Positive Behavioral Interventions and Supports—Soutien au comportement positif (PBIS-SCP) in Canada

Abstract

Keywords

Canada positive behavior support positive behavioral interventions and supports

Positive Behavioral Interventions and Supports—Soutien au comportement positif (PBIS-SCP) is an approach for increasing prosocial behavior, improving long-term life outcomes, and decreasing challenging behavior (Sugai & Horner, 2009). It is characterized by the use of evidence-based practices, adaptation of these practices to fit the local context, a tiered approach to service delivery, an instructional approach to changing behavior, use of data for decision making, and consideration of the various systems in individuals’ lives (e.g., schools, families, communities). It is not a program or curriculum, but rather a framework for implementing various programs, curricula, or strategies as part of a coherent set of systems (e.g., teaming, data systems) to improve outcomes that are identified and valued by stakeholders, such as students, families, school personnel, and community agencies (McIntosh, Filter, Bennett, Ryan, & Sugai, 2010). Results of rigorous research studies show statistically significant effects on these outcomes, including levels of problem behavior, use of exclusionary discipline, bullying, emotional regulation, and academic achievement (Horner, Sugai, & Anderson, 2010).

PBIS-SCP draws on a number of fields for its foundations and conceptual theories (Carr et al., 2002). It is primarily based on the science and principles of applied behavior analysis (Dunlap, 2006). However, the strategies used to support positive behavior are selected based on the strengths and unique aspects of the local environment and values of the individuals, families, and service providers. A key principle of PBIS-SCP is to implement practices that will improve long-term outcomes, not simply reduce problem behavior in the short term. This consideration and inclusion of individuals and families in their support plans—as opposed to viewing them as passive recipients of expert intervention—contributes to the perspective of PBIS-SCP as a humanistic use of rigorous science that is strongly informed by individuals’ values and positive psychology (Carr, 2007).

Because of its utility to a range of contexts, PBIS-SCP has been used across a diverse range of settings. Initial use came from working with individuals with significant disabilities and their families. This work still continues, but PBIS-SCP has also been expanded to other areas, including schools (Sugai et al., 2000), mental health services (Barrett, Eber, & Weist, 2013), and correctional institutions (Sprague et al., 2013).

Because of its research base and widespread use in the United States (over 20,000 schools; Horner, July, 2014), PBIS-SCP is commonly considered a U.S. approach. However, it is used in over a dozen countries, including Australia, New Zealand, and especially Canada (McIntosh, Ty, Horner, & Sugai, 2013). In fact, Canada was one of the first places for PBIS-SCP to spread to multiple schools. This special issue was conceived to showcase the range of PBIS-SCP implementation research occurring within Canada.

A Brief History of PBIS-SCP in Canadian Schools

PBIS-SCP has been implemented to some extent in schools across all Canadian provinces and at least two territories. As two examples of implementation and scaling up, descriptions of initial implementation and spread of PBIS-SCP in British Columbia (BC) and Ontario are provided here.

British Columbia

The first implementation of PBIS-SCP in Canadian schools was in BC. In 1996, the BC Council of Administrators for Special Education, in collaboration with the BC Ministry of Education and University of British Columbia, began an initiative to promote positive school climates and social responsibility through a systems approach based on instruction in social behavior (Chapman & Hofweber, 2000). Through a partnership with the University of Oregon, the initiative included 2-day school team trainings and an 11-day summer coaches’ institute. The initiative later expanded to a trainers’ seminar (to build local training capacity) and an annual conference in 1998. This conference, Making Connections, is the oldest and longest-running PBIS-SCP Conference in the world (longer than any PBIS conference in the United States). In its first 6 years, this initiative resulted in a cadre of 25 provincial trainers, who trained over 700 school teams and over 300 coaches. Today, with continued support from the BC Ministry of Education, the initiative still runs new team trainings and coaches’ institutes.

Eastern Ontario

A similar PBIS-SCP initiative began in Ontario in the 2007-2008 school year (Deschamps & McNulty, 2014). The three francophone school boards of Eastern Ontario (Conseil des écoles catholiques du Centre-Est, Conseil des écoles publiques de l’Est de l’Ontario, and Conseil scolaire de district catholique de l’Est ontarien), in partnership with the Ontario Ministry of Education and the Ministry of Children and Youth Services, began a PBIS-SCP initiative that began with 18 schools in 2007-2008 and has grown to 60 schools in 2013-2014 (48% of the schools in the three districts). Participating schools include elementary schools, secondary schools, custody centers, an alternative education school, and an adult education center. This unique partnership across school districts includes a steering committee, shared budget, common action plan, and a team of coaches. As noted by Deschamps and McNulty, the following quotation epitomizes their partnership: “Coming together is the beginning; keeping together is progress; working together is success.”

The Canadian Context

The Canadian educational context is unique regarding intervention for social behavior. Having two official languages presents challenges for sharing school and training materials across schools, particularly if a program is manualized (i.e., published with an explicit procedural manual) or does not provide permission for translation. The lack of a federal ministry of education and the sheer size of the country provide for more regional variation in schools than in other countries. In addition, the Indigenous heritage of the country and a powerful history of colonization and institutional mistreatment have led to a mistrust of educational systems by families that see Canadian schooling as a method of oppression and marginalization. Yet, there is also a stated commitment to multiculturalism, meaning that educators need to respect and respond to variations in student social behavior and different societal norms.

There are core elements of PBIS-SCP that show strong promise for working within this context. The non-manualized approach allows for flexibility to meet various environments, meaning that PBIS-SCP can be tailored to specific regional variations in needs and family cultures that a rigid program would not permit. This tailoring also allows for school teams to incorporate Indigenous culture into their school systems.

Introduction to the Special Issue

The first article in the issue (Gietz & McIntosh, 2014) is a correlational study that provides a rationale for implementing PBIS-SCP in Canadian schools. Results showed that student perceptions of their school’s social climate were statistically significantly (albeit modestly) predictive of academic achievement in literacy and numeracy at Grades 4 and 7. The study indicates that teaching expectations for behavior and reducing bullying, a key aspect of implementation and a demonstrated outcome of PBIS-SCP (Waasdorp, Bradshaw, & Leaf, 2012) are additional strategies for enhancing achievement. Results also show broadly that attending to social behavior is important for academic achievement, even if stakeholders are more concerned with academics than social responsibility.

The second article (Bissonnette & St-Georges, 2014) is an implementation case study of PBIS-SCP in schools in Quebec. The authors translated PBIS training materials and measures of fidelity of implementation into French. Their work shows both that implementation of PBIS-SCP is possible in francophone schools and the importance of school principal leadership in facilitating initial implementation.

The third article (Kelm, McIntosh, & Cooley, 2014) provides a detailed case study of implementation and outcomes of PBIS-SCP in one school in BC. Consistent with research outcomes in the United States, full implementation of PBIS-SCP was associated with reduced problem behavior, reduced suspensions, reduced bullying, increased instructional time, increased school safety, and increased academic achievement, compared with district averages across 2 years. The study also documents the perceived value of PBIS-SCP to school staff and family members.

The fourth article in this issue (Greflund, McIntosh, Mercer, & May, 2014) is an empirical investigation of disproportionality in school discipline for Aboriginal students in elementary schools implementing PBIS-SCP in Alberta and BC. Given the disparities in outcomes for Aboriginal students in Canada, it is important to identify potential sources of these disparities and possible solutions to enhancing equity. The study found no significant disproportionality in office discipline referrals or suspensions for Aboriginal students. Although the lack of schools not implementing PBIS-SCP was a limitation, the study provides initial support for the argument that PBIS-SCP can be implemented in a culturally responsive manner for Aboriginal students.

Following on this article, the fifth article (McIntosh, Moniz, Craft, Golby, & Steinwand-Deschambeault, 2014) provides a description of Indigenous worldviews of teaching social responsibility and how they align with PBIS-SCP. It also describes specific aspects of Indigenous culture and teachings that may need to be incorporated into PBIS-SCP systems to make them more responsive to the needs of Aboriginal students and communities. It concludes with a case study of successful PBIS-SCP implementation in an Aboriginal high school in the Northwest Territories and the cultural adaptations used to enhance PBIS-SCP.

Finally, the sixth article (Neufeld, Law, & Lucyshyn, 2014) provides a case study of implementation of PBIS-SCP within a family routine. It stresses the importance of addressing family needs and incorporating family members into intervention plans. It also highlights one of the most valuable aspects of a PBIS-SCP approach, the ability to integrate PBIS-SCP strategies with other methods (in this case, cognitive behavioral therapy) to enhance outcomes.

In closing, I extend my sincere gratitude to Dr. Joseph Snyder for his guidance and support throughout the publication process. Je tiens tout d’abord à remercier Sophie Ty, assistante rédactrice invitée, pour l’excellente contribution qu’elle a apporté à ce numéro spécial. Last, I also thank the PBIS-SCP Canada Network Executive Board for their tireless work in expanding PBIS-SCP across the country, much of which is showcased here.

Footnotes

Declaration of Conflicting Interests

The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding

The author(s) received no financial support for the research, authorship, and/or publication of this article.

Author Biography

Kent McIntosh, PhD, is an associate professor affiliated with the University of British Columbia and University of Oregon. His primary research interests are culturally responsive behaviour support, integrated academic and behaviour response to intervention models, and sustainability of evidence-based practices in schools.

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