1. Rob Horner University of Oregon www.pbis.org
Using Positive Behavioral Interventions and Supports (PBIS/ PB4L) to Make Schools more Effective and Equitable
Currently using PBIS?
Elem, Middle, High?
Rob Horner
University of Oregon

2. Goals Define purpose of PBIS Define core features of PBIS
Define how PBIS helps schools be more effective learning environments
Define how PBIS helps schools be more equitable learning environments.

3. Why SWPBIS/ PB4L?
The fundamental purpose of SWPBIS is to make schools more effective and equitable learning environments.
Predictable
Positive
Consistent
Safe

4. Main Messages
Supporting social behavior is central to achieving academic gains.
School-wide PB4L is an evidence-based practice for building a positive social culture that will promote both social and academic success.
Implementation of any evidence-based practice requires a more coordinated focus than typically expected.
PBIS/PB4L will improve the equity within schools.

5. Main Messages PBIS makes schools more effective, equitable, efficient.
Effective (academic, behavior)
Equitable (all students succeed) Efficient (time, cost)

6. Experimental Research on SWPBIS
SWPBIS Experimentally Related to:
Reduction in problem behavior
Increased academic performance
Increased attendance
Improved perception of safety
Reduction in bullying behaviors
Improved organizational efficiency
Reduction in staff turnover
Increased perception of teacher efficacy
Improved Social Emotional competence
Bradshaw, C.P., Koth, C.W., Thornton, L.A., & Leaf, P.J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), Bradshaw, C.P., Koth, C.W., Bevans, K.B., Ialongo, N., & Leaf, P.J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, Bradshaw, C.P., Reinke, W. M., Brown, L. D., Bevans, K.B., & Leaf, P.J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, Bradshaw, C., Waasdorp, T., Leaf. P., (in press). Effects of School-wide positive behavioral interventions and supports on child behavior problems and adjustment. Pediatrics. Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), Ross, S. W., Endrulat, N. R., & Horner, R. H. (2012). Adult outcomes of school-wide positive behavior support. Journal of Positive Behavioral Interventions. 14(2) Waasdorp, T., Bradshaw, C., & Leaf , P., (2012) The Impact of Schoolwide Positive Behavioral Interventions and Supports on Bullying and Peer Rejection: A Randomized Controlled Effectiveness Trial. Archive of Pediatric Adolescent Medicine. 2012;166(2): Bradshaw, Pas, Goldweber, Rosenberg, & Leaf, 2012 Freeman, J., Simonsen, B., McCoach D.B., Sugai, G., Lombardi, A., & Horner, ( submitted) Implementation Effects of School-wide Positive Behavior Interventions and Supports on Academic, Attendance, and Behavior Outcomes in High Schools.

7. PBIS is Efficient (Avg. 45 minutes per incident for student 30 min for Admin 15 min for Teacher)
1000 Referrals/yr
2000 Referrals/yr
Administrator Time
500 Hours
1000 Hours
Teacher Time
250 Hours
Student Time
750 Hours
1500 Hours
Totals
3000 Hours

8. Pre PBIS Year Year Year 3

9. 29, 8-hour days 121, 6-hour school days
What does a reduction of 850 office referrals and 25 suspensions mean? Kennedy Middle School
Savings in Administrative time
ODR = 15 min
Suspension = 45 min
13,875 minutes
231 hours
29, 8-hour days
Savings in Student Instructional time
ODR = 45 min
Suspension = 216 min
43,650 minutes
728 hours
121, 6-hour school days

10. What is School-wide Positive Behavior Intervention and Support (PBIS/PB4L)?
School-wide PBIS/ PB4L 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/ PB4L
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

11. Establishing a School-wide, Positive Social Culture
Common Language
Establishing a School-wide, Positive Social Culture
Common Experience
Common Vision/Values

12. School-wide Positive Behavioral Interventions and Supports (SWPBIS/ PB4L)
The social culture of a school matters.
A continuum of supports that begins with the whole school and extends to intensive, wraparound support for individual students and their families.
Effective practices with the systems needed for high fidelity and sustainability
Multiple tiers of intensity

13. Invest in prevention first Multiple tiers of support intensity
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT/ PB4L
Tertiary Prevention:
Specialized
Individualized
Systems for Students with High-Risk Behavior
~5%
~15%
Secondary Prevention:
Specialized Group
Systems for Students with At-Risk Behavior
Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
Main Ideas:
Invest in prevention first
Multiple tiers of support intensity
Early/rapid access to support
~80% of Students 27

14. Math
Remember that the multiple tiers of support refer to our SUPPORT not Students.
Avoid creating a new disability labeling system.
Behavior
Health
Reading

15. Schools using PBIS in the U.S. August , 2014
21,611

16. New Zealand Data
Implementing PB4L

17. Using PBIS to Achieve Quality, Equity and Efficiency
QUALITY: Using what works; Linking Academic and Behavior Supports
North Carolina (valued outcomes)
Michigan (behavior and literacy supports)
Commitment to Fidelity Measures
Building functional logic/ theory/ practice (Sanford)
EQUITY: Making schools work for all
Scott Ross
Russ Skiba
Vincent, Cartledge, May & Tobin
Bully prevention
EFFICIENCY: Working Smarter: Building implementation science into large scale adoption.
Using teacher and student time better.
Dean Fixsen/ Oregon Dept of Education

18. Define School-wide Expectations for Social Behavior
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

19. Tier I: PBIS Team Rewards Expectations Family Corrective Consequences
Classroom
Systems
Decision System
Expectations
Family
Bully Prevention

20. Classroom Systems Classroom Expectations Classroom Routines
See work of
Brandi Simonson
Tim Lewis
Terry Scott
Effective Instruction
Opportunities to Respond
Constructive Feedback
Active Supervision
High rate of positives
Functional Consequences
Physical Space matches Function

21. Designing Classroom Routines
School-wide Expectations
Signal
Entering Class
Walk in, sit down, start work
Instruction on board
Obtaining class attention
Orient to teacher, be quiet ?
Getting Help during seat work

22. Family Engagement

23. Students
Families
School
Academic Engagement

24. Families Families Partnership with families
What three things could most families do that would make the biggest positive impact on student educational success?
Options
Show interest
(ask how the day went)
Help with homework
(time, place, support, knowing)
Communication with school
(events, needs, what is working, and what is not working)

25. Families Academic Engagement Team Activity:
How can your school engage families:
What are 1-3 reasonable things families can do that would make a difference?
What would be the best way to share this information with families? How would we know if we had been successful?
Academic Engagement

26. Bully Prevention
Scott Ross

27. Available at

28. Whole school implementation of SWPBIS
Ross, S. W., & Horner, R. H. (2009). Bully prevention in positive behavior support. Journal of Applied Behavior Analysis, 42(4),
Three Schools
Six students identified for high rates of verbal and physical aggression toward others.
Whole school implementation of SWPBIS
Whole school addition of Stop-Walk-Talk
Direct observation of problem behavior on playground.

29. 72%
3.14
1.88
.88

30. 28% increase
19% decrease
BP-PBS, Scott Ross

31. 21% increase
22% decrease
Recipients of bullying said “stop” 30% of the time (a 28% increase from baseline),
helped the victim “walk” away 13% of the time (a 10% increase),
delivered a positive response 8% of the time (an 11% decrease),
delivered a negative response 15% of the time (a 19% decrease),
and delivered no response 34% of the time (a 9% decrease).
Bystanders of bullying said “stop” 22% of the time (a 21% increase),
helped the victim “walk” away 13% of the time (an 11% increase),
delivered a positive response 17% of the time (a 22% decrease),
delivered a negative response 8% of the time (a 10% decrease),
and delivered no response 41% of the time (a 1% increase).
BP-PBS, Scott Ross

32. Discipline Disproportionality
A central element affecting the equity and effectiveness of education

33. Elementary Schools: Compare proportion of students enrolled to proportion of students with an ODR
Risk Ratio = 1.81
% Enrolled
% with an ODR

34. Preliminary Evidence: When PBIS is linked to reduction in ODRs does reduction occur for students from all ethnic groups?
From: Vincent, Cartledge, May & Tobin, 2009

35. 1. Effective Instruction 2. Implement PBIS
Recommendations for Addressing Discipline Disproportionality in Education Kent McIntosh, Erik J. Girvan, Robert H. Horner, & Keith Smolkowski
1. Effective Instruction
Curriculum, Explicit presentation, Opportunity to respond, Timely and contingent feedback
2. Implement PBIS
3. Collect and use disaggregated discipline data
4. Address “explicit bias” with clear policies, regulations and accountability.
5. Address “implicit bias” with neutralizing routines.
Identify times / situations when untended bias may occur
Teach self-direction routines when these times/situations occur

36. Measuring Fidelity of PBIS
Very important for initial and sustained implementation
To date… too many tools
New Fidelity Tool …. Combination of Best Features
Strong technical validity
Done with Coach and Team
Can be done in 15 min per Tier
Can be used for initial assessment, progress monitoring and identification of exemplars
Results in action plan

37. Other PBIS Fidelity Measures
Available October 2014 at or or
Strong Technical Adequacy
15 min per tier
Done with Coach and Team
Useful for:
Initial Assessment
Progress Monitoring (by Tier)
Identification of Exemplars
Other PBIS Fidelity Measures
School-wide Evaluation Tool (SET)
Team Implementation Checklist (TIC)
Benchmarks of Quality (BoQ)

38. PBIS Implementation Inventory

41. TFI Item report

42. Tiers II and III: PBIS Team Elevated Rewards
Prevent rewards for problem behavior
Emphasis on
Prevention
Team
safety
Increased structure
Decision System
Assessment used to tailor / individualize support
Family/ Wrap around
Teaching

43. Fidelity Measures at Tier III
Sarah Pinkelman

44. Summary
PBIS is a framework for improving the effectiveness and equity of schools
PBIS is evidence-based
Building a cohesive and clear social culture matters
Invest in prevention
Use data to BOTH guide implementation and improve student outcomes.

45. PBIS PB4L Effective Efficient Equitable Practices that work
Practices that are practical, durable and available
PBIS
PB4L
Equitable
Practices that benefit all