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Overview of Positive Behavior Support and the Contribution of Wraparound. Rob Horner University of Oregon www.pbis.org. Goals. Identify the core elements of school-wide positive behavior support. Define the outcomes to date associated with a “whole-school” approach to behavior support

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Overview of Positive Behavior Support and the Contribution of Wraparound

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Overview of positive behavior support and the contribution of wraparound l.jpg

Overview of Positive Behavior Support and the Contribution of Wraparound

Rob Horner

University of Oregon

www.pbis.org


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Goals

  • Identify the core elements of school-wide positive behavior support.

  • Define the outcomes to date associated with a “whole-school” approach to behavior support

  • Identify the role of wraparound in the school-wide PBS approach.


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What is School-wide Positive Behavior Support?

  • School-wide PBS: A systems approach for establishing the social cultureand individualized behavioral supports needed for schools to achieve both social and academic success for all students.

  • Evidence-based features of SW-PBS

  • 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 interventions.

  • Administrative leadership – Team-based implementation (Systems that support effective practices)


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Establishing a Social Culture

Common Language

MEMBERSHIP

Common Experience

Common Vision/Values


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Define School-wide Expectationsfor Social Behavior

  • Identify 3-5 Expectations

  • Short statements

  • Positive Statements (what to do, not what to avoid doing)

  • Memorable

  • Examples:

    • Be Respectful, Be Responsible, Be Safe, Be Kind, Be a Friend, Be-there-be-ready, Hands and feet to self, Respect self, others, property, Do your best, Follow directions of adults


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Supporting Social Competence,

Academic Achievement and Safety

School-wide PBS

OUTCOMES

Supporting

Student

Behavior

Supporting

Decision

Making

PRACTICES

DATA

SYSTEMS

Supporting

Staff Behavior


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SCHOOL-WIDE

POSITIVE BEHAVIOR

SUPPORT

Tertiary Prevention:

Specialized

Individualized

Systems for Students with High-Risk Behavior

~5%

Secondary Prevention:

Specialized Group

Systems for Students with At-Risk Behavior

~15%

Primary Prevention:

School-/Classroom-

Wide Systems for

All Students,

Staff, & Settings

~80% of Students


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National Adoption of School-wide PBS

  • Over 9000 schools involved in SWPBS

    • Pre-school117

    • Elementary5669

    • Middle Schools1943

    • High Schools931

    • K to (8-12)124

    • Alternative/JJ344


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States Implementing SWPBS9000 schools in 44 states

Oregon

Number of Schools

States


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34% of schools in Oregon


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Current Research

  • School-wide PBS is “evidence-based”

    • Reduction in problem behavior

    • Increases in academic outcomes

      • Horner et al., 2009

      • Bradshaw et al., 2006; in press

  • Behavioral and Academic gains are linked

    • Amanda Sanford, 2006

    • Jorge Preciado, 2006

  • School-wide PBS has benefits for teachers and staff as well as students.

    • Scott Ross, 2006

  • Sustaining School-wide PBS efforts

    • Jennifer Doolittle, 2006


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    Individual Student Supports

    • Individual supports are more effective when implemented within integrated, school-wide systems of prevention.


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    School-Wide

    Positive Behavior

    Support

    Wraparound

    Tertiary Prevention:

    Specialized

    Individualized

    Systems for Students with High-Risk Behavior

    ~5%

    Secondary Prevention:

    Specialized Group

    Systems for Students with At-Risk Behavior

    Primary Prevention:

    School-/Classroom-

    Wide Systems for

    All Students,

    Staff, & Settings

    ~15%

    ~80% of Students


    Slide17 l.jpg

    Family/ Social/ Context

    Immediate Context

    Physical Status


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    Wraparound

    • “Wraparound is both a philosophy of care and a defined process for developing a plan of care for an individual youth and his/her family (Burns & Goldman, 1999). Wraparound supports students and their families by proactively organizing and blending natural supports, interagency services, PBS, and academic interventions as needed.”

      • Eber et al., 2009


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    Wraparound10 guiding principles

    • Strength-based family leadership

    • Team based

    • Flexible funding/services

    • Individualized

    • Perseverance

    • Outcome focused

    • Community based

    • Culturally competent

    • Natural supports

    • Collaborative


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    Wraparound

    • The wraparound process can be described as one in which the team:

      • Creates, implements and monitors an individualized plan using a collaborative process driven by the perspective of the family.

      • Develops a plan that includes a mix of professional supports, natural supports and community supports.

      • Bases the plan on the strengths and culture of the youth and their family; and

      • Ensures that the process is driven by the needs of the family rather than the services that are available or reimbursable..

        • VanDenBerg, Burns, & Buchard, 2008


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    Wraparound

    • The wraparound process, and the plan itself, is designed to be culturally competent, strengths based, and organized around family members’ own perceptions of needs, goals, and likelihood of success of specific strategies.


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    Wraparound with PBIS

    • Illinois: Lucille Eber

      • Completing the continuum of schoolwide positive behavior support: Warparound as a tertiary-level intervention.

        • Eber, Hyde, Rose, Breen, McDonald, & Lewandowski, 2009

  • School-wide PBS

  • Targeted Support (Check-in/ Check-out)

  • Function-based Behavioral Support

  • Wraparound support

    • Every school has access to wrap-coordinator

    • SIMEO Data system

      • Level of risk at student faces


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    Positive Behavior Support

    Universal

    School-Wide Data Collection and Analyses

    School-Wide Prevention Systems (rules, routines, arrangements)

    Targeted

    Intensive

    Group Interventions

    AnalyzeStudent Data

    Interviews, Questionnaires, etc.

    Simple Student Interventions

    Intervention

    Assessment

    Observations and ABC Analysis

    Complex Individualized Interventions

    Multi-Disciplinary Assessment & Analysis

    Team-Based Wraparound Interventions

    Adapted from George Sugai, 1996

    © Terrance M. Scott, 2001


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    Issues

    • Building capacity

      • Defining the Wraparound approach with operational precision

      • Building measures of fidelity as well as measures of outcome

      • Developing the organizational models

        • Teams/ Process/ Administrative Support

      • Professional Knowledge

        • Individuals with skills, experience, knowledge

    Leah


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    District PBS

    Behavior

    Support

    Academic

    Support

    SWPBS/Leadership Team

    IPBS Team

    Targeted

    Academic

    FBA/

    Intensive


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    Summary

    • Wraparound supports SWPBS

    • SWPBS supports wraparound

    • Build integrated support structure

      • Knowledge about student (personal, physical, emotional)

      • Knowledge about context

        • Immediate context

        • Social/ family/ cultural context

      • Knowledge about behavioral theory


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