expanding the science, values and vision of positive behavior support rob horner university of...
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Expanding the Science, Values and Vision of Positive Behavior Support
Rob HornerUniversity of Oregon
www.pbis.org
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Goals
•Provide a framework for gathering ideas, examples and direction from the conference
•Emphasize the Science, Values and Vision of PBS exemplified in every session you attend.
•$100 Billion are about to be invested in American Education
50 Billion to Gov 50 Billion to LEAs
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Academics
Culture and
DiversityFamilies
Early Interventio
n
Community
Classroom Practices
Autism Spectrum Disorder
Mental Health
Ethics and Policy
Individual Supports
Training/ Professiona
l Developme
nt
School-wide
APBS Content Strands
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PBS
Science Values
Vision
Practices that work
Practices that affect quality of life
Practices that are doable, durable and available
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Vision
•Create a society with the opportunities and supports that allow all members access to a high quality of life.
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Vision•The Association for Positive Behavior
Support (APBS) is an international organization dedicated to promoting research-based strategies that combine applied behavior analysis and biomedical science with person-centered values and systems change to increase quality of life and decrease problem behaviors. The Association is made up of professionals, family members, trainers, consumers, researchers, and administrators who are involved and interested in positive behavior support.
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Vision
•Problem behavior continues to be the primary reason why individuals in our society are excluded from school, home, recreation, community, and work.
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Problem BehaviorsInsubordination, noncompliance, defiance, late to class, nonattendance, truancy, fighting, aggression, inappropriate language, social withdrawal, excessive crying, stealing, vandalism, property destruction, tobacco, drugs, alcohol, unresponsive, not following directions, inappropriate use of school materials, weapons, harassment 1, harassment 2, harassment 3, unprepared to learn, parking lot violation, irresponsible, trespassing, disrespectful, disrupting teaching, uncooperative, violent behavior, disruptive, verbal abuse, physical abuse, dress code, other, etc., etc., etc.
• Vary in intensity
• Exist in every school, home and community context
• Place individuals at risk physically, emotionally, academically and socially
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Vision
•Problem behavior is a threat to personal quality of life.
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Values
•Our success lies in our unwavering commitment to the best interest of individuals and their families.
•What we do in the name of PBS is not about a model, a brand or a manual. It is about the thoughtful construction of effective places to live, learn, work and play.
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Values
•Support the choices of individuals within the context of their families.
•Honor the guidance and support provided FROM families
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Vision•Schools, homes, work places and
communities will achieve success only in the context of a predictable, consistent, positive and safe social culture.
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Science
•Science guided by our values and vision
•Programs and practices guided by our science
Early
Intervention
Literacy
Math
Wraparound
Positive Behavior Support
Family Support
Response to Intervention
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© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008
Alignment for Systems change
Literacy
Wraparound
Math
Family Support
Behavior Support
AL
IGN
ME
NT
Early Intervention
Resp
on
se t
o
Inte
rven
tion
/Pre
ven
tion
FORM SUPPORTS FUNCTION
Primary Prevention
Universal Screening
Multi-tiered Support
Early intervention
Progress Monitoring
Systems to support
practices
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A Vision for Systems Change:The Promise of “Implementation Technology”
Dr. Dean Fixsen
Dr. Karen Blase
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© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008Sobering Observation
"All organizations [and systems] are designed, intentionally or unwittingly, to achieve precisely the results they get."R. Spencer Darling
Business Expert
Rise in Incidence of Autism
Reduction in Incidence of Mental Retardation and
Learning Disabilities
Rise in funding for education without rise in
academic outcomes
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Systems Change
•Effective practices produce effective outcomes only within effective systems
•We have invested in defining effective practices but not in defining the systems needed for these practices to produce effective outcomes.
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© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008
Implementation Technology:What it takes to change
A group that knows the innovation very well (formal and practice knowledge)
A group that knows how to implement that innovation with fidelity and good effect
A group that accumulates data & experiential knowledge -- more effective and efficient over time
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Coaching
•After initial training, a majority of participants (211 of 213) demonstrated knowledge of practices, but poor implementation.
•Decision-makers should pair training prior to implementation with on-going rehearsal and performance feedback (coaching)
▫David Test, et al 2008
© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008
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Training Outcomes Related to Training Components
Training Outcomes
Training Components
Knowledge of Content
Skill Implementation
ClassroomApplication
Presentation/ Lecture
PlusDemonstration
Plus Practice
Plus Coaching/ Admin SupportData Feedback
10% 5% 0%
30% 20% 0%
60% 60% 5%
95% 95% 95%
Joyce & Showers, 2002
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Lessons learned from School-wide PBS about combining vision, values and science
• Build a continuum of supports that begins with the whole school and extends to intensive support for individual students and their families.
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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
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
SCHOOL-WIDE POSITIVE BEHAVIOR
SUPPORT
27
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23Tertiary Prevention:
Specialized Individualized
Systems for Students with High-Risk Behavior
Secondary Prevention:Specialized Group
Systems for Students with At-Risk BehaviorPrimary Prevention:
School-/Classroom-Wide Systems for
All Students,Staff, & Settings
~80% of Students
~15%
~5%
School-Wide Positive Behavior
Support
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Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity•Of longer duration
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
80-90% 80-90%Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Multi-tier Model
Dona Meinders, Silvia DeRuvo; WestEd, California Comprehensive Center
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Responsiveness to Intervention
Academic+ Social Behavior
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All
Some
FewRTI
Continuum of Support for
ALL
George Sugai
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Dr. Laura Riffel
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Positive Behavior Support
Dr. Terry Scott: Adapted from George Sugai, 1996
© Terrance M. Scott, 2001
Universal
School-Wide Data Collection and Analyses
School-Wide Prevention Systems (rules, routines, arrangements)
Targeted
Intensive
AnalyzeStudent Data
Interviews, Questionnaires, etc.
Observations and ABC Analysis
Multi-Disciplinary Assessment & Analysis
Simple Student Interventions
Group Interventions
Complex Individualized Interventions
Team-Based Wraparound Interventions
Inte
rven
tionAssessm
ent
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What is School-wide Positive Behavior Support?
•School-wide PBS is:▫A systems approach for establishing the social
culture and behavioral supports needed for a school to be an effective learning environment 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 intervention
supports. ▫Implementation of the systems that support effective
practices
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PBS is about more than behavior•Through PBS we are creating school
cultures that allow a larger range of students to succeed.
▫We became the world’s leading nation largely because of our emphasis on mass education at a time when other countries educated only elites……. We have lost that advantage. -Claudia Goldin, Lawrence F. Katz,
2008
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Science
•To establish an effective social culture we:▫Define, teach, and reward behavioral
expectations▫Provide consistent, predictable consequences
for problem behavior▫Use data to guide implementation and assess
impact over time.
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Science
•Establishing additional supports for students with more intense needs
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A Foundation
•Braiding proven practices with practical systems:
Policies, Team meetings, Data Systems
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Discipline Policy: Los Angles Unified School District
• School-Wide Positive Behavior Support• NUMBER: BUL-3638.0• ISSUER: Donnalyn Jaque-Antón, Executive Officer, Educational Services• DATE: March 27, 2007
• POLICY:
•Every student, pre-school through adult, has the right to be educated in a safe, respectful and welcoming environment. Every educator has the right to teach in an atmosphere free from disruption and obstacles that impede learning. This will be achieved through the adoption and implementation of a consistent school-wide positive behavior support and discipline plan for every school in LAUSD.
Jeff SpragueNancy Franklin
Laura Zeff
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Classroom
SWPBSPractices
Non-classroom Family
Student
School-w
ide
• Smallest change• Evidence-based• Biggest, durable effect
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National Adoption of School-wide PBS•Over 9000 schools involved in SWPBS
▫Pre-school 117▫Elementary 5669▫Middle Schools 1943▫High Schools 931▫K to (8-12) 124▫Alternative/JJ 344
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States Implementing SWPBS9000+ schools in 44 states
States
Nu
mb
er
of
Sch
ools
Florida
Illinois
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Scott Spaulding, Claudia Vincent, et alPbis.org / evaluation/ evaluation briefs
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N = 1679 443 163 24
Elementary Middle High K (8-12)
10%25%
26%
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N = 1679 443 163 246
Elementary Middle High K (8-12)
74%
83% 83%
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Linking School-wide PBS to improvement in social behavior AND academic outcomes.
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Participating Schools
2004 Schools (21)
2005 Schools (31)
2006 Schools (50)
2000 Model Demonstration Schools (5)
2007 Schools (165)
0
50
100
150
200
250
300
2003-2004 2004-2005 2005-2006 2006-2007
Existing Schools New Schools
Steve GoodmanMargie McGlincheyKathy Shallmo
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Major Discipline Referrals per 100 Students per Year (Schools implementing > 80% on Team Implementation Checklist)
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DIBELS Instructional Recommendations and Major Discipline Referral per Cohort per Year
DIBELS Benchmark
Major Discipline Referrals
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North CarolinaPositive Behavior Support Initiative
Dr. Bob Algozzine
Schools with Low ODRs and High
Academic Outcomes
Office Discipline Referrals per 100 Students
Pro
port
ion
of
Stu
den
ts M
eeti
ng
Sta
te A
cad
em
ic
Sta
nd
ard
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Positive Behavior Support and Applied Behavior Analysis
•Context matters
•Design behavior support with knowledge of the consequences maintaining problem behavior.
Dunlap, Carr et al., In press
Positive Behavior Support and Applied Behavior
Analysis: A Familial Alliance
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Academic, Behavioral, and Functional Predictors of Chronic Problem Behavior in Elementary Grades
Kent McIntosh University of British Columbia
40
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Two Paths to Problem Behavior
Chronic ProblemBehavior
Enter School:Social Skills
Academic Skills
Response to Initial
Social andAcademic
Intervention
Attention-maintained problem behavior
Escape-maintained problem behavior
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5th Grade ORF Trajectories by Function (n = 47)Peer Attention vs. Escape Task
80
90
100
110
120
130
140
150
Fall 03-04 Winter 03-04 Spring 03-04
Mean
Co
rrect
Wo
rds p
er
Min
ute
or 1 ODRs 0
Non-target
Students
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5th Grade ORF Trajectories by Function (n = 47)Peer Attention vs Escape Task
80
90
100
110
120
130
140
150
160
Fall 03-04 Winter 03-04 Spring 03-04
Mean
Co
rrect
Wo
rds p
er
Min
ute
.Peer Attn
or 1 ODRs 0
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ORF Trajectories by Function (n = 47)
80
90
100
110
120
130
140
150
160
Fall 03-04 Winter 03-04 Spring 03-04
Mean
Co
rrect
Wo
rds p
er
Min
ute
.Peer Attn
Esc. Task
or 1 ODRs 0
Behavior Support focused on Social Contingencies
Behavior Support focused on Academic and Social Contingencies
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Bullying:Another application of values, vision and science
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Main Ideas
•“Bullying” is aggression, harassment, threats or intimidation.
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Main Ideas
•Bullying behavior typically becomes more likely because the “victims” or “bystanders” provide rewards for bullying behaviors.
▫Social attention▫Social recognition▫Social status
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Main Ideas
• To decrease bullying behaviors an essential goal must be to decrease the reward that other students (bystanders and victims) provide.
• All “bully proofing” skills are more effective if the school has first established a set of school-wide behavioral expectations.
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Predictable, consistent, positive and safe social culture (expectations defined, taught, acknowledged)
Everyone can identify “respectful” and non-respectful behavior.
“Stop”
Walk
Talk
Change in the rewards for bullying.
Change in likelihood of bullying
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60
0
2
4
6
8
10
0
2
4
6
8
10
Baseline Acquisition Full BP-PBS Implementation
0
2
4
6
8
10
0
2
4
6
8
10
0
2
4
6
8
10
Nu
mb
er
of
Inci
den
ts o
f B
ull
yin
g
Beh
avi
or
School Days0
2
4
6
8
10
School 1
Rob
Bruce
Cindy
Scott
Anne
Ken
School 2
School 3
3.14 1.88 .8872%
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BP-PBS, Scott Ross
61Conditional Probabilities of Victim Responses to Problem
Behavior
0%
10%
20%
30%
40%
50%
"Sto
p"
"Wa
lk"
Po
sitiv
e R
esp
on
se(l
au
gh
ing
/ch
ee
rin
g)
Ne
ga
tive
Re
spo
nse
(cry
ing
/fig
htin
gb
ack
)
No
Re
spo
nse
Pro
bab
ilit
y o
f R
esp
on
seBaseline
BP-PBS
28% increase 19% decrease
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BP-PBS, Scott Ross
62Conditional Probabilities of Bystander Responses to
Problem Behavior
0%
10%
20%
30%
40%
50%
"Sto
p"
"Wa
lk"
Po
sitiv
e R
esp
on
se(l
au
gh
ing
/ch
ee
rin
g)
Ne
ga
tive
Re
spo
nse
(cry
ing
/fig
htin
gb
ack
)
No
Re
spo
nse
Pro
bab
ilit
y o
f R
esp
on
seBaseline
BP-PBS
21% increase
22% decrease
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Implications
•Use vision and values to guide what we address, how we intervene, and how we determine if we are successful
•Use science to define effective interventions
•Use implementation technology to change organizational systems so they use effective interventions.
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Build the Vision,Apply the Values,Master the Science• If you are new to PBS
Learn the core features, practices, outcomes
• If you are already engaged in PBS How to extend what you know to more families,
communities, schools, work places. How to advance the more intense level of PBS How to establish sustained impact
• If you are in a decision-making role How to implement PBS for systems change How to scale-up practices that are effective and
practical
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PBS
Science Values
Vision
Practices that work
Practices that affect quality of life
Practices that are practical, durable and available