Supporting Schools Efforts to Reduce Violence using Positive
Behavioral Interventions & Supports Framework (PBIS) Steve
Goodman (MI), Jenee Littrell (CA), Sidney Smith (CA), George Sugai
(CT) December 10, 2012
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3 Purposes: Describe. 1. Features of school-wide multi- tiered
behavior framework (PBIS) for addressing school violence 2. 3 PBIS
examples of how PBIS framework has been used to improve conditions
for learning 3. Enhance relationships between juvenile justice,
education, & community leaders
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Contributors Jenee Littrell Dir. of Guidance & Wellness
Grossmont Union High School District, El Cajon, CA Sidney Smith
Dep. Dir., Childrens Behavioral Health, Monterey County Behavioral
Health, Salinas, CA Steve Goodman Dir. MI Integrated Behavior &
Learning Support Initiative, Ottawa Area Intermediate S.D.,
Holland, MI George Sugai Dir. Ctr. Behavioral Education &
Research, Neag School of Education, University of CT, Storrs,
CT
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Overview: School-wide Multi- tiered Systems Framework George
Sugai University of Connecticut [email protected]
www.PBIS.orgwww.CBER.org
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High rates of reactive management
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Minor problem behavior linked to major consequences
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Increasingly negative school climates
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Mismatch between problem & intervention
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Getting Tough Teaching to Corner Nov 1985 Kappan School
Discipline Challenge: Academic & behavior success (failure) are
linked!
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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 Individualized Systems for Students with
High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF
SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ALL SOME
FEW
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PBIS (aka SWPBS) is for enhancing adoption & implementation
of of evidence-based interventions to achieve & behaviorally
important outcomes for students Framework Continuum Academically
All
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Prevention Logic for All Redesign of teaching environmentsnot
students Decrease development of new problem behaviors Prevent
worsening & reduce intensity of existing problem behaviors
Eliminate triggers & maintainers of problem behaviors Add
triggers & maintainers of prosocial behavior Teach, monitor,
& acknowledge prosocial behavior Biglan, 1995; Mayer, 1995;
Walker et al., 1996 INCIDENCEPREVALENCE Prevention
ObjectivesPrevention Actions
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IMPLEMENTATION W/ FIDELITY CONTINUUM OF EVIDENCE-BASED
INTERVENTIONS CONTENT EXPERTISE & FLUENCY TEAM-BASED
IMPLEMENTATION CONTINUOUS PROGRESS MONITORING UNIVERSAL SCREENING
DATA-BASED DECISION MAKING & PROBLEM SOLVING MTSS PBIS
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Whole-schoolData-drivenPrevention-based frameworkFor improving
learning outcomesFor all studentsThrough layered continuumOf
evidence-based practices & systems Multi-tiered Systems of
Support
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Universal Targeted Intensive Continuum of Support Theora Dec 7,
2007 Science Soc Studies Reading Math Soc skills Basketball Spanish
Label behaviornot people Writing Tech
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Universal Targeted Intensive Continuum of Support: Molcom Dec
7, 2007 Prob Sol. Coop play Adult rel. Anger man. Attend. Peer
interac Ind. play Align behavioral supports Self-assess Acc.
Fdbk
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ESTABLISHING CONTINUUM of SWPBS SECONDARY PREVENTION Check
in/out Targeted social skills instruction Peer-based supports
Social skills club TERTIARY PREVENTION Function-based support
Wraparound Person-centered planning PRIMARY PREVENTION Teach SW
expectations Proactive SW discipline Positive reinforcement
Effective instruction Parent engagement SECONDARY PREVENTION
TERTIARY PREVENTION PRIMARY PREVENTION Homework
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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. P., Waasdorp, T. E., & Leaf,
P. J. (in press). Effects of school-wide positive behavioral
interventions and supports on child behavior problems. 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. Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J.
(in press). The impact of school-wide positive behavioral
interventions and supports (SWPBIS) on bullying and peer rejection:
A randomized controlled effectiveness trial. Archives of Pediatrics
and Adolescent Medicine. RCT & Group Design PBIS Studies
Reduced major disciplinary infractions Improvement in aggressive
behavior, concentration, prosocial behavior, & emotional
regulation Improvements in academic achievement Enhanced perception
of organizational health & safety Reductions in teacher
reported bullying behavior & peer rejection Improved school
climate Oct 16 2012
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Dont Throw Stones! IMPLEMENTATION EffectiveNot Effective
PRACTICE Effective Not Effective Maximum Student Benefits Fixsen
& Blase, 2009
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Colorado Data 2012-13 Colorado Data
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= % of total school enrollment
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Basic Logic SYSTEMS PRACTICES DATA Training + Coaching +
Evaluation Cultural/Context Considerations Improve Fit Start w/
effective, efficient, & relevant, doable Prepare & support
implementation Implementation Fidelity Maximum Student
Outcomes
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Grossmont Union High School District Positive Behavioral
Supports and Multi-tier Service Model Working Session National
Forum on Youth Violence Prevention December 10, 2012 3:45-5:00
pm
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Grossmont Union High School District- 20,000 students
(9th-12th) Nine Comprehensive Schools; One Alternative Education
Site 41% White; 35% Latino; 21% African American; 3% Other
Approximately 39% Free and Reduced Lunch (Some campuses as high as
75%) Eastern Portion of San Diego County
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Community Partners: Juvenile Justice Child Welfare Services Law
Enforcement Community Based Organizations Mental Health Public
Health Neighborhood Groups/Religious Institutions
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We organize our resources Multi-tier model Communication and
Information Sharing Problem-solving approach Students get help
earlier Actions based on outcomes (data!), not procedures We do
stuff thats likely to work Evidence-Based interventions We make
sure theyre successful Progress monitoring Problem-Solving process
Increasing levels of intensity
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Mt. Miguel H. S. - Discipline Data 2010-2011 1876 total
discipline referrals 1084 Attendance 438 Defiance 319 Rule
Violation 35 Other 3 teachers wrote over 15% of the total 25
students received 364 more than 20%
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GPA and Discipline Correlation Number of Discipline
Referrals
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Board of Directors includes staff, students, parents and
community representatives Multi-tiered 2) Problem solving approach
3) Evidence-based instruction/intervention 4) Increasing levels of
intensity 5) Decisions based on data 6) Progress monitoring
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School-Wide Expectations & Rules Must be a part of the
schools everyday language Must students, parents and community
partners must buy-in Address ALL areas of campus Lesson Plans to
Teach Students Formal opportunities, as well as teachable moments
Plan for rewarding appropriate behavior If the student hasnt
collected their reward, they havent contacted the Tier 1
system
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Video Example
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Goal of Tier 1 is: prevention, & promotion of positive
behavior Actively reviewing school-wide data Implementation
Outcomes Screening Planning interventions for Tier 1 Identifying
needs at Tier 2
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Detentions, suspensions and expulsions DONT WORK to change
behavior in the long term for MANY students This approach includes
a set of strategies and systems to increase The capacity of schools
to reduce school disruption and educate all students including
those with problem behaviors
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What this system allows us to do: Invest in prevention Teach,
monitor and reward BEFORE punishment Implement for sustainable
effects Evaluate using information for decision-making Partner
across the community to accomplish same goals
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School and partner data to identify areas of need Adopt an
apartment complex Parent nights in the community Support groups and
community Camp LEAD Experiential program Matador Pride ambassadors
in
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Mt. Miguel H. S. - Discipline Data 2011-2012 1222 total
discipline referrals 904 Attendance 201 Defiance 104 Rule Violation
13 Other 1 teacher wrote 7% of the total
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School-wide Positive Behavioral Interventions and Support Sid
Smith, Ph.D. Monterey County Behavioral Health 44
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How & Why Monterey County Rolled-out PBIS Monterey County
Behavioral Health had funds dedicated for innovative and preventive
programming. After eliciting stakeholders input, we chose PBIS. o
Positive engagement in education associated with many positive
outcomes (i.e. reduce youth violence). o Impacts many youth (entire
school or district) for modest investment. o Evidence based o Data
driven o Can individualize 45
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How We Implemented in Monterey County Initial plan: Select 1
school site Provide training Provide financial support (pay for
substitute teachers, data tracking software) Desired outcome:
Selected site becomes model program and others will follow. 46
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How Plan Evolved o Provided overview of program to all
interested school sites (17). o Participants did not like our plan
of selecting only one school and responded: Train us all and we
will cover the financial costs (outside of training and software
costs). o We paid for data tracking as we felt it was important for
uniform reporting on results. 47
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The County-wide PBIS effort started 2 years ago (1 district,
independently, started 1 year prior). Leadership teams from 36
school sites (9 different districts) received Tier 1 training.
20,000 students impacted. Elementary, Middle and High Schools
represented. 48
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PBIS in Monterey County is a Partnership with: California State
University at Monterey Bay (CSUMB) Monterey County Behavioral
Health Monterey County Office of Education Santa Clara Office of
Education We welcome others to join our efforts 49
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Next Steps Continue to provide training/support to Tier 1
schools to achieve fidelity (go at their pace). When site(s) ready,
train Tier 2 skills and later Tier 3 skills. Train new sites. Build
on cross-county collaborations. Develop funding for dedicated staff
to coordinate efforts. Link to our other county-wide initiative:
All KidsOur Kids. 50
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All KidsOur Kids Be there for them every day Based on Search
Institutes framework of 40 developmental assets. More assets
associated with: Decrease in high risk behaviors. Increased
likelihood for youth to thrive. 51
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Lessons Learned Active leadership from school principal and
superintendent is important. With educational staff turn over every
year there are new training needs. Each school site goes at their
own pace. Dedicated staff time for coordination vs on top of your
other tasks. 52
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Concluding Thoughts: o How do good ideas spread across an
organization? o Presentation of scientific facts is not enough. o
Training alone is not enough. o Line staff are more influenced by
the actions of their peers. o Leadership needs to identify and
support early adopters and others will follow. 53
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Michigans Integrated Behavior and Learning Support Initiative
(MiBLSi) Steve Goodman, Director miblsi.cenmi.org
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What is MiBLSi? A statewide structure to create capacity for an
integrated Behavior and Reading Multi-Tiered System of Support
(MTSS) that can be implemented with fidelity, is sustainable over
time and utilizes data- based decision making at all levels of
implementation support.
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Why we invest in this work Students need to be competent with
both academic AND social behavior skills to increase graduation
rates, reduce dropout rates, reduce youth violence and improve post
school opportunities and success.
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Access to Effective Behavior and Reading Practices Ensuring
that students (staff) have access to effective practices in an
integrated behavior and reading Multi-Tiered System of Supports
Practices are selected based on: Need, Fit, Resource Availability,
Evidence, Readiness for Replication, Capacity to Implement Support
for the Practices Ensuring that the interventions are implemented
correctly with the right people, at the right time, in the right
amounts (Implementation Fidelity)
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MiBLSi Statewide Structure of Support StudentsStudents Building
Staff Building Leadership Team District/Regional Leadership Team
Regional Technical Assistance Michigan Department of
Education/MiBLS i Michigan Who is supported? How is support
provided? Provides guidance, visibility, funding, political support
Provides coaching for District Teams and technical assistance for
Building Teams Provides guidance, visibility, funding, political
support for MiBLSi Provides guidance and manages implementation
Provides effective practices to support students Improved behavior
and reading
The Multi-Tiered Logic Model: Increased supports, intensity of
practices, and frequent data-based decisions based on intensity of
need. Multi-tiered logic is applied to students, staff and
organizations.
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Median Proficiency on state reading test for schools that met
and have not met criteria on Benchmark of Quality for PBIS State
Average
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Roberto Clemente: Reduction in Major Discipline Referrals
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Roberto Clemente: Reduction in Physical Aggression
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Recommendations and Suggestions 1.The work is immense and
complex, we need to invest in school/community partnerships that
focus on developing a culture of competence with shared values,
language and experiences. 2.Focus on what works by utilizing
research-based practices and data-based decision making.
3.Emphasize common goals/priorities across organizations and
agencies to strengthen communication and implementation efforts.
4.Ensure that organizations create host environments to make it
easy for the practitioner to implement with fidelity (e.g, provide
political support and reduction of competing initiatives).
