POSITIVE BEHAVIOR
SUPPORT
Jessica Heighway
EDUC – K 543
Indiana University Northwest | 2014
“If a child doesn’t know how to read…we teach.”
“If a child doesn’t know how to swim…we teach.”
“If a child doesn’t know how to multiply…we teach.”
“If a child doesn’t know how to drive…we teach.”
“If a child doesn’t know how to behave…we……teach?......punish?”
Why can’t we finish the last sentence as automatically as we do the others
-Tom Herner (NASDE President) Counterpoint
HERE IS WHAT WE KNOW
• Behavior problems and the lack of discipline is one of the biggest concerns facing public
schools today.
• There is more time being spent on reactive behavioral management than academic
instruction.
• These reactive disciplinary actions result in these students missing academic instruction.
• Behavior problems increase the “burn out” rate in teachers.
• 50% of new teachers left within 5 years of teaching.
• 44% of teachers and 39% of highly qualified teachers left the profession due
to student behavior.
(Cregor-2008)
Time Lost To Discipline
(Barrett and Swindell-2002)
Teacher
Student
Administrator
Referrals
5 minutes
20 minutes
10 minutes
In-School Suspension
5 minutes
6 hours
20 minutes
Out of School
Suspension
5 minutes
6 hours
45 minutes
(Wisconsin PBIS Network-2014).
What Is Positive Behavior Intervention
Supports? (PBIS)
 Proactive approach to deal with behavior problems in schools.
 The emphasis is placed on the prevention of problem behavior.
 Teaches the development of pro-social skills.
 Uses data-based problem solving to address behavior concerns.
 Educates all students by using school-wide, classroom, and individualized
interventions.
(Dunlap, Goodman, McEvoy,Paris- 2010)
Improve classroom
and student climate
Reduce problem
behaviors
GOALS
OF PBIS
Reduce office
referrals, suspensions,
and expulsions
Teach positive
behaviors and
expectations
Maximize academic
instruction and
achievement
Reduce dropout rates
and delinquency in
later years
(Dunlap, Goodman, McEvoy,Paris- 2010)
Where Is PBIS Being Implemented?
 Over 18,000 schools in 49 states are implementing PBIS
 Preschools
 Elementary Schools
 Middle Schools
 High Schools
 PBIS is implemented in various communities.
 Students with severe emotional impairments,
developmental disabilities, and juvenile facilities also
participate in PBIS.
(OSEP Center on Positive Behavioral Interventions and Supports-2014)
History And Development Of PBIS
1980s
• A need was
identified for
improved behavior
interventions
• Researchers at the
University of
Oregon began
research studies.
2000s
•
1990s
• The National
Technical Assistance
Center on PBIS has
been successfully
running for 14 years.
• Has been
implemented in over
18,000 schools.
In 1997 the reauthorization
of IDEA, a grant was
legislated to create a PBIS
national center.
(OSEP Center on Positive Behavioral Interventions and Supports-2014)
Why Is PBIS So Important?
 PBIS is a skill building approach that
will strengthen social skills for all
students.
 Educators report there is more time for
instruction because of the positive
environment and decreased behaviors.
 Fewer students rise to the second and
third tiers when universal practices are
implemented
 Students become effective models for
each other.
 School environment consists of a
culture of respect, structure, and safety.
 PBIS requires a team approach that
includes students, school staff, parents,
and the community.
(Dunlap, Goodman, McEvoy,Paris- 2010)
Levels of Support
(Dunlap, Goodman, McEvoy,Paris- 2010)
TIER 1 INTERVENTIONS
Involves all students
Implementing Tier 1
1.
Establish a commitment and get started
 Support from district and administration
 Research information from other schools.
 Consult with PBIS experts
 Provide school-wide training for all staff and students
 Self- assessment surveys
TIER 1
80-90% of students
(Dunlap, Goodman, McEvoy,Paris- 2010)
Implementing Tier 1 Continued…
2. Create a PBIS Team
 Grade level representatives
 Special education staff
 Specials teachers
 Administrators
 Parent representatives
 Staff with expertise in PBIS,
classroom management, and data
analysis
3. Establish data collection system
 Office referral form
 Referral data is summarized and
shared with the staff on a regular
basis.
 Recognize the progress
 Interpret the data
 Suggest what the next steps
should be based on the data
(Dunlap, Goodman, McEvoy,Paris- 2010)
Implementing Tier 1 Continued…
4. Establish and teach positive behavior expectations.
 Identify 3-5 core behavioral values
 Universal Expectations Matrix
 Develop visuals
 Plan to teach appropriate behaviors as you would teach academics
5.
Design systems for positive acknowledgement and reinforcement
 Rewards systems and celebrations
 Positive teacher attention
(Dunlap, Goodman, McEvoy,Paris- 2010)
Implementing Tier 1 Continued…
5.
Designing predictable consequence systems for behavior infractions
 T-chart
6.
Data-based decision making
 Behavioral data updated and reviewed (specific behavior chart and when it happens)
 Determine Tier 2 interventions for small group of students.
 Set goals for improvement.
(Dunlap, Goodman, McEvoy,Paris- 2010)
(OSEP Center on Positive Behavioral Interventions and Supports-2014)
Universal Expectations Matrix
(OSEP Center on Positive Behavioral Interventions and Supports-2014)
T-Chart Example
Tier 1 Classroom Examples
Tier 1 School-Wide Examples
Scenario for Tier 1: School-Wide
The students at Sunnybrook Elementary are having
difficulty at school. They are running and
screaming in the hallways, throwing food in the
cafeteria, and leaving the water on in the bathroom
sinks. There has also been many instances of
fighting on the playground. What Tier 1
interventions can Sunnybrook put in place to
decrease these issues?
Scenario for Tier 1: Classroom
Mrs. Applebottom is becoming very frustrated with
her 7th grade class. The students interrupt her
while she is trying teach a lesson. They walk
around the room, talk to one another, and are
constantly leaving the room to use the bathroom.
What are some Tier 1 interventions she can put in
place for her classroom?
TIER 2 INTERVENTIONS
Involves some students
What Are Tier 2 Interventions?
 Provides additional support to a smaller percentage of students who do not sufficiently respond to
the Tier 1 strategies.
 Involves analyzing referral data that identifies:
 Locations and time of day behaviors are happening
 Classrooms or teachers that may need additional classroom management
 Small groups of students who are demonstrating similar behavior problems
 Students who could benefit from daily monitoring
 Students who need more academic and organizational support
 Students who could benefit from different alternatives rather than suspension
 Students may be at risk for developing chronic problem behavior
(Dunlap, Goodman, McEvoy,Paris- 2010)
Implementing Tier 2
1. Create process for identifying Tier 2 students
2. Create several interventions that address various needs of students
3. Allocate resources to implement the interventions
4. Sort all students into the Tier 2 interventions
5. Collect data on progress of students receiving interventions
6. Evaluate success and modify the program
(Dunlap, Goodman, McEvoy,Paris- 2010)
What Students Qualify for
Tier 2 Interventions?
 Students who accumulate 3-5 office
referrals
 Students may be nominated by staff or
family members
 Disorganized
 Needs reinforcement of classroom
rules
 Fails to complete homework
How Are Interventions
Selected?
 Should be based on a FBA
 Analyze data with team members
 Collaborate with team members
 Students who display difficulty following
social norms, routines, and expectations
 Students with ADHD
 Students on the autism spectrum
 Students who lack social skills
(Dunlap, Goodman, McEvoy,Paris- 2010)
Example of Tier 2 Interventions
 Behavior Contracts Mentoring
 Peer Tutoring
 Organizational Tools
 Reward System
 Token boards
 Social Stories
 Teach Coping Skills/Relaxation
 Techniques
 Check In Check Out
(PBIS World-2014)
 Teach Social Skills
 Teach Conflict Resolution Skills
 Alternatives To Suspension
 Simple Home/School Behavior Plans
 Daily Behavior Forms
 Self-Monitoring
How Do We Know Tier 2 Is Effective?
A student who meets
Tier 2 interventions
can work their way
back to Tier 1
A student who is
succeeding with Tier
2 interventions can
stay at this level
A student who is not
meeting their Tier 2
intervention goals
Scenario for Tier 2 Interventions: Elementary
Heidi is a first grader at Tall Oaks Elementary School. She is
diagnosed with Asperger Syndrome. Heidi often comes to
school disorganized and unprepared. She is above grade level
for her age and often gets bored within the classroom. Heidi
will often scream and throw tantrums and will also leave the
classroom unannounced. Heidi has also been having difficulty
on the playground. She has on occasion kicked and pushed
other students and even her classroom teacher. What are
some Tier 2 interventions we can put in place for Heidi?
Scenario for Tier 2 Interventions: Secondary
Cayden is a junior at Hamilton High School. His attendance at
school is inconsistent and his grades in his classes are all below
average. Cayden has difficulty completing assignments and he
usually sleeps during class. His teachers are becoming more
frustrated with him because he comes to school tired and has no
motivation. Cayden appears to not have very many friends at
school and usually keeps to himself. What are some Tier 2
interventions we can put in place for Cayden?
TIER 3 INTERVENTIONS
Involves few students
What Are Tier 3 Interventions?
 Focuses on the individual needs of the student who exhibit ongoing patterns of
problem behavior.
 These students also need the foundation and structure from Tier 1 and 2 supports.
 Developed by comprehensive and collaborative assessments
 Interventions are then developed based on this information
 Diminish the problem behavior
 Increase the student’s adaptive skills and life opportunities.
 These students demonstrate:





Chronic and frequent behavior problems
Dangerous behavior
Highly disruptive
Behavior is impeding their learning
Excluding themselves from education or other social situations
TIER 3
1-5% of
students
(Dunlap, Goodman, McEvoy,Paris- 2010)
Implementing Tier 3 Interventions
1. Create a process for identifying students in needs of Tier 3 supports.
2. Create a team to develop an individualized behavior intervention plan.
a) Conduct a functional behavior assessment
b) Link functional assessment results to the development of a
behavior intervention plan
3. Allocate resources to implement the behavior plan.
4. Collect data on student interventions.
5. Evaluate success and modify the program.
(Dunlap, Goodman, McEvoy,Paris- 2010)
Functional Behavior Assessment (FBA)
 Identifies the variables that trigger (antecedents) and maintain (reinforce) the problem
behavior.
 Studies how the student interacts with their environment.
 When?
 Where?
 Why?
 Assesses the student’s strengths and interests.
 Assesses how skill deficits may contribute to the problem behavior.
 Academic skills
 Social skills
 All information is gathered and hypothesis statements are developed.
 Behavior Intervention Plan is then developed.
(Dunlap, Goodman, McEvoy, Paris- 2010)
Steps for Implementing a FBA?
1.
Identify goals of intervention:
4.




 What is the student doing that is problematic? (Describe in
measureable terms)
 Describe to what extent the behavior is happening.
 What goals do you hope to achieve
2.
Gather relevant information:
 Review existing records
 Interview teacher, student, parents
 Directly observe the behavior
3.
Develop summary statements
Develop a BIP and consider:
5.
Adjustments to the environment
Teaching replacement skills
Consequences to promote positive behavior
Crisis response plan (if needed)
Implement and monitor outcomes




Training and resources needed
Responsibility for monitoring implementation
Evaluate outcomes
Regularly schedule follow up meetings
 When, Where, and with Whom does the behavior most and
least occur
 What are other conditions that appear to be related to the
behavior?
 What happens after the behavior?
(Dunlap, Goodman, McEvoy, Paris- 2010)
What is a Behavior
Intervention Plan? (BIP)
Who is Involved in the
FBA and BIP?
 Prevention of problem behaviors
 The student’s teachers
 Instruction in replacement behaviors.
 The student’s parents/guardians
 Systems of positive reinforcement.
 Student, if appropriate
 Planned consequences
 This decreases the reinforcement of
the problem behavior
 Support Staff
 Emergency interventions
 People who know the student well
 Home/School Collaboration
 Community mental health, outside
therapists, or medical personnel.
 Administrators
 Staff who have expertise in positive
behavioral interventions and supports.
(Dunlap, Goodman, McEvoy, Paris- 2010)
Scenario for Tier 3 Interventions:
Chad is a fifth grade student who constantly interrupts the teacher. When the
students are working independently and the teacher is going around the room
working with individuals, Chad makes animal noises to get the teacher’s
attention. Chad does not get work done independently. His teacher has tried
token boards and rewards systems, but it does appear to be working. Should
Tier 3 interventions be put into place? Why?
Scenario for Tier 3 Interventions:
Dylan is a 5 year old student in a self-contained classroom. He
has been diagnosed with autism but occasionally displays highly
aggressive behaviors. These behaviors include: kicking, hitting,
spitting, and throwing classroom objects. His classroom teacher
is frustrated because she cannot get him to work. What steps
can we take to help Dylan and his classroom teacher?
RESEARCH ARTICLE #1
The Effect of School-Wide Positive Behavioral Supports on
Children in Impoverished Rural Community Schools
(McCrary, Lechtenberger, Wang-2012)
The Effect of School-Wide Positive Behavioral Supports on Children in
Impoverished Rural Community Schools
 Purpose: The purpose of the this study was to evaluate the
effectiveness of Positive Behavior Supports on children in
impoverished community schools.
 Participants: Four schools from three different districts
participated in this study.
 1 Elementary School
 2 Middle Schools
 1 High School
 71%-78% of students came from low-income homes.
(McCrary, Lechtenberger, Wang-2012)
The Effect of School-Wide Positive Behavioral Supports on
Children in Impoverished Rural Community Schools
Elementary School
White
34%
African
American
9%
African American
Hispanic
57%
Middle School #1
Hispanic
White
White
24%
African
American
2%
African American
Hispanic
74%
(McCrary, Lechtenberger, Wang-2012)
Hispanic
White
The Effect of School-Wide Positive Behavioral Supports on
Children in Impoverished Rural Community Schools
Middle School #2
White
35%
African
American
9%
High School
African American
Hispanic
56%
Hispanic
White
White
25%
African
American
2%
African American
Hispanic
73%
(McCrary, Lechtenberger, Wang-2012)
Hispanic
White
The Effect of School-Wide Positive Behavioral Supports on
Children in Impoverished Rural Community Schools
 Design: The design of this case study is to analyze the students’ behavior before and after Positive
Behavior Supports have been put into place.
 Variables:
 Independent: The intervention being assessed was the implementation of Positive Behavior Supports
within the school.
 Dependent: A group of faculty and staff from the Education Service Center Region 17 and Texas
Tech University observed a full day at each school. During each visit observation data was collected
in the following areas:
 Hallways
 Cafeteria Areas
 Stairways
 Bathrooms
 Data was collected on:
 Safety concerns
 Behavior problems of individual/groups of students
 Misuse of property
(McCrary, Lechtenberger,
 Any other major concerns
Wang-2012)
The Effect of School-Wide Positive Behavioral Supports on
Children in Impoverished Rural Community Schools
Elementary:
RESULTS
 Problem: Students coming to class
unprepared, tardiness, in-school
suspensions.
 Solutions:
 Rubber tote trays for students to
store their books and supplies
 Teaching and posting hallway
expectations
 Campus leadership team
 Good behavior ticket system
 Class rewards and celebrations
(McCrary, Lechtenberger, Wang-2012)
IN-SCHOOL SUSPENSIONS
One Day ISS
Multi Day ISS
331
497
11
59
PRE-PBIS
POST-PBIS
The Effect of School-Wide Positive Behavioral Supports on Children
in Impoverished Rural Community Schools
 Middle School #1:
 Problem: High number of discipline
referrals due to tardiness
 Solutions:
 Student’s schedules posted outside
their lockers
 Teachers monitor the hallways
 Teachers greet students and
encourage to walk and talk to
class
POSITIVE BEHAVIOR SUPPORT
INTERVENTION PROGRESS
Pre-PBIS
Post-PBIS
203
131
Discipline Referrals
(McCrary, Lechtenberger, Wang-2012)
The Effect of School-Wide Positive Behavioral Supports on Children
in Impoverished Rural Community Schools
 Middle School #2:
 Problem: Disciplinary actions
 Solutions:
 Principal’s 100 Club
 Positive Behavior Modeling
 Behavior Expectations posted in
common areas
 Student awards
 Weekly drawings for prizes
120
6 weeks after PBIS Implementation
101
100
80
74
60
39
40
20
17
5
6
2
2
6
2
0
Pre-PBIS
Post-PBIS
(McCrary, Lechtenberger, Wang-2012)
The Effect of School-Wide Positive Behavioral Supports on Children
in Impoverished Rural Community Schools
 High School:
Student Progress with PBIS
 Problem: Increased academic failure
rates and discipline referrals
160
 Solutions:
120
 Ticket reward system
 Prizes and rewards
 PASS Program-organized tutoring and
study hall program after school
160
140
100
80
74
60
40
17
20
5
0
FAILURE RATES- 6 WEEKS
Pre-PBIS
FAILURE RATES- 1 YEAR
Post-PBIS
(McCrary, Lechtenberger, Wang-2012)
The Effect of School-Wide Positive Behavioral Supports on
Children in Impoverished Rural Community Schools
 Reaction/Evaluation:
 Good and Interesting Article
 Well researched
 Appropriate use of design: analyzing pre-post effects
 Differentiated interventions among buildings according to their
needs
 According to the data, strategies appear to be effective
 Interested to see progress after 5 years instead of just 1 year
(McCrary, Lechtenberger, Wang-2012)
RESEARCH ARTICLE #2
Comparing Individual Behavior Plans from Schools with and without
School-Wide Positive Behavior Support: A Preliminary Study
(Akin-Little, Medley, Little-2008)
Comparing Individual Behavior Plans from Schools with and
without School-Wide Positive Behavior Support: A Preliminary Study
 Purpose: The purpose of this
study was to compare the
effectiveness of student behavior
plans from schools who are and
who are not implementing
Positive Behavior Supports.
 Participants:
 Nine middle schools from a single
district in an urban community
located in Southern California.
 Each school served between 1,300
and 2,200 students
Ethnicity
White
14%
African
American
20%
Asian
2%
Hispanic/Latino
African American
Hispanic/Latino
64%
White
Asian
NOTE: 89% of the students qualified for Free and
Reduced Lunch
(Akin-Little, Medley, Little-2008)
Comparing Individual Behavior Plans from Schools with and
without School-Wide Positive Behavior Support: A Preliminary Study
 Design: The design that was introduced in this study was to analyze students behavior
before and then after interventions were implemented in these schools.
 Variables:
 Independent: The specific intervention being assessed in this case study was how Positive Behavior
Supports impact the students’ individual behavior plans.
 Dependent: The BSP-QE scoring guide was used to evaluate the behavior plans. This rubric
measured six concepts:
 All behavior (including problem behavior serves a purpose for the student)
 Behavior related to the environment
 Environment must be changed to change the behavior; replacement behavior taught
 New behavior reinforced to maintain over time
 Uniform method of how behavior will be addressed if it reoccurs
 Frequent communication and staff training
(Akin-Little, Medley, Little-2008)
Comparing Individual Behavior Plans from Schools with and
without School-Wide Positive Behavior Support: A Preliminary Study
 Results:
 Schools with Positive Behavior Supports had significantly higher
scores than the schools who did not have Positive Behavior Supports.
 However, the Behavior Support Plans were found to be below average.
Effectiveness of Behavior Support Plans
16
16
14
12
10
8
6
4
2
0
(Akin-Little, Medley, Little-2008)
9
6
3
3
3
0
Weak
Underdeveloped
SWPBS
Good
Non-SWPBS
0
Superior
Comparing Individual Behavior Plans from Schools with and without
School-Wide Positive Behavior Support: A Preliminary Study
 Reaction/Evaluation:
 Good and Interesting Article
 Well researched
 Appropriate use of design: analyzing
pre-post effects
 Personal hypothesis: Positive Behavior
Supports will make an impact
 Surprise ending: Behavior Plans
underdeveloped
 Positive Behavior Supports
interventions can continue to develop
 More research needed on appropriate
behavior plans
(Akin-Little, Medley, Little-2008)
References
Cregor, Matthew (2008, Fall). The Building Blocks of Positive Behavior. Teaching Tolerance,18-21.
Dunlap, K., Goodman, S., Dr., McEvoy, C., Paris, F. Dr. (2010). School-Wide Positive Behavioral
Interventions and Supports: An Implementation Guide. Retrieved from http://www.michigan.gov/do
cuments/mde/SchoolwidePBS_264634_7.pdf
McCrary, D., Lechtenberger, D., Wang, E. (2012). The Effect of Schoolwide Positive Behavioral Supports
on Children in Impoverished Rural Community Schools. Preventing School Failure, 56(1),1-7.
OSEP Center on Positive Behavioral Interventions and Supports (2014) Retrieved from
http://www.pbis.org
PBIS World. (2014) Retrieved from http://www.pbisworld.com
Wisconsin PBIS Network (2014). Retrieved from http://www.wisconsinpbisnetwork.org