Positive Behavioral Interventions and Support (PBIS) A Three Tiered Model of Behavior Support

Transcription

1 Positive Behavioral Interventions and Support (PBIS) A Three Tiered Model of Behavior Support

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3 When it comes to social misbehaviors, prevention- systematic, school-wide prevention- is essential (Buffum, Mattos, & Weber, 2012).

4 What is PBIS? PBIS is defined as a framework for enhancing the adoption and implementation of a continuum of evidence-based interventions to achieve academically and behaviorally important outcomes for all students (Sugai, et al., 2000).

5 Tier 3: Individual, Intensive Intervention Tier 2: Targeted Group Interventions Tier 1: School-Wide Prevention Practices 5

6 Key Features of Tier 1 O School-wide Expectations and Routines O Teaching O Acknowledgement O Response to Student Misbehaviors 6

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11 Continuum of Acknowledgement O Natural Success O Social O Public/Private O Verbal/Nonverbal O Token Acknowledgement O Activity/Privileges O Tangibles O Small to large 11

12 Response to Student Misbehaviors O Define Problem Behaviors O Classroom-managed O Office-managed O System for Data Communication and Tracking O Template of key features 12

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15 Data-based Decision Making System 15

16 Problem Identification and Definition: Big 5 Analysis O HOW MANY REFERRALS Per day per month 2. By location/grade level 3. By time of day 4. By problem behavior 5. By student 16

17 Team- Initiated Problem Solving (TIPS II) Model Evaluate Problem and Redirect Identify Problem with Precision Establish Solution Goal(s) Collect and Use Data Monitor Impact of Solution(s) and Compare with Goal Discuss and Select Solution(s) with Contextual Fit Implement Solution(s) with High Integrity Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished manual.

18 Solution Development Focus Prevention Teaching Acknowledge Extinction Corrective Consequences

19 Tier 3: Individual, Intensive Intervention Tier 2: Targeted Group Interventions Tier 1: School-Wide Prevention Practices 19

20 Key Features of Tier 2 (OSEP, 2005) O Allows for rapid access to intervention O Is consistent with school-wide expectations O Implements similarly across students O Allows for frequent feedback and reinforcement of appropriate behavior O Does not require intensive assessment O Trains all staff in implementation and referral process O Uses ongoing data for decision-making as part of a team process O Able to be linked to academic support

21 For Whom is a Targeted Intervention Appropriate? o 2-5 office discipline referrals (ODR) o Behavior occurs across multiple locations Examples: Talking out Minor disruption Lack of work completion 21

22 Referrals per Student

23 Tier 3: Individual, Intensive Intervention Tier 2: Targeted Group Interventions Tier 1: School-Wide Prevention Practices 23

24 Key Features of Tier 3 O Individualized intervention matched to student s need(s) based on data O Individual counseling O Functional Behavior Assessment (FBA) and Behavior Intervention Plan (BIP) O Consultation with multi-agency teams

25 Referrals per Student

26 FCPS Implementation of PBIS and Other Positive Behavior Approaches

27 FCPS Positive Behavior Approaches O Positive Behavior Interventions and Support (PBIS) O Responsive Classroom (RC) O School Specific Positive Behavior Approach (PBA)

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29 Schools Trained in PBIS Total Number of Schools Trained Newly Trained Previously Trained Newly Trained Previously Trained Year

30 Schools Trained in RC Newly Trained Previously Trained Newly Trained Previously Trained

31 Current Status PBA PBIS PBIS+RC RC 20% 18% 13% 49%

32 Stages of Implementation OExploration/Adoption OInstallation OInitial Implementation OFull Implementation OInnovation and Sustainability Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

33 Student Outcome Data Information about student... Social Behavior Academic Performance Academic Engagement Source Office Discipline Referral Disaggregate by grade, gender, location, time of day, problem behavior, student, and ethnicity Assignment completion Credits to graduate Grades SOL scores Attendance: Tardy/Truant Graduation Rates Suspension/Expulsion

34 In Closing... The research (Barth, 2006; Fullan, 2005) on school improvement is clear- it is the shared experiences and common approach to addressing emerging and evident needs of our students that will move us forward. (Buffum, Mattos, & Weber, 2012)