Rob Horner

University of Oregon www.pbis.org

OSEP TA-Center on PBS
 Define the core features of school-wide PBS

 Link school-wide efforts to the individualized

supports needed by many students with
ASD.

 Frame issues of behavior support within an

RTI approach

 Provide a self-assessment for use in

planning at the school and district level.
 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.

 Establishing schools that meet the needs of

children with ASD starts by establishing a
predictable, consistent, positive and safe
foundation for all students.
 Never stop doing what already works

 Always look for the smallest change that

will produce the largest effect
Avoid defining a large number of goals
Do a small number of things well

 Do not add something new without also

defining what you will stop doing to make
the addition possible.
 Collect and use data for decision-making

 Adapt any initiative to make it “fit” your school

community, culture, context.
Families
Students
Faculty
Fiscal-political structure

 Establish the systems and policy clarity needed

to support and sustain implementation of
effective practices
LAUSD Discipline Foundation
Context
• Problem behavior continues to be the primary
reason why individuals in our society are
excluded from school, home, recreation,
community, and work.
Problem Behaviors
Insubordination,
noncompliance, defiance, late • Vary in intensity
to class, nonattendance,
truancy, fighting, aggression,
inappropriate language, social
withdrawal, excessive crying,
stealing, vandalism, property
destruction, tobacco, drugs, • Exist in every school,
alcohol, unresponsive, not home and community
following directions, context
inappropriate use of school
materials, weapons,
harassment 1, harassment 2,
harassment 3, unprepared to
learn, parking lot violation,
irresponsible, trespassing, • Place individuals at risk
disrespectful, disrupting physically, emotionally,
teaching, uncooperative, academically and
violent behavior, disruptive, socially
verbal abuse, physical abuse,
dress code, other, etc., etc., etc.
 Context
• Many initiatives to improve education
• Initiatives too often conflicting and/or competing
Lite
Wraparound racy
n vi o r A n a l y s i s
n ti o A p p l i e d Be h a
t e rve
y In
Earl rt Posit
ive Be
p p o havio
yS u Response r Sup
m i l to p o rt
F a Math I n te r v e ntion
Using RTI to Align Systems

Response to Intervention/Prevention
Primary
Early Intervention
Prevention

Literacy Universal
Screening
ALIGNMENT

Wraparound Multi-tiered
Support

MathEarly
Intervention

Family Support Progress

Monitoring

Behavior Support Systems to

support
Student Outcomes practices

© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008

School-wide PBS
• Build a continuum of supports
that begins with the whole
school and extends to
intensive, wraparound support
for individual students and
their families.
What is
School-wide Positive Behavior Support?
• School-wide PBS is:
▫ A systems approach for establishing the social culture
and behavioral supports needed for a school to be an
effective learning environment for all students.

• Evidence-based features of SW-PBS

▫ 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
 Common
Language

MEMBERSHIP

Common Common
Experience Vision/Values
 Tertiary Prevention:
Specialized
SCHOOL-WIDE Individualized
POSITIVE BEHAVIOR Systems for Students
SUPPORT ~5% with High-Risk Behavior

Secondary Prevention:
~15%
Specialized Group
Systems for Students
with At-Risk Behavior
Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings

~80% of Students

27
 ESTABLISHING CONTINUUM of SWPBS

TERTIARY PREVENTION
TERTIARY PREVENTION
•• Function-based support
•• Wraparound
~5% • Person-centered planning
••
•
~15%
SECONDARY
SECONDARY PREVENTION
PREVENTION
•• Check in/out
•• Targeted social skills instruction
•• Peer-based supports
•• Social skills club
••

PRIMARY PREVENTION
PRIMARY PREVENTION
•• Teach SW expectations
• Proactive SW discipline
•• Positive reinforcement
•• Effective instruction
• Parent engagement
~80% of Students ••
 Supporting Social Competence,
Academic Achievement and Safety
School-wide
PBS OUTCOMES
Supporting

PR
Student

AC
Supporting
TA
Behavior

TI
Decision DA

CE
Making

S
SYSTEMS

Supporting
Staff Behavior
 e SWPBS
i d Practices
o l-w
h o Classroom
Sc
• Smallest change

Non-classroom Family
• Evidence-based
• Biggest, durable effect

Student
 Predictable
 Consistent
 Positive
 Safe
 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
 Over 9000 schools involved in SWPBS
◦ Pre-school 117
◦ Elementary 5669
◦ Middle Schools 1943
◦ High Schools 931
◦ K to (8-12) 124
◦ Alternative/JJ 344
 Number of Schools

States
Illinois
 Scott Spaulding, Claudia Vincent
Pbis.org/evaluation/evaluation briefs

Hawaii

Illinois
 School-wide PBS is “evidence-based”
◦ Reduction in problem behavior
◦ Increases in academic outcomes
Horner et al., 2009
Bradshaw et al., 2006; in press

 Behavioral and Academic gains are linked

Amanda Sanford, 2006
Jorge Preciado, 2006
Kent McIntosh

 School-wide PBS has benefits for teachers and

staff as well as students.
Scott Ross, 2006

 Sustaining School-wide PBS efforts

Jennifer Doolittle, 2006
PBIS in Illinois

Lucille Eber Ed.D.

IL PBIS Network

Developing Local Systems of Care

for Children and Adolescents with
Mental Health Needs and their Families
Training Institutes
Nashville, TN
 1000
900 874
800
number of schools

700
654
600 587
500 520
444
400 394
300 303
200 184
100 120
0 23
Year Year Year Year Year Year Year Year Year Year
1 2 3 4 5 6 7 8 9 10
9/98 9/00 9/01 6/02 6/03 6/04 6/05 6/06 6/07 6/08
 PBS slope = -1.15

Non PBS slope = -.37

 PBS Slope = -1.85

Non PBS Slope = -,34

 February 2009

Heather R. Reynolds
NC Department of Public Instruction
Bob Algozzine
Behavior and Reading Improvement Center

http://www.dpi.state.nc.us/positivebehavior/
 State PBS Coordinator
Heather R Reynolds
Dr. Bob Algozzine
Dr. Bob
Algozzine Non-PBS
Comparison

Levels of behavior
risk in schools
implementing
PBS were
comparable to
widely-accepted
expectations and
better than those
in comparison
schools not
systematically
implementing
PBS.
Proportion of Students Meeting State Academic Standard
Dr. Bob
Algozzine

Schools with Low

ODRs and High
Academic
Outcomes

Office Discipline Referrals per 100 Students

 Steve Goodman
sgoodman@oaisd.org
www.cenmi.org/miblsi
300
2000 Model Demonstration Schools (5)
250 2004 Schools (21)
200
2005 Schools (31)
2006 Schools (50)
150
2007 Schools (165)
100

50

0
2003-2004 2004-2005 2005-2006 2006-2007
Existing Schools New Schools
 Major Discipline
Referrals

DIBELS
Benchmark
 100% Began  MiBLSi 
90%
Implementation
Percent of students

80%
70%
60%
50%
40%
30%
20%
10%
0%
2000 2001 2002 2003 2004 2005
Year
School District
 Building an active continuum of support

 Establish the foundation that will sustain

individual student gains

 Build a culture of adaptive support

 Illinois “profile” analysis.
◦ Assessment of intervention effectiveness
Very Low, Low, Med, High, Very High
0 1 2 3 4
◦ School-wide
◦ Individual Intervention
 Profile Effectiveness Scores (Illinois Schools 02-03)

Not 80/80 Yet 80/80 PBIS

t = 11.11 (335) p< .0001 t = 2.30 (27) p < .03

5
Mean Effectiveness Scores

4
N=223
N=223 N=38 N=38
3 N=17
N=169 N=17
N=169
2

PB PB
1
S S
0
School-wide Individual
 Continuum of Support Practices

 Emphasis on “Foundation Supports” and

investment in prevention.

 Emphasis on the organizational systems

needed to implement practices with fidelity
and durability.

 Collection and use of data for decision-

making
 1. Effective and  Effective Curriculum
Efficient Foundation
Practices
 Unambiguous
Instruction
 Adequate intensity
◦ Establishing a
Universal System of  Reward System
Support
 Error Correction
System
 2. Universal Screening  Collect information on
all students at least
twice a year

 Use data for decision-

making
 3. Continuum of  Targeted interventions
Evidence-based for students “at risk”
Practices
 Intensive,
Individualized
interventions for
students with more
significant needs

 Early Intervention
 Progress Monitoring  Collection of data on a
monthly, weekly, daily
rate

 Use of data for

decision-making
  5. Fidelity Monitoring  Assessing the extent
Iowa Checklist 01-05, PK-6 % Fully & Partially Implemented
Individual
Adams
Team Elementary
Checklist School
School to which we are
Team Checklist Data
Team Checklist 03-04

implementing what
100%

90%

100
80%

70%
we claim to
60%
80
implement
50%
60
40%

30%40  Use of the data for

decision-making
20%

20
10%

0%

0
05-Nov-03

24-Nov-04

05-Nov-03

07-Nov-03

08-Nov-04
01-Nov-03
22-Jan-04

02-Jun-05

03-Jun-05
21-Apr-03
05-Aug-03

01-Feb-05

12-Aug-04

01-Mar-05

12-Sep-02

31-Oct-02

01-Sep-03

05-Aug-03

11-Sep-03

06-Feb-04

01-Mar-04

03-Aug-04

08-Mar-05
23-Feb-04

28-Feb-03

01-Sep-03

Commit Team Self-Assess Expect. Expect. Rewards Violations Info. Function %Items %Total
1 1 1 2 2 2 3 3 3Define 4 Teach
4 4 4 4System
4 5System
5 5 5 6 6 6 Implemented
7 7 7 7 Points

Start Up Full Implementation Start Up Part Implementation

Aug. '03 Nov. '03

 District policy
Clear statement of values, expectations, outcomes
 Evaluation capacity to conduct universal
screening and progress monitoring
assessments
District provides efficient options for universal
screening and progress monitoring measures
 Recruitment and hiring
Expectations defined in job announcements
 Professional development
Focused strategies for staff development in core
skills
 Annual evaluations
Expectations assessed as part of annual evaluations

 Recruitment of individuals with training,

coaching, and implementation skills
Advanced skills in literacy supports
Advanced skills in behavior supports
 School-wide PBS is an approach for investing in
making the school a more effective social and
educational setting for all students.

 Core features of RTI are an effective framework

for improving Behavior and Academic Support

 Building schools that deliver the supports

needed for students with ASD starts by
establishing core foundation features that
create a predictable, consistent, positive and
safe social culture.