PBS researches

1. School-wide Positive Behavior Support in Urban School Setting Jeong Hoon Choi ( [email_address] ) Life Span Institute, Beach Center on Disability University of Kansas

2. A systematic approach to preventing or reducing challenging behaviors, and, eventually, to enhancing quality of life for individuals and support providers PBS is…. Quality of Life Enhancement

3. School-wide Positive Behavior Support (SWPBS) is a systems approach to establishing the social culture needed for schools to achieve social and academic gains while minimizing problem behavior for all students . School-wide Positive Behavior Support Data Practice Systems Outcomes

4. School-wide Positive Behavior Support Less reactive, aversive, and exclusionary More engaging, responsive, preventive, and productive

5. Typical Schools Inner-City Schools Students with 0-1 referrals Students with 2-5 referrals Students with 6-14 referrals SWPBS in KCK Kansas City, Kansas 76% 15% 9% Students with 15+ referrals 31% 28% 23% 18%

6. Whole-School Approaches to Positive Behavioral Support and Access to the General Curriculum: A Model Demonstration Project Related Grants TA Center on PBIS Kan-Ed SWPBS in KCK

7. Longitudinal Effects of School-Wide PBS on Academic Achievement and Student Behavior in Three Urban Elementary Schools Research #1

8. Purpose: To examine the effectiveness of SW PBS by comparing three elementary schools which had different implementation periods Schools School A- 3 years of SW PBS Implementation School B- 1 year of SW PBS Implementation School C- No SW PBS Implementation Outcomes Behavior Outcomes: ODRs, Suspensions, Tardies, Absences Academic Outcomes: Reading and math standardized test scores Research #1 Longitudinal Effects of School-Wide PBS on Academic Achievement and Student Behavior in Three Urban Elementary Schools

9. Research #1 Longitudinal Effects of School-Wide PBS on Academic Achievement and Student Behavior in Three Urban Elementary Schools

10. Research #1 Longitudinal Effects of School-Wide PBS on Academic Achievement and Student Behavior in Three Urban Elementary Schools SET Score Changes in School A and B

11. MANCOVA for Absences & Tardies Main effects: ‘ Years in PBS’ - F (16, 9917.331) = 10.702, p < .01 ‘ School difference’ - F (4, 3246) = 48.18, p < .01 Research #1 Longitudinal Effects of School-Wide PBS on Academic Achievement and Student Behavior in Three Urban Elementary Schools

12. Repeated Measure ANOVA School B: Reduction of Tardies & Absences 2003 and 2004 School C: Reduction of Absences 2003 and 2004 Regression with dummy coded variables No pattern difference between School A and School C Difference in absences between School A and School C - T (593) = -2.478, p < .05. Research #1 Longitudinal Effects of School-Wide PBS on Academic Achievement and Student Behavior in Three Urban Elementary Schools

14. Research #1 Longitudinal Effects of School-Wide PBS on Academic Achievement and Student Behavior in Three Urban Elementary Schools

15. Research #1 Longitudinal Effects of School-Wide PBS on Academic Achievement and Student Behavior in Three Urban Elementary Schools 2000 2001 2002 2003 2004 2005 Above proficiency in math 29.4% 66% 47.8% 66.7% 90% 100% Above proficiency in reading 41.6% 53.7% 64.7% 67.4% 87.5% 87.5% Unsatisfactory in math 32.4% 14.9% 20.5% 9.5% 0% 0% Unsatisfactory in reading 27.1% 22% 12.5% 8.7% 3.1% 2.4

17. The Relationship between School-Wide PBS Status and School Personnel Perceptions of the Behavior Support System Research #2

19. EBSSAS 219 school staff from 7 schools - 3 elementary schools - 3 middle schools - 1 high school Schools and Participants PBS implementation 3 schools: 4 th year 1 school : 3 rd year 1 school : 2 nd year 2 schools: 1 st year Research #2 The Relationship between School-Wide PBS Status and School Personnel Perceptions of the Behavior Support System

21. Findings from Simple Correlation No Significant correlation between ‘District Support’ & any setting in EBSSAS Research #2 The Relationship between School-Wide PBS Status and School Personnel Perceptions of the Behavior Support System SW Non-CL CL Ind. 1 st ongoing system for rewarding ongoing system for rewarding management system for responding 2 nd Behavior expectation taught Behavior expectation taught ongoing system for rewarding management 3 rd management management system for responding behavior expectation taught

22. Effectiveness Of The Continuum Of All Levels Of SWPBS In Classroom

23. Schoolwide PBS & Students with severe or chronic impeding behavior

27. Research Phase 1 in School A Schoolwide Evaluation Tool Data for School A

28. Research Phase 1 in School A EBSSAS Results in School A SW level Non Classroom level Classroom level Individual level

29. Research Phase 1 in School A A Baseline B Individual BC Individual + Classroom Interrupted Time Series Design Intervention (Classroom) Controlled (Music Room)

30. Research Phase 2 in School A & B A Baseline B Individual BC Individual + Classroom Interrupted Counterbalanced Time Series Design Music Class School A Classroom School B A Baseline C Classroom CB Classroom + Individual

31. Research Phase 1 in School A Individual Support Functional Behavior Assessment (FBA) Behavior Intervention Plan Individual Intervention Package • Self monitoring system to check task progress • Daily behavior monitoring with individual reinforcement • Social story reading • Modification of instruction style Classroom Support • Setting classroom behavior expectations in conjunction with SW PBS expectations • Establishing group reinforcement system • Teacher training on classroom discipline and behavior support skills Teacher Training on Classroom Management • Arrangement of physical environment • Time management and challenging behavior • Preventing problem through lesson management

32. Research Phase 1 in School A Dependent Variable Percentage of intervals engaged in inappropriate behavior • out of seat • talking out • physical contact • defiance • disruptive sound with objects Data Collection 15 second partial interval recording (10 sec. observation + 5 sec. recording) for 20 minutes – Interobserver agreement 82%

33. No Intervention Baseline Individual Individual & Classroom Research Phase 1 in School A A Baseline B Individual BC Individual + Classroom

34. Research Phase 1 in School A A Baseline B Individual BC Individual + Classroom

35. Research Phase 1 in School A A Baseline B Individual BC Individual + Classroom Meaningful Decrease Meaningful Decrease

36. Research Phase 1 in School A A Baseline B Individual BC Individual +Classroom Meaningful Decrease Meaningful Decrease

37. Research Phase 1 in School A A Baseline B Individual BC Individual + Classroom Meaningful Decrease

38. Research Phase 1 in School A A Baseline B Individual BC Individual + Classroom No Meaningful Decrease

39. Research Phase 2 in School A & B A Baseline B Individual BC Individual + Classroom Interrupted Counterbalanced Time Series Design Music Class School A Classroom School B A Baseline C Classroom CB Classroom + Individual

40. Research Phase 2 Schoolwide Evaluation Tool Data for School B

41. Research Phase 2 EBSSAS Results in School B SW level Non Classroom level Classroom level Individual level

42. Research Phase 2 in School A &B (Math Class in School B) A Baseline B Individual BC Individual + Classroom 

43. Research Phase 2 in School A &B (Math Class in School B) A Baseline B Individual BC Individual + Classroom Meaningful Decrease Meaningful Decrease Meaningful Decrease

44. Research Phase 2 in School A &B (Math Class in School B) A Baseline B Individual BC Individual + Classroom Meaningful Decrease Meaningful Decrease

45. Research Phase 2 in School A &B (Math Class in School B) A Baseline B Individual BC Individual + Classroom Meaningful Decrease Meaningful Decrease

46. Research Phase 2 in School A &B (Music Class in School A) A Baseline C Classroom CB Classroom + Individual

47. Research Phase 2 in School A &B (Music Class in School A) A Baseline C Classroom CB Classroom + Individual Meaningful Decrease Meaningful Decrease Meaningful Decrease

48. Research Phase 2 in School A &B (Music Class in School A) A Baseline C Classroom CB Classroom + Individual Meaningful Decrease Meaningful Decrease

49. Research Phase 2 in School A &B (Music Class in School A) A Baseline C Classroom CB Classroom + Individual Meaningful Decrease Meaningful Decrease

53. Schoolwide Applications Model : SAM

57. Implementation Organizational Changes Pedagogical Changes Students’ Academic Development Future Research Direction Students’ Social Development