Families and Positive Behavior Support: Developing Connections to Improve Student Success

1. Families and Positive Behavior Support: Developing Connections to Improve Student Success Tim Lewis, Ph.D. University of Missouri Www.missouri.edu/~spedtl OSEP Center on Positive Behavioral Intervention & Supports Www.pbis.org

3. Family Connection Foci Understanding the ecology of the family Development of collaborative partnerships between parents and professionals Identification of family strengths and the child�s positive contributions Development of standards and practices that strengthen family members and build on their existing skills and resources Identification of sources of stress for the family (Koegel, L., Koegel, R., Boettcher, Brookman-Frazee, 2005; Lucyshyn & Albin, 1993)

4. Starting Point Schools and their communities should define what �involvement� means across a continuum of behavioral supports Schools should build a system that is accessible and open to family involvement Schools cannot mandate family involvement Schools must build a system of support that is not-contingent on family involvement Families should also work toward understanding limitations of education system

5. A Working Definition of �Family Involvement� Awareness Involvement Support

6. School-Wide Positive Behavior Support

7. Common challenges facing educators� Problem behavior increasing More students not coming to school prepared to learn (socially and academically) Disconnect between traditional school �discipline� practices and student learning history Students with chronic challenging behavior need comprehensive, school-wide systems of support

8. Typical responses to students Increase monitoring for future problem behavior Re-review rules & sanctions Extend continuum of aversive consequences Improve consistency of use of punishments Establish �bottom line� Zero tolerance policies Security guards, student uniforms, metal detectors, video cameras Suspension/expulsion Exclusionary options (e.g., alternative programs)

9. The Danger�. �Punishing� problem behaviors (without a proactive support system) is associated with increases in (a) aggression, (b) vandalism, (c) truancy, and (d) dropping out. (Mayer, 1995, Mayer & Sulzar-Azaroff, 1991, Skiba & Peterson, 1999)

10. Outcomes from current �discipline� system� Failed attempts to provide individualized and appropriate educational opportunities for students with disabilities and students from diverse backgrounds Disenfranchisement of families and communities Fragmented, redundant, and inefficient multidisciplinary efforts

11. Toward a Solution The answer is not the invention of new solutions, but the enhancement of the school�s organizational capacity to: Accurately adopt and efficiently sustain their use of research-validated practices Provide a Seamless continuum of behavioral and academic support for all students Be part of a district wide system of behavior support Increased focus, teacher training, community training, and funding for early intervention

12. Positive Behavior Supports PBS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior OSEP Center on PBIS Emphasize that PBS should be viewed as a continuum of services -- Can�t have individual without system Emphasize that PBS is concerned with teaching / building replacement behavior, not simply reducing problem behavior � What do you want them to do instead?� For all kids Focus on prevention Emphasize that PBS should be viewed as a continuum of services -- Can�t have individual without system Emphasize that PBS is concerned with teaching / building replacement behavior, not simply reducing problem behavior � What do you want them to do instead?� For all kids Focus on prevention

13. PBS is not... Not specific practice or curriculum�it�s a general approach to preventing problem behavior Not limited to any particular group of students�it�s for all students Not new�its based on long history of behavioral practices & effective instructional design & strategies

14. School-wide Systems of Positive Behavior Support Incorporate best practice in professional development and system change (teams) Data-based decision making Effective behavioral support is consistently implemented Appropriate student behavior is taught and publicly acknowledged Problem behaviors have clear consequences Effective Behavioral Support strategies are designed to meet the needs of all students Focus on establishing school environments that support long term success of effective practices {3-5 years} Stress: Teams Use of data Sustained practices Effective practices--admin support, job embedded PD, building critical mass of staff fluent in skills, learning community/culture of learning more about PBS Assessment--data driven decision making continuum--all kids, tough kids who need more practice, toughest kids �heavy hitters� �frequent flyers�. Support for everyone! Long term success--takes commitment, leadership (administrators and team) Stress: Teams Use of data Sustained practices Effective practices--admin support, job embedded PD, building critical mass of staff fluent in skills, learning community/culture of learning more about PBS Assessment--data driven decision making continuum--all kids, tough kids who need more practice, toughest kids �heavy hitters� �frequent flyers�. Support for everyone! Long term success--takes commitment, leadership (administrators and team)

15. The Good News� Research reviews indicate that the most effective responses to school violence are: Social Skills Training Academic Restructuring Behavioral Interventions (Elliot, Hamburg, & Williams, 1998; Gottfredson, 1997; Lipsey, 1991; 1992;Tolan & Guerra, 1994)

18. Universal Strategies: School-Wide Essential Features Statement of purpose Clearly define expected behaviors (Rules) Procedures for teaching & practicing expected behaviors Procedures for encouraging expected behaviors Procedures for discouraging problem behaviors Procedures for record-keeping and decision making (SWIS.org)

19. Benton

20. Universal Strategies: Nonclassroom Settings Identify Setting Specific Behaviors Develop Teaching Strategies Develop Practice Opportunities and Consequences Assess the Physical Characteristics Establish Setting Routines Identify Needed Support Structures Data collection strategies

21. Universal Strategies:Classroom Needed at the classroom level... Use of school-wide expectations/rules Effective Classroom Management Behavior management Instructional management Environmental management Support for teachers who deal with students who display high rates of problem behavior

22. Universals: Connect Points To Families Primary Focus = Awareness Information, Information, Information (2-way) Educators and parents sharing information across multiple venues Involvement Parent team member Specific activities to partner with families at school Support Information regarding range of services & supports Referral Points Strategies for home use

23. Michigan project(Ballard-Krishan, McClure, Schmatz, Travnikar, Friedrich, & Nolan, 2003) Training teams comprised of educators and parents to train school teams in school-wide PBS Demonstrate respect for each training team member�s knowledge Identifying strengths of each trainer Encourage and offer financial resources for training teams to attend professional development Offer on-going mentoring Provide all trainers with skills and resources to train Clear operational policies

24. Benton Elementary Fourth year of school-wide PBS Reluctant Families Overview of system and connect points at back to school night -- message = partners in their children�s education Targeted specific activities with time commitments �Passport� Complete passport = dinner with family

25. PBIS.org Educator Resources New Hampshire - Family Engagement Checklist New York PBS Matrix for Family Involvement

26. Small Group/Targeted Connected to Universal systems Simple �sort� based on presenting concerns Social-Behavioral Concerns Social skills Self-management Academic Concerns Peer Tutors Check in Homework club Emotional Concerns Adult Mentors

27. Small Group/Targeted: Connect Points To Families Primary Focus = Involvement Parent consent/ information meeting Parent part of planning Follow-up meetings and outcome sharing Awareness Continuum of supports explained Referral points defined Support Partnership to explore school / home strategies Quick easy �generalization strategies� for home use

28. Intensive / Individual Student Connected to Universal systems Quick supportive response to teacher Clear process to refer, assess, and plan Cornerstone of individual plans = Functional Behavior Assessment

29. Individual/Intensive: Connect Points To Families Primary Focus = Support Partner planning � strengths-based focus using functional behavioral assessment Facilitating interagency programs Targeted training/supports for families Awareness Information (e.g., IDEA, ADA, Mental Health, District Services) Accessible referral point (special education / non-special education) Teacher education RE impact on family �Science� of behavior for both educators and family Involvement Family advocacy groups on school/district team Parents of children with disabilities on school/district team

30. Conclusion

31. Parent Voices� Everyone who works with children, should strive to support the family as well as the child Divorce �early intervention� from �early diagnosis� Shorten the lag between research discoveries and application within schools (Johnson, 2000) Disseminate more information about PBS to educators Ensure college/university faculty fluent with PBS Collaborative partnerships start when children young Keep the �pendulum� in the middle (Fisher, 2000)

32. 12 Key Connections Between Individual/Intensive & Families Build collaborative partnerships with families and other professionals who serve the child or youth with a disability. Adhere to family-centered principles and practices throughout assessment, support plan development, and implementation support activities. Help families identify and achieve meaningful lifestyle outcomes for their child with a disability and the family as a whole. Recognize that problem behaviors are primarily problems of learning. Understand that communication is the foundation of positive behavior. Conduct functional assessments to understand the functions of problem behavior and the variables that influence behavior and to improve the effectiveness and efficiency of behavior support plans.

33. 12 Key Connections Between Individual/Intensive & Families Develop individualized, multi-component support plans that help families create effective family contexts in which problem behaviors are irrelevant, ineffective, and inefficient at achieving their purpose. Ensure that PBS plans are a good contextual fit with family life. Utilize the family activity setting as a unit of analysis and intervention that can help families embed interventions into family life. Provide implementation support that is tailored to family needs and preferences. Engage in a process of continuous evaluation of child and family outcomes. Offer support to families, professionals, and other members of a support team in a spirit of sincerity and humility. (Lucyshyn, Horner, Dunlap, Albin, & Ben, 2002, p. 13)

34. Family Support References Ballard-Krishan, S. A., McClure, L., Schmatz, B., Travnikar, B., Friedrich, G., & Nolan, M. (2003). The Michigan PBS iniative: Advancing the spirit of collaboration by including parents in the delivery of personnel development opportunities. Journal of Positive Behavior Interventions, 5, 122-126. Fisher, C. (2000). Ripple or tidal wave: What can make a difference? Journal of Positive Behavior Interventions, 2, 120-122. Johnson, C. (2000). What do families need? Journal of Positive Behavior Interventions, 2, 115-117. Koegel, L. K., Koegel, R. L., Boettcher, M., & Brookman-Frazee, L. (2005). Extending behavior support in home and community settings. In L.M. Bambara & L. Kern (Eds.) Individualized supports for students with problem behaviors: Designing positive behavior support plans (pp. 334-358). New York: Guilford Press. Lucyshyn, J. M., & Albin, R. W. (1993). Comprehensive support to families of children with disabilities and behavior problems: Keeping it �friendly.� In G.H.S. Singer & L.E. Powers (Eds.) Families, disability, and empowerment: Active coping skills and strategies for family interventions (pp. 365-407). Baltimore: Paul H. Brookes. Lucyshyn, J. M., Horner, R. H., Dunlap, G., Albin, R. W., & Ben, K. (2002). Positive behavior support with families. In J.M. Lucyshyn, G. Dunlap, & R. W. Albin (Eds.), Families and positive behavior support (pp. 3-44). Baltimore: Paul H. Brookes. Lucyshyn, J. M., Dunlap, G., & Albin, R. W. (Eds.), Families and positive behavior support. Baltimore: Paul H. Brookes. Singer, G. H. S., Goldberg-Hamblin, S. E., Peckham-Hardin, K. D., Barry, L., & Santarelli, G. E. (2002). In J.M. Lucyshyn, G. Dunlap, & R. W. Albin (Eds.), Families and positive behavior support (pp. 155-183). Baltimore: Paul H. Brookes. Stichter, J. P., & Calidicott, J. M. (1999). Families, school collaboration, and shared vision in the context of IDEA. Journal of Positive Behavior Interventions, 1, 252-255. Vaughn, B. J., White, R., Johnston, S., & Dunlap, G. (2005). Positive behavior support as a family-centered endeavor. Journal of Positive Behavior Interventions, 27, 55-58.