1. Rob Horner University of Oregon www.pbis.org
Using Positive Behavioral Interventions and Supports (PBIS) 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?
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 PBS 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.

5. SWPBIS: Building Effective Schools

9. Academic Engagement
Students
Families
School
Effective Schools

10. Main Messages Effective (academic, behavior)
PBIS is a foundation for the next generation of education.
Effective (academic, behavior)
Equitable (all students succeed) Efficient (time, cost)

11. 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.

12. Time / Cost of a Discipline Referral (Avg
Time / Cost of a Discipline Referral (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

13. Pre PBIS Year Year Year 3

14. 121, 6-hour school days 29, 8-hour 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

15. What is School-wide Positive Behavior Intervention and Support (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

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

18. Schools using PBIS July , 2014
20,066

19. 14 States with more than 500 schools
Number of Schools Implementing SWPBIS by State
July 2014
14 States with more than 500 schools
Illinois
Wisconsin

20. Fidelity of PBIS Implementation
Wisconsin

21. National Median

23. School-wide Positive Behavioral Interventions and Supports (SWPBIS)
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

24. Invest in prevention first Multiple tiers of support intensity
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT
Tertiary Prevention:
Specialized
Individualized
Systems for Students with High-Risk Behavior
~5%
Secondary Prevention:
Specialized Group
Systems for Students with At-Risk Behavior
~15%
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

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

26. ESTABLISHING CONTINUUM of SWPBS
TERTIARY PREVENTION
Function-based support
Wraparound
Person-centered planning
Check and Connect
TERTIARY PREVENTION
~5%
~15%
SECONDARY PREVENTION
Check in/ Check out
Targeted social skills instruction
Anger Management
Social skills club
First Step to Success
SECONDARY PREVENTION
PRIMARY PREVENTION
Teach SW expectations
Consistent Consequences
Positive reinforcement
Classroom Systems
Parent engagement
Bully Prevention
Data System/ Decision Making
PRIMARY PREVENTION
~80% of Students

27. 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

28. Tier I: PBIS Core Features
School-wide Leadership Team
With policies and purpose clearly defined
Social behavior one of top goals for school, and part of school improvement plan.
School-wide Behavioral Expectations (defined and taught)
Acknowledgement systems for behavioral expectations
Consequences Systems to discourage problem behavior
Classroom systems that link behavioral and academic supports
Decision-making systems (data for universal screening, progress monitoring and standardized assessments)
Bully prevention systems
Family Engagement

29. Tier II: PBIS Core Features
Team with policies, authority and time
Increased structure to promote positive behavior
Predictable schedule
Pre-correction
Increased instruction on appropriate social behavior
Increased precision, and frequency of adult feedback related to social behavior
Increased intensity of data collection
Fidelity of support
Impact on student outcomes
Systematic use of data for decision-making

30. Tier III: PBIS Core Features
Team with policies, authority and time
Team with knowledge about student, setting, behavioral theory.
Assessment capacity
Functional behavioral assessment, medical assessment, mental health assessment, academic assessment,
Individualized Behavior Support Planning
Prevent, Teach, Reward, Extinguish, Safety, Data-based Decisions
Comprehensive: Wraparound, Family-based
Increased intensity and precision of data system
Fidelity of individual plan implementation
Impact on individualized target outcomes
Systematic use of data for decision-making

31. 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

32. No Gum
No Hats
No Backpacks
No Running
No Violence
No Disruption

33. eject violence
bey rules
top bullying
verybody “Stop It”

34. Curriculum Matrix Location 1 Location 2 Location 3 Location 4
Expectation 1
Expectation 2
Expectation 3
Expectation 4
Expectation 5

35. Six Elements of a School Discipline System
1. Policy and Logic
2. Problem Behavior
Definitions
3. Discipline Referral
Form
4. Guidelines for
responding to
problem behavior
5. Data System
6. Decision-making
Process

36. General Procedure for Dealing with Problem Behaviors
Observe problem
behavior
Problem solve
Determine
consequence
Follow procedure
documented
File necessary
documentation
Send
referral to
office
Follow
through with
consequences
procedure
Write referral &
Escort student to office
Follow up
with student
within a
week Is
major?
Does
student
have 3? NO
YES
Find a place to talk with student(s)
Ensure safety

38. Classroom Systems

39. On-going Reward of Appropriate Behavior
Every faculty and staff member acknowledges appropriate behavior.
5 to 1 ratio of positive to negative contacts
System that makes acknowledgement easy and simple for students and staff.
Different strategies for acknowledging appropriate behavior (small frequent rewards more effective)
Beginning of class recognition
Raffles
Open gym
Social acknowledgement

40. Acknowledge & Recognize

42. Cougar Traits in the Community Student Name __________________________________ Displayed the Cougar Trait of: Respect Responsibility Caring Citizenship (Circle the trait you observed) Signature _____________________________________________ If you would like to write on the back the details of what you observed feel free! Thank you for supporting our youth.

43. Are Rewards Dangerous?
“…our research team has conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.”
Judy Cameron, 2002
Cameron, 2002
Cameron & Pierce, 1994, 2002
Cameron, Banko & Pierce, 2001
“The undermining effect of extrinsic reward on intrinsic motivation remains unproven”
Steven Reiss, 2005
Akin-Little, K. A., Eckert, T. L., Lovett, B. J., & Little, S. G. (2004). Extrinsic reinforcement in the classroom: Bribery or best practices. School Psychology Review, 33,
Use of rewards in
Education

44. “What the Worlds Greatest Managers Do Differently”
“What the Worlds Greatest Managers Do Differently” Buckingham & Coffman 2002, Gallup Interviews with 1 million workers, 80,000 managers, in 400 companies.
Create working environments where employees:
1. Know what is expected
2. Have the materials and equipment to do the job correctly
3. Receive recognition each week for good work.
4. Have a supervisor who cares, and pays attention
5. Receive encouragement to contribute and improve
6. Can identify a person at work who is a “best friend.”
7. Feel the mission of the organization makes them feel like their jobs are important
8. See the people around them committed to doing a good job
9. Feel like they are learning new things (getting better)
10. Have the opportunity to do their job well.

45. Activity How do we acknowledge the social behavior of students?
1. Individual students
2. Groups/Classrooms
3. Whole school

46. Family Engagement

47. Students
Families
School
Academic Engagement

48. 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)

49. Academic Engagement Families 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

50. Decisions based on data
Are we implementing PBIS (implementing Tier I)?
TIC, or PBIS Imp Inventory
Universal Screening (Identify students needing more support)
Office Discipline Referrals
Is our school-wide PBIS system working? (Adapt procedures)
ODR/school day/ month
Ability to “drill down” to define problems with precision
Are Tier II, Tier III systems working? (Adapt procedures)
CICO, ISIS or equivalent

51. What is our current “pattern?”
Ask:
What is our current “pattern?”
What is typical?
What is possible?
What is needed?
75th Percentile
Median
25th Percentile

52. Data System for Decision-making
Efficient system to summarize and report the data

53. Baseline ISIS-fidelity
Teacher Beh
Sarah Pinkelman
2014
Is there a functional relation between introduction of daily measures of BSP fidelity and impact (via the Individual Student Information System: ISIS), and change in (a) the fidelity of BSP implementation and (b) student behavior?
Acad
Engage
Student Prob Beh

54. Other PBIS Fidelity Measures
Available at or or
Other PBIS Fidelity Measures
School-wide Evaluation Tool (SET)
Team Implementation Checklist (TIC)
Benchmarks of Quality (BoQ)

55. PBIS Implementation Inventory

58. 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.

60. PBIS Values Science Vision Practices that affect quality of life
Practices that work
PBIS
Vision
Practices that are practical, durable and available