school wide pbis: foundations and what we have learned in

School Wide PBIS: Foundations and What we Have Learned in

the U.S.

Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu) 1

How Safe is Your School and Community?

Goals of the session

• 5 key elements to prevent school violence: learnings from PBIS experience

• Complete a school safety needs assessment

• Assess and Secure the school building using crime prevention through environmental design techniques

• Set methods to identify violent and antisocial youth

• Create a positive, inclusive school culture

• Address the peer culture and its problems of bullying and harassment

• Involve parents and families in making the school safer

• Foundations and background of PBIS

• Create a positive, inclusive school culture

How Safe is Your School and Community?

IVDB Research • School Safety

• School discipline/PBIS

• Bullying and Harassment

• Early Prevention of Antisocial Behavior

• Alternative Education

• Delinquency Prevention and Treatment

• School Mental Health Integration

• Community Coordination and Collaboration

• Teacher wellbeing

Challenging Behaviors

• Exist in every school and community across the world (always will)

• Vary in intensity and frequency • Mild to Violent

• Are associated w/ a variety of risk factors (no single pathway)

• Present the roots our greatest public health problems!

On any given day 1 in 5 of your students will be:

Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)

• Having a problem • Getting over a problem • Getting ready to have a problem

Background: Why Schools Need PBIS Practices

• Positive Behavior Interventions and Supports (PBIS) is a significantly different, yet very simple, approach to problem behavior

• At its heart is the very different assumption that students may not be doing what you want because they aren’t really sure what you want or don’t believe that you really care if they do it or not.

• It is positive, not because there are no consequences for inappropriate behavior, but because the focus of the teacher’s work shifts from noticing and punishing inappropriate behavior to teaching and acknowledging desired behavior.

• This kind of shift isn’t necessarily easy to do, but the reason for it is really quite easy to understand.

How Antisocial Behavior Develops

How Schools and Adults Contribute to the Problem Behaviors • Because it has been common to place responsibility for behavior

change on individual students or their families, such school practices are often overlooked as factors in a behavior problem. These practices include failure to: • Provide effective academic instruction • Individualize instruction to adapt to individual differences. • Communicate and teach rules and expectations regarding expected behavior in

all school settings. • Provide opportunities to learn and practice pro-social interpersonal and self-

management skills. • Correct rule violations in a firm but fair manner that emphasizes teaching

rather than retribution. • Help students from at-risk backgrounds adjust to the schooling process. • Encourage active collaboration and cooperation with parents and families. • Sustain and consistently implement positive behavior support practices.

School Wide Positive Behavior Interventions and Supports is….

• A systems-based strategy to create a “host environment” in schools to reduce problem behaviors

• Three-tier intervention logic

• Behavioral interventions

• Team-based planning and implementation

• Systematic use of student-level behavior data to support decisions and improve program implementation

• Systematic use of intervention fidelity assessments to guide implementation

Core Principles of PBIS • Develop clear expectations: Decide what behaviors you want to see and hear.

• Communicate and teach the expectations: Systematically teach and re-teach students what those behaviors look like and what they don’t look like.

• Reinforce and recognize following the expectations: Systematically notice students for engaging in the desired behaviors.

• Minimize attention: Don't give attention to minor inappropriate behaviors

• Have clear and consistent consequences: Deal with unacceptable behavior in predictable ways. • Severe punishments never work in the long run, and actually can make things worse

• Systems to support adult behavior are critical • Building leadership team • Regular teacher training and support • Access to data about problem behavior

(75-85%)

(10-20%)

(3-5%)

Targeted/Intensive (High-risk students)

Individual Interventions

Universal (All Students)

School-wide, Culturally Responsive Systems of Support

Selected (At-risk Students)

Classroom & Small Group Strategies

Tier I—Universal Interventions 75-85%

Universal

(All Students)

School-wide

Culturally Responsive Systems of Support

Tier II—Selected Interventions 10-20%

Selected

(At-risk Students)

Individual & Small Group Strategies

Tier III—Intensive Interventions 3-5%

Targeted/ Intensive

(High-risk students)

Targeted/ Intensive

(High-risk students)

Individual Interventions (3-5%)

Selected (At-risk Students)

Classroom & Small Group Strategies

(10-20% of students)

Universal (All Students)

School-wide, Culturally Responsive

Systems of Support (75-85% of students)

• Intensive academic support • Intensive social skills teaching • Individual behavior management plans • Parent training and collaboration • Multi-agency collaboration (wrap-around) services • Alternatives to suspension and expulsion • Restorative Practices

• Increased academic support and practice • Increased social skills teaching • Self-management training and support • School based adult mentors (check in, check out) • Parent training and collaboration • Alternatives to out-of-school suspension • Restorative Practices

• Effective Academic Supports • School wide social skills teaching • Teaching school behavior expectations • Effective classroom management • Active supervision and monitoring in

common areas • Positive reinforcement systems • Firm, fair, and corrective response to

problem behavior • Restorative Practices

Sprague, J. R., & Walker, H. M. (2010). Building safe and healthy schools to promote school success: Critical issues, current challenges, and promising approaches In M. R. Shinn, H. M. Walker & G. Stoner (Eds.), Interventions for achievement and behavior problems in a three-tier model including RTI (pp. 225-258). Bethesda, MD: : National Association of School Psychologists.

RE-AIM for PBIS Success • Reach

• Who is impacted at each tier? • What is the criteria for getting

extra support (tier II and III)

• Efficacy • What will be the benefits and how

fast will it work?

• Adoption • How do we get started? • How do we get our staff to “buy-

in”?

• Implementation • What are the practices?

• Maintenance • How do we keep it going?

SW-PBIS: Adoption Conditions

• Behavior is a school/program improvement priority

• Administrator is an active leader and involved!

• Each school has “champions/coaches” • Training and coaching for the adults

• Use of standard curriculum content and procedures (for kids and adults) • Most adults help implement the program

• All students affected and involved (universal, selective and indicated supports)

• System for performance-based feedback • Are we meeting our outcomes?

• Are we consistent?

Implementation Practices • Train and support a representative building-level team

• Principal actively leads and facilitates

• Set time to plan and continuously improve • Set school-wide expectations

• Set a plan to teach expected behavior

• Set a plan to recognize expected behavior and actively supervise

• Provide firm but fair behavioral corrections

• Use data (student and staff behavior) to make decisions and give/seek feedback to/from staff • Program outcomes (Office referrals, suspensions, expulsions)

• Intervention fidelity (consistency and quality of implementation)

School-Level PBIS Teams

• Meet monthly at school • Continuous assessment of school progress and

problems

• Implement discipline systems

• Provide staff training/coaching across the year and is continuously available

• Give a status report monthly to all staff • Discipline patterns and updates

• Intervention fidelity successes and concerns

Schoolwide Expectations, Rules, and Consequences

•Set the expectations

•Teach the expectations

•Recognize and reward students for following the

expectations

•Provide corrections and consequences that correct and

PBIS Schoolwide Expectations

• Stated in positive rather than negative terms (avoid using NO) “Do” instructions are context setting

• Must be in clear, student-friendly language

• Visible in all school settings (e.g., classroom, office, cafeteria, library)

• Teach expectations and discuss the importance of following them

• Train all staff members on monitoring and reinforcing appropriate “rule-following” behavior

PBIS Schoolwide Expectations

•Be Safe

•Be Respectful

•Be Responsible

Directly teach and review expected behavior

School Rule Lesson Plan Example

The Topic/Rule: Use appropriate language in conversation

What do we expect the student to do?

1. Speak appropriately in all school settings

2. Give up use of profanity

3. Express anger or frustration with appropriate words

How will we teach the expected behavior?

Tell why following the rule is important: Profanity is offensive to other people and spreads negative attitudes. Using appropriate

language is an important social skill for behaving in future employment and community settings.

List examples and non examples of the expected behaviors (two to three each): Ask students to identify examples and not-examples

of each part of the rule. Ask them to identify both and tell why is a good or bad example of expected behavior.

a. A positive example: When John's locker was stuck he said "I'm going to be late!" and walked to class.

Mary saw an excellent car in the parking lot at the local store. She said, "I saw this really cool car today!"

b. A Non example: John's locker won't open and class is about to start. He says" ******" and slams the locker with his fist.

Other people in the area feel uncomfortable and afraid.

Mary wanted to tell about a car she saw at the local store. She said, "I saw this ***** cool car at the Safeway

parking lot." Her friends were embarrassed.

Provide opportunities to practice and build fluency:

1. Brainstorm a list of alternative words or terms.

2. Engage students in a frustrating activity and prompt them to use appropriate language.

3. Discuss/identify positive things about our school or other students.

4. Generate a list of words that are not acceptable/acceptable.

Adopt a Mantra of Positivity

• Staff use 4 positive interactions to every 1 negative interaction (e.g., reprimands)

• 4:1 Positivity ratio

• Recognize appropriate behavior, rather than react to problem behavior

• Prompt students to do right thing (e.g., what they have been taught) before reprimanding

• Remind what is expected using the “rule language”

The 4:1 Rule for Successful Relationships

Corrective Consequences • Different than “punishment”

• Used to clarify behavior boundaries through differential feedback

• Involve a continuum of responses, starting with corrective

feedback

• Integrate motivational systems to teach and reinforce positive

behavior; positive reinforcement and corrective consequences go

hand in hand

28 Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)

Corrective Consequence Menu

• Gentle verbal correction • Loss of points of privileges • Discussions • Completion of self-report

behavior form • Removal into the hall or

other time-out area • Removal to the office • Parent contact

• Isolation within the classroom • Loss of privilege • Minimize attention • Partner classroom • Reteach • Reprieve (take envelope to office) • Extra Work • Planned ignoring

Examples of Corrective Consequences

Systematic Supervision “Systematic supervision” is a term applied to a method of student behavior (Smith & Sprague, 2004).

Works well in: • Large areas

• High-census (lots of students)

• Lightly staffed (one or two adults for every 80+ students)

• Unstructured activities (student-directed) such as a playgrounds, cafeterias, and hallways

• Classrooms

• Medium and small group settings

The Features of Systematic Supervision 1. Movement

2. Scanning

3. Positive Contact

4. Positive Reinforcement

5. Instructional Responses

6. Immediate and Contingent Delivery of Corrective Consequences

7. Team Directed Data-based Decision Making and Intervention Implementation

Recognize and reward expected behavior

Issues Regarding Positive Reinforcement

Shouldn’t Children at this age know what is expected?

Praising feels unnatural.

Isn’t Praise manipulative and coercive?

Isn’t it bribing?

Won’t students come to depend on tangible rewards?

Shouldn’t rewards be for special achievements?

Where will I get money to supply this type of system?

Do students in Middle and high school still need rewards?

What We Know about PBIS Effectiveness

• reduction in problem behavior • improved academic performance • improved perception of school safety • improved staff retention • improved organizational health of schools • reduction in bullying behaviors • increased social emotional competence of students

(Horner, Sugai, & Anderson, 2010)

5 key elements to prevent school violence: learnings from PBIS experience

• Complete a school safety needs assessment • Assess and Secure the school building using crime

prevention through environmental design techniques • Set methods to identify violent and antisocial youth • Create a positive, inclusive school culture • Address the peer culture and its problems of bullying and

harassment • Involve parents and families in making the school safer

School principals of La Florida

•Focus on information management •System-level data •Individual student-level data

•Management of critical cases inside the school ( individual prevention) •Tier II and III

Jeffrey Sprague, Ph.D. jeffs@uoregon.edu

School-level data: Performance-based feedback

•How often do I get feedback about discipline patterns in my school?

•What kind of feedback do I get? • Total referrals/problems • Referrals/problems per day

• Behaviors • Locations • Actions/consequences?

Is There a Problem?

Sept Oct Nov Dec Jan Feb Mar Apr May Jun

School Months

Office Referrals per Day per MonthLast Year and This Year

Progress Monitoring: Individual-level data

•Progress monitoring is done best with “authentic” assessment that is sensitive to small changes in student social behavior

•Direct observation of student behavior •On/off-task, disruptive behavior,

negative social interactions, alone time

•Daily Behavior Report Cards

ABC Chart

Teacher repeats

request to start

Student refuses

and puts head

Teacher

reprimands, gives

warning and

walks away

Teacher makes a

request to start

Student yells and

pushes papers on

the floor

Teacher sends

student to the

office

Direct Behavior Ratings

Student: ______________________________

Date of Rating: ________________________

Time of Rating: ________________________

Raising Hand Appropriately in Class: How descriptive or true is this item of

the student?

Not at all Somewhat Very Much

0 1 2 3 4 5 6 7 8

Uses Verbal Aggression: How descriptive or true is this item of the student?

Not at all Somewhat Very Much

0 1 2 3 4 5 6 7 8

Overall Rating: The student’s behavior was better today than before we

implemented the support plan (0 = totally disagree, 8 = strongly agree)

0 1 2 3 4 5 6 7 8

Comments:

Direct Behavior Ratings

Self Management Checklist or School Home Note Sample Student Name: _________________________ Date: ______________________ Behavior Goals: 1. Arrive on time 2. Complete work 3. Stop and Listen Allow student to rate her behavior first. Then initial if you agree.

Arrive on Time

Complete work

Stop and Listen

Teacher Initial

Morning Check In Yes/No Yes/No Yes/No

Math Yes/No Yes/No Yes/No

Reading Yes/No Yes/No Yes/No

Social Studies Yes/No Yes/No Yes/No

Lunch Yes/No n/a Yes/No

Language arts Yes/No Yes/No Yes/No

Music Yes/No Yes/No Yes/No

Science Yes/No Yes/No Yes/No

Afternoon Check Out Yes/No Yes/No Yes/No

Total for Goal /9 /9 /9 /9

Reward: Parent Signature and Date: __________________________________________________

Why not just focus the “few” students that are the biggest problems?

• If we only respond to the toughest students, we will never get to all of them, and we may make more!

• All children and youth need a “village” to return to.

• Bystanders (peers, parents/family, teachers, others) are the village!

Tier II

Tier I Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu) 49

Tier II and III

•More intensive (more practice)

•Are we serving the “right” students?

•How long will this take, how much will it cost, and how well will it work?

Self- Monitoring

Social Skills Instruction

Curriculum Adaptation

First, a reminder… LAYERING

•All settings, all students

•Preventive, proactive

Defining Expectations

Teaching Expectations & Social skills

Acknowledging Expectations

Engaging in Systematic Supervision

Organizing Routines/ Procedures

Correcting Behavior

Reviewing Data- SWIS, Surveys

Simple Assessment for Placement Data Decision Rules for Identification

Universal Interventions Implemented 80% SAS, BoQ, SET

Self- Management

Curriculum Adaptation

Social Skills Instruction

Three Classes of Tier II Intervention

Class 1: Teaching Students to Self-Manage Their Behavior

Self Management Checklist or School Home Note Sample

Student Name: _________________________ Date: ______________________ Behavior Goals: 1. Arrive on time 2. Complete work 3. Stop and Listen Allow student to rate her behavior first. Then initial if you agree.

Arrive on Time

Complete work

Stop and Listen

Teacher Initial

Morning Check In Yes/No Yes/No Yes/No

Math Yes/No Yes/No Yes/No

Reading Yes/No Yes/No Yes/No

Social Studies Yes/No Yes/No Yes/No

Lunch Yes/No n/a Yes/No

Language arts Yes/No Yes/No Yes/No

Music Yes/No Yes/No Yes/No

Science Yes/No Yes/No Yes/No

Afternoon Check Out Yes/No Yes/No Yes/No

Total for Goal /9 /9 /9 /9

Reward: Parent Signature and Date: __________________________________________________

Class 2: Adapting Curriculum and Instruction to Reduce Problem Behavior

Twelve classes of adaptation

Task Size Time to

Complete Level of Support Input Method Task Difficult Output Method

Level of Participation Alternative Goals Substitute Curriculum Pre-correction Remove/Restrict

Activities or Access Rewards / Motivation

Class 3: Direct Social Skills Teaching

• Teaching new “teacher and school adjustment” skills

• “Replacing” competing misbehaviors

Taxonomy of Social Skills

Five Broad Dimensions • Peer relations (e.g., complimenting others, offering

help, inviting peers to play)

• Self-management (e.g., controlling temper, following rules, compromising)

• Academic (e.g., completing work independently, listening to teacher direction, producing acceptable quality work)

• Compliance (e.g., following directions, following rules, using free time appropriately)

• Assertion ( e.g., initiating conversation, acknowledging compliments, inviting peers to play) • (Caldarella & Merrell, 1997)

Case Example: Tier 2 Treatment Responder

Negative Social Interactions

Baseline Tier II

Self-monitoring

Tier III

BSP + SST

School NORM

M = 4.5

Baseline Tier II

Self-monitoring

Tier III

BSP + SST

School NORM

M = 4.5

M = 2.3

Baseline Tier II

Self-monitoring

Tier III

BSP + SST

School NORM

M = 4.5

M = 2.3

M = 0.8

school wide pbis: foundations and what we have learned in

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