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Moving PBS Forward with Quality, Equity and Efficiency2011 APBS Conference Rob Horner, University of Oregon www.pbis.orgwww.uoecs.org
Goals • Context for conference • Themes that unite us • Focus on our contribution in a near future • Quality • Equity • Efficiency
Focus of APBS Sessions • School-wide PBIS
Themes that Unite Us • “Positive behavior support” is the rational integration of: • (a) valued outcomes, • (b) behavioral and biomedicalscience, • (c) validated procedures, and • (d)systemschange • … to enhance quality of life, and minimize/prevent problem behaviors. _______________________________________ Ted Carr, Glen Dunlap, Bob Koegel, Jacki Anderson, Wayne Sailor, George Sugai
Functional Behavioral Assessment Teaching Social, Academic and Communication Skills Remove Rewards for Problem Behavior Enhance Rewards for Desired Behavior Environmental Redesign
Procedures and Systems • Intensive Intervention • Individualized, functional assessment based behavior support plan • Universal Prevention • Identify expectations • Teach • Monitor • Acknowledge • Correct • Targeted Intervention • Check-in, Checkout • Social skills training • Mentoring • Organizational skills • Self-monitoring Continuum of Supports
As You Attend Sessions • What are the valued outcomes? • What are the specific procedures? • What is the science? • What are the systems for achieving implementation and sustainability?
Consider attending at least one session that is outside your personal interest area. Focus of APBS Sessions • School-wide PBIS
Relevance of PBS Today • Weknowmore than wedo. • We need to focus on doing what works. • Funding limitations force careful allocation of resources. • Large scale use of PBS will mean finding ways to achieve the core features in different ways for different contexts. • Different paths to a common goal
Quality (PBS works) Evidence-based Practices Behavior Support Family Systems Social skills development Equity (PBS works for all) All Students Race/ Ethnicity Disability Gender Sexual Preference Efficiency (PBS saves time and money) Procedures and Systems Practical Acceptable Effective/ Better Economical
School-wide Positive Behavioral Interventions and Supports (PBIS) • Build a continuum of supports that begins with the whole school and extends to intensive, wraparound support for individual students and their families.
What is School-wide Positive Behavior Interventions and Supports? • School-wide PBIS is: • A systems framework for establishing the social culture and behavioral supports needed for a school to be an effective learning environment for all students. • Evidence-based features of SW-PBIS • 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
School-wide PBIS: Outcomes • Reduction in problem behavior • Improved academic performance • Improved perceived school safety • Reduction in staff turnover Examining the Evidence Base for School-Wide Positive Behavior Support 2010 Focus on Exceptional Children, 49, (8) 1-14.
Schools adopting SWPBIS by year 14,325 Schools Adopting School-wide PBIS
Schools use SWPBIS (Feb, 2011) 11 states with over 500 schools 3 states with over 1000 schools Illinois Florida Maryland Texas
Percentage of Schools using SWPBIS by State 1 state > 60% 5 states > 40% 7 states > 30% Delaware Illinois Maryland
Using PBS to AchieveQuality, Equity and Efficiency • QUALITY: Using what works; Linking Academic and Behavior Supports • Steve Goodman (valued outcomes) • Commitment to Fidelity Measures • EQUITY: Making schools work for all • Scott Ross • Russ Skiba • Vincent, Cartledge, May & Tobin • Bully prevention • EFFICIENCY: Working Smarter; Building implementation science into large scale adoption. • Using teacher and student time better. • Dean Fixsen/ Oregon Dept of Education
Pre PBIS Year 1 Year 2 Year 3
What does a reduction of 850 office referrals and 25 suspensions mean?Kennedy Middle School • Savings in Administrative time • ODR = 15 min • Suspension = 45 min • 13,875 minutes • 231 hours • 29, 8-hour days • Savings in Student Instructional time • ODR = 45 min • Suspension = 216 min • 43,650 minutes • 728 hours • 121 6-hour school days
Oregon Department of EducationProposed Policy on Scale-worthy Practices Not Effective Traditional Promising Scale Worthy Dr. Dianna Carrizales-Englemann
Oregon Department of EducationProposed Policy on Scale-worthy Practices • Practice addresses a core educational outcomes (e.g. reading, math, writing, graduation, social behavior) • Practice is operationally defined • Practice includes formal systems/ strategies for professional development. • Practice includes formal system for measuring both fidelity and impact on student outcomes. • Practice includes strategies for sustainability and continuous improvement • Practices has been proven feasible, socially acceptable and effective in at least 50 schools in Oregon. • Practice is documented as evidence-based Dr. Dianna Carrizales-Englemann
Summary • PBS is expanding to an increasingly wide range of settings/ disciplines. • We need to remain clear about the themes that unite us • PBS is more relevant today than ever because of the promise we bring: • Quality, Equity, Efficiency • Leave the APBS Conference energized • Impressed by the knowledge of your peers • Informed about practices and procedures that work • Clear about how you will bring the promise of PBS to your students and families