm Arts

Math Comm Arts

Math Comm Arts

Math Comm Arts

Math Comm Arts

Math Comm Arts

Math Comm Arts

Math

Preparation Emerging Bronze Silver Gold non SW-PBS All Schools

44.0%

46.0%

48.0%

50.0%

52.0%

54.0%

56.0%

58.0%

60.0%

MAP Proficiency by SW-PBS Implementation Levels - All Students

2010 2011

Comm Arts

Math Comm Arts

Math Comm Arts

Math Comm Arts

Math Comm Arts

Math Comm Arts

Math Comm Arts

Math

Preparation Emerging Bronze Silver Gold non SW-PBS All Schools

20.0%

25.0%

30.0%

35.0%

40.0%

45.0%

50.0%

MAP Proficiency by SW-PBS Implementation Levels - IEP Students

2010 2011

Building Classroom Environments to Support Behavior…

Stichter, J. P., Lewis, T. J., Johnson, N., & Trussell, R. (2004). Toward a structural assessment: Analyzing the merits of an assessment tool for a student with E/BD. Assessment for Effective Intervention, 30, 25-40.

Study Basics• Subject:

– Seven years old– Identified with EBD and ADHD

• Setting– General education 2nd grade classroom with 19 other

students– One licensed teacher and one student teacher

• Concern– Student exhibits high rates of off-task– Student shouts out answers and questions and comments

at high rates and often inappropriate

“Function of Behavior”• Descriptive (interviews and teacher

reported ABC/ Scatterplot data)– Function identified as Attention– Significant antecedents: multiple step

direction and group settings– Very High rates of both problem behaviors

reported/ inconsistency in accuracy of data collection

“Environment Assessment”

Significant variables: • clarity of expectations & directions• consistency of expectations• accessibility of class schedules• lack of enforced procedures (especially

regarding to hand raising and verbalizations or entire class)

Positive Behavior Support in the Classroom

Tim Lewis, Ph.D.University of Missouri

OSEP Center on Positive Behavioral Interventions and Supports

pbis.org

Positive Behavior Support in the Classroom

Tim Lewis, Ph.D.University of Missouri

OSEP Center on Positive Behavioral Interventions and Supports

pbis.org

The Challenge• Students spend majority of their school day in the

classroom• Majority of “discipline problems” originate in the

classroom and often result in removal from instruction

• Remaining engaged in instruction essential to student academic and social success

• “Culture” of education often reinforces ineffective practices and creates barriers to implementing effective practices

Basic Steps

1. Focus on what you want students to do “instead” (replacement behaviors)

2. Look for patterns of behavior that suggest “functional relationships”

3. Teach replacement behavior and provide multiple opportunities to practice

4. Deliver high rates of positive feedback/same similar outcome as problem behavior when students display replacement behavior

Setting up the Environment Establishing expectations (Kameenui & Simmons, 1990):

– What do I want my classroom to look like?– How do I want children to treat me as a person?– How do I want children to treat one another?– What kind of information or values do I want to communicate to

students about being an adult, an educator, a woman or a man in today's society?

– How do I want children to remember me when the last day of school ends and I am no longer part of their daily lives?

How can I change my instruction to help pupils develop the skills I am trying to teach?

Bottom line = ask yourself if students have pre-requisite and requisite skills to succeed based on each of your answers – if not, teach and practice

Essential1. Classroom expectations & rules defined and taught (all use

school-wide, create classroom examples)2. Procedures & routines defined and taught3. Continuum of strategies to acknowledge appropriate

behavior in place and used with high frequency (4:1)4. Continuum of strategies to respond to inappropriate behavior

in place and used per established school-wide procedure5. Students are actively supervised (pre-corrects and positive

feedback)6. Students are given multiple opportunities to respond (OTR)

to promote high rates of academic engagement7. Activity sequence promotes optimal instruction time and

student engaged time8. Instruction is differentiated based on student need

30

Routines

• Make smooth, rapid transitions between activities throughout the class period or school day

• Teach/practice transition behaviors• Establish predictable schedules - illustrate with

icons, time, etc.• Schedule non-instruction time

– administration time– personal time

31

RoutinesClear set-up and instructions• Student directed activities• Whole group activities• Independent activities

32

Routines• Transitions

a) Clear expectations for student behaviorb) Clear expectations for staff behaviorc) Avoid interfering activitiesd) Smooth set up and implementatione) Consistent routinesf) Acknowledgment of student mastery

33

Routines

• Student directed activities• Small group

– Teach group roles & responsibilities• Group leader - insures all have say/turn• Material manager - gets materials & distributes• Group recorder - writes up outcome

34

Routines

Small group– Teach group processes {"problem solving"}

a) Define the taskb) Brainstorm ideasc) Choose an idead) Determine what is required to implement the ideae) Implement the ideaf) Evaluate the outcome

35

Routines

• Independent work–What materials/areas?–Minimal movement in classroom

Increasing Opportunities to Respond

• Encourages everyone to become involved in learning.

• Increases rates of responses of all learners.• Increases attainment of material presented.• Allows reluctant learners a secured environment

to practice.• Decreases inappropriate or off task behavior.

Whole Group Oral Response

• Choral responding• Strategy for reviewing or memorizing

information• Students repeat information in unison when

teacher prompts

Whole Group Written Response

• Written responses should be short (not more than one item)

• A verbal signal to indicate completion should be given (e.g. put your pencils down and look up when you are finished)

• Materials to use could include: Paper, whiteboards, iPads

Small Groups / Partners

• Used to give everyone a chance to:– Express thoughts.– Answer a question.– Verbally participate when there could be a variety

of answers.• Answers can be shared with other groups or

whole group.• Answers can be written on smartboard by the

teacher and presented to group.

Challenge: How to Insure All Staff Are Using Effective Practices

Systems

• Teach– Brief in-service, single topic focus

• Practice (performance feedback)– Peer coaching– Principal “walk throughs”

Effective Classroom Practices: Mini Modules

MO SW-PBS

pbismissouri.org

Center for PBSCollege of EducationUniversity of Missouri

Typical School Day

17% Direct Instruction33% Seatwork20% Transitions30% Discipline & Other

Non-InstructionalActivities

MO SW-PBS

Cotton, 1995; Walberg, 1988

324

Discussion: Importance of expectations & behaviors?

• Pair Up• 2-Minute Frenzy – Discuss:

– How has clarifying schoolwide/non-classroom setting behaviors/rules impacted student behavior in our school?

– Why do you think it is important to clarify classroom behaviors/rules?

Guidelines for Writing Classroom Behaviors or Rules

Consistent with school-wide expectations O = Observable; behaviors that we can see.

M = Measureable–we could actually count the occurrence of the behavior.

P = Positively stated–things to do to be successful.

U = Understandable–student-friendly language.

A = Always applicable.MO SW-PBS 93

• List problem behaviors in your classroom• List replacement behavior (what we want kids

to do instead) • List schoolwide expectations• Categorize rules within schoolwide

expectations

Activity: Classroom Rule Writing Activity Option 1

Goals of Major Study

• Identify/develop effective education and mental health interventions for students with emotional and behavioral problems– Maximize intervention feasibility– Maintain evidence based best practices approach– Develop interventions within existing school

resources

Considerations for Intervention Development

• Interventions must be multi-component to adequately address the diverse needs of students with EBD

• Interventions must be delivered by practitioners after relatively little training and with minimal on-going technical assistance

• Classroom and Mental Health Manuals• Assessment & Resources matched to

interventions

Classroom / Instructional Interventions

Basic Logic• All students enrolled in “check & connect”

– Organization– Progress Monitoring– Mentoring / problem solving

• Classrooms targeted for intervention based on combination of student failure and evidence of problem behavior

• Classroom Assessment – interventions tailored to address weaknesses /missing components & reinforce strengths

Check & Connect• Developed for high-risk urban students at the

secondary level (Anderson, Christenson, Sinclair, Lehr, 2004; Evelo, Sinclair, Hurley, Christenson, Thurlow, 1996)

• Utilizes a monitoring system with two components– Check

– Systematically assess the extent to which students are engaged in school.

– Connect– Respond on a regular basis to students’ educational needs

according to their type and level of risk for disengagement from school.

• Establish an adult mentor at school to enhance school engagement

CHECK M Tu W Th F M Tu W Th F M Tu W Th F M Tu W Th F M Tu W Th F

Tardy

Skip

Absent

Behavior referral

Detention

In-school suspension

Out-of-school suspension

Failing classes/Behind in credits_____ D’s _____ F’s _____ Classes passed out of _____ total ____Credits earned out of _____ total <

High risk for month

CONNECT

BASIC

Shared general information

Provided regular feedback

Discussed staying in school

Problem-solved about risk

INTENSIVE

Arranged for alternative to suspension

Contracted for behavior or grades

Communicated with parents

Made special accommodations

Participated in community service

Participated in social skills group

Worked with tutor or mentorOther_____________________

Classroom Assessment Targets

Classroom Structure Rules and routines

Improving Teacher-Student Interactions Evidence-Based Academic Instruction

Opportunities to Respond (OTR) Incorporating students’ choice and interests Accommodations

Responding to problem behavior

Accommodation Guide

Connecting Universal and Advanced Tiers of Support

Tier II/III Support Process

• Step 1 – Insure Universals, including Classroom, in place• Step 2 – Student Identification Process

– Decision Rules– Referral– Screen

• Step 3 Classroom Problem Solving Team– Classroom supports (function-based)– Progress monitor

• Step 4 - Tier II/III supports– Non-responders to classroom supports– Match function of student behavior to intervention– Progress monitor

• Step 5 - Evaluate Process

Teams(Data, Practices, Systems)

• School-wide PBS– Universals– Connect points to Tier II & III

• Classroom Problem Solving Team– Review data – Develop function-based interventions

• Tier II– Partner with Classroom Problem Solving Team

Lead/Coordinator– Coordinate and monitor tier II supports

Step 1. Universals In Place

• Specific Focus on Classroom– Review of essential features– Implementation Plan

Classroom Quiz 1. When the teacher , most students stop and listen.

Yes Sometimes No 2. When class starts, the teacher has everything ready.

Yes Sometimes No 3. Before we start a new activity, the teacher reminds us what we are supposed to do.

Yes Sometimes No 4. When we are asked to work by ourselves, all students work quietly and do what they are supposed to do.

Yes Sometimes No 5. I often finish my work and do not know what I should be doing while others are still working.

Yes Sometimes No 6. Our classroom rules are:

2. Identifying students

• Current data– Confidence in numbers– Consistency across data points

• Teacher Referral• Screening

Approximately 10% of total students

3. Classroom Problem Solving

• Grade level / combinations• Once a week focus of meeting = social

behavior concerns when decision rule met• Standard problem solving steps

Classroom Problem Solving

• Student meets data decision rule• Classroom teacher completes preliminary forms

(documents student progress to date)• Problem solving lead walks team through problem solving

process• Tier II/III Team partner attends if team is unable to identify

patterns leading to intervention or when significant concerns noted

• Plan put in place • Student progress monitored and reported at weekly

meetings

Classroom Problem Solving

• Process leader– Classroom teachers, Specialist teachers

• Tier II/III Team partner– School Psychologist, Counselor, Administrator

• Process– Data-based decision making

• Guiding questions

– Function-based intervention• Teach replacement• Environmental alterations / supports

– Monitor progress

Classroom Problem Solving Process

• Develop intervention based on function of behavior

• Environment changes– Student skills to teach/practice/reinforce

• Monitor progress– Same data that brought them to your attention– Problem and Appropriate behavior– Teacher observations

Classroom Problem Solving Video

• http://www.vimeo.com/54954199

Positive Behavior Support in the Classroom

Tim Lewis, Ph.D.University of Missouri

OSEP Center on Positive Behavioral Interventions and Supports

pbis.org