Review of School-wide Positive Behavior Support Maryland PBIS Summer Institute July 13,2004 Teri Lewis-Palmer

Purpose To describe features of a systems approach to positive behavior support

Themes Consider school as unit of analysis Emphasize role of educators individually and collectively Build multi-level continuum of behavior support Give priority to agenda of primary prevention

Big Idea Goal is to establish host environments that support the adoption and sustained used of evidence-based practices (Zins & Ponte, 1990).

Why are school important places for investing? Regular, predictable, positive learning & teaching environments Positive adult & peer models Regular positive reinforcement Academic & social behavior development & success

Four Challenges Educating increasing numbers of students who are more different than similar from each other Educating students with severe problem behavior Doing more with less Creating “host environments” or systems that enable adoption & sustained use of effective practices.

“141 Days!” Intermediate/senior high school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of students have received at least one office discipline referral.

5100 referrals = 51,000 min = 850 hrs = hrs

“Works for me” In one school year, Jason received 87 office discipline referrals.

“Works for me” In one school year, a teacher processed 273 behavior incident reports.

“Da place ta be” During 4 th period, in-school detention room has so many students that overflow is sent to counselor’s office. Most students have been assigned for being in hallways after the late bell.

Typical responses “Get Tough” “Train-n-Hope”

Individual response..Get Tough Increase monitoring for future problem behavior Clamp down on rule violators Re-re-re-review rules & sanctions Extend continuum of aversive consequences Improve consistency of use of punishments Establish “bottom line”

System’s response…Get tougher Zero tolerance policies Security guards, student uniforms, metal detectors, surveillance cameras Suspension/expulsion Exclusionary options (e.g., alternative programs)

Reactive responses are predictable When we experience aversive situation, we select interventions that produce immediate relief by –Removing student –Removing ourselves –Modifying physical environment –Assign responsibility for change to student &/or others

But….false sense of safety & security! Fosters environments of control Triggers & reinforces antisocial behavior Shifts accountability away from school Devalues child-adult relationship Weakens relationship between academic & social behavior programming

2001 Surgeon General’s Report Risk factors associated with increasing # of antisocial behaviors –Antisocial peer networks –Reinforced deviancy

Recommendations (rearrange contingencies…..prevention) –Establish “intolerant attitude toward deviance” Break up antisocial networks…change social context Improve parent effectiveness –Increase “commitment to school” Increase academic success Create positive school climates –Teach & encourage individual skills & competence

“Train & hope”…..NO! 1.React to identified problem 2.Select & add practice 3.Hire expert to train practice 4.Expect & hope for implementation 5.Wait for new problem….

What is the greater challenge? The greater challenge is arranging opportunities for schools to achieve the ability to... –Respond efficiently, effectively, and relevantly to range of problem behaviors observed in schools –Engage in data-based problem solving –Adopt, fit, & sustain empirically-based practices –Give priority to unified agenda of activities/initiatives

What is PBS? PBS is a broad range of systemic & individualized strategies for achieving important social & learning outcomes while preventing problem behavior. PBS is the integration of (a) valued outcomes,(b) science of human behavior,(c) validated procedures, and (d) systems change.

SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Positive Behavior Support OUTCOMES Social Competence & Academic Achievement

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

Academic SystemsBehavioral Systems 1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity 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 Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Designing School-Wide Systems for Student Success

Implementation Levels Student Classroom School State District

Goals of PBS Select & adapt technologies that are most effective, efficient, & relevant than reactive practices Arrange opportunities to teach & practice evidence-based practices Remove conditions that occasion & maintain undesirable outcomes

Increase conditions that occasion & maintain desirable practices Remove aversives that inhibit desirable practices Establish environments & routines that support continuum of positive behavior supports

Features Create continuum of behavior supports from a systemic perspective Focus on behavior of adults in school as unit Utilize effective, efficient, relevant data- based decision making

Give priority to achievable success Invest in research validated practices Arrange environments for “working smarter” –Do less, but better –Do it once, but for a long time –Invest in clear outcomes –Invest in a sure thing