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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

Overview of Positive Behavior Support and the Contribution of Wraparound

Rob Horner

University of Oregon

www.pbis.org

goals
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.
what is school wide positive behavior support
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)
establishing a social culture
Establishing a Social Culture

Common Language

MEMBERSHIP

Common Experience

Common Vision/Values

define school wide expectations for social behavior
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
slide7

Supporting Social Competence,

Academic Achievement and Safety

School-wide PBS

OUTCOMES

Supporting

Student

Behavior

Supporting

Decision

Making

PRACTICES

DATA

SYSTEMS

Supporting

Staff Behavior

slide8

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

national adoption of school wide pbs
National Adoption of School-wide PBS
  • Over 9000 schools involved in SWPBS
    • Pre-school 117
    • Elementary 5669
    • Middle Schools 1943
    • High Schools 931
    • K to (8-12) 124
    • Alternative/JJ 344
current research
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
individual student supports
Individual Student Supports
  • Individual supports are more effective when implemented within integrated, school-wide systems of prevention.
slide16

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

Family/ Social/ Context

Immediate Context

Physical Status

wraparound
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
wraparound 10 guiding principles
Wraparound10 guiding principles
  • Strength-based family leadership
  • Team based
  • Flexible funding/services
  • Individualized
  • Perseverance
  • Outcome focused
  • Community based
  • Culturally competent
  • Natural supports
  • Collaborative
wraparound20
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
wraparound21
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.
wraparound with pbis
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
positive behavior support
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

issues
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

slide25

District PBS

Behavior

Support

Academic

Support

SWPBS/Leadership Team

IPBS Team

Targeted

Academic

FBA/

Intensive

summary
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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