1. Positive Behavior Support Rob Horner, Ph.D. University of Oregon www.pbis.org Families Educators Medical Professionals

2. Introductions Teacher Instructional and behavioral research Positive Behavior Support

3. Goals Brief Introduction to Positive Behavior Support Understanding “why” Four major changes in the design of support strategies. Implications for clinicians and parents Implications for schools and communities

4. Multiple Levels of Support Community School Family Child

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

6. 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

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

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

10. Behavior Support The design of effective environments

11. 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, 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

12. 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

13. 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)? How often --------------------------------------------------------------- Big four strategies for support: o Prevent: How can we make the difficult situations less likely? o Teach: What is an appropriate behavior that has same effect? o Reward: How to ensure immediate reward of appropriate behavior? o Withhold/Redirect: Reduce or eliminate reward for problem behavior?

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

15. 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, 224-236

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

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