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PBIS and You
- 1. PBIS and You Information and Resources for the Classroom Teacher on Positive Behavioral Interventions and Supports
- 2. Information gathered and presented by Michael Merritt and Bobby Emberley July 2014 Online Resources https://www.pbis.org/ http://www.pbisworld.com/ http://www.wrightslaw.com/ (Special Education Law Website) http://www.nasponline.org/resources/factsheets/pbs_fs.aspx http://www.nea.org/assets/docs/PB41positivebehavioralinterventions2012.pdf
- 3. What is PBIS? According to the website pbisworld.com “PBIS (positive behavior interventions and supports) is an architecture for addressing behavior through the prevention-oriented structuring of research-based interventions and supports in a hierarchical and progressive manner for the purpose of improved behavioral and academic outcomes.” Let’s break the first definition down a little bit. First, PBIS is an architecture or framework for dealing with behaviors. It is not a curriculum or a clearly scripted formula for dealing with behaviors. It is more of a mindset and way of thinking. Second, it is positive and prevention-oriented. Whereas previous behavior models were highly authoritarian and discipline-oriented, PBIS focuses on rewarding correct behavior (positive) and preventing problem behaviors before they even happen (prevention-oriented). Finally, PBIS is researched-based. It is not simply someone’s opinion of a better way to deal with problem behaviors. Rather it is based firmly in a scientific understanding of human behavior and the behavioral and academic results bear this out. PBIS is founded on the idea that all behavior serves one of two functional purposes: getting or escaping. For instance, if a student puts his head down on his desk and refuses to do a math worksheet his behavior serves a purpose. Two potential purposes may be that he wants to escape the assignment (escape) or that he wants attention (getting). A traditional discipline approach would punish the student for his poor behavior. PBIS seeks to use the student’s desire to escape or get as leverage for correct behavior. If a student wants attention, the teacher may arrange for high doses of appropriate attention in order to prevent the student’s refusal. If the student wants to escape the assignment the teacher may allow the student to do so under certain conditions. This is simply one example of how PBIS interacts with student behavior in a different way. The important thing to remember is that all behavior serves a functional purpose: either to get or escape.
- 4. How is PBIS aligned with the law (IDEA)? Did you know: Positive behavior support (PBS) and functional behavioral assessment (FBA) are two significant concepts of the 1997 amendments to the Individuals with Disabilities Education Act. http://pbi.sagepub.com/content/2/3/131.short An important message is that positive behavioral interventions and supports involve the whole school, and successful implementation emphasizes the identification, adoption, and sustained use of effective policies, systems, data-based decision making, and practices. Positive Behavioral Supports has held a unique place in special education law since Congress amended the Individuals with Disabilities Education Act (IDEA) in 1997. Referred to as Positive Behavioral Interventions and Supports in IDEA, PBIS is the only approach to addressing behavior that is specifically mentioned in the law. This emphasis on using functional assessment and positive approaches to encourage good behavior remains in the current version of the law as amended in 2004. http://www.nea.org/assets/docs/PB41positivebehavioralinterventions2012.pdf Knowing now that PBIS is part of IDEA, does it apply to IEPs? If the child's behavior impedes the child's learning or that of others, must the IEP Team develop a plan to address these problem behaviors? Yes. If the child's behavior impedes his learning or the learning of others, the IEP team must include strategies, including positive behavioral interventions, supports, and other strategies to address that behavior. If the child's behavior that impedes learning is not addressed in the IEP, the IEP Team must review and revise the IEP to ensure that the child receives appropriate positive behavioral interventions and supports and other strategies. (34 C.F.R. § 300.324(a)(2)(i) and 34 C.F.R. § 300.324(a)(3)(i). (Pat Howey) http://www.wrightslaw.com/howey/iep.special.factors.htm
- 5. Why would you want to start using it at your school? Previous behavior models are ineffective. “Exclusion and punishment are the most common responses to conduct disorders in school” (Lane and Murakami). Yet, they are also “ineffective at producing long-term reduction in problem behavior” (Costenbader and Markson). In contrast PBIS is an evidence based system that focuses on creating a positive school culture and environment. PBIS can be implemented for just one student, for an entire classroom, and school wide (SWPBIS). The following studies give significantly favorable statements regarding various schools’ implementation of PBIS (pbis.org): 1. Horner, R., Sugai, G., Smolkowski, K., Todd, A., Nakasato, J., & Esperanza, J., (in press). A Randomized Control Trial of School-wide Positive Behavior Support in Elementary Schools. Journal of Positive Behavior Interventions. This paper documents that typical state agents were successful in implementing SWPBS practices, and that these practices were experimentally linked to improved perception of school safety, with preliminary support that implementation was associated with improved proportion of students at 3rd grade who met the state reading standard. 2. Bradshaw, C., Koth, C., Bevans, K., Ialongo, N., & Leaf, P. (in press). The impact of school-wide positive behavioral interventions and supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly. Bradshaw et al., document that implementation of school-wide PBIS by typical implementation personnel was successful in achieving high fidelity of adoption, and improved “organizational health” within the schools. 3. Bradshaw, C., Reinke, W., Brown, L., Bevans, K., & Leaf, P. (2008). Implementation of school-wide positive behavioral interventions and supports (PBIS) in elementary schools: Observations from a randomized trial. Education and Treatment of Children, 31, 1-26. The authors document a randomized control trial of SWPBIS with observations from school implementers. 4. Bradshaw, C., Mitchell, M., & Leaf, P. (in press). Examining the effects of school-wide positive behavioral interventions and supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions. This randomized control trial documents experimentally that implementation of SWPBIS was related to (a) high fidelity of implementation, (b) reduction in office discipline referrals, (c) reduction in suspensions, and (c) improved fifth grade academic performance.
- 6. How do you get started? Here are several key steps to follow that will put you on track for implementing PBIS in your school (Taken from Horner and Sugai): · Define and teach positive social and behavioral expectations · Acknowledge and/or reward positive behavior · Arrange consistent consequences for problem behavior · On-going collection and use of data for decision-making · Continuum of intensive, individual interventions. · Administrative leadership – Team-based implementation Let’s focus in on the second key step: acknowledge and/or reward positive behavior. One way to start this is to implement a token economy in your school. Token economy is “a structured reinforcement system for individuals and/or classrooms” (Jason Travers). Within this system a school can pick certain behaviors they want to see increased and reward tokens when those behaviors are observed. Students may then cash in those tokens at a specified location to earn rewards. This puts the focus on rewarding correct behavior rather than responding in a punishing way for incorrect behavior. Want to learn more and see it in action? Check out this video on YouTube: What is PBIS? Ready to try it out? Be sure to visit PBIS World.com and examine the three tiers of interventions for the behaviors you are trying to address.
- 7. What are possible stumbling blocks to be aware of? There are at least two stumbling blocks to be aware of as schools seek to implement PBIS. The first is the factor of time. Positive Behavioral Supports and Interventions may take time in order to see results. Don’t be discouraged if problem behaviors don’t immediately fade into the background. PBIS is not the magic bullet for students who have more chronic and severe behavioral struggles. PBIS will be more effective long-term than previous disciplinary measures. However, those looking for a quick fix for students who pose a more acute challenge to teachers and administrators will be disappointed if they expect PBIS to solve all their problems. The second thing to be aware of is that while much research in recent years has been devoted to PBIS, it is still a relatively new concept and is subject to new scientific findings. “Because the roots of PBS are in applied experimental analysis of behavior, the evidence for PBS, at this time, is primarily derived from single subject designs. This research, while not in the traditional empirical mode, is nevertheless rigorous, generalizable, and strong in social validity” (Sugai & Horner, 2002). Also, “Most experts in the field agree that school-wide PBS is in its infancy” (Dunlap, 2006). So the research and implementation within schools are relatively new. As such, concepts and ideas are subject to ongoing change. Want to find out more? PBIS.org has a wealth of well organized information on Positive Behavioral Interventions and Supports as well as the use of Functional Behavior Assessments (FBA) and Behavior Support Plans (BSP).