School-Wide Positive Behavior Supports: May Leadership Team Follow-up – Day 2 George Sugai Center for Behavioral Education & Research Center on Positive Behavioral Interventions & Supports Neag School of Education University of Connecticut 27-28 May 2015 www.pbis.org www.neswpbs.org www.cber.org
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George Sugai Center for Behavioral Education & Research
Effective Organizations Common Language Effective Organizations Common Experience Common Vision/Values Quality Leadership
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School-Wide Positive Behavior
Supports: May Leadership Team
Follow-up – Day 2
George SugaiCenter for Behavioral Education & Research
Center on Positive Behavioral Interventions & SupportsNeag School of EducationUniversity of Connecticut
27-28 May 2015
www.pbis.org www.neswpbs.org www.cber.org
Common Vision/Values
Common Language
Common Experience
QualityLeadership
Effective Organizations
Review of Basics
Getting Tough
Teaching to Corner
Challenge:Academic & behavior success (failure) are
PRIMARY PREVENTION• Team-led implementation • Behavior priority• Social behavior expectations• SW & CW teaching & encouraging of expectations• Consistency in responding to problem behavior• Data-based decision making
Morning Meeting Eyes on speaker.Give brief answers.
Put announcements in desk.
Keep feet on floor.
Put check by my announcements.
Homework Do own work.Turn in before lesson.
Put homework neatly in box.
Touch your work only.
Turn in lesson on time.Do homework
night/day before.
Transition Use inside voice.Keep hands to self.
Put/get materials first.Keep hands to self.
Have plan.Go directly.
“I Need Assistance”Raise hand or show “Assistance Card”.
Wait 2 minutes & try again.
Have materials ready. Have plan.Ask if unclear.
Teacher Directed Eyes on speaker.Keep hands to self.
Use materials as intended.
Have plan.Ask.
Independent Work Use inside voice.Keep hands to self.
Use materials as intended.
Return with done.
Use time as planned.Ask.
Problem to Solve Stop, Step Back, Think, Act
Stop, Step Back, Think, Act
Stop, Step Back, Think, Act
1. SOCIAL SKILL2. N
ATURAL
CONTEXT
3. BEHAVIOR
EXAMPLES
Teaching Routines Lesson PlanWhat does routine look/sound like?
Where/when should routine be used?
When will routine be taught & for how long?
How & when will routine be practiced?
How will learning be confirmed?
How, where, & how often will displays of routine be acknowledged?
Classroom Routine Lesson Plan Considerations
Central Elem Sch, MISource: 2009 MiBLSi Assessment
• Where• What• Why• How:
ModelPractice
ReinforceFollow-up
Central Elem Sch, MISource: 2009 MiBLSi Assessment
EXPECTATIONSTYPICAL HOME ROUTINES
Morning Homework Playtime Mealtime Bedtime
Respect Say “good morning”
Try your best
Use your words
Say “thank you”
Say “good night”
Responsibility Put clothes in washer
Put backpack & homework
by backdoor
Put toys away
Wash hands Brush teeth
SafetyReturn food to refrig-erator
Put home-work in
backpack
Put toys in room when done
Keep chair legs on
floorPut toys on
shelf
1. SOCIAL SKILL
2. NATURAL
CONTEXT
3. BEHAVIOR
EXAMPLES
Decision SWPBS Feature Action
Yes ? No 1. Do most (80%) of our staff agree that social skill expectations can be taught?
Yes ? No 2. Do we have plan for teaching school-wide social skill expectations?
Yes ? No 3. Do we teach school-wide social skill expectations in our classrooms?
Yes ? No 4. Do we teach school-wide social skill expectations throughout the day?
Yes ? No 5. Are we using data to monitor the above?
Yes ? No 6. Is our team monitoring & coordinating implementation of above?
Social Skills Self-assessment - 15 minutes
Define, Model, Practice, Monitor, & Reward
Train for use in other settings
Actively & continuously supervise social skills
Establish social networks (school climates) that expect & maintain social skills
Enhance supports based on responsiveness
Main messages & investments
RCT & Group Design PBIS StudiesBradshaw, C.P., Koth, C. W., Thornton, L. A., & Leaf, P. J. (2009). Altering school climate through school-wide Positive
Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115
Bradshaw, C. P., Koth, C. W., Bevans, K. B., Ialongo, N., & Leaf, P. J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473.
Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148.
Bradshaw, C. P., Pas, E. T., Goldweber, A., Rosenberg, M. S., & Leaf, P. J. (2012). Integrating school-wide positive behavioral interventions and supports with tier 2 coaching to student support teams: The PBISplus model. Advances in School Mental Health Promotion 5, 177-193.
Bradshaw, C. P., Reinke, W. M., Brown, L. D., Bevans, K. B., & Leaf, P. J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26.
Bradshaw, C. P., Waasdorp, T. E. & Leaf, P. J. (2012). Effects of School-Wide Positive Behavioral Interventions and Supports on child behavior problems. Pediatrics, 130(5), 1136-1145.
Goldweber, A., Waasdorp, T. E., & Bradshaw, C. P. (in press). Examining the link between forms of bullying behaviors and perceptions of safety and belonging among secondary school students. Journal of School Psychology.
Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145.
Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14.
Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (2012). The impact of School-wide Positive Behavioral Interventions and Supports (SWPBIS) on bullying and peer rejection: A randomized controlled effectiveness trial. Archives of Pediatrics and Adolescent Medicine, 116(2), 149-156
2014
“Wagering next month’s salary!!”
• Reduced major disciplinary infractions• Improvement in aggressive behavior, concentration,
prosocial behavior, & emotional regulation
• Improvements in academic achievement
• Enhanced perception of organizational health &
safety• Reductions in teacher reported bullying behavior &
✓ Follow school procedures for responding to rule violations &individualized behavior support plan
✓ Prompt expected behavior before error occurs in high likelihood situations/conditions (precorrect)
✓ Minimize excess attention✓ Determine likely purpose, or function, of behavior error by collecting data
If behavior error occurs & based on purpose Signal error occurrence, using specific error correction Model/display expected behavior, using strategies to teach expectations Reinforce displays of expected behavior, using specific praise or other
✓ Follow school procedures for responding to rule violations & individualized behavior support plan
✓ Minimize excess attention✓ Signal error occurrence &remind of expected behavior, using specific error
correction✓ Follow school-wide procedures for major rule violating behaviors✓ Reteach, review, & prompt expected behavior, using strategies to teach
expectations✓ Monitor, by collecting data ✓ Reinforce displays of expected behavior, using specific praise or other
acknowledgement strategies
5. Problem behavior that is repeated, disruptive, and unresponsive to previous
school & classroom practices
✓ Form behavior support team & conduct functional behavioral assessment (FBA)
✓ Develop individualized behavior intervention plan (BIP)✓ Provide supports to implement plan with fidelity✓ Collect & use data to continuously monitor progress,
responsiveness to intervention & implementation fidelity✓ Continue preventive school & classroom practices.
Reinforce displays of expected behavior immediately
5. Handle repeated & non-disruptive minor behavior errors (a) preemptively, (b) quickly, & (c) discreetly6. Handle disruptive major behavior errors (a) preemptively, (b) quickly, (c) discreetly, & (d) by procedure
Minimize attention
Determine likely purpose of behavior error (FBA)
Precorrect before error occurrence
If behavior error occurs & based on purpose: (a) Signal error occurrence, (b) Model/display expected behavior, (c) Reinforce displays of expected behavior
• Review “big ideas” from yesterday & today – Review Meeting Guidelines– Accomplishments to date & current data– Complete TIC with regional officer/coach (Team Implementation
Checklist)• What will you do to celebrate end of year?• What will you do at beginning of next year?• Action Plan for June 2015-August 2016
– What will team do?– What will staff do?– What will students do?– Next Meeting?– Staff Presentation?