Positive Behavior Intervention and Support: RtI for Behavior Jim Artesani, Ed.D. University of Maine College of Education & Human Development [email protected].

Positive Behavior Positive Behavior Intervention and Intervention and Support: RtI for Support: RtI for

Behavior Behavior

Jim Artesani, Ed.D.Jim Artesani, Ed.D.University of MaineUniversity of Maine

College of Education & Human College of Education & Human DevelopmentDevelopment

[email protected][email protected]

Rationale and Rationale and OverviewOverview

Pre-referralPre-referral

Response to InterventionResponse to Intervention

PBISPBIS

Why RtI?Why RtI?

Need for systematic pre-referral Need for systematic pre-referral process (Special Education).process (Special Education).

Need to support students who are at Need to support students who are at risk for school failure (Regular risk for school failure (Regular Education).Education).

ActivityActivity

Where do students learn their values and Where do students learn their values and behavior?behavior?

Who and what have been the traditional the Who and what have been the traditional the influences?influences?

How has this changed?How has this changed?

Who and what are the influences now?Who and what are the influences now?

Social/Behavioral Social/Behavioral CurriculumCurriculum

Needed by Needed by ALLALL students students

PBIS is more than behavior management

ChallengesChallenges Competing MandatesCompeting Mandates Limited ResourcesLimited Resources Increasing Disruptive Increasing Disruptive

BehaviorBehavior Increased Competition for Increased Competition for

Students’ ValuesStudents’ Values Reactive approachesReactive approaches Punishment as predictorPunishment as predictor

AntidotesAntidotes Address social/behavioral needs of Address social/behavioral needs of

all students.all students. Give priority to validated methods Give priority to validated methods

that demonstrate effectiveness, that demonstrate effectiveness, efficiency, and relevance.efficiency, and relevance.

Integrate academic and behavioral Integrate academic and behavioral successsuccess

Emphasize preventionEmphasize prevention Increase collaboration among Increase collaboration among

multiple support systemsmultiple support systems Utilize team and problem solving Utilize team and problem solving

approachesapproaches

Work smarter, not harder!

Goal

All

Some

Few RTIA Continuum of Support for All

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing School-Wide Systems for Designing School-Wide Systems for Student SuccessStudent Success

Academic Systems Behavioral Systems

Circa 1996

Misplaced focus on Misplaced focus on “Getting Tough” “Getting Tough” approach to approach to responding to responding to problem behaviorproblem behavior

Swimming Against the Current

Example:Example:“Teaching” “Teaching” by Getting by Getting

ToughTough

NapoleonNapoleon: : “I hate this f____ing “I hate this f____ing school, & you’re a dumbf_____.”school, & you’re a dumbf_____.”

TeacherTeacher: : “That is disrespectful “That is disrespectful language. I’m sending you to language. I’m sending you to the office so you’ll learn never the office so you’ll learn never to say those words to say those words again….starting now!”again….starting now!”

Immediate & seductive Immediate & seductive solutionsolution….….””Get ToughGet Tough!”!”

Clamp down Clamp down & increase & increase monitoringmonitoring

Re-re-reRe-re-re-review rules-review rules

Extend continuum & consistency Extend continuum & consistency of of punitivepunitive consequencesconsequences

Establish “Establish “bottom linebottom line””

...Predictable individual responses...Predictable individual responses

Reactive responses are Reactive responses are predictable….predictable….

When we experienceWhen we experience aversiveaversive situation, we select situation, we select interventions that produce interventions that produce immediate relief:immediate relief:

Remove studentRemove student

Remove ourselves Remove ourselves

Assign responsibility for change to Assign responsibility for change to student &/or othersstudent &/or others

When behavior doesn’t When behavior doesn’t improve, we “improve, we “Get Get

TougherTougher!”!”Zero tolerance policiesZero tolerance policies

Increased surveillanceIncreased surveillance

Increased suspension & expulsionIncreased suspension & expulsion

In-service training by expertIn-service training by expert- New programNew program- Single shotSingle shot

Alternative programmingAlternative programming

……....Predictable systems response!Predictable systems response!

Erroneous assumption Erroneous assumption that student…that student…

Is Is inherentlyinherently “bad” “bad”

Will learn more appropriate Will learn more appropriate behavior through behavior through increasedincreased use of “use of “aversivesaversives””

Will be Will be better tomorrowbetter tomorrow…….…….

But….But….falsefalse sense of sense of safety/security!safety/security!

Fosters environments of Fosters environments of controlcontrol

Triggers & reinforces Triggers & reinforces antisocialantisocial behavior behavior

Predicts Predicts increasedincreased problem behavior problem behavior

DevaluesDevalues child-adult relationship child-adult relationship

WeakensWeakens relationship between relationship between academic & social behavior academic & social behavior programmingprogramming

Science of behavior has Science of behavior has taught us that taught us that

students….students….

Are Are NOTNOT born with “bad born with “bad behaviors”behaviors”

Do Do NOTNOT learn when presented learn when presented contingent aversive contingent aversive consequencesconsequences

…………..Do learn better ways of ..Do learn better ways of behaving by being behaving by being taught taught directly & receiving positive directly & receiving positive feedback.feedback.

Lessons Learned: White House Lessons Learned: White House Conference on School SafetyConference on School Safety

Students, staff, & community must have means of Students, staff, & community must have means of communicatingcommunicating that is immediate, safe, & reliable that is immediate, safe, & reliable

Positive, respectful, predictable, & trusting Positive, respectful, predictable, & trusting student-teacher-family student-teacher-family relationshipsrelationships are are importantimportant

High rates of High rates of academic & social success academic & social success are are importantimportant

Positive, respectful, predictable, & trusting Positive, respectful, predictable, & trusting school environment/climate school environment/climate is important for is important for allall studentsstudents

Metal detectors, surveillance cameras, & security Metal detectors, surveillance cameras, & security guards are guards are insufficient deterrents insufficient deterrents

Lessons Learned: White Lessons Learned: White House Conference on House Conference on

School SafetySchool SafetyEarly Correlates/IndicatorsEarly Correlates/Indicators

Significant change Significant change in academic &/or in academic &/or social behavior patternssocial behavior patterns

Frequent, unresolved Frequent, unresolved victimizationvictimization

Extremely low rates of Extremely low rates of academic academic &/or social success&/or social success

Negative/threatening written &/or Negative/threatening written &/or verbal verbal messagesmessages

PBIS is based on PBIS is based on behavioral and behavioral and

biomedical science.biomedical science.

* Behavior is learned and can be taught* Behavior is learned and can be taught

* Behavior is lawful and predictable* Behavior is lawful and predictable

* Behavior is influenced by environmental factors * Behavior is influenced by environmental factors that interact with biophysical characteristics that interact with biophysical characteristics of the individualof the individual

* Understanding the relationship between * Understanding the relationship between physiological factors and environmental physiological factors and environmental variables is a critical featurevariables is a critical feature

* Data collection and use for decision-making are * Data collection and use for decision-making are needed for continuous intervention and needed for continuous intervention and system improvement.system improvement.

1.1. Common Common purposepurpose & approach to & approach to disciplinediscipline

2.2. Clear set of Clear set of positive expectations & positive expectations & behaviorsbehaviors

3. Procedures for 3. Procedures for teachingteaching expected expected behaviorbehavior

4.4. Continuum of procedures for Continuum of procedures for encouragingencouraging expected behavior expected behavior

5. Continuum of procedures for 5. Continuum of procedures for discouragingdiscouraging inappropriate behavior inappropriate behavior

6. Procedures for on-going 6. Procedures for on-going monitoringmonitoring & & evaluationevaluation

School-wide Systems

Important WebsitesImportant Websites

http://www.mepbis.org/

http://www.pbis.org/

http://pbismaryland.org/

http://flpbs.fmhi.usf.edu/

http://www.pbisillinois.org/

http://pbismissouri.org/

ReferenceReference

Many of the slides contained in the this Many of the slides contained in the this presentation were adapted from:presentation were adapted from:

George SugaiGeorge SugaiCenter for Behavioral Education and ResearchCenter for Behavioral Education and Research

OSEP National Center on Positive Behavioral OSEP National Center on Positive Behavioral Interventions and SupportsInterventions and Supports

University of ConnecticutUniversity of Connecticut