1. CHAPTER 8: Evaluating Positive Behavior Supports Behavior Management: Principles and Practices of Positive Behavior Supports Third Edition John J. Wheeler David D. Richey

2. Wheeler/Richey. Behavior Management, 3e. © 2014, 2010, 2005 by Pearson Education, Inc. All Rights Reserved 8-2 Objectives Describe evaluation as a general concept, including definitions of formal versus informal evaluation, summative and formative evaluation, input, process, and context evaluation, and program versus individual evaluation. Describe the place of evaluation as a component of positive behavior supports. Discuss the issues associated with evaluating PBS, especially related to family and community participation, self-determination, and quality of life.

3. Wheeler/Richey. Behavior Management, 3e. © 2014, 2010, 2005 by Pearson Education, Inc. All Rights Reserved 8-3 Objectives continued… Compare evaluation methods appropriate for schoolwide behavior support to methods used for individual child interventions. Create a matrix illustrating the issues and practices associated with input, process, and outcome evaluation for both school-age and levels 2 and 3 PBS. List and describe five issues or future directions associated with evaluation of PBS.

4. Wheeler/Richey. Behavior Management, 3e. © 2014, 2010, 2005 by Pearson Education, Inc. All Rights Reserved 8-4 Overview of Evaluation Informal or formal Summative or formative Input, process, or outcome Context and product

5. Wheeler/Richey. Behavior Management, 3e. © 2014, 2010, 2005 by Pearson Education, Inc. All Rights Reserved 8-5 Evaluation of PBS Single-subject, multiple baseline designs Multicomponent interventions Ecological validity Different purposes of program evaluation and individual evaluation

6. Wheeler/Richey. Behavior Management, 3e. © 2014, 2010, 2005 by Pearson Education, Inc. All Rights Reserved 8-6 Evaluating Schoolwide PBS Use of a program evaluation design Evidence of success for schoolwide designs Evaluating input, process, and outcomes of schoolwide PBS

7. Wheeler/Richey. Behavior Management, 3e. © 2014, 2010, 2005 by Pearson Education, Inc. All Rights Reserved 8-7 Seven-Step Proactive Approach to Schoolwide Discipline (OSEP) 1. Behavior expectations are defined. 2. Behavior expectations are taught. 3. Appropriate behaviors are acknowledged. 4. Behavior errors are corrected proactively. 5. Program evaluations and adaptations are made by a team. 6. Administrative support and involvement are active. 7. Individual student support systems are integrated with schoolwide discipline systems.

8. Wheeler/Richey. Behavior Management, 3e. © 2014, 2010, 2005 by Pearson Education, Inc. All Rights Reserved 8-8 Six Prerequisites for a Schoolwide Discipline System 1. Establish a schoolwide leadership or behavior support team. 2. Secure administrator agreement of active support and participation. 3. Assess the status of schoolwide discipline or positive behavior support(s) and define short and long-term goals.

9. Wheeler/Richey. Behavior Management, 3e. © 2014, 2010, 2005 by Pearson Education, Inc. All Rights Reserved 8-9 Six Prerequisites for a Schoolwide Discipline System continued… 4. Secure a commitment and agreement from at least 80% of the staff for active support and participation. 5. Establish an implementation action plan. 6. Establish a data system that permits the regular and efficient monitoring and evaluation of the effectiveness of the implementation of the schoolwide system of discipline.

10. Wheeler/Richey. Behavior Management, 3e. © 2014, 2010, 2005 by Pearson Education, Inc. All Rights Reserved 8-10 Evaluating Levels 2 and 3 PBS Focus on individuals and their challenging behavior Evaluating inputs – planning, assessing, setting goals and objectives Evaluating processes – treatment integrity and implementation fidelity Evaluating outcomes – meeting goals and making changes

11. Wheeler/Richey. Behavior Management, 3e. © 2014, 2010, 2005 by Pearson Education, Inc. All Rights Reserved 8-11 Issues and Future Directions in PBS Evaluation The behavior continuum Empowerment evaluation Partnerships with families Measurement of outcomes Unifying disciplines and fostering collaboration

12. Wheeler/Richey. Behavior Management, 3e. © 2014, 2010, 2005 by Pearson Education, Inc. All Rights Reserved 8-12 Summary It is important to keep in mind that evaluation is not exclusively a professional tool—something that we might use on someone—but rather that it is a process that is best done collaboratively with others, including the person who is the subject of the evaluation.