1. Positive Behavioral Interventions and Supports (PBIS) Overview Eleanor Castillo-Sumi, Ph.D. Josh Harrower, Ph.D. Rebecca Mendiola, Ed.D.

2. Provide overview of PBIS (SWPBS) to determine training readiness.
PURPOSE

3. Challenge
Why are we here?

4. Consistency…..

5. Improving Academic Outcomes
Maximize academic achievement and decrease parities

6. Context Matters!
Examples
Individual Student
vs.
School-wide

7. “Reiko” What would you do?
Assessments indicate that Reiko performs in average to above average range in most academic areas. However, her teacher has noticed Reiko’s frequent talking & asking & answering questions without raising her hand has become an annoying problem to other students & to teacher.
What would you do?

8. “Brian” What would you do?
Brian is a highly competent student, but has long history of antisocial behavior. He is quick to anger, & minor events quickly escalate to major confrontations. He has few friends, & most of his conflicts occur with peers in hallways & cafeteria & on bus. In last 2 months, he has been given 8 days of in school detention & 6 days of out of school suspension. In a recent event, he broke glasses of another student.
What would you do?

9. Fortunately, we have a science that guides us to…
Assess these situations
Develop behavior intervention plans based on our assessment
Monitor student progress & make enhancements
All in ways that can be culturally & contextually appropriate
Crone & Horner, 2003

10. However, context matters….
What factors influence our ability to implement what we know with accuracy, consistency, & durability for students like Rachel, Brian, Mitch, & Reiko?

11. A school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of students have received at least one office discipline referral.
Reiko is in this school!

12. Administrative Impact
5,100 referrals (odr)
@ 15 min/odr = 76,500 min
= 1,275 hrs admin time
@ 8 hr/day 159 days

13. Instructional Impact
5,100 referrals (odr)
@ 45 min/odr = 229,500 min
= 3,825 hrs instruction
@ 7 hr/day = 546 days

14. During 4th period, in-school detention room has so many students that the overflow is sent to the counselor’s office. Most students have been assigned for being in the hallways after the late bell.
Brian is in this school!

15. On 1st day of school, a teacher found “floral” arrangement on his desk
On 1st day of school, a teacher found “floral” arrangement on his desk. “Welcome to the neighborhood” was written on the card
You are in this School!

16. Questions!
What would behavior support look like if Brian, & Reiko were in these classrooms & schools?
Are these environments safe, caring, & effective?
Context Matters!

17. SWPBS Logic!
Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, salable, & logical for all students
(Zins & Ponti, 1990)

18. PBIS (aka SWPBS) is for enhancing adoption & implementation of
Framework
for enhancing adoption & implementation of
of evidence-based interventions to achieve
& behaviorally important outcomes for
students
Continuum
Academically
All

19. Integrated Elements Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
DATA
SYSTEMS
Framework in which we organize what we do….
PRACTICES
Supporting
Student Behavior

20. SWPBIS is about…
What Outcomes are Associated with Implementation of PBIS?
Schools that establish systems with the capacity to implement SWPBS with integrity and durability have teaching and learning environments that are
Less reactive, aversive, dangerous, and exclusionary, and
More engaging, responsive, preventive, and productive
Address classroom management and disciplinary issues (e.g., attendance, tardies, antisocial behavior),
Improve supports for students whose behaviors require more specialized assistance (e.g., emotional and behavioral disorders, mental health), and
Most importantly, maximize academic engagement and achievement for all students.

21. 23 ALL SOME FEW Tertiary Prevention: Specialized CONTINUUM OF
Individualized
Systems for Students with High-Risk Behavior
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
FEW
~5%
Secondary Prevention:
Specialized Group
Systems for Students with At-Risk Behavior
~15%
SOME
Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings 23
ALL
~80% of Students

22. Effective Social & Academic School Culture
Common Language
Membership
Common Experience
Common Vision/Values

23. RCT & Group Design PBIS Studies
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. P., Waasdorp, T. E., & Leaf, P. J. (in press). Effects of school-wide positive behavioral interventions and supports on child behavior problems. 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), Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (in press). The impact of school-wide positive behavioral interventions and supports (SWPBIS) on bullying and peer rejection: A randomized controlled effectiveness trial. Archives of Pediatrics and Adolescent Medicine.
Reduced major disciplinary infractions
Improvement in aggressive behavior, concentration, prosocial behavior, & emotional regulation
Improvements in academic achievement
Enhanced perception of organizational health & safety
Reductions in teacher reported bullying behavior & peer rejection
Improved school climate

24. 17 School-wide Classroom Family Non-classroom Student SWPBS Practices
Smallest #
Evidence-based
Biggest, durable effect
Student

25. SW - PBIS GENERAL IMPLEMENTATION PROCESS
Team
SW - PBIS GENERAL IMPLEMENTATION PROCESS
Staff Feedback
Readiness agreements, prioritization, & investments
3-4 year implementation commitment
Local capacity for training, coordination, coaching, & evaluation
Systems for implementation integrity
Agreements
Data-based
Action Plan
SAY: In general, the implementation of a school-wide PBIS approach at the school level is built around five main implementation steps.
Emphasis REGULAR staff feedback and communication….monthly
Triangle goes for staff as well….100% buy in would be great but not going to happen. Those that always resisting may want to front load them before meeting
Blue…6-9 months before kickoff in fall
Green…after implemenation
Still need regular staff feedback and communication
Initial agreements but always need to revisit to modify if needed
Evaluation
Implementation

26. Team-led Process Non-Teaching Family Behavioral Capacity Priority &
Status
Representation
Specialized Support
Administrator
Team
Community
Data-based
Decision
Making
Administrator
Student
SAY: One of the most important steps is to establish or identify an existing group of individuals who can lead the establishment of a school-wide PBS approach. This team must be made of school staff who are respected, have effective communication skills and means, and can influence school policy, organization, and operations.
An important factor in effective leadership teaming is ensuring that members of the team agree on how they will conduct business (e.g., agenda, problem solving, voting, etc.). The Conducting Leadership Team Meetings Checklist (see Appendix.1) can be used to assess for and establish agreements about how team meetings will be conducted.
Teaching
Communications
Start with
Team that
“Works.”

27. Components of SW PBS Focus of Year 1
Primary Prevention School-wide/Classroom Systems
SW-PBS Team
School Rules
Define & Teach:
Expectations
Routines
Acknowledgment System
Discipline Systems & Decision Making
Handbook
Secondary Prevention Specialized Group Systems
Training/ Support opportunities
Individual Teacher Support
Targeted Group Interventions
Tertiary Prevention Individual Student System
Behavior Support Plan
FBA/BIP – Intensive Individualized Interventions
Focus of Year 1

28. Emphasizing & Teaching Positive Expectations

29. Behavioral Expectation Grid Defining Expected Behavior across Settings
School Rules
Settings
Be Safe
Responsible
Respectful
Hallway
Walk on the right side
Allow others to pass
Hold door open for person behind you
Have a pass during class time
Use quiet voices
Keep hands & feet to self
Playground
Stay in boundaries
Keep hands and feet to yourself
Be aware of people around you
Put equipment away at break
Include everyone
Follow game rules
Group goes to places…walk the areas to uncover issues. Be sure to include those who use areas most (custodian, lunch lady, etc…)
Take students to places to train…practice…model
Train many times per year at first year of implementation
Maybe a routines column to take about…placement of hands…

30. Acknowledge & Recognize

31. “G.O.O.S.E.” “DINGER” “1 FREE PERIOD” “GOLDEN PLUNGER”
Involve custodian
Procedure
Custodian selects one classroom/ hallway each week that is clean & orderly
Sticks gold-painted plunger with banner on wall
“1 FREE PERIOD”
Contributing to a safe, caring, effective school environment
Procedures
Given by Principal
Principal takes over class for one hour
Used at any time
How are staff recognized/acknowledged for their efforts in your school?
“G.O.O.S.E.”
“Get Out Of School Early”
Or “arrive late”
Procedures
Kids/staff nominate
Kids/staff reward, then pick
“DINGER”
Reminding staff to have positive interaction
Procedures
Ring timer on regular, intermittent schedule
Engage in quick positive interaction

33. Specialized Behavior Support Team
District-Region
School
SWPBS Leadership Team
SWPBS Tier 1
T1 Systems
T1 Practices
Specialized Behavior Support Team
Group-based Tier 2
T2 Systems
T2 Practices
Individual Tier 3
T3 Systems
T3 Practices

34. Components of SW PBS Primary Prevention School-wide/Classroom Systems
SW-PBS Team
School Rules
Define & Teach:
Expectations
Routines
Acknowledgment System
Consequences & Decision Making
Handbook
Secondary Prevention Specialized Group Systems
Training/ Support opportunities
CICO
Targeted Group Interventions
Tertiary Prevention Individual Student System
Behavior Support Plan
FBA/BIP – Intensive Individualized Interventions

35. What is a Tier 2/Targeted Intervention?
- An intervention that:
Serves multiple students at one time (15-25 student at once)
More efficient use of resources that 1 student at a time
Students can get started with almost immediately upon referral
Requires almost no legwork from referring staff to begin implementation of the intervention with a student
All school staff know about, understand their roll with, and know the referral process for CICO
SYSTEMS NOTE: Resources Required:
If program is not self-sufficient… and requires significant organization by referring staff… it’s not a targeted intervention

36. Major Features of Targeted Interventions
Intervention is continuously available
Rapid access to intervention (72 hr)
Very low effort by teachers
Consistent with school-wide expectations
Implemented by all staff/faculty in a school
Flexible intervention based on assessment
Functional Assessment
Adequate resources (admin, team)
Weekly meeting, plus 10 hours a week
Student chooses to participate
Continuous monitoring for decision-making

37. What is function based support?
Foundations in behavioral theory, applied behavior analysis, & pbis
Attention to environmental context
Emphasis on “purpose” or function of behavior
Focus on teaching behaviors
Attention to implementers (adult behaviors) & redesign of teaching & learning environments.

38. Only 2 Basic Functions

39. Examples… “Behavior Education Program” Fern Ridge Middle School, OR
“Check-in Check-out”
Bethel School District, OR
“H.U.G.”
Tualatin Elementary School, OR
“Social Skills Club”
Missouri
“Think Time”
University of Nebraska

40. Behavior Education Plan (BEP) (Hawkin, Horner, & March, 2002)
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
Referral,
Assessment,
& Orientation
Behavior Education Plan (BEP) (Hawkin, Horner, & March, 2002)

41. Check In/Out Pt Card Name____________________ Date ____________
GOALS:
8:30
9:30
10:30
11:30
12:30
1:30
1. RESPECT OTHERS
2. MANAGE SELF
3. SOLVE PROBLEMS RESPONSIBLY
Rating Scale
2 = Great
1 = Ok
0 = Goal Not Met
Goal _____
Pts Possible _____
Pts Received_____
% of Pts _____
Goal Met? Y N

42. SWIS-CICO What do you think? Any actions needed? Support Plan Change
Description
10/06/2009
Check out with Joe Binder

43. SWIS-CICO Report What do you think? Any actions needed?
Support Plan Change
Description
09/10/2008
Check out with Joe Binder
Begin Simple FAA?

44. Behavior Review Decision Flowchart

45. Components of SWPBS Primary Prevention School-wide/Classroom Systems
SW-PBS Team
School Rules
Define & Teach:
Expectations
Routines
Acknowledgment System
Consequences & Decision Making
Handbook
Secondary Prevention Specialized Group Systems
Training/ Support opportunities
Individual Teacher Support
Targeted Group Interventions
Tertiary Prevention Individual Student System
Behavior Support Plan
FBA/BIP – Intensive Individualized Interventions

46. Tier 3 Interventions
Students requiring individualized assessment & intervention
Have not responded to Tier 1 & 2 interventions
BSP/FAA/BIP & Wraparound supports

47. For Students with INTENSIVE needs (Tier 3) we need:
Interventions individualized to the specific needs of the student
Expertise in the presenting area of concern
Behavior Specialist for behavioral concerns
Knowledge of Student
Knowledge of Context
Practical FBA or Comprehensive FBA to directly inform development of a Behavior Support Plan

48. Practical FBA/Comprehensive FBA
Pre-functional assessment interview
Defines
Problem behaviors
Routines where problems most likely
Hypothesis statement
Triggers, behaviors, consequences
Function
Conducts Observations
Create Behavior Support Plan

49. Basic “Logic” SYSTEMS DATA PRACTICES Maximum Student Outcomes
Start w/ effective, efficient, & relevant, doable
PRACTICES
Implementation
Fidelity
I LOVE This animation! Very cool!!!
Training +
Coaching
Evaluation
Improve “Fit”
Prepare & support implementation

50. Northern California PBIS TAC Training Sequence
Phase 1: Universal Systems: Tier 1 Phase 2: Secondary Systems: Tier 2 Team Initiated Problem Solving Check In/Check Out Phase 3: Tertiary/Indiv. Student Systems: Tier 3 Practical FBA/BSP PBIS Coaching Training PBIS Coaches Network District PBIS Leadership Team Training School-wide Information System (SWIS)

51. Northern California PBIS TAC Training Sequence
Training is provided over a three-year period
Professional Development Sessions
Tier 1 SWPBIS Site Team
(4 x first year)
Tier 2/3 PBIS Site Team
(3 x second year and 3 x third year)
Coaches Training/Coaches Network
(4 x first year, 4 x second/third year)
District Leadership Action Planning
(1 x per year)
Design and planning time
On-site technical assistance

52. Commitment of Personnel
Site Teams
Site Administrator
General Education Staff
Special Education Staff
Classified Staff
PBIS Coach
Steve

53. Questions?

54. Eleanor Castillo-Sumi, Ph. D. eleanor. castillo@emqff
Eleanor Castillo-Sumi, Ph.D. Josh Harrower, Ph.D. Rebecca Mendiola, Ed.D.