1. Rob Horner University of Oregonwww.pbis.orgwww.pbis.org OSEP TA-Center on PBS

2.  Define the core features of school-wide PBS  Link school-wide efforts to the individualized supports needed by many students with ASD.  Frame issues of behavior support within an RTI approach  Provide a self-assessment for use in planning at the school and district level.

3.  Supporting social behavior is central to achieving academic gains.  School-wide PBS is an evidence-based practice for building a positive social culture that will promote both social and academic success.  Establishing schools that meet the needs of children with ASD starts by establishing a predictable, consistent, positive and safe foundation for all students.

4.  Never stop doing what already works  Always look for the smallest change that will produce the largest effect  Avoid defining a large number of goals  Do a small number of things well  Do not add something new without also defining what you will stop doing to make the addition possible.

5.  Collect and use data for decision-making  Adapt any initiative to make it “fit” your school community, culture, context.  Families  Students  Faculty  Fiscal-political structure  Establish the systems and policy clarity needed to support and sustain implementation of effective practices LAUSD Discipline Foundation Policy.pptx

6. Context Problem behavior continues to be the primary reason why individuals in our society are excluded from school, home, recreation, community, and work.

7. Problem Behaviors Insubordination, 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

8. Context Many initiatives to improve education Initiatives too often conflicting and/or competing Early Intervention Literacy Math Wraparound Positive Behavior Support Family Support Response to Intervention Applied Behavior Analysis

9. © Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 Using RTI to Align Systems Literacy Wraparound Math Family Support Behavior Support ALIGNMENT Early Intervention Response to Intervention/Prevention Student Outcomes Primary Prevention Universal Screening Multi-tiered Support Early Intervention Progress Monitoring Systems to support practices

10. School-wide PBS Build a continuum of supports that begins with the whole school and extends to intensive, wraparound support for individual students and their families.

11. 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

12. Common Vision/Values Common Language Common Experience MEMBERSHIP

13. School-wide PBS Establishing additional supports for students with more intense needs

14. 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 Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT 27

16. ~80% of Students ~15% ~5% ESTABLISHING CONTINUUM of SWPBS SECONDARY PREVENTION Check in/out Targeted social skills instruction Peer-based supports Social skills club TERTIARY PREVENTION Function-based support Wraparound Person-centered planning PRIMARY PREVENTION Teach SW expectations Proactive SW discipline Positive reinforcement Effective instruction Parent engagement SECONDARY PREVENTION TERTIARY PREVENTION PRIMARY PREVENTION

17. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence, Academic Achievement and Safety Supporting Decision Making School-wide PBS

18. Classroom SWPBS Practices Non-classroom Family Student School-wide Smallest change Evidence-based Biggest, durable effect

19. Define, teach, and reward behavioral expectations Provide consistent, predictable consequences for problem behavior Use data to guide implementation and assess impact over time. SWPBS Practices School-wide

20. Classroom SWPBS Practices School-wide Define and teach classroom expectations Define and teach classroom routines Acknowledge appropriate behavior Curriculum matched to student ability

21. Classroom SWPBS Practices Non-classroom School-wide Positive expectations taught Routines defined Precorrection Active supervision

22. Classroom SWPBS Practices Non-classroom Family School-wide Collaboration Regular Contact Reciprocal Systems of Support Access to Community Assistance

23. Classroom SWPBS Practices Non-classroom Family Student School-wide Function-based Support Person-centered planning Comprehensive Interventions

24. SCHOOL-WIDE 1. School-wide commitment and team structure for discipline 2. Clear set of positive expectations & behaviors taught to all students 4. Continuum of procedures for encouraging expected behavior 5. Continuum of procedures for discouraging inappropriate behavior 6. Procedures for on-going collection and use of data for decision-making INTERVENTION PRACTICES CLASSROOM 1.Classroom-wide positive expectations taught & encouraged 2.Classroom routines & cues taught & encouraged 3.Ratio of 5 positive to 1 negative adult-student interaction 4.Active supervision 5.Redirections for minor, infrequent behavior errors 6.Functional physical layout 7.Effective academic instruction & curriculum INDIVIDUAL STUDENT 1.Personnel with behavioral competence available at school & district levels 2.Function-based behavior support planning 3.Team- & data-based decision making 4.Comprehensive person-centered planning & wraparound processes 5.Targeted social skills & self-management instruction 6. Individualized instructional & curricular accommodations NONCLASSROOM 1.Positive expectations & routines taught & encouraged 2.Active supervision by all staff (Scan, move, interact) 3.Precorrections & reminders 4.Positive reinforcement FAMILY ENGAGEMENT 1.Continuum of positive behavior support for all families 2.Frequent, regular positive contacts, communications, & acknowledgements 3.Formal & active participation & involvement as equal partner 4.Access to system of integrated school & community resources

25.  Predictable  Consistent  Positive  Safe

26.  Identify 3-5 Expectations  Short statements  Positive Statements (what to do, not what to avoid doing)  Memorable  Examples:  Be Respectful, Be Responsible, Be Safe, Be Kind, Be a Friend, Be-there-be-ready, Hands and feet to self, Respect self, others, property, Do your best, Follow directions of adults

27. A few positive SW Expectations

31.  Over 9000 schools involved in SWPBS ◦ Pre-school117 ◦ Elementary 5669 ◦ Middle Schools 1943 ◦ High Schools931 ◦ K to (8-12)124 ◦ Alternative/JJ344

32. States Number of Schools California Illinois

33. California Hawaii Scott Spaulding, Claudia Vincent Pbis.org/evaluation/evaluation briefs

34.  School-wide PBS is “evidence-based” ◦ Reduction in problem behavior ◦ Increases in academic outcomes  Horner et al., 2009  Bradshaw et al., 2006; in press  Behavioral and Academic gains are linked  Amanda Sanford, 2006  Jorge Preciado, 2006  Kent McIntosh  School-wide PBS has benefits for teachers and staff as well as students.  Scott Ross, 2006  Sustaining School-wide PBS efforts  Jennifer Doolittle, 2006

35. PBIS in Illinois July 17, 2008 Developing Local Systems of Care for Children and Adolescents with Mental Health Needs and their Families Training Institutes Nashville, TN Lucille Eber Ed.D. IL PBIS Network

37. PBS slope = -1.15 Non PBS slope = -.37

38. PBS Slope = -1.85 Non PBS Slope = -,34

39. February 2009 Heather R. Reynolds NC Department of Public Instruction Bob Algozzine Behavior and Reading Improvement Center http://www.dpi.state.nc.us/positivebehavior/

40. State PBS Coordinator Heather R Reynolds Dr. Bob Algozzine

41. Levels of behavior risk in schools implementing PBS were comparable to widely-accepted expectations and better than those in comparison schools not systematically implementing PBS. Non-PBS Comparison Dr. Bob Algozzine

42. Schools with Low ODRs and High Academic Outcomes Office Discipline Referrals per 100 Students Proportion of Students Meeting State Academic Standard

43. Steve Goodman sgoodman@oaisd.org www.cenmi.org/miblsi

44. Participating Schools 2004 Schools (21) 2005 Schools (31) 2006 Schools (50) 2000 Model Demonstration Schools (5)

46. DIBELS Benchmark Major Discipline Referrals

47. Began MiBLSi Implementation

48.  Building an active continuum of support  Establish the foundation that will sustain individual student gains  Build a culture of adaptive support

49.  Illinois “profile” analysis. ◦ Assessment of intervention effectiveness  Very Low, Low, Med, High, Very High  0 1 2 3 4 ◦ School-wide ◦ Individual Intervention

50. N=223 N=169 N=38 N=17 N=169 N=223 N=17 N=38 t = 11.11 (335) p<.0001t = 2.30 (27) p <.03 PBS

51.  Continuum of Support Practices  Emphasis on “Foundation Supports” and investment in prevention.  Emphasis on the organizational systems needed to implement practices with fidelity and durability.  Collection and use of data for decision- making

52.  1. Effective and Efficient Foundation Practices ◦ Establishing a Universal System of Support  Effective Curriculum  Unambiguous Instruction  Adequate intensity  Reward System  Error Correction System

53.  2. Universal Screening  Collect information on all students at least twice a year  Use data for decision- making

54.  3. Continuum of Evidence-based Practices  Targeted interventions for students “at risk”  Intensive, Individualized interventions for students with more significant needs  Early Intervention

55.  Progress Monitoring  Collection of data on a monthly, weekly, daily rate  Use of data for decision-making

56.  5. Fidelity Monitoring  Assessing the extent to which we are implementing what we claim to implement  Use of the data for decision-making Team Checklist Individual School Team Checklist Data

57.  District policy  Clear statement of values, expectations, outcomes  Evaluation capacity to conduct universal screening and progress monitoring assessments  District provides efficient options for universal screening and progress monitoring measures  Recruitment and hiring  Expectations defined in job announcements  Professional development  Focused strategies for staff development in core skills

58.  Annual evaluations  Expectations assessed as part of annual evaluations  Recruitment of individuals with training, coaching, and implementation skills  Advanced skills in literacy supports  Advanced skills in behavior supports

59.  School-wide PBS is an approach for investing in making the school a more effective social and educational setting for all students.  Core features of RTI are an effective framework for improving Behavior and Academic Support  Building schools that deliver the supports needed for students with ASD starts by establishing core foundation features that create a predictable, consistent, positive and safe social culture.