School-wide Positive Behavior Support

Rob Horner and George SugaiUniversity of Oregon and University of Connecticut

OSEP TA Center on Positive Behavior Supportwww.pbis.orgwww.swis.org

Assumptions and Goals School teams are on the path to

implementation of school-wide PBS.

Goals Review core features of School-wide PBS Link behavioral and academic supports Define the role of “behavioral function” Provide foundation for supports at “yellow” and

“red” parts of triangle.

What is School-wide Positive Behavior Support?

School-wide PBS is: A systems approach for establishing the social culture and

individualized behavioral supports needed for schools to be effective learning environments 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 interventions. Administrative leadership – Team-based implementation (Systems that

support effective practices)

Establishing a Social Culture

Common Vision/Values

Common Language

Common Experience

MEMBERSHIP

Six Major Ideas of School-wide Positive Behavior Support

1. Invest in a Prevention Foundation Build a culture of social competence Define, teach, monitor, and reward appropriate behavior Define, monitor and correct inappropriate behavior

2. Build Multiple Levels of Behavior Support Three-tiered model (do not rely on one trick for all problems)

3. Start with Commitment, Team, Administrative Support Top 3 Goals, Administrator on team, 80% commitment Team-based implementation

4. Establish the Systems that support effective practices No new resources (working smarter)

5. Adapt procedures to “fit” the context Implement sustainable practices and systems

6. Collect and use information for decision-making

School-wide Systems(All students all settings all times)

Create a positive school culture:School environment is predictable

1. common language

2. common vision (understanding of expectations)

3. common experience (everyone knows)

School environment is positive

regular recognition for positive behavior

School environment is safe

violent and disruptive behavior is not tolerated

School environment is consistent

adults use similar expectations.

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

Four Basic Recommendations: Never stop doing what is already working

Always look for the smallest change that will produce the largest effect

Avoid defining a large number of goals Do a small number of things well

Do not add something new without also defining what you will stop doing to make the addition possible.

Collect and use data for decision-making

National Trends School-wide PBS is becoming the norm.

5300 schools across the nation

Achieving academic outcomes requires attention to the social culture and behavior supports available in schools.

High school Intensive behavior support Academic/Behavior support integration Learning how to go to scale

Improving SchoolsCurriculum Instruction Admin/

Systems

Physical Setting

Behavior Supports

-Scaffold content

-Defined pre-requisites

-Mastery learning

-Precision

-Pacing

-Prompting

-Feedback

-Opportunity to respond

-Intensity (time teaching)

-Admin support

-Team systems

-Data systems

-District Support

-Safe

-Valued

-Matched to enrollment

-School-wide social culture

-Classroom systems

-Targeted supports

-Individual student supports

Main Message

Effective Instruction Behavior Support

STUDENT ACHIEVEMENT

Increasing District & State Competency and Capacity

Investing in Outcomes, Data, Practices, and Systems

Mean ODR/100 students/ school day: Illinois 04-05

0

0.2

0.4

0.6

0.8

1

1.2

1.4

PK-6 (73 & 59) 6-9 (17 & 26)

PK-6 t = 2.53; df = 70; p < .01 6-9; t = 2.06; df - 41; p < .04

OD

R/1

00 s

tud

ents

/sch

oo

l d

ay

80/80 Not at 80/80

PBIS 46% Lower PBIS 38% Lower

N = 73 N = 59N = 17 N = 26

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Irving ES200102

Irving ES200203

Irving ES200304

Irving ES200405

Pct6up 12% 3% 3% 0%

Pct2to5 24% 17% 8% 3%

Pct0to1 65% 80% 89% 97%

Irving ES 200102 Irving ES 200203 Irving ES 200304 Irving ES 200405

ODR/100 1.13 .51 .39 .08

TIC Total 76% 82% 82% 88%

Out of School Suspensions per 100 Students EnrolledElementary School (K-6) 2004-05

0

2

4

6

8

10

N = 56 N = 89

Not using SWPBS Using SWPBS

Ave

rage

OS

S pe

r 10

0 S

tude

nts

Enr

olle

d

OSS Incidents and Days per 100 students with IEPs and ODRsElementary Schools (K-6) 2004-05

0

20

40

60

80

100

120

140

OSS Incidents per 100 OSS Days per 100Mea

n p

er 1

00 S

tude

nts

with

IE

Ps

Not using SWPBS to criterion Using SWPBS to criterion

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