1 Positive Behavioral Interventions and Supports (PBIS) Brandi Simonsen, PhD Center on Behavioral Education and Research University of Connecticut Advance Organizer • Overview of PBIS/SWPBIS – Why SWPBIS? – What is SWPBIS? – Critical Features – Evidence Based Behavioral Interventions – Continuum of Behavior Support – SWPBIS Team Implementation Process • Overview of MA DESE Academy • Spotlight on Alternative Education Settings and PBIS • Q&A New Content Guidelines Organization Review +Ex -Ex Activity Legend nepbis.org pbis.org Evaluation Plan DISTRICTS/SCHOOLS IN TRAINING SCHEDULE Purpose Measure Function Year 1 Training Year 2 T Winter Spring Fall Winte School-wide PBIS Workbook and Appendices Action Plan Team Training Tools Overview of Positive Behavioral Interventions and Supports (PBIS) Why SWPBIS? I.A
Transcript
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Positive Behavioral Interventions and Supports (PBIS)
Brandi Simonsen, PhD
Center on Behavioral Education and Research University of Connecticut
Advance Organizer • Overview of PBIS/SWPBIS
– Why SWPBIS? – What is SWPBIS? – Critical Features – Evidence Based Behavioral Interventions – Continuum of Behavior Support – SWPBIS Team Implementation Process
• Overview of MA DESE Academy
• Spotlight on Alternative Education Settings and PBIS
• Q&A
New Content
Guidelines
Organization
Review
+Ex -Ex
Activity
Legend nepbis.org
pbis.org
Evaluation Plan
DISTRICTS/SCHOOLS IN TRAINING
SCHEDULE
Purpose
Measure
Function
Year 1 Training
Year 2 Training
Winter Spring
Fall Winter
Spring
Capacity Building—
District Level District Capacity
Assessment (DCA) Completed by district leadership team (with
the support of a trained facilitator) to
assess district capacity and to guide Action
Planning.
X
X
Fidelity of Implementation—Building Level
PBIS Tiered Fidelity
Inventory (TFI) Leadership team self-evaluation (with
support of external coach) to assess the
critical features of PBIS across Tiers I, II,
and III.
X
X
X
Progress Monitoring
—Building Level Self-Assessment
Survey (SAS) Used by school staff for initial and annual
assessment of effective behavior support
systems in their school and to guide Action
Planning.
X
X
Progress Monitoring
—Team Level
Team Implementation
Checklist (TIC)
A self-assessment tool that serves as a
multi-level guide for creating School-Wide
PBIS Action Plans and evaluating the
status of implementation activities.
X
X
X
X
X
School Climate Georgia School
Climate Surveys An annual survey that assesses student
(grades 3-12), teacher, and parent
perceptions of school climate. The middle
and high school surveys also include items
about adolescent drug/alcohol/tobacco use,
self-harm ideation and behaviors, school
dropout, and parental involvement. The
survey provides information to determine
training support needs related to school
climate, safety, and violence prevention.
X
X
Student Outcomes School-wide
Information System (SWIS)
Office discipline referrals (ODR) provide
data for monthly team reviews and
decision-making by teachers,
administrators, and other staff to guide
prevention efforts and Action Planning. Weekly
Weekly Weekly
Weekly Weekly
School-wide PBIS
Workbook and
Appendices
Action Plan
Team Training Tools
Overview of Positive Behavioral Interventions and Supports (PBIS) Why SWPBIS?
I.A
2
Challenge #1 Challenge #2
Competing, Inter-related National Goals
• Common core • Improve literacy, math, geography, science, etc. • Make schools safe, caring, & focused on teaching &
learning • Improve student character & citizenship • Eliminate bullying • Prevent drug use • College & career readiness • Provide a free & appropriate education for all • Prepare viable workforce • Affect rates of high risk, antisocial behavior • Leave no child behind • Etc….
Challenge #3
SWPBIS Message!
Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable.
(Zins & Ponti, 1990) I.A
What is SWPBIS?
I.B
3
SWPBIS is Framework for enhancing adoption & implementation of
Continuum of evidence-based interventions to achieve
Academically & behaviorally important outcomes for
All students I.B.i
SWPBIS is an organizational approach for…
Improving classroom &
school climate
Decreasing
reactive
managem
ent
Inte
grat
ing
acad
emic
and
be
havio
r in
itiat
ives
Maxim
izing academ
ic achievem
ent Impr
ovin
g
supp
ort f
or
stud
ents
with
EBD
I.B.ii
Conceptual Foundations of SWPBIS
Behaviorism
ABA
PBIS
SWPBIS
Behavior is learned, lawful, and malleable
Apply to socially important problems in applied
settings
Consider larger context of improving quality of life
I.B.iii
Common Vision/Values
Common Language
Common Experience
Quality Leadership
POSITIVE SCHOOL-‐WIDE CLIMATE FOR ALL (Students, Family, School, Community)
Supporting Culturally Equitable Social Competence & Academic Achievement
Supporting Culturally Valid
Decision Making
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Focus on Outcomes OUTCOMES
What do we mean by
outcomes?
I.C.i
Guidelines for Good Outcomes OUTCOMES
q Based on data q Locally important and meaningful q Applicable to all (culturally equitable)
• Students’ social competence and academic achievement
• Staff implementation of critical skills q Observable and measurable q Written as a goal
I.C.i
• Student behavior will improve.
Non-example Outcome Statement
How would you know?
Example Outcome Statement
• As a result of implementing PBIS during the 20XY-20XZ school year, ODR data will decrease by __% relative to that same period the prior year.
• As a result of implementing PBIS, school climate will improve and the school will feel better.
Non-example Outcome Statement
How would you know?
Example Outcome Statement
• As a result of implementing PBIS, staff, student, and parent surveys will indicate improved overall school climate (or target specific items related to acknowledgement, respect, etc.) as measured by an improvement of __ points on the Georgia Brief School Climate Surveys.
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• During the first semester of PBIS implementation, staff members will teach expectations to students and “catch them being good.”
Non-example Outcome Statement
How would you know?
Example Outcome Statement
• During the first semester of PBIS implementation, staff members will implement PBIS with fidelity, as measured by achieving 70% fidelity as measured by the Tier 1 subscale of the Tiered Fidelity Inventory.
• During the first semester of PBIS implementation, staff members will be more positive toward students.
Non-example Outcome Statement
How would you know?
Example Outcome Statement
• During the first semester of PBIS implementation, 80% of staff members will meet or exceed a 4:1 positive to negative ratio as measured by calculating a ratio of positive tickets/acknowledgements to office discipline referrals (ODRs) per staff.
Focus on Data DATA
What is data-driven decision
making?
I.C.ii
DISTRICTS/SCHOOLS IN TRAINING SCHEDULE
Purpose Measure Function Year 1 Training Year 2 Training
Winter Spring Fall Winter Spring Capacity Building—
District Level District Capacity
Assessment (DCA) Completed by district leadership team (with the support of a trained facilitator) to assess district capacity and to guide Action Planning.
X X
Fidelity of
Implementation—Building Level
PBIS Tiered Fidelity
Inventory (TFI)
Leadership team self-evaluation (with support of external coach) to assess the critical features of PBIS across Tiers I, II, and III.
X X X
Progress Monitoring—Building Level
Self-Assessment
Survey (SAS)
Used by school staff for initial and annual assessment of effective behavior support systems in their school and to guide Action Planning.
X X
Progress Monitoring—Team Level
Team
Implementation Checklist (TIC)
A self-assessment tool that serves as a multi-level guide for creating School-Wide PBIS Action Plans and evaluating the status of implementation activities.
X X X X X
School Climate Georgia School Climate Surveys
An annual survey that assesses student (grades 3-12), teacher, and parent perceptions of school climate. The middle and high school surveys also include items about adolescent drug/alcohol/tobacco use, self-harm ideation and behaviors, school dropout, and parental involvement. The survey provides information to determine training support needs related to school climate, safety, and violence prevention.
X X
Student Outcomes
School-wide
Information System (SWIS)
Office discipline referrals (ODR) provide data for monthly team reviews and decision-making by teachers, administrators, and other staff to guide prevention efforts and Action Planning.
Weekly
Weekly
Weekly
Weekly
Weekly
To effectively use data… …use your evaluation plan
…and tools available at:
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Measure Year 1 Training Year 2 Training Winter Spring Fall Winter Spring
1. General data collection procedures q Data collection procedures are integrated into typical routines
(e.g., ODRs, attendance, behavior incident reports) q Data collection reports regularly checked for accuracy q Data collection limited to information that answers important
student, classroom, and school questions q Structures and routines for staff members to receive weekly/
monthly data reports about status of SW discipline q Decision rules for guiding data analysis and actions q Schedule for daily, weekly, monthly, quarterly feedback q Data system managed by 2-3 staff members q No more than 1% of time each day for managing data q Efficient, timely, and graphic displays of data
Guidelines for Data-Based Monitoring of SWPBIS Outcomes
DATA
II.B.viii
2. Office discipline referral procedures q Agreed upon definitions of violations of expectations organized in
a continuum q A form for documenting noteworthy behavior incidents (ODR) q School-wide procedures for processing/responding q Efficient and user-friendly data input and storage q Efficient and user-friendly process for summarizing and storing
data q Efficient and user-friendly procedures for producing visual
displays of data q Procedures for presenting data to staff on routine basis q Procedures for making decisions and developing actions based
on data
Guidelines for Data-Based Monitoring of SWPBIS Outcomes
DATA Focus on Practices PRACTICES
What evidence-based
interventions are included in SWPBIS?
I.C.iii
Classroom
Non-classroom Family
Student
School-w
ide
• Smallest #
• Evidence-based
• Biggest, durable effect
SWPBIS Practices
I.C.iii
• Leadership team • Common purpose & approach to discipline • Clear set of positive expectations & behaviors • Procedures for teaching expected behavior
school- and class-wide • Continuum of procedures for encouraging
expected behavior • Continuum of procedures for discouraging
inappropriate behavior • Procedures for on-going monitoring & evaluation
Behavioral Interventions and Practices… School-Wide
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• All school-wide • Maximize structure and predictability (e.g.,
Behavioral Interventions and Practices in… Non-classroom Settings
• Behavioral competence at school & district levels • Function-based behavior support planning • Team- & data-based decision making • Comprehensive person-centered planning &
wraparound processes • Targeted social skills & self-management
• 2 yr. action plan • Data plan • Leadership • Team meeting
schedule
School Behavior Team • SWPBIS
• CWPBS • Small group • Individual student
School Staff
• Academic • Expectations &
routines • Social skills • Self-management
Student Benefit
Internal Coaching Support
External Coaching Support
Basic SWPBIS Implementation
Team Support
Regional/State Leadership
I.C.iv
Evaluation Implementation
Data-based Action Plan
Agreements
Team GENERAL
IMPLEMENTATION PROCESS
I.C.iv
Behavioral Capacity
Priority & Status
Data-based Decision Making
Communications
Administrator
Representation
Team
I.C.iv
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Team Composition
• Administrator • Grade/Department Representation • Specialized Support
– Special Educator, Counselor, School Psychologist, Social Worker, etc.
• Support Staff – Office, Supervisory, Custodial, Bus,
Security, etc. • Parent • Community
– Mental Health, Business • Student
3-4 Year Commitment
Top 3 School- Wide
Initiatives
Coaching & Facilitation
Dedicated Resources & Time
Administrative Participation
3-Tiered Prevention
Logic Agreements
I.C.iv
Self-Assessment
Efficient Systems of Data
Management
Team-based Decision Making Evidence-
Based Practices
Multiple Systems
Existing Discipline
Data Data-based Action Plan
I.C.iv
Team Managed
Staff Acknowledgements
Continuous Monitoring
Staff Training & Support
Administrator Participation
Effective Practices
Implementation
I.C.iv
I.C.iv
Relevant & Measurable Indicators
Team-based Decision Making &
Planning
Continuous Monitoring
Regular Review
Effective Visual Displays
Efficient Input, Storage, &
Retrieval
Evaluation
I.C.iv
In other words...
Student
Classroom
School
State
District
Implementation Levels
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I.C.iv
Key Systems Features
Team-based Implementation
Clear Action Plan
Staff Buy-in
Embedded Professional Development
Staff Recognition for Implementation
Action Planning
• Process of organizing and using resources to enable individuals to engage in activities designed to achieve specific and important outcomes
I.C.iv
Key Systems Features
Team-based Implementation
Clear Action Plan
Staff Buy-in
Embedded Professional Development
Staff Recognition for Implementation
Buy-in!
Staff Buy-In
Effective Team…
Staff
…powered by Data
Effective Messenger(s)
Effective Leadership
80% Rule
~80% of Staff
Primary Prevention: Systems to support all staff: • Professional development • Reinforcement
Secondary Prevention: Specialized Group Systems for Staff who are “At-Risk” • Additional instruction • Increased support
Tertiary Prevention: Specialized
Individualized Systems for Staff with
High-Risk Behavior ~15%
~5%
Apply the triangle to adult behavior!
I.C.iv
Key Systems Features
Team-based Implementation
Clear Action Plan
Staff Buy-in
Embedded Professional Development
Staff Recognition for Implementation
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Embedded Professional Development
Explicit Training
Coaching/Prompting
Performance Feedback
Desired Outcomes
Embedded Professional Development
Explicit Training
Coaching/Prompting
Performance Feedback
Desired Outcomes
• Model, lead, test format • Demonstrate desired skill (I do) • Provide effective examples/non-examples • Provide sufficient group practice (We do) • Provide opportunities to demonstrate and
receive feedback (You do)
• Connected to/embedded in typical practice/routines
• Brief training/practice spaced out
Embedded Professional Development
Explicit Training
Coaching/Prompting
Performance Feedback
Desired Outcomes
• In-vivo prompts, observation, and feedback
• On-going support
• Problem-solving process
Embedded Professional Development
Explicit Training
Coaching/Prompting
Performance Feedback
Desired Outcomes
• Data-based feedback (based on self-, peer-, or consultant collected data) • Data presented graphically • Key observations may be summarized in words
• Delivered frequently (daily or weekly)
• Specific suggestions for improvement or recognitions of good performance
Embedded Professional Development
Explicit Training
Coaching/Prompting
Performance Feedback
Desired Outcomes
I.C.iv
Key Systems Features
Team-based Implementation
Clear Action Plan
Staff Buy-in
Embedded Professional Development
Staff Recognition for Implementation
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Staff Recognition
We can (and should) do
better!
If we want staff to recognize kids, we should recognize them!
Staff Acknowledgements
• What – Social contact – Professional recognition – Time – Other
• Features – Regular & sincere – School/staff-wide – Culturally/contextually
appropriate – Functionally relevant – Administrator & team
involvement
some examples…
“Golden Plunger”
• Involve custodian • Procedure
– Custodian selects one classroom/ hallway each week that is clean & orderly
– Sticks gold-painted plunger with banner on wall
“Staff Dinger”
• Reminding staff to have positive interaction
• Procedures – Ring timer on regular,
intermittent schedule – Engage in quick positive
interaction
“1 Free Period”
• Contributing to a safe, caring, effective school environment
• Procedures – Given by Principal – Principal takes over
– Staff allowed to park in a preferred and reserved spot
Burncoat Middle School Teacher Incentive I.C.iv
Key Systems Features
Team-based Implementation
Clear Action Plan
Staff Buy-in
Embedded Professional Development
Staff Recognition for Implementation
Guidelines for Systems
For each item in your action plan, ensure: q Agreement by >80% faculty and staff q Include procedures for informing others (e.g.
families, community, district administrators, substitute teachers & staff)
q Includes procedures for providing instruction to new faculty, staff, students, etc.
q Schedule continuous evaluation of effectiveness, efficiency, and relevance
q Include in school publications (e.g., handbook, posters, newsletters, etc.) I.C.iv
SYST
EMS Cultural and Contextual Fit
Culture & Context
How do you ensure cultural and contextual
fit?
Guidelines for Culture & Context
For each item in your action plan, ensure: q Involve staff, students, & families in development q Contextually/culturally appropriate (e.g., age, level,
language) q Examine disaggregated data to ensure
implementation of each feature works for all subgroups of students
I.C.v
Culture & Context
Overview of MA DESE MTSS Academy (PBIS & Pyramid)
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MTSS: Preschool PBS through Pyramid Strategies/School-wide Positive Behavioral Interventions and Supports
MA DESE Preschool PBS/PBIS Academy
Team Training 2015-2016
Day 1
MTSS: Preschool PBS/PBIS Academy Parallel Trainings
ê The Multi-Year Academy includes: ê full day team trainings ê full day coaches trainings for identified school/district
leaders ê on-site, school-based technical assistance and
consultation
ê Trainings are appropriate for teams with various levels of knowledge and/or stages of implementation of a tiered behavioral framework and are tailored to the developmental needs of children and students
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TIER 1 LEADERSHIP TEAM & COACHES MEETINGS WHAT WHO
• 6 days of Team Training Minimum membership: administrator, grade level representatives, support staff
• 3 days Coaches Meetings 2 Coaches • 2 days of TA per district Admin, Coach, Data Entry
• 3 days of Team Training Same above
• 3 days Coaches Meetings Same above
• 2 days of TA per district Same above
• 2 days of Team Training Same above
• 3 days Coaches Meetings Same above
• 2 days of TA per district Same above
YEA
R 1
YE
AR
2
YEA
R 3
+
Tier 2 Training will also be offered to schools implementing Tier 1 with fidelity.
MAIN TRAINING OBJECTIVES
ê Establish leadership team
ê Establish staff agreements
ê Build working knowledge of PBS outcomes, data, practices, and systems
ê Develop individualized action plan for PBS
ê Organize for upcoming school year
Establish Behavioral Expectations/Rules
Teach Rules in the Context of School Settings
Establish Team Develop Statement of Behavioral Purpose or Vision
At BSG, we are responsible for
ourselves, respect each other, and maintain safety in our school.
Establish Procedures for Encouraging Rule Following
Develop data-based procedures for monitoring
Teach Rules in the Context of Class Routines
Establish Procedures for Responding to Rule Violations
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Build Routines to Ensure On-Going Implementation Develop Systems to Support Staff
Days 4-6
• Classroom & Non-
classr
oom settin
gs
• Function of b
ehavior
• Preventing Escalation &
De-escalation
• Preview of T
ier 2 & 3
Spotlight on Alternative Settings & PBIS
Context Matters!
Successful Individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable
(Zins & Ponti, 1990)
Non-public School Setting Specialized/Individualized
Intervention: unique population,
services, and training, which are typically administered
on case-by-case basis Targeted-group Intervention:
services organized by common needs
Universal Intervention: Minimal focus on
system-wide consistency
Features of Non-public School • Setting
– Urban area in the Western US
– Two locations across study (indicated in data) • Old public elementary school with “open” campus
• Private facility with “typically closed” campus
• Staff – Received training in a variety of interventions
• Enrollment: – Year 1: M = 39 (range 29-44) students
– Year 2: M = 52 (range 44-59) students – Year 2: M = 53 (range 48-57) students
• Age: 3-22 years old
• Disabilities: – Autism, – Behavior Disorder,
– Conduct Disorder, – Developmental Delay,
– Emotional Disturbance,
– …
(Simonsen, Britton, &
Young, 2010)
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Single Subject Case Study
• Use caution when interpreting data: • Lack of replication or verification (can
not be certain if observed changes are the result of the intervention)
• Very small sample (1 school) restricts generalization
• Two phases: • Baseline (A): standard practice
• Intervention (B): SWPBS
(Simonsen, Britton, &
Young, 2010)
“Baseline” Conditions 2002-2003
Almost every student had a Behavior Intervention Plan, which was (a) based on a comprehensive Functional Behavioral Assessment/ Analysis and (b) developed by either a Master’s or Doctoral level behavior analyst/clinician
Universal
Targeted
Individual
(Simonsen, Britton, &
Young, 2010)
Context Matters!
Successful Individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable
(Zins & Ponti, 1990)
(Simonsen, Britton, &
Young, 2010)
“Baseline” Conditions 2002-2003
Each classroom had a different system, used with all students, that approximated the features of a secondary intervention (i.e., increased opportunities for positive feedback and reinforcement)
Systems were inconsistent within and across classrooms Universal
Targeted
Individual
(Simonsen, Britton, &
Young, 2010)
“Baseline” Conditions 2002-2003
Classroom systems were strong in some rooms, weak in others
Individual staff members were strong
Inconsistent expectations among staff within and across classrooms; NO school-wide expectations or social skills instruction
Universal
Targeted
Individual
(Simonsen, Britton, &
Young, 2010)
Implementing SWPBS 2003-2005
• Introduced school-wide expectations – Be safe – Be respectful – Be responsible
• Operationally defined and explicitly taught expectations
• Created scripts for students with greater needs
• Increased active supervision, reinforcement, and error correction related to expectations
• Implemented Second Step—an evidence-based social skills curriculum Universal
Targeted
Individual
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(Simonsen, Britton, &
Young, 2010)
Implementing SWPBS 2003-2005
Universal
Targeted
Individual
Aligned token economy systems with school-wide expectations Implemented small group instruction with mental health clinicians Continued to build home-school connection via phone calls (at least weekly) During 2004-2005, we increased home-school connection via a variety of special events.
Implementing SWPBS 2003-2005
Universal
Targeted
Individual
Students still had individualized function-based plans, but expectations were consistent
We were able to focus on the students who “rose to the top” of the triangle
(Simonsen, Britton, &
Young, 2010)
Key Interventions for 1 Student used to decrease frequency of aggressive incidents
1) 1:1 instruction throughout the day, and 1:1 instruction in an area that is visually separated from other students for 40% of his day.
2) Daily review of schedule, rules/expectations, and available reinforcers, ensuring that there is consistency with token economy, rules/expectations, and staff language.
3) Use of an alternate reinforcement system (i.e., stickers toward large reinforcer).
4) Daily instruction in social skills, relaxation, and self-control techniques with his teacher.
5) Providing (a) frequent reminders of self-management techniques, (b) modeling of ways to take a break, and (c) visual prompts for replacement behaviors on his desk.
6) Pairing him with preferred staff during times that are identified as high probability times in his BIP.
7) Interspersing work and reinforcement within scheduled activity.
