Schoolwide Positive Behavior Interventions and Support -SWPBIS- Mitchell L. Yell, Ph.D. University of South Carolina

Acknowledgements OSEP Center on PBIS Robert H. Horner, University of Oregon George Sugai, University of Connecticut

What We Will Do Define SWPBIS Discuss the multi-tiered system of support Explain the process for implementing SWBIS

What We Know Educators cannot “make” students learn or behave Educators can create environments to increase the likelihood students learn and behave If we change adults’ behavior, restructure the school environment, we can improve student learning and behavior

5 Need Problem behaviors are the single most common reason why students are removed from classrooms Key measures of problem behaviors indicate that are teachers are facing more students with problem behaviors A major reason that teachers leave the profession early is problem behavior Research evidence and national assessments tell us much about what interventions are effective and which are not

6 Science of behavior has taught us that students…. Are NOT born with “ bad behaviors ” Do NOT learn when punished or presented contingent aversive consequences ……..Do l earn better ways of behaving by being taught directly & receiving positive feedback

School-wide Positive Behavior Support SW-PBS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior OSEP Center on PBIS

Purpose of SWBIS The purpose of SWPBIS is to make schools more effective learning environments for all students.

9 Message of SWPBIS School environments that are positive, preventive, predictable, & effective ◦ Are safer, healthier, & more caring ◦ Have enhanced learning & teaching outcomes ◦ Provide continuum of behavior support for all students

10 SWPBS is Not specific practice, cookbook, or curriculum…it ’ s general approach to preventing problem behavior Not limited to any particular group of students…it ’ s for all students Not new…its based on long history of behavioral practices & effective instructional design & strategies

Core Features of SWPBIS Use of evidence-based curriculum & practices Universal screening Multiple tiers of increasing intensity Data-based decision making

Evidence-Based Practices Instructional practices or strategies that: are based on high quality research over a range of different students, in a range of places, and over a range of behavior have been shown to result in measurable educational, social, or behavioral benefit Measures must be implemented with fidelity

Evidence-Based Features of SWPBIS Focus on 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.

Universal Screening All students are screened on academic or behavioral measures In SWBIS, schools often use the following for universal screening: ◦ Office Discipline Referrals (ODRs) ◦ Behavioral screening measures

Multiple-Tiers of Instruction ~80% of Students ~15% ~5% Increasing Intensity of Intervention Students move between tiers based on response

Universal Targeted Intensive ALL Some Few Frequent & Systematic Data- Collection

NOT a specific Curriculum SWPBIS is a evidence-based, multi-tiered Framework or Process NOT a specific Curriculum

Data-Based Decision Making School-based teams collects high quality data to enable to guide them in making important decisions ◦ ODRs ◦ Behavioral screeners ◦ CBMs (academic)

19 Nonclassroom Setting Systems Classroom Setting Systems Individual Student Systems School-wide Systems Schoolwide Positive Behavior Support Systems

20 “ Train & hope ” approach 1. React to identified problem 1. Select & add practice 2. Hire expert to train practice 3. Expect & hope for implementation 4. Wait for new problem….

21 What SWPBS looks like: School Level Team-led school climate effort. All students are directly taught & acknowledged for displays of desired school-wide expectations. Administrators are active participants. Parent involvement is active & visible.

22 School-wide Systems 1.Common purpose & approach to discipline 2.Clear set of positive expectations & behaviors 3. Procedures for teaching expected behavior 4.Continuum of procedures for encouraging expected behavior 5. Continuum of procedures for discouraging inappropriate behavior 6. Procedures for on-going monitoring & evaluation

23 What SWPBIS looks like: CLASSROOM Maximum time allocated for instruction Maximum opportunities to respond correctly High rates of positive reinforcement & supervision Individualized support Positive adult-to-student interactions exceed negative

24 What SWPBIS looks like: Nonclassroom Positive expectations & routines taught & encouraged Active supervision by all staff ◦ Scan, move, interact Precorrections & reminders Positive reinforcement

25 What SWPBIS looks like: Individual Student Behavioral competence at school & district levels Function-based behavior support planning Team- & data-based decision making Comprehensive person-centered planning Targeted social skills & self-management instruction Individualized instructional & curricular accommodations

Implications for School Districts 1. District policy Clear statement of values, expectations, outcomes 2. Provide support District provides support for schools District provides universal screening and progress monitoring assessment tools 3. Recruitment and hiring Expectations defined in job announcements 4. Annual faculty orientation

Implications for School Districts 5. Professional development Focused strategies for staff development in core skills Train teams not individuals Match training with access to coaching support Evidence-based strategies & practices 6. Coaching Capacity Training linked to on-site assistance to implement SWPBIS

Lessons Learned Horner & Sugai Maintain a clear and unrelenting focus on student outcomes (academic & behavior) Select research-validated practices that provide multi-tiered systems of support Use data for decision-making to assess BOTH fidelity and impact (continuous improvement is essential for sustainability) Build the systems (team structure, policies, data sources) that support high fidelity implementation Invest in durable, large-scale applications of effective practices.

School-Wide PBS Works!! PBS is feasible PBS is effective ◦ Creates positive climate ◦ Invests in prevention ◦ Builds a culture of competence ◦ Increases instructional time ◦ Decreases problem behaviors ◦ Improves lifestyle for students & staff PBS is sustainable