Primary+Level+Prevention

**Tier 1: Primary Prevention**
This description of Primary Prevention in School-wide Positive Behavioral Interventions and Supports (PBIS) details the process and practices for those visitors who are first learning about this topic. Primary prevention is significant- in that it -moves the structural framework of each educational unit from reactive approaches to proactive systems change performance. This effort cohesively unites all the adults in using 1) common language, 2) common practices, and 3) consistent application of positive and negative reinforcement. There are many caveats to the training, planning, and implementation of PBIS. Just a few of the features are listed below: The primary prevention of positive behavioral interventions and supports (PBIS) consists of rules, routines, and physical arrangements that are developed and taught by school staff to prevent initial occurrences of behavior the school would like to target for change. For example, a school team may determine that disrespect for self, others, and property is a set of behaviors they would like to target for change. They may choose the positive reframing of that behavior and make that one of their behavioral expectations. //Respect Yourself, Others, and Property// would be one of their behavioral expectations. Research indicates that 3-5 behavioral expectations that are positively stated, easy to remember, and significant to the climate are best. At the end of the year, a researcher should be able to walk into the school and ask ten random students to name the behavioral expectations and 80% or better of the students should be able to tell the researcher what they are and give examples of what they look like in action. Behavior expectation examples (see //Sample Behavior Expectations// under //student//) The school team would then build a matrix (graph) listing the behavioral expectation in a horizontal row. (click here for an example) There would be column labels above the behavioral expectations listing all the areas in the school where this behavior could be: 1) taught, 2) modeled, 3) practiced, and 4) observed. For example, in a middle school the columns might include: 1) commons area, 2) cafeteria, 3) gymnasium, 4) bus, 5) hallway, 6) restroom, and 7) sidewalks. The building leadership team would choose two or three examples of what respecting self, others, and property would look like in each of these areas. For example, respecting property in the bathroom would be to "Use the amount of paper towels needed. A good amount would be two." Another example of showing respect for others in the bathroom might include "Be sure to flush the toilet when finished." Matrix examples (see //Sample Matrices and Guidelines// under //student//) The building leadership team would then decide how they were going to teach these behaviors to the students. Some schools choose to have stations and rotate all the children through various locations where the adults act out the appropriate behaviors relevant to each area. Some schools choose to show a non-example first and then the appropriate example last. After adults model the appropriate behavior, students emulate the new behavior before they rotate to the next learning station. Adults give feedback to the students on their performance during the training, to alleviate any misrules they may begin. For example, some schools place hula hoops on the floor in front of the entrance to the cafeteria tray area. Adults model for students that only one person stands in each hula hoop and the line only advances as a hula hoop becomes empty. The hula hoops allow the children to visualize personal space better than just telling them "don't push and crowd". Lesson plan examples (see //Lesson Plans// under //student//) The building leadership team would also determine how they intended to "catch" students exhibiting the appropriate behaviors. Specific praise is extremely important in increasing the reoccurrence of appropriate behavior. Some schools decide to give out small pieces of paper labeled as "gotchas". All staff hand the gotchas with specific praise to students as they witness appropriate behaviors in the common areas. Gotcha resource (see //Gotcha Resources// - gotcha reward schedules, free rewards for students- etc. under //student//) These are just a few examples of the procedures and practices that occur during the initial training for primary prevention. Precise facets of the training make it specific to each building. The important features are: 1) most schools realize similar results; 2) implementation looks completely different at each site, based on the needs of their specific unit and 3) ongoing decisions are made based on data driven results. It goes without saying that we want to prevent the major "upsurges in targeted behaviors" that we hear about in the news: violent acts against teachers or other students, theft, bullying behavior, drug use, and the like. However, research has taught us that efforts to prevent these serious problems are more successful if the "host environment"—the school as a whole—supports the adoption and use of evidence-based practices. Practices that meet these criteria include teaching and rewarding students for complying with a small set of basic rules for conduct, such as "be safe," be responsible," and "be respectful." These rules translate into sets of expectations that differ according to various settings in the school. Thus, on the playground "be safe" means stay within boundaries and follow the rules of the game. In hallways and on stairs, it means to keep your hands and feet to yourself and to walk on the right side. Some parents and educators believe that students come to school knowing these rules of conduct, and that those who don't follow them simply should be punished. However, research and experience has taught us that systematically teaching behavioral expectations and rewarding students for following them is a much more positive approach than waiting for misbehavior to occur before responding. It also establishes a climate in which appropriate behavior is the norm. Finally, the use of Primary Prevention strategies has been shown to result in dramatic reductions in the number of students being sent to the office for discipline in elementary and middle schools across the United States and Canada. In effect, by teaching and encouraging positive student behavior (i.e., positive behavior support), we reduce the "white noise" of common but constant student disruption that distracts us from focusing intervention expertise on the more serious problems mentioned above. Primary Prevention, through positive behavior support, works for over 80% of all students in a given school (based on a criterion of the number of students who have one or fewer office discipline referrals per month). But obviously, no intervention works across the board for all students. For a variety of reasons, some students do not respond to the kinds of efforts that make up Primary Prevention, just as some children do not respond to initial teaching of academic subjects. Some children need booster shots and some children need intensive interventions. Putting into place systematic Primary Prevention strategies offers two advantages: First, it reduces the "water torture" caused by large numbers of office discipline referrals for minor problems. As we suggested earlier, this volume of referrals obscures and distracts our attention from more serious problems. Second, having a system for documenting the occurrence of targeted behaviors (e.g., office discipline referrals) provides a way to determine which students need more intensive intervention. For example, the criterion for considering the need for moving into secondary prevention for a student or group of students might be 4 or more office discipline referrals in a month. Without Primary Prevention, of course, the number of students meeting this criteria and needing additional help will be much larger.
 * What is Primary Prevention?**
 * Core Principles of PBIS**
 * 1) **We can effectively teach appropriate behavior to all children.** All PBIS practices are founded on the assumption and belief that all children can exhibit appropriate behavior. As a result, it is our responsibility to identify the contextual setting events and environmental conditions that enable exhibition of appropriate behavior. We then must determine the means and systems to provide those resources.
 * 2) **Intervene early.** It is best practices to intervene before targeted behaviors occur. If we intervene before problematic behaviors escalate, the interventions are much more manageable. Highly effective universal interventions in the early stages of implementation which are informed by time sensitive continuous progress monitoring, enjoy strong empirical support for their effectiveness with at-risk students.
 * 3) **Use of a multi-tier model of service delivery.** PBIS uses an efficient, needs-driven resource deployment system to match behavioral resources with student need. To achieve high rates of student success for all students, instruction in the schools must be differentiated in both nature and intensity. To efficiently differentiate behavioral instruction for all students. PBIS uses tiered models of service delivery.
 * 4) **Use research-based, scientifically validated interventions to the extent available.**No Child Left Behind requires the use of scientifically based curricula and interventions. The purpose of this requirement is to ensure that students are exposed to curriculum and teaching that has demonstrated effectiveness for the type of student and the setting. Research-based, scientifically validated interventions provide our best opportunity at implementing strategies that will be effective for a large majority of students.
 * 5) **Monitor student progress to inform interventions.** The only method to determine if a student is improving is to monitor the student's progress. The use of assessments that can be collected frequently and that are sensitive to small changes in student behavior is recommended. Determining the effectiveness (or lack of) an intervention early is important to maximize the impact of that intervention for the student.
 * 6) **Use data to make decisions.** A data-based decision regarding student response to the interventions is central to PBIS practices. Decisions in PBIS practices are based on professional judgment informed directly by student office discipline referral data and performance data. This principle requires that ongoing data collection systems are in place and that resulting data are used to make informed behavioral intervention planning decisions.
 * 7) **Use assessment for three different purposes.** In PBIS, three types of assessments are used: 1) screening of data comparison per day per month for total office discipline referrals, 2) diagnostic determination of data by time of day, problem behavior, and location and 3) progress monitoring to determine if the behavioral interventions are producing the desired effects.
 * Behavioral Expectations**
 * Labeling Appropriate Behavior in Actions**
 * Teaching Appropriate Behavioral Actions**
 * Observing and Praising Appropriate Behavioral Actions**
 * Conclusion**

Frequently Asked Questions:
**Is PBIS just for special education?** Although the Technical Assistance Center is sponsored by the Office of Special Education Programs (OSEP), School-wide PBIS is not a special education initiative. School-wide PBIS is based on the research based application of over 7000 schools currently implementing successful changes in their school environment. School-wide PBIS evolved from valid research in the field of special education. This research indicated that results should be based on data with specific outcomes. **Does PBIS work in urban settings?** School-wide PBIS has been effective in urban, rural, and suburban settings. Implementation has also been successful in the juvenile justice system. Interest in PBIS for daycare centers, nursing homes, and businesses is beginning to surface. The major components fit into most any community: **Our school uses a character traits building course. Can we still use that?** Many of the character traits can be incorporated into the behavioral expectations of the school. Research indicates that 3-5 behavioral expectations are optimal for student retention. Many of the character traits involve 7-9 traits, which may prove to be too much for some of the students. Several of the traits can be condensed in the expectations, but taught separately within the expectation. **Our school doesn't have very many office discipline referrals. Should we still consider School-wide PBIS?** Many schools use office discipline referral data alone to determine if things are going well in their community. As a matter of fact, a few schools actually see an increase in office discipline referral data because educators are consistently applying the consequences; which might not have been happening prior to School-wide PBIS. There are many factors to consider when beginning a new system change: the climate of the school, teacher turn-over rate, parent satisfaction, and student's perceived safety. Each school uses data to determine the point at which they begin secondary and tertiary levels of PBIS. Some schools need two or three years at the primary prevention level and some are ready to move quickly into secondary and tertiary levels of support training. **Do we have to eliminate other initiatives if we begin with School-wide PBIS?** Most frequently the answer to this question is no. Effective practices currently in place in the school can become part of the School-wide system. School-wide PBIS will allow for consistency of these practices. Here is an example of when a practice would need to change: A school district was on the list for highest out of school suspensions(OSS) in their state. One of the PBIS team members was asked to gather the data to determine what behavior(s) should be targeted for change. When the team sat down with their coach, they determined that over 70% of the OSS were given for skipping school. Using the logic of School-wide PBIS, the team would determine the function behind skipping school. Since the function of skipping school would be to escape school, it no longer made sense to assign two more days of OSS for every day of skipping. This practice would need to change and the team would determine what would work best for their particular learning community. **What are the steps involved in setting up a school-wide system of discipline?** An effective school-wide system of discipline or positive behavioral interventions and supports is only as good as the structures and processes that are in place to support their sustained use. When setting up a school-wide system of discipline or positive behavioral interventions and supports, the following steps should be followed: All effective school-wide systems have seven major components in common a) an agreed upon and common approach to discipline, b) a positive statement of purpose, c) a small number of positively stated expectations for all students and staff, d) procedures for teaching these expectations to students, e) a continuum of procedures for encouraging displays and maintenance of these expectations, f) a continuum of procedures for discouraging displays of rule-violating behavior, and g) procedures for monitoring and evaluation the effectiveness of the discipline system on a regular and frequent basis. **How do we know if a school-wide system of discipline or positive behavioral interventions and supports is effective?**  Many schools make the mistake implementing a school-wide system of discipline or positive behavior support without monitoring its effectiveness on a regular and frequent basis. Regular monitoring and evaluation are needed to a) prevent ineffective practices from wasting time and resources, b) improve the efficiency and effectiveness of current procedures, c) eliminate elements of the system that are ineffective or inefficient, and d) make modifications before problem behavior patterns become too durable and unmodifiable. **Can a school buy a ready-made or published school-wide discipline curriculum?** Many published school-wide discipline programs that can be purchased have the necessary features. However, every school has its unique features (for example: students, size, staff composition, geographic location) that must be taken into account when any discipline program is selected. The best approach is to assess what is currently in place in your school, whether it is effective, and what needs to be added or improved. Once this assessment is completed, a program that best addresses the features of your school can be selected. **What relationship does a school-wide system of discipline or positive behavioral interventions and supports have with other school initiatives, like safe and drug-free schools, IDEA04, NCLB,character education, early literacy?** School-wide positive behavior support is not considered a new initiative. Instead, it is a set of problem solving strategies and processes that can be used to build upon a school’s existing strengths. However, school-wide PBIS has a lot of characteristics that overlap with other initiatives. Proactive school-wide discipline systems create environments in which: a) learning and teaching are valued, and aggressive, unsafe behavior are discouraged; b) respect, responsibility, cooperation, and other highly valued character traits are taught and encouraged; c) individual differences are valued rather than criticized; d) educating students with disabilities can be supported more effectively and efficiently, and e) teaching fundamental skills like reading and math can be maximized. **How do I get PBIS in my school?**  Each state in the United States has a contact person from the PBIS Technical Assistance Center and a state representative who can assist you with determining where to start for your state and area. The center map is available by clicking this link ([|PBIS in your state]) The following table will address what PBIS is not and what it is.
 * 1) Identify the expected behaviors,
 * 2) Teach, model and practice what those behaviors look like, sound like, and feel like,
 * 3) Specifically praise appropriate behavior with private or public acknowledgement, and
 * 4) Measure outcome data to determine successes and barriers to reaching the desired goals.
 * 1) Establish a school-wide leadership or behavior support team to guide and direct the process. This team should be made up of an administrator, grade level representatives, support staff, and parents.
 * 2) Secure administrator agreement of active support and participation.
 * 3) Secure a commitment and agreement from at least 80% of the staff for active support and participation.
 * 4) Conduct a self assessment of the current school-wide discipline system.
 * 5) Create an implementation action plan that is based data based decision making.
 * 6) Establish a way to collect office referral and other data on a regular basis to evaluate the effectiveness of school-wide PBIS efforts.
 * What are the components of a comprehensive school-wide system of discipline or positive behavioral interventions and supports?**
 * PBIS is not: || PBIS is: ||
 * …a canned program in a box for purchase. || …a 3-5 year training commitment to address proactive systems changes in the "way schools do business." ||
 * …throwing out the baby with the bathwater. || …a way of taking all the great initiatives already implemented in the school and tying them together into a framework that works toward a common language, common practice, and consistent application of positive and negative reinforcement. ||
 * …being sickeningly sweet to children and giving them stickers. || …teaching, modeling, practicing, and rewarding appropriate behavior and having clear consequences for targeted behaviors. ||
 * …ignoring inappropriate behavior. || …achieving full staff "buy-in" on consistent implementation of office discipline referrals. If it is not okay to cuss in classroom "A", then it will not be okay to cuss in classroom "B". ||
 * …something a bunch of people made up for the new pendulum to swing in the educational field. || …rooted in evidence based practices which adults use to respond to the interventions needed to address behavioral and academic competence for each and every student. ||
 * …a one shot training or "Spray and Pray" seminar. || …this training is based on the needs of each educational unit; which is why the teams are requested to commit to a 3-5 year training schedule based on the unique needs of their school community. Teams also consist of a representative sample of the school. ||