1. Positive Behavior Support
Rob Horner, Ph.D.
University of Oregon

2. Goals Brief Introduction to Positive Behavior Support
Four major changes in the design of support strategies
Emphasis on understanding and using the “function” of behavior.
Implications for clinicians and parents

3. Introductions Teacher Instructional and behavioral research
Positive Behavior Support

4. School-wide Positive Behavioral Interventions and Supports (PBIS)
School-wide PBIS is:
A multi-tiered framework for establishing the social culture and behavioral supports needed for a school to achieve behavioral and academic outcomes for all students.
Evidence-based features of SWPBIS
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

5. Establishing a Social Culture
Common Language
MEMBERSHIP
Common Experience
Common Vision/Values

6. Why SWPBIS?
The fundamental purpose of SWPBIS is to make schools more effective and equitable learning environments.
Predictable
Positive
Consistent
Safe

9. A few positive SW Expectations
“Phoenix Experience”

10. No Gum
No Hats
No Backpacks
No Running
No Violence
No Disruption

11. eject violence
bey rules
top bullying
verybody “Stop It”

12. Number of Schools Implementing SWPBIS since 2000
January, 2014
19,960

13. Behavior Support
The design of effective environments

14. Problem Behaviors Vary in intensity
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, tantrum, 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
Are expensive: For society, schools, classrooms, students, families

15. Management of Behavior
Traditional approach to behavior management focused on the consequence for problem behavior.

16. Major Changes in Behavior Support
Prevention
Teaching as the most effective approach
Environmental redesign, Antecedent Manipulations
Function-based support
Functional assessment
Team-based design and implementation of support
Comprehensive Interventions
Support plans with multiple elements
Link Behavior Support to Lifestyle Plan
Person-centered planning, Wraparound, Systems of Care
Systems Change
Intervention at the “whole-school” level
Systems that nurture and sustain effective practices
Systems that are durable

17. Building Behavior Support
What does he/she do?
Where and when is it most and least likely?
Why: In situations where the behavior happens, what is the outcome (what does he/she get or avoid)?
Big four strategies for support:
Prevent: How can we make the difficult situations less likely?
Teach: What is an appropriate behavior that has same effect?
Reward: How to ensure immediate reward of appropriate behavior?
Withhold: Reduce or eliminate reward for problem behavior?

18. Behavioral Function Revenge Freedom Control Power Social Status
Get Toy
Smile from Peer
Attention from teacher
Avoid hard task
Access to favorite food
Access to video game
Avoid Peer Taunt
Revenge
Freedom
Control
Power
Social Status
Satisfaction

19. Function
Not Function
Function
Not Function
Function
Ingram, K., Lewis-Palmer, T., & Sugai, G. (2005). Function-based intervention planning: Comparing the effectiveness of FBA indicated and contra-indicated intervention plans. Journal of Positive Behavior Interventions, 7,

20. Building Positive Behavior Support
Define: “what, where, why”
Prevention
Teaching
Reward Appropriate
Withhold or Minimize Reward of Problem
Safety

21. Building Positive Behavior Support
Define: “what, where, why”
Prevention
Teaching
Reward Appropriate
Withhold or Minimize Reward of Problem
Safety

22. Building Positive Behavior Support
Define: “what, where, why”
Prevention
Teaching
Reward Appropriate
Withhold or Minimize Reward of Problem
Safety

23. Summary
Supporting behavior is as important as supporting academic and health outcomes.
Attending to “why” matters
Consider the big 4
Prevent, Teach, Reward, Withhold