Positive Behavior Interventions and Support
Positive Behavior Interventions and Support
Positive Partnerships, Relationships & Student Success The State Board believes that student engagement through positive partnerships and relationships is fundamental to successful schools and districts. The State Board seeks to support schools and districts to implement best practices in student, family and community engagement to enhance educational experiences and opportunities.
Areas of Focus • Individualized or Personalized Learning Plans • Attendance and Participation • Family Engagement • Community and support services
Who we are… • Amy Rhone – Nebraska Department of Education • PBIS Director
• Jolene Johnson – University of Nebraska- MunroeMeyer Institute • PBIS Evaluator
What is PBIS
Who are you?
What we are… What we do? PBIS is a framework or approach for assisting school personnel in adopting and organizing evidence-based behavioral interventions into an integrated continuum that enhances academic and social behavior outcomes for all students.
What we are… PBIS IS a prevention-oriented way for school personnel to (a) organize evidence- based practices, (b) improve their implementation of those practices, (c) use data to guide decision making, and (d) maximize academic and social behavior outcomes for students.
Supporting Important Culturally Equitable Academic & Social Behavior Competence
TA DA
Supporting Culturally Knowledgeable Staff Behavior
SY ST EM S
OUTCOMES
PRACTICES
Supporting Culturally Relevant Evidence-based Interventions
Supporting Culturally Valid Decision Making
What we are… PBIS supports the success of ALL students, especially students with behavior risk and with disabilities.
The general goal is establish and maintain effective teaching and learning environments that have a common (a) vision and outcome, (b) language, and (c) experience or routine
Common Language
EFFECTIVE ORGANIZATIONS Common Experience
Common Vision/Values Quality Leadership
The prevention sciences is emphasized by the use of the three-tiered logic from the public health approach.
FEW
SOME Primary Prevention: School-/ClassroomWide Systems for All Students, Staff, & Settings
ALL
Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior
• Tier 1 is primary or universal supports for all to prevent the development of problem behaviors by promoting prosocial or healthy behavior • Tier 2 is secondary or targeted supports for some to address risk factors and promote protective factors • Tier 3 is tertiary or intensive supports for a few to minimize impact, intensity, complexity, etc. of existing chronic conditions. The three-tiered logic is operationalized as an integrated continuum of behavior support that is aligned with the priority and intensity of student need
Intensive Targeted
Universal
Few Some
All
Dec 7, 2007
What we are not… • Not specific practice or curriculum…it’s a general approach to preventing problem behavior • Not limited to any particular group of students…it’s for all students • Not new…its based on long history of behavioral practices & effective instructional design & strategies
Why PBIS… If a child does not know how to read… we teach. If a child does not know how to swim… we teach. If a child does not know how to multiply… we teach. If a child does not know how to drive… we teach. If a child does not know how to behave… we PUNISH???? ~ John Herner
What school discipline use to look like… • “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)
Changing School Climate PBIS is more than a list of things to do, it is a philosophical change in the building.
The Good News… Research reviews indicate that the most effective responses to school violence are (Elliot, Hamburg, & Williams, 1998 Gottfredson, 1997; Lipsey, 1991; 1992; Tolan & Guerra, 1994)
• Social Skills Training • Academic Restructuring • Behavioral Interventions
What do schools get from PBIS?
School climate effects on academics… NeSA-Reading Proficiency Rates Increased the Most for Schools with the Highest Dosage in NePBIS 84
82.57
82
81.48
80 78
77.8
79.5
78.75
76 74 72
71.29
70 68 66 64 2010-11
2011-12 1-2 Years
2012-13 3-4 Years
5+ Years
2013-14
Office Discipline Referrals for Major Behaviors Remained Below the National Level For Schools with 5 or More Years in NePBIS The national average for office discipline referrals according to Spaulding & Frank (2009) varies from .36 (K-6) to .99 (9-12).
ODR MAJORS 2012-13
ODR MAJORS 2013-14
ODR MAJORS 2014-15
0.37 0.35 0.32
0.21
0.2 0.18
3-4 Years (n=11)
5+ Years (n=20)
What does PBIS have to do with school discipline and classroom management? • Effective classroom management and preventive school discipline are essential for supporting teaching and learning.
• PBIS goes further by emphasizing that classroom management and preventive school discipline must be integrated and working together with effective academic instruction in a positive and safe school climate to maximize success for all students.
Science of behavior has taught us that students…. • Are NOT born with “bad behaviors” • Do NOT learn when presented contingent aversive consequences ……..Do learn better ways of behaving by being taught directly & receiving positive feedback….consider function
What are the empirically supported outcomes of PBIS? • If the PBIS practices and supporting systems are implemented with high fidelity, sustained with local resources, and aligned and integrated with other related and priority behavioral initiatives and programs, the following outcomes are possible: • Reduced major disciplinary infractions • Improvement in aggressive behavior, concentration, prosocial behavior, and emotional regulation • Improvements in academic achievement • Enhanced perception of organizational health and safety • Reductions in teacher reported bullying behavior and peer rejection • Improved school climate
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
Whole school approaches like PBiS can change the climate of a school building. When implemented with fidelity, PBiS creates an orderly, positive and well managed environment and reduces the likeliness that the problems characteristically presented by at risk students will escalate out of control. Jeff Sprague, Institute on Violence and Destructive Behavior
Contact Information
Amy Rhone
PBiS Project Coordinator Nebraska Department of Education 402-471-2744 [email protected] www.npbis.org
Positive Behavior Interventions and Support Follow us @NDE_GOV!
Positive Partnerships, Relationships & Student Success The State Board believes that student engagement through positive partnerships and relationships is fundamental to successful schools and districts. The State Board seeks to support schools and districts to implement best practices in student, family and community engagement to enhance educational experiences and opportunities.
Areas of Focus • Individualized or Personalized Learning Plans • Attendance and Participation • Family Engagement • Community and support services
Who we are… • Amy Rhone – Nebraska Department of Education • PBIS Director
• Jolene Johnson – University of Nebraska- MunroeMeyer Institute • PBIS Evaluator
What is PBIS
Who are you?
What we are… What we do? PBIS is a framework or approach for assisting school personnel in adopting and organizing evidence-based behavioral interventions into an integrated continuum that enhances academic and social behavior outcomes for all students.
What we are… PBIS IS a prevention-oriented way for school personnel to (a) organize evidence- based practices, (b) improve their implementation of those practices, (c) use data to guide decision making, and (d) maximize academic and social behavior outcomes for students.
Supporting Important Culturally Equitable Academic & Social Behavior Competence
TA DA
Supporting Culturally Knowledgeable Staff Behavior
SY ST EM S
OUTCOMES
PRACTICES
Supporting Culturally Relevant Evidence-based Interventions
Supporting Culturally Valid Decision Making
What we are… PBIS supports the success of ALL students, especially students with behavior risk and with disabilities.
The general goal is establish and maintain effective teaching and learning environments that have a common (a) vision and outcome, (b) language, and (c) experience or routine
Common Language
EFFECTIVE ORGANIZATIONS Common Experience
Common Vision/Values Quality Leadership
The prevention sciences is emphasized by the use of the three-tiered logic from the public health approach.
FEW
SOME Primary Prevention: School-/ClassroomWide Systems for All Students, Staff, & Settings
ALL
Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior
• Tier 1 is primary or universal supports for all to prevent the development of problem behaviors by promoting prosocial or healthy behavior • Tier 2 is secondary or targeted supports for some to address risk factors and promote protective factors • Tier 3 is tertiary or intensive supports for a few to minimize impact, intensity, complexity, etc. of existing chronic conditions. The three-tiered logic is operationalized as an integrated continuum of behavior support that is aligned with the priority and intensity of student need
Intensive Targeted
Universal
Few Some
All
Dec 7, 2007
What we are not… • Not specific practice or curriculum…it’s a general approach to preventing problem behavior • Not limited to any particular group of students…it’s for all students • Not new…its based on long history of behavioral practices & effective instructional design & strategies
Why PBIS… If a child does not know how to read… we teach. If a child does not know how to swim… we teach. If a child does not know how to multiply… we teach. If a child does not know how to drive… we teach. If a child does not know how to behave… we PUNISH???? ~ John Herner
What school discipline use to look like… • “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)
Changing School Climate PBIS is more than a list of things to do, it is a philosophical change in the building.
The Good News… Research reviews indicate that the most effective responses to school violence are (Elliot, Hamburg, & Williams, 1998 Gottfredson, 1997; Lipsey, 1991; 1992; Tolan & Guerra, 1994)
• Social Skills Training • Academic Restructuring • Behavioral Interventions
What do schools get from PBIS?
School climate effects on academics… NeSA-Reading Proficiency Rates Increased the Most for Schools with the Highest Dosage in NePBIS 84
82.57
82
81.48
80 78
77.8
79.5
78.75
76 74 72
71.29
70 68 66 64 2010-11
2011-12 1-2 Years
2012-13 3-4 Years
5+ Years
2013-14
Office Discipline Referrals for Major Behaviors Remained Below the National Level For Schools with 5 or More Years in NePBIS The national average for office discipline referrals according to Spaulding & Frank (2009) varies from .36 (K-6) to .99 (9-12).
ODR MAJORS 2012-13
ODR MAJORS 2013-14
ODR MAJORS 2014-15
0.37 0.35 0.32
0.21
0.2 0.18
3-4 Years (n=11)
5+ Years (n=20)
What does PBIS have to do with school discipline and classroom management? • Effective classroom management and preventive school discipline are essential for supporting teaching and learning.
• PBIS goes further by emphasizing that classroom management and preventive school discipline must be integrated and working together with effective academic instruction in a positive and safe school climate to maximize success for all students.
Science of behavior has taught us that students…. • Are NOT born with “bad behaviors” • Do NOT learn when presented contingent aversive consequences ……..Do learn better ways of behaving by being taught directly & receiving positive feedback….consider function
What are the empirically supported outcomes of PBIS? • If the PBIS practices and supporting systems are implemented with high fidelity, sustained with local resources, and aligned and integrated with other related and priority behavioral initiatives and programs, the following outcomes are possible: • Reduced major disciplinary infractions • Improvement in aggressive behavior, concentration, prosocial behavior, and emotional regulation • Improvements in academic achievement • Enhanced perception of organizational health and safety • Reductions in teacher reported bullying behavior and peer rejection • Improved school climate
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
Whole school approaches like PBiS can change the climate of a school building. When implemented with fidelity, PBiS creates an orderly, positive and well managed environment and reduces the likeliness that the problems characteristically presented by at risk students will escalate out of control. Jeff Sprague, Institute on Violence and Destructive Behavior
Contact Information
Amy Rhone
PBiS Project Coordinator Nebraska Department of Education 402-471-2744 [email protected] www.npbis.org
Positive Behavior Interventions and Support Follow us @NDE_GOV!
