1. Linking Academic and Behavior Supports through PBIS Rob Horner University of Oregon www.pbis.org Thanks to Catherine Halliwell-Templin -------------------- Impressive set of Sessions

2. Goals Purpose of PBIS – Includes improved academic outcomes Symbiotic relationship between behavior support and academic support Importance of “multi-tiered” logic Importance of supports that emphasize “Prevention” as much as “Immediate” response to problems (both academic and behavior). Importance of attending to the “function” of behavior as well as the form.

3. Information in this presentation comes from: Kent McIntosh & Steve Goodman (in press). Multi- tiered systems of support: Integrating academic RTI and school-wide PBIS. New York: Guilford Press. Brandi Simonsen, Jennifer Freeman, Steve Goodman, Barbara Mitchell, Jessica Swain-Bradway, Brigid Flannery, George Sugai, Heather George, and Bob Putnam PBIS Technical Guide on Classroom Management New Book– New Monograph

4. I’m assuming you know about and use some of the following: – Tier I, II, and III academic interventions – Tier I, II, and III social behavior interventions – RtI, PBIS, and integrated MTSS Assumptions…

5. Main Messages Effective behavior support improves academic outcomes Effective instruction improves classroom social behavior Equity in education requires BOTH effective behavior support and effective instruction

6. Purpose of PBIS The fundamental purpose of PBIS is to make schools more effective, efficient and equitable learning environments. Predictable Consistent Positive Safe

7. What comes first? Academic Supports Academic Gains Behavior Supports Behavior Gains

8. Specific academic assessments and interventions Use of published curricula selected by school or district Use of direct assessment of skills Periodic assessment through benchmarking periods Focus on grade-level teaming Described in IDEA as SPED eligibility determination approach Specific social behavior assessments and interventions Use of free materials that are adapted to fit the school’s context Use of indirect assessment of behavior Continuous assessment of social behavior with existing data sources Focus on school-wide teaming Described in IDEA as school- wide prevention and individual intervention approach Scientifically-based interventions Instruction as prevention Tiered continuum of supports with increasing intensity based on need Regular screening for early intervention Use of a problem-solving model and data-based decision rules Focus on teaming Emphasis on improving quality of implementation Embedded into school improvement plan Academic RTI PBIS Features of MTSS (McIntosh & Goodman, in press)

9. Specific academic assessments and interventions Use of published curricula selected by school or district Use of direct assessment of skills Periodic assessment through benchmarking periods Focus on grade-level teaming Described in IDEA as SPED eligibility determination approach Specific social behavior assessments and interventions Use of free materials that are adapted to fit the school’s context Use of indirect assessment of behavior Continuous assessment of social behavior with existing data sources Focus on school-wide teaming Described in IDEA as school- wide prevention and individual intervention approach Scientifically-based interventions Instruction as prevention Tiered continuum of supports with increasing intensity based on need Regular screening for early intervention Use of a problem-solving model and data-based decision rules Focus on teaming Emphasis on improving quality of implementation Embedded into school improvement plan Academic RTI PBIS Features of MTSS (McIntosh & Goodman, in press)

13. Multi-tiered Systems The key to effective and efficient linking of behavioral and academic supports.

14. Integrated Functions Across All Tiers of Support Team approach Reinforcement Data-based decisions Instruction Behavior Support Reading Support Curriculum Correction System Multiple Tiers of Intensity

15. Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT 27 Main Ideas: 1.Invest in prevention first 2.Multiple tiers of support intensity 3.Early/rapid access to support

16. Academic SystemsBehavioral Systems 1-5% 5-10% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Of longer duration Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response 80-90% Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Multi-tier Model

18. Dr. Laura Riffel

19. PBIS Is Integrated Continuum Mar 10 2010 Academic Continuum Behavior Continuum

20. Schools using PBIS February, 2015 20,384 20% of all Schools in US

21. Number of Schools Implementation SWPBIS (Tier I) by State February, 2015 14 States with more than 500 schools Oregon

22. Proportion of Schools Implementing SWPBIS by State February, 2015 13 States with at least 40% of all schools using PBIS Oregon

23. Behavior and Academic Supports Academic  Behavior Effective Instruction engages students, and is central to reduction in problem behavior Behavior  Academic Effective Classroom Management improves student engagement and is central to increased academic success. McIntosh, Horner, Chard & Braun, (2008) Preciado, Horner, & Baker (2009) Sanford & Horner (2013) Allday & Pakurar, 2007 Lee, Sugai & Horner (1999) Goodman et al.,

24. Allday & Pakurar (2007) Greet Students by name when they enter class

25. Ten Features of Effective Classroom Management Physical Layout is functional Behavioral expectations taught Teach common routines Maintain high academic engagement Prompt and pre-correct for appropriate behavior Active supervision High rate of positive recognition Continuum of consequence for problem behavior Collect and use data for decision-making Request for assistance is easy and well defined (for teacher) Instructional Priming 32

26. Establish a Predictable Environment Define and teach classroom routines How to enter class and begin to work How to predict the schedule for the day What to do if you do not have materials What to do if you need help What to do if you need to go to the bathroom What to do if you are handing in late material What to do if someone is bothering you. Signals for moving through different activities. o “Show me you are listening” How to determine if you are doing well in class Establish a signal for obtaining class attention Teach effective transitions.

27. Designing Classroom Routines RoutineDesired Behavior Signal Entering ClassWalk in, sit down, start work Instruction on board Obtaining class attention Orient to teacher, be quiet ? Getting Help during seat work ??

28. Classroom Routines Matrix RoutineWhat do you expect? What is the signal?

29. Responding to Problem Behavior Two big ideas Always consider TWO responses (Immediate and Prevention) Select your response based on the function of the behavior as much as on the form of the behavior.

30. Make every interaction a teaching event Focus on what you want … more than what you don’t want Invest in what happens BETWEEN problem events. Prevent escalation Disengage quickly Continue instruction for remainder of class Academic engagement is valued Minimize reward for problem behavior Consider WHAT the behavior is, WHERE it is occurring, WHY it continues. Remove access to the WHY Safety Immediate Consequences for Problem Behavior Punishment and shaming typically result in elevated levels of aggression and escape-maintained behavior

31. Assessing Behavioral Function Define : Problem behavior, Context and Maintaining Function Obtain: Peer attention Teacher attention Physical Objects Access to activity Escape/ Avoid: Peer attention/ embarrassment Teacher attention/ reprimand Aversive Tasks Uncertainty/ Confusion How have you avoided academic demands

32. Prevention Change future situations to remove the trigger for problem behavior. Teach expected behavior and a socially appropriate alternative for the problem behavior Pre-correct appropriate responses just prior to more difficult situations Elevate rewards for appropriate behavior

33. Strategies for Teachers Colvin Rayette Academic Shane BehaviorContextFunctionPreventImmediate 1 2 3 4 5 6 Pre-school Self-injury

34. Linking Behavior and Academic Supports Tier I o Provide an environment that is predictable, consistent, positive and safe o Provide explicit instruction that matches student performance level o Build a learning community Tier II o Increase structure, supplement instruction, elevate rewards, improve immediacy of corrective feedback. o Differentiate instruction o Efficiency Tier III o Function-based support o Comprehensive o Individualized

35. A program to add: o Mentoring by an adult in the school who looks out for the student o Structured process of feedback and recognition to a school day o Instruction in needed skills o School-home communication o Built-in monitoring of student progress Check-in Check-out (CICO)

36. Tier II Interventions Features Check-in Check-out Social Skills Club Grief/Loss Group Lunch Buddies Access to adult attention XXXX Access to peer attention XXX Access to choice of alternative activities XXXX Options for avoiding aversive activities XXXX Options for avoiding aversive social attention XX Additional structural prompts for ‘what to do’ throughout the day XX At least 5 structured times each day to receive feedback X School-home communication system X Option to adapt into a self- management system XX X Todd, 2002

37. Desired Alternative Typical Consequence Told “good job,” more work, good grades Do work successfully w/o complaints Acceptable Alternative Setting Events Triggering Antecedents Maintaining Consequences Problem Behavior Corrected for reading error earlier in period Asked to complete reading assignment Argues, threatens, uses profanity Removed from class Function Escape academic task Ask for break, ask for help BSP for Eddie

38. Desired Alternative Acceptable Alternative Typical Consequence Do work successfully w/o complaints Ask for break, ask for help Setting Events Triggering Antecedents Maintaining Consequences Problem Behavior Asked to complete reading assignment Argues, threatens, uses profanity Function Academic Skill Development Reading: decoding words fluently Told “good job,” more work, good grades Removed from class BSP for Eddie Corrected for reading error earlier in period Escape academic task

39. Will there be challenges down the road?

40. Ted Carr “ Attend as much or more to what you do BETWEEN problem behavior events as to what you do DURING a problem behavior event.”

41. Summary Behavior support and Academic support are linked within effective implementation of PBIS Behavior support and Academic support become more aligned for individual students as intensity of support is increased (e.g. move from Tier I, Tier II, Tier III supports) Both Academic and Behavior support should focus on the “function” as well as on the “form” of errors. Organize behavioral and classroom management systems around IMMEDIATE and PREVENTION elements.