1. Prevention and Systematic Intervention to Address Social Behavioral Problems: School-wide Positive Behavior Support
Tim Lewis, Ph.D.
University of Missouri
Center on Positive
Behavioral Intervention & Supports
pbis.org

2. Starting Point…. Educators cannot “make” students learn or behave
Educators can create environments to increase the likelihood students learn and behave
Environments that increase the likelihood are guided by a core curriculum and implemented with consistency and fidelity

3. The Challenge
The “core curriculum” is often “punishment” to try and reduce problem behavior in school
However, “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)

4. The Good News…
Research reviews continue to indicate that effective responses to significant behavioral challenges in school include:
Social Skills Training
Academic Restructuring
Behavioral Interventions
= instructional strategies - “teaching”

5. School-wide Positive Behavior Support
SW-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

6. Big Ideas
Build Positive Behavior Support Plans that teach pro-social “replacement” behaviors
Create environments to support the use of pro-social behaviors
School-wide
Classroom
Individual student

7. Essential Features at the School Level
Teams of educators within the school (administrator)
Data-based decision making
Instructional Focus
Teach & Practice
Acknowledge student mastery of social skills
Positive Feedback

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

9. Designing School-Wide Systems for Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
Individual Students
Assessment-based
High Intensity
Intensive, Individual Interventions
Individual Students
Assessment-based
Intense, durable procedures
1-5%
1-5%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
5-10%
5-10%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
Universal Interventions
All students
Preventive, proactive
80-90%
Universal Interventions
All settings, all students
Preventive, proactive
80-90%

10. Continuum of Supports Universal Targeted Intensive Math Science
Spanish
Reading
NOTICE GREEN GOES IS FOR “ALL”
Soc skills
Soc Studies
Basketball

11. Universal School-Wide Features
Clearly define expected behaviors (Rules)
All Settings
Classrooms
Procedures for teaching & practicing expected behaviors
Procedures for encouraging expected behaviors
Procedures for discouraging problem behaviors
Procedures for data-based decision making
Family Awareness and Involvement

12. Benton Primary School I am…. All Settings Classroom Hallways Cafeteria
Bathrooms
Playground
Assemblies
Safe
Keep 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
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
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
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
Be a problem solver
Learn new games and activities
Raise your hand to share
Keep comments and questions on topic

13. RAH – at Adams City High School (Respect – Achievement – Honor)
Classroom
Hallway/
Commons
Cafeteria
Bathrooms
Respect
Be on time; attend regularly; follow class rules
Keep location neat, keep to the right, use appropriate lang., monitor noise level, allow others to pass
Put trash in cans, push in your chair, be courteous to all staff and students
Keep area clean, put trash in cans, be mindful of others’ personal space, flush toilet
Achievement
Do your best on all assignments and assessments, take notes, ask questions
Keep track of your belongings, monitor time to get to class
Check space before you leave, keep track of personal belongings
Be a good example to other students, leave the room better than you found it
Honor
Do your own work; tell the truth
Be considerate of yours and others’ personal space
Keep your own place in line, maintain personal boundaries
Report any graffiti or vandalism

14. Redesign Learning & Teaching Environment
School Rules
NO Food
NO Weapons
NO Backpacks
NO Drugs/Smoking
NO Bullying

15. Welcome Rugs
It's The Westwood Way!

16. The Connect Point Across the Continuum
Classroom Management & Instruction

17. Classroom Essentials*
Classroom expectations & rules defined and taught
Procedures & routines defined and taught
Continuum of strategies to acknowledge appropriate behavior in place and used with high frequency (4:1)
Continuum of strategies to respond to inappropriate behavior in place and used per established school-wide procedure
Students are actively supervised
Students are given multiple opportunities to respond (OTR)
Activity sequence promotes optimal instruction time and student engaged time
Instruction is differentiated based on student need

20. Designing School-Wide Systems for Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
Individual Students
Assessment-based
High Intensity
Intensive, Individual Interventions
Individual Students
Assessment-based
Intense, durable procedures
1-5%
1-5%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
5-10%
5-10%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
Universal Interventions
All students
Preventive, proactive
80-90%
Universal Interventions
All settings, all students
Preventive, proactive
80-90%

21. Tier II (small group)
Efficient and effective way to identify at-risk students
Screen
Data decision rules
Informal assessment process to match intervention to student need
Small group Social Skill Instruction
Self-management
Academic Support
Part of a continuum – must link to universal school-wide PBS system

22. Designing School-Wide Systems for Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
Individual Students
Assessment-based
High Intensity
Intensive, Individual Interventions
Individual Students
Assessment-based
Intense, durable procedures
1-5%
1-5%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
5-10%
5-10%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
Universal Interventions
All students
Preventive, proactive
80-90%
Universal Interventions
All settings, all students
Preventive, proactive
80-90%

23. Tier III (individualized support)
When small group not sufficient
When problem intense and chronic
Driven by Functional Behavioral Assessment
Connections to Mental Health and Community Agencies
Part of a continuum – must link to universal school-wide PBS system

24. Outcomes

26. Office Discipline Referrals Semester 1, 2006-2007
Oxley Park PS
2008
2009
Self explanatory…
50% decrease in number of discipline referrals from 2008 to 2009

28. Alton High School Average Referrals per Day

29. Anne Arundel High School Total Referrals/ Suspensions by Year
*Pre PBIS Implementation

30. Other High School Outcomes….
Triton High School
48% Free and reduced lunch
59% reduction in suspension
Halved the drop out rate
Mountain View High School
30% free and reduced lunch
30% reduction in ODR
Last to first in achievement in district

31. Parramatta HS: No. of Days Suspended
2/3 drop in number of days that students lost to learning
Deputy’s – more time to look at preventative and supportive arrangements and systems. Reinvesting time proactively.
Informal feedback- casual teachers report that teaching at Parramatta High School is great- want to work here
Teachers who have transferred out- comment on how much quieter and calmer the school is.
Note S1 2010

32. Culture & Climate survey 2008
Parramatta HS: Culture and Climate Survey (2004/2008)
Culture & Climate survey 2008
Responses
2004
2008
Shared Goals (we know where we are going)
45%
73%
Responsibility for Success (we must succeed)
51%
69%
Collegiality (we're working on it together)
54%
Continuous Improvement (we can get better)
76%
Lifelong Learning (learning is for everyone)
64%
66%
Risk Taking (we learn by trying something new)
22%
39%
Support (there's always someone there to help)
68%
80%
Mutual Respect (everyone has something to offer)
Openness (we can discuss our differences)
71%
Celebration & Humour (we feel good re ourselves)
63%
51 Responses
Responsibility for Success ('we must succeed') % 69%
Collegiality ('we're working on it together') 54% 69%
Continuous Improvement ('we can get better') 54% 76%
Lifelong Learning ('learning is for everyone') 64% 66%
Risk Taking ('we learn by trying something new') 22% 39%
Support ('there's always someone there to help') 68% 80%
Mutual Respect ('everyone has something to offer') 66% 80%
Openness ('we can discuss our differences') 45% 71%
Celebration & Humour ('we feel good re ourselves') 63% 80%

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

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

37. Group Cost Benefit 233 days 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
hours or
233 days
of administrator time recovered and reinvested.

38. 700 days 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
hours or
700 days
of instructional time recovered!!!!!

39. Centennial School

40. Centennial School Police Contacts

41. Tier II & III Small Group and Individual Interventions
Supporting Students At-Risk and those with Disabilities Within Their Home School

46. Does Implementation of SW-PBS Improve Individual Interventions?
Illinois “profile” analysis.
Assessment of intervention effectiveness
Very Low, Low, Med, High, Very High
School-wide
Individual Intervention

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

48. Missouri SW-PBS pbismissouri.org 700+ schools RPDCs – PBS consultants
MU Center for SW-PBS
Tier II/III Consultants
State Coordination
Data/Web

51. Lansdowne High School PBIS
The Viking Code

52. Proactive Approach to School-wide Discipline
Provide a clear system for all expected behaviors
Create and maintain a productive, safe environment
Establish clear expectations
Enhance student academic & social success

53. Components Common approach Clear, positive expectations
Procedures to teach expected behaviors
Range of ways to encourage and discourage
Means to collect data & monitor

54. LHS Belief Statements
Students achieve greater success in a safe, comfortable, and orderly environment
Students are capable of learning, achieving, and behaving appropriately
Excellence, modeled in an environment of trust and encouragement, inspires student achievement

55. Viking Code of Conduct
Readiness
Responsibility
Respect

56. Procedures for Encouraging Positive Behavior
Viking of the Month
“I Noticed”
Posters throughout school
Display of winners on V-Board
Regular announcements of winners

57. V -Bucks
Awarded by teachers to students who exemplify the Viking Code of Conduct on a daily basis in the classroom, the hallways, the cafeteria, and other areas of the building.
Awarded to encourage and reinforce positive behaviors among our students.
Teachers can award V- Bucks to students whether they teach them or not.

58. Incentives for Students and Staff
Homework Passes
Ice Cream Passes
Target Gift Certificates
McDonald’s Coupons
Wal-Mart Gift Certificates
Dance Passes
Movie Passes
Game Passes
Bags/Freebies
Six Flags Passes

59. Procedures for Discouraging Problem Behaviors
Student Incident Report
Office Referral
Teacher-managed vs. Office-managed behaviors
Consistency vs. Discretion
Intervention Flow Chart

60. Student Incident Report
Student Incident Report SWIS Entry_________
Name of Student: Location:
□ Classroom □ Gym
Grade: □ Hallway □ Library
□ Cafeteria □ Bus Loading Zone
Date:_______________ Time:_______________ □ Bathroom □ On Bus □ Other
Referring Staff:
Problem Behavior
Possible Motivation
Consequence
Check one specific problem behavior□ Inappropriate Language -Minor verbal aggression -Harassment/tease/taunt□ Minor Defiance/Disrespect/Non- Compliance Lying/cheating -Refusal to work□ Disruption (minor) -Skip class/truancy -Tardy -Disruptive/Disrespectful Asides -Electronics -Dress Code□ Minor Physical Contact□ Minor Property Misuse□ Other
□ Obtain peer attention□ Obtain adult attention□ Obtain items/activities□ Avoid tasks/activities□ Avoid work□ Avoid peer(s)□ Avoid adult(s)□ Unclear/Don’t know□ Other _____________________□ Unknown motivation□ Detention□ Time out in alternate classroom□ Time in office□ Loss of Privileges□ Conference with Student□ Parent Contact□ Other_____________________Other comments (optional)
Contacted parent/guardian about this incident on

61. Teacher-Managed vs. Office-Managed
Language
Lateness
Preparedness
Refusing to work
Tone/Attitude
Electronic Devices
Dress Code Violations
Weapons
Fighting or aggressive physical contact
Aggressive Language
Smoking
Harassment of students or teachers
Major dishonesty

62. Average Referrals per Day per Month Office Referrals
Aug
Sept
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
June

63. SW-PBS and Response to Intervention with Literacy
Field Primary School
SW-PBS and Response to Intervention with Literacy

64. Field Primary School High Diversity Instructional leader turnover
School has 290 students; 50% minority; 20% English Language Learners; 13% Special Education
Instructional leader turnover
Poverty
79% of students live in poverty
Highly transient population
Tim Lewis

65. Field Primary School
Teachers and Staff committed to increasing academic and social success of all students
A committed Principal who supported faculty in their efforts to change the way they taught to improve children’s lives
Tim Lewis

66. Field Primary School Academic Standing
Only 5% of all students scored proficient in 2005
Breakdown by ethnicity:
0% African-American
18% Caucasian
0% Students with disabilities
0% English Language Learners
7% Students living in Poverty
Tim Lewis

67. Field Primary School Literacy Social Behavior
In 2004–05, 44% students required intensive support for reading and writing
Social Behavior
In Averaging 10.4 discipline referrals per day
Tim Lewis

68. Field Literacy Data

69. Tier III Tier II Tier I Structure Core Reading
90 min, 5 days week with:
Intervention Groups 45 min, 4 days week, with:
(5th day individual focus )
Tier III
Intensive Intervention
Classroom Teacher
Reading specialists, Sp Ed, ELL, Sp. Lang,
K-2 SRA Reading Mastery
3-5 Wilson Reading Systems
Tier II
Strategic Intervention
Reading Mastery or Soar to Success
Tier I
DIBELS benchmark
Enrichment based on themes of core program
After a review of the data it was clear that we had to change our way of doing business. The research told us that struggling readers must have a structured, explicit, research-based core literacy program to meet their needs.
We chose Houghton-Mifflin 2005 based on recommendations from the University of Oregon study of programs designed around the big five.

70. Core Reading and Intervention Schedule
K 9:00-10:30
1st 9:00-10:30
2 10:00-11:30
3 11:00-12:30
4 1:45-3:15
5 1:00-2:30
Intervention
12:25-12:55
11:30-12:15
9:15-10:00
10:15-11:00
1:00-1:45
2:15-3:00
Because we prioritized the reading program in our day we set up a schedule that allowed us to put the resources where we needed them. We also make sure that every child receives the core and that no child is pulled out for other services during this time. SCHEDULING

71. Positive Behavior Supports

72. Impact on Behavior Problems
To 1.6 per day
From 10.4 per day
MU College of Education —
140 years of discovery, teaching and learning

73. Impact on Literacy Improved Academic Standing
In 2007, 27% of Field’s students scored proficient in 2007 (up from 5%).
African American: 0% improved to 16%
Caucasian: 18% improved to 57%
Students with disabilities: 0% improved to 25%
English Language Learners: 0% improved to 27%

74. Field Literacy Data

75. Why Invest in SW-PBS?
Change in school discipline system creates an environment that promotes, teaches, and acknowledges appropriate behavior
Reduction in problem behavior resulting in less staff time dealing with problems, more student time in the classroom
Improved academic performance
Improved social behavior performance
Improved school safety, mental health connections, and individual interventions

76. RCT & Group Design SW-PBS 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, 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), 1-14.

77. Impact of our SW-PBS Center’s Efforts To Date
In the US over 17,000 schools; 46 state initiatives
Working with researchers and educators in Canada, Australia, and several countries in Europe
pbis.org