Positive Behavior Support
Rob Horner, Ph.D.
University of Oregon
www.pbis.org
Goals
• Brief Introduction to Positive Behavior
Support
• Four major changes in the design of
support strategies
• Emphasis on understanding and using the “function” of behavior.
• Implications for clinicians and parents
Introductions
• Teacher
• Instructional and behavioral research
• Positive Behavior Support
School-wide Positive Behavioral Interventions
and Supports (PBIS)
• School-wide PBIS is:
• A multi-tiered framework for establishing the social culture
and behavioral supports needed for a school to achieve
behavioral and academic outcomes for all students.
• Evidence-based features of SWPBIS
•
•
•
•
•
•
•
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
Establishing a Social Culture
Common
Language
MEMBERSHIP
Common
Experience
Common
Vision/Values
Why SWPBIS?
• The fundamental purpose of SWPBIS is to
make schools more effective and
equitable learning environments.
Predictable
Positive
Consistent
Safe
A few positive SW Expectations
“Phoenix Experience”
No Gum
No Hats
No Backpacks
No Running
No Violence
No Disruption
eject violence
bey rules
top bullying
verybody “Stop It”
Number of Schools Implementing SWPBIS since 2000
January, 2014
20000
19,960
18000
16000
14000
12000
10000
8000
6000
4000
2000
0
00
01
02
03
04
05
06
07
08
09
10'
11'
12'
13'
14'
Behavior Support
• The design of effective environments
Problem Behaviors
Insubordination, noncompliance,
defiance, late to class,
nonattendance, truancy, fighting,
aggression, inappropriate
language, social withdrawal,
excessive crying, stealing,
vandalism, property destruction,
tobacco, drugs, alcohol,
unresponsive, not following
directions, inappropriate use of
school materials, weapons,
harassment 1, harassment 2,
harassment 3, unprepared to
learn, parking lot violation,
irresponsible, trespassing, tantrum,
disrespectful, disrupting teaching,
uncooperative, violent behavior,
disruptive, verbal abuse, physical
abuse, dress code, other, etc.,
etc., etc.
• Vary in intensity
• Exist in every school,
home and community
context
• Place individuals at risk
physically, emotionally,
academically and
socially
• Are expensive: For
society, schools,
classrooms, students,
families
Management of Behavior
• Traditional approach to behavior management
focused on the consequence for problem behavior.
Major Changes in Behavior Support
• Prevention
• Teaching as the most effective approach
• Environmental redesign, Antecedent Manipulations
• Function-based support
• Functional assessment
• Team-based design and implementation of support
• Comprehensive Interventions
• Support plans with multiple elements
• Link Behavior Support to Lifestyle Plan
• Person-centered planning, Wraparound, Systems of Care
• Systems Change
• Intervention at the “whole-school” level
• Systems that nurture and sustain effective practices
• Systems that are durable
Building Behavior Support
• What does he/she do?
• Where and when is it most and least likely?
• Why: In situations where the behavior happens, what is
the outcome (what does he/she get or avoid)?
• --------------------------------------------------------------• Big four strategies for support:
o Prevent: How can we make the difficult situations less likely?
o Teach: What is an appropriate behavior that has same effect?
o Reward: How to ensure immediate reward of appropriate behavior?
o Withhold: Reduce or eliminate reward for problem behavior?
Behavioral Function
Get Toy
Revenge
Smile
from Peer
Attention from
Freedom
teacher
Avoid
hard task
Control
Access to favorite
Power
food
Access to
video
Social
Status
game
Satisfaction
Avoid
Peer Taunt
% Intervals w/ P.B. for Carter
100
Function
Indicated
Baseline
Not
ContraFunction
Function
Indicated
Indicated
90
Not
ContraFunction
ndicated
Function
Indicated
Modified
% Intervals w/ P.B.
80
70
60
50
40
30
20
10
0
1
3
5
7
9
11
13
15
17
19
21
23
25
27
Sessions
Ingram, K., Lewis-Palmer, T., & Sugai, G. (2005). Function-based intervention
planning: Comparing the effectiveness of FBA indicated and contra-indicated
intervention plans. Journal of Positive Behavior Interventions, 7, 224-236
Building Positive Behavior Support
• Define: “what, where, why”
• ----------------------------• Prevention
• Teaching
• Reward Appropriate
• Withhold or Minimize
Reward of Problem
• Safety
Building Positive Behavior Support
• Define: “what, where, why”
• ----------------------------• Prevention
• Teaching
• Reward Appropriate
• Withhold or Minimize
Reward of Problem
• Safety
Building Positive Behavior Support
• Define: “what, where, why”
• ----------------------------• Prevention
• Teaching
• Reward Appropriate
• Withhold or Minimize
Reward of Problem
• Safety
Summary
• Supporting behavior is as
important as supporting academic
and health outcomes.
• Attending to “why” matters
• Consider the big 4
o Prevent, Teach, Reward, Withhold