1. Increasing Social and Academic Success: Positive Behavior Support meets Response to Intervention Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Intervention & Supports www.pbis.org

2. The Challenge Students with the most challenging academic and social problems need pro-active comprehensive and consistent systems of support School-wide discipline systems are typically unclear and inconsistently implemented – absence of a “social behavior curriculum” Educators often lack specialized skills to address severe problem behavior and learning challenges Pressure on schools to incorporate national and state initiatives such as Values Education, Anti-Bullying, Safe Schools and achieving “adequate yearly progress.” Many often have clearly defined outcomes without structures to reach or a framework for deciding what should be implemented when, for whom, and to what degree Common school response to problem behavior = “punishment” of misbehavior and assumptions about appropriate behavior and/or seek out alternative placements Common school response to academic challenges = send to specialists to “be fixed”

3. 2 Minutes With your neighbor, identify core curriculum across each academic subject

4. 2 Minutes With your neighbor, identify school-wide rules and strategies for teaching social behavior

5. The point? We can’t “make” students learn or behave We can create environments to increase the likelihood students learn and behave Environments that increase the likelihood of social and academic success are guided by a core curriculum, adapted to reflect student need, and implemented with consistency and fidelity

6. Context The School Environment Must Support Appropriate Social & Academic Behavior School-Wide Positive Behavior Support Response to Intervention

7. Starting Points Teams Universal curriculum developed / identified Data-based decision making Problem solving logic Access to Technical Assistance Working toward district/regional support

8. School-wide Positive Behavior Support

9. Typical responses to students  Increase monitoring for future problem behavior  Re-review rules & sanctions  Extend continuum of aversive consequences  Improve consistency of use of punishments  Establish “ bottom line ”  Zero tolerance policies  Security guards, student uniforms, metal detectors, video cameras  Suspension/expulsion  Exclusionary options (e.g., alternative programs)

10. The Danger…. “Punishing” problem behaviors (without a proactive support system) is associated with increases in (a) aggression, (b) vandalism, (c) truancy, and (d) dropping out. (Mayer, 1995, Mayer & Sulzar- Azaroff, 1991, Skiba & Peterson, 1999)

11. The Good News… Research reviews indicate that the most effective responses to school violence are (Elliot, Hamburg, & Williams, 1998;Gottfredson, 1997; Lipsey, 1991, 1992; Tolan & Guerra, 1994): Social Skills Training Academic Restructuring Behavioral Interventions

12. Contributing Factors  Home  Poverty- Language  Parent/Child interactions  Community  School  Disability

13. Toward a Solution The answer is not the invention of new solutions, but the enhancement of the school’s organizational capacity to: Accurately adopt and efficiently sustain their use of research-validated practices Provide a Seamless continuum of behavioral and academic support for all students Be part of a district wide system of behavior support Increased focus, teacher training, community training, and funding for early intervention

14. School-wide Positive Behavior Support PBS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior OSEP Center on PBIS

15. PBS is not...  Not specific practice or curriculum … it ’ s a general approach to preventing problem behavior  Not limited to any particular group of students … it ’ s for all students  Not new … its based on long history of behavioral practices & effective instructional design & strategies

16. 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

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

18. School-wide Positive Behavioral Support  Incorporate best practice in professional development and system change (teams)  Emphasizes the use of assessment information to guide intervention and management decisions  Focus on the use of a continuum of behavioral supports  Focus on increasing the contextual fit between problem context and what we know works  Focus on establishing school environments that support long term success of effective practices {3-5 years}

19. School-wide Positive Behavioral Support  Expectations for student behavior are defined by a building based team with all staff input  Effective behavioral support is implemented consistently by staff and administration  Appropriate student behavior is taught  Positive behaviors are publicly acknowledged  Problem behaviors have clear consequences  Student behavior is monitored and staff receive regular feedback  Effective Behavioral Support strategies are implemented at the school-wide, specific setting, classroom, and individual student level  Effective Behavioral Support strategies are designed to meet the needs of all students

20. Themes  Focus on positive proactive programming  Emphasis on clearly defined working structures  Teacher/school takes ownership of student learning & behavioral challenges  Problem behavior = learning error

21. Schools with Effective Discipline  Effective Leadership  Work smarter not harder  Active involvement  Clarity in direction  Move Beyond Punishment  Teach, Monitor, Reward appropriate behaviors before relying on punishment

22. First Steps  Form a team  Establish need, priorities, and commitment  Draft a mission statement  Develop working structures  Develop maintenance structures  “ Work smarter not harder ”

23. WORKING SMARTER Initiative, Project, Committee PurposeOutcomeTarget Group Staff Involved SIP/etc. Attendance Committee Increase student attendance Percentage increase in daily attendance Total student body and high absence students Mr. Early Ms. Neverlate Mr. Ontime Ms. Prompt Identified as part of school improvement plan Character Education Improve student behavior No measurable outcome defined Total study body Safety Committee School Climate Committee DARE Committee PBS Work Group

24. Universal Strategies: School-Wide Essential Features Statement of purpose Clearly define expected behaviors (Rules) Procedures for teaching & practicing expected behaviors Procedures for encouraging expected behaviors Procedures for discouraging problem behaviors Procedures for record-keeping and decision making

25. Preparing for Implementation Establish a regular meeting schedule for the behavior committee Establish a standard system for communicating information within the committee and among staff Analyze needs assessment data and other data to create short and long term goals (EBS survey) Develop regular opportunities for training on key PBS strategies Develop strategies to share information with parents & community

26. Statement of Purpose State positively Focus on everyone and all settings in school building Focus on academic and behavioral outcomes "To promote and maintain a safe and orderly learning environment for students and staff"

27. Clearly Define Expected Behaviors Set of “ rules ” State positively and succinctly Keep to five or fewer Process 1. List problem behaviors 2. Identify “ replacement behaviors ” {what do you want them to do instead} 3. Create “ matrix ” of replacements by settings

28. I am….All SettingsClassroo m HallwaysCafeteriaBathroomsPlaygroundAssemblies SafeKeep bodies calm in line Report any problems Ask permission to leave any setting  Maintain personal space  Walk  Stay to the right on stairs  Banisters are for hands Walk Push in chairs Place trash in trash can  Wash hands with soap and water  Keep water in the sink  One person per stall  Use equipment for intended purpose  Wood chips are for the ground  Participate in school approved games only  Stay in approved areas  Keep body to self Walk Enter and exit gym in an orderly manner Respect - ful Treat others the way you want to be treated Be an active listener Follow adult direction(s) Use polite language Help keep the school orderly  Be honest  Take care of yourself  Walk quietly so others can continue learning  Eat only your food  Use a peaceful voice  Allow for privacy of others  Clean up after self Line up at first signal Invite others who want to join in Enter and exit building peacefully Share materials Use polite language  Be an active listener  Applaud appropriately to show appreciation A Learner Be an active participant Give full effort Be a team player Do your job Be a risk taker Be prepared Make good choices  Return to class promptly Use proper manners Leave when adult excuses Follow bathroom procedures Return to class promptly Be a problem solver Learn new games and activities Raise your hand to share Keep comments and questions on topic Benton

29. Procedures for Teaching Expected Behaviors Social skill instruction –teach the rule –demonstrate the skill –students practice the skill –review and test the skill Embed in curriculum Practice, Practice, Practice

30. Procedures for Encouraging Expected Behaviors Identify “ rule ” student met and specific behavior they displayed (verbal feedback) Deliver reinforcement –Tangible to intrinsic –External to internal –Frequent to infrequent –Predictable to variable

31. Procedures for Discouraging Problem Behaviors CONSISTENCY Clearly define problem behavior Clear distinctions between staff/classroom and office managed behavior Establish a continuum of procedures for correcting problem behavior Establish data decision strategies for repeat offenses

32. Data-Based Decision Making Types of Data Office Discipline Referrals (SWIS.org) Anecdotal data Teacher, student, parent surveys Direct observation (behavior counts) Archival data (e.g., referrals to special education, attendance, academic performance, grade retention, attendance, suspensions/expulsions)

33. Universal Strategies: Non- Classroom Settings Identify Setting Specific Behaviors Develop Teaching Strategies Develop Practice Opportunities and Consequences Assess the Physical Characteristics Establish Setting Routines Identify Needed Support Structures Data collection strategies

34. Universal Strategies: Classroom Needed at the classroom level... Use of school-wide expectations/rules Effective Classroom Management –Behavior management –Instructional management –Environmental management Support for teachers who deal with students who display high rates of problem behavior

35. Implementation Examples

39. Alton High School Average Referrals per Day

41. Prevention & Supports For Identified and At-risk Students Social Behavior

42. Does Implementation of PBIS improve individual interventions? Illinois “profile” analysis. –Assessment of intervention effectiveness Very Low, Low, Med, High, Very High 0 1 2 3 4 –School-wide –Individual Intervention

43. N=223 N=169 N=38 N=17 t = 11.11 (335) p<.0001t = 2.30 (27) p <.03 Partial N=169 Full N=223 Partial N=17 Full N=38

44. Mental Health Outcomes Does School-wide PBS fit within a comprehensive mental health model of prevention and intervention? Minimizing and reducing “risk factors” by building “protective factors”

45. Risk and Protective Factor Comparison t = -2.17 (37) p <.036t = 2.31 (37) p <.026 Partial N=21 Full N=18 Partial N=21 Full N=18

46. A&D = Alcohol and Drug; ABS = Anti-social Behavior Scale

47. Impact on Moving Students to More Restrictive Settings Columbia Public Schools Elementary Schools who implement SW-PBS referred students to alternative/special school at lower rates compared to schools who were not implementing SW-PBS (r = -0.4306, p < 0.01) Elementary Schools who implemented SW-PBS have less recidivism to alternative settings once students returned to home-school

48. Example Self-contained Special Education Building Enrollment 200 50% free and reduced lunch Ages 13 and up Programs Serves 8 component districts Physically Impaired Autism Language Impaired Hearing Impaired Multiple/ Severe Disabilities Emotional/Behaviora l Disorder

49. Reported Results Reduction in inappropriate behavior (verbal aggression, sleeping in class, off task, disruption) Increased prosocial behaviors and task completion Post universal systems, only 5 students (from 33) required individualized support

50. Maryland PBS Initiative

53. Group Cost Benefit Office Referral Reduction Across 12 PBIS schools= 5,606 If one Office Referral=15 minutes of administrator time, then 5,606 x 15= 84,090 minutes 1401.15 hours or 233 days of administrator time recovered and reinvested.

54. Group Cost Benefit Office Referral Reduction Across 12 PBIS Schools = 5,606 If students miss 45 minutes of instruction for each Office Referral, 5,606 X 45= 252,270 minutes 4204.50 hours or 700 days of instructional time recovered!!!!!

56. Small Group and Individual Interventions

57. Small Group / Targeted Part of a continuum: Must link to school- wide PBS system Efficient and effective way to identify students Assessment = simple sort Intervention matched to presenting problem but not highly individualized

58. Small Group / Targeted Practices Social Skill Training Self-Management Mentors/Check-in Peer tutoring / Peer Network Academic support

62. Individual Students Part of a continuum: Must link to school- wide PBS system Quick supportive response to teacher Plans based on a Functional Behavior Assessment –Clear process in place –Behavioral expertise available –All in school understand basic logic of FBA and PBS

63. Individual Support Plans When small group not sufficient When problem intense and chronic Driven by Functional Behavioral Assessment Linked to school-wide system

64. Process (FBA to PBS) Conduct functional behavioral assessment Create plan based on functional assessment outcome Develop infra-structure to support behavior change (school environment must change)

66. FBA – PBS Plan Process Success requires: 1.Individual(s) with expertise in FBA-PBS 2.Fluency with a clear process among all staff including their role 3.A basic understanding of the Applied Behavior Analysis = Behavior is functionally related to the teaching environment

67. Essential Steps to Individual PBS Plans 1.Request for assistance 2.Operationally define problem/replacement behavior 3.Background/archival data/ data collection/Environmental Assessment 4.Functional Behavioral Assessment –Indirect measures –Direct observation 5.Develop hypothesis regarding function of problem behavior 6.Develop a PBS plan –Social skill instruction –Self management –Environmental modifications 7.Implement, Monitor and Evaluate progress

68. Response to Intervention Common school response to academic challenges = send to specialists to “be fixed”

69. 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

70. Responsiveness to Intervention

72. Consistent “core” curriculum implemented school-wide (research-based) Core instruction follows effective instructional practices ( NWREL.org ) Core instruction implemented with fidelity Consistent, prioritized, and protected time allocated to instruction Data decision rules to identify a) those at high risk and b) “non-responders” in a timely manner Universal Supports: Core Instruction

73. Importance of Effective Instruction (Sanders, 1999) The single biggest factor affecting academic growth of any population of youngsters is the effectiveness of classroom instruction. The answer to why children learn well or not isn't race, it isn't poverty, it isn't even per-pupil expenditure at the elementary level. The classroom’s effect on academic growth dwarfs and nearly renders trivial all these other factors that people have historically worried about.

74. Early Literacy & Behavior (Kelk & Lewis, 2001) What are the effects of three instructional conditions a) social skill instruction, b) phonological / phonemic awareness instruction, and c) a combination of social skill instruction and phonological awareness instruction on the reading related and/or social behavior of at-risk kindergarten children ?

75. Early Literary Outcome Social Skill Outcomes Phonemic Instruction +/-- Social Skill Instruction -+/- Phonemic and SS Instruction ++ Control Group --

76. Targeted / Small Supports

77. Important Themes Part of a continuum – must link to core curriculum Efficient and effective way to identify students (Curriculum Based Measures; DIBELS) through FREQUENT monitoring Intervention matched to presenting problem but not highly individualized

78. Targeted Supports Intensify Instruction Increase academic engaged time Small group / one:one Increased opportunities to respond Supplemental curriculum Alter Instructional Environment Rules & routines Attention signal Ratio of positive / negative statements Efficient transitions Active supervision

79. Structural Analysis Setting Factors Assessment Tool Level 1: Classroom Set-up and Structure Level 2: Context Specific Activities Level 3: Instructional Delivery and Tasks Level 4: Student Behavior

80. Case Study SFAT –Significant variables: clarity of expectations & directions; consistency of expectations; accessibility of class schedules; lack of enforced procedures (especially regarding to hand raising and verbalizations or entire class).

83. Individual / Intensive

84. Individual When small group/targeted not sufficient When data indicate high risk* Linked to core curriculum / outcomes *limited data beyond literacy

85. Individual/ Intensive Targeted assessment (Curriculum Based Measures; DIBELS) Instruction targets remediation and/or accommodation Environment provides multiple and sustained engagement opportunities Monitor outcomes and make necessary adjustments (progress monitoring)

87. RtI Applications (Sugai, 2007) EARLY READING/LITERACYSOCIAL BEHAVIOR TEAM General educator, special educator, reading specialist, Title 1, school psychologist, etc. General educator, special educator, behavior specialist, Title 1, school psychologist, etc. UNIVERSAL SCREENING Curriculum based measurementSSBD, ODR, record review, gating PROGRESS MONITORING Curriculum based measurement ODR, suspensions, behavior incidents, precision teaching, attendance EFFECTIVE INTERVENTIONS 5-specific reading skills: phonemic awareness, phonics, fluency, vocabulary, comprehension Direct social skills instruction, positive reinforcement, token economy, active supervision, behavioral contracting, group contingency management, function-based support, self- management DECISION MAKING RULES Core, strategic, intensivePrimary, secondary, tertiary tiers

88. Big Ideas Develop Core curriculum (social & academic) –Teach & Practice Data-based decision making –Evaluate effectiveness –Identify “non-responders” Continuum of supports firmly linked to core curriculum –Small group/targeted –Individual Systems, systems, systems Problem Solving using logic of PBS & RTI

89. Scaling Up Does not simply equal more schools or every school within a district/region/state Outcome = increasing school’s adoption and sustained use of evidence-based practices with integrity that lead to improved academic and social outcomes for students with accompanying organizational supports to allow replication

90. Research Findings on Scaling Up (Fixsen, Naoom, Blase, Friedman, & Wallace, 2005, p. 70) Best evidence documents what doesn’t work: –Information dissemination alone –Training by itself

91. Research Findings on Scaling Up (Fixsen, Naoom, Blase, Friedman, & Wallace, 2005, p. 70) What does work –Long term, multi-level approaches –Skills-based training –Practice-based coaching –Practioner performance-feedback –Program evaluation –Facilitative administrative practices –Methods for systems intervention

92. Recommendations (Fixsen, Naoom, Blase, Friedman, & Wallace, 2005, p. 77) Develop partnerships with skilled researchers Establish a community of practices at implementation sites Share lessons learned across functional purveyor teams from different programs

93. Key Build parallel systemic processes Provide school/district teams with a process to address the presenting challenge (e.g., problem behavior, drop out, learning to read) Develop a parallel process for districts/states to support school implementation and continue to expand with integrity ( Blue Print Leadership Team)

95. District Coordinator Professional Development Coordinate professional development opportunities for current teams Assist with training of new teams Coordinate coaches training Work with teams/coaches on development of resource bank (materials, examples, updates of website, etc.) Communication Coordinate communication across district Attend principal and assistant principal meetings to provide PBS updates and to listen to school concerns/questions Prepare quarterly & annual reports on progress of the district initiative for leadership team Develop district PBS handbook Coordination Prepare leadership team agenda Maintain file of building meeting minutes, coach logs, and other data sources from school teams Meet with district coaches to problem solve Develop connections between PBS initiative and district school improvement plan Develop linkages to external agencies and PBS (e.g., mental health) Explore funding opportunities to expand & support initiative

96. Coaches Connect point between school teams and the district initiative Provide technical assistance to school teams Not intended to “lead” team, rather, serve as an additional resource –Access materials –Share examples from other schools –Updates from the district

97. School Teams Principal or Deputy Principal + representatives of the school Commit to on-going training Develop/Draft essential components of school-wide system Two-way Communication with colleagues

98. On school reform… Kauffman states “…attempts to reform education will make little difference until reformers understand that schools must exist as much for teachers as for student. Put another way, schools will be successful in nurturing the intellectual, social, and moral development of children only to the extent that they also nurture such development of teachers.” (1993, p. 7).