Working with Children with Disabilities: Tools for Parents and Schools School-wide Intervention through Positive Behavior Support May 18, 2012 Princeton University Tim Knoster Bloomsburg University

What are the Elements of Success in our schools with our Students? zAcademic Learning (Outcomes) zSocial and Emotional Learning (Outcomes) *Both sets of learning outcomes are inter-related and require systems of intervention and support.

Horner & Sugai (1997) Designing School-Wide Systems for Student Success Academic SystemsBehavioral Systems Intensive, Individual Interventions Individual Students Assessment-based High Intensity Targeted Group Intervention Some students (At-Risk) High efficiency Rapid Response Universal Interventions All settings, all students Preventive, proactive Intensive, Individualized Interventions Individual Students Assessment Based High Intensity Targeted Group Interventions Some students (At-Risk) High efficiency Rapid Response Universal Interventions All settings, all students Preventive, proactive 1-7% 5-15% 80-90%

Positive Behavior Support : Response to Intervention zThree Tiered Approach to Prevention Response to intervention in the form of Positive Behavior Support is a three tiered decision-making framework that guides selection, integration, and implementation of research-based academic and behavioral practices for achieving important academic and social / emotional learning outcomes. zTier One (Universal Prevention) All students are exposed to the core elements of prevention through establishment of clear expectations for respectful and supportive behavior which includes the active teaching and reinforcement of pro-social behaviors in order to create a healthy learning environment. Typically % of students will sufficiently respond to Universal Prevention. zTier Two (Targeted Prevention) Students who do not sufficiently respond to Universal Prevention receive more targeted supports layered on top of Universal Prevention strategies emphasizing further instruction and reinforcement of pro-social skills. Examples of Tier II strategies include Daily Behavior Report Cards, Check-in Check-out Programs, Mentoring and Behavioral Contracting. Typically between 5 – 15 % of students will require Targeted Prevention. zTier Three (Individual Intensive Prevention) Students who do not sufficiently respond to Universal and/or Targeted Prevention approaches receive more resource intensive interventions and supports emphasizing further instruction and reinforcement of pro-social skills coupled with preventative strategies that make necessary alterations within the instructional environment based on the results of functional behavior assessment. Tier III supports typically involve coordination and integration of educational services with supports from other child serving systems in tandem with other community-based resources which may include Person-centered Planning and Wraparound Approaches (e.g. RENEW). Typically between 3-5% of students in a given school will require Individual Intensive Prevention.

School-wide Positive Behavior Support zPrevention Logic for ALL * Redesign of teaching environments becomes the emphasis to support student acquisition and use of pro-social skills *Teaching behavior as relentlessly as we teach reading or other academic content is the ultimate act of prevention, promise and power underlying PBS and other preventive interventions in America’s schools (Algozzine, Wang & Violette, 2011) zMulti-tiered Systems Logic

Number of Schools Implementing SWPBIS since 2000 (OSEP Center on Positive Behavioral Intervention & Support)

SWPBS: An Evidenced-based Approach zContinuous evolution (and expansion) of the evidence-base of School-wide application of Positive Behavior Support zPositive Evidence: * Reduced major disciplinary infractions *Improvements in academic achievement *Enhanced perception of organizational health and safety * Improved school climate *Reductions in teacher reported bullying behavior

GOOD LUCK! Tim Knoster Ed.D. Bloomsburg University