Positive Behavioral Supports: Secondary Interventions August 4, 2006 SLU, Hammond Shawn Fleming La. Dept. of Education (225) 219-7364 [email protected].

Positive Behavioral Supports:

Secondary Interventions

August 4, 2006

SLU, Hammond

Shawn FlemingLa. Dept. of Education(225) [email protected]

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

4 PBIS Elements

Targeted Interventions

• Identifying the Middle Part of the Triangle at your school– Using data to make decisions

• Setting Event Practices– Effective Classroom Management Practices– Non-Classroom Systems Approaches

• Practices that Support Students ‘at-risk’– BEP– Interventions for Escalating Behaviors

Academic Systems Behavioral Systems

Blended Initiatives

5-10% Targeted Group InterventionsTargeted studentsTargeted Group Interventions

Targeted students5-10%

Intensive, Individual InterventionsSpecific students

1- 5%1-5%Intensive, Individual InterventionsSpecific students

Universal InterventionsAll students

80-90% 80-90%Universal InterventionsAll students

Dr. George Sugai, Co-DirectorCenter on PBS

Non-class

room

Setting S

ystems

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide Positive Behavior Support Systems

Average Daily Referrals by Month

Referrals by Location

@ 45 min/referral = 16,000 minutes!

Non-class

roomClassroom

StudentSchool-wide

Referrals by Grade thru Nov. 2005

Referrals by Grade level (2005-06)

Referrals by grade in 2004-2005

8th grade by location

Referrals by TeacherMrs. X

Mrs. X by location

Mrs. X by Problem Behavior

Referrals by Location

Non-class

Classroom

StudentSchool-wide

Classroom Management Practices

Non-class

Classroom

Student

School-wide

ClassroomClassroomClassroomClassroom

• Link classroom to school-wide– School-wide expectations– Classroom v. office managed rule violations

• Teach social skills (just like academics)– Tell/model/explain– Guided practice– Monitor & assess– Give positive feedback– Adjust & enhance

Purpose

Review critical features & essential practices of behavior management in classroom settings

Goal: Review of basics & context for self-assessment

Classroom Management Challenges

• Informal & untaught• Reactive & ineffective• Disconnected from

SW

• Lack of staff fluency• Lack of durability• Lack of instructional

fluency

Essential Behavior & Classroom Management

Practices

• Classroom Management Self-Checklist (7r)

George Sugai, 2005

Activity: Rate Your Practices

• Consider a recent period teaching in your classroom. Rate yourself on the following items.– If you are administrator or support staff, rate a

teacher that you recently observed.

1. Minimize crowding & distraction

Design environment to elicit appropriate behavior:– Arrange furniture to allow easy traffic flow.– Ensure adequate supervision of all areas.– Designate staff & student areas.– Seating arrangements (classrooms, cafeteria,

etc.)

2. Maximize structure & predictability

• Teacher routines: volunteers, communications, movement, planning, grading, etc.

• Student routines: personal needs, transitions, working in groups, independent work, instruction, getting, materials, homework, etc.

3. State, teach, review & reinforce positively stated expectations

• Establish behavioral expectations/rules.• Teach rules in context of routines.• Prompt or remind students of rule prior to entering natural

context.• Monitor students behavior in natural context & provide specific

feedback.• Evaluate effect of instruction - review data, make decisions, &

follow up.

4. Provide more acknowledgements for appropriate than inappropriate behavior

• Maintain at least 4 to 1• Interact positively once every 5 minutes• Follow correction for rule violation with

positive reinforcer for rule following

5. Maximize varied opportunities to respond

• Vary individual v. group responding• Vary response type

– Oral, written, gestural

• Increase participatory instruction– Questioning, materials

6. Maximize Active Engagement

• Vary format– Written, choral, gestures

• Specify observable engagements

• Link engagement with outcome objectives

7. Actively & Continuously Supervise

• Move• Scan• Interact• Remind/precorrect• Positively acknowledge

8. Respond to Inappropriate Behavior Quickly, Positively, & Directly

• Respond efficiently• Attend to students who are displaying

appropriate behavior• Follow school procedures for major problem

behaviors objectively & anticipate next occurrence

9. Establish Multiple Strategies for Acknowledging Appropriate Behavior

• Social, tangible, activity, etc.

• Frequent v. infrequent

• Predictably v. unpredictably

• Immediate v. delayed

10. Generally Provide Specific Feedback for Errors & Corrects

• Provide contingently

• Always indicate correct behaviors

• Link to context

How did I do?

8-10 “yes” = Super

5-7 “yes” = So So

<5 “yes” = Improvement needed

Example Action Plan Strategies

+ Build on SW System

+ Use school-wide leadership team

+ Use data to justify

+ Adopt evidence based practice

+ Teach/practice to fluency/automaticity

+ Ensure accurate implementation 1st time

+ Regular review & active practice

+ Monitor implementation continuously

+ Acknowledge improvements

Non-example Action Plan Strategies

- Purchase & distribute classroom management curriculum/book

- Discuss at faculty meeting

- Bring in CM expert for next month’s ½ day in-service

- Observe in effective classroom

- Observe & give feedback

What is likelihood of change in teacher practice?

Action Plan

• Develop a plan to enhance the capacity of all teachers in effective classroom management practices – Training and Support Infrastructure– Ongoing Monitor and Evaluation plan

Non-classroom Interventions

Non-class

room

Setting S

ystems

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

Non-classroom Settings

• Particular times or places where supervision is emphasized– Cafeteria, hallways, playgrounds, bathrooms– Buses & bus loading zones, parking lots– Study halls, library, “free time”– Assemblies, sporting events, dances

• Where instruction is not available as behavior management tool

Referrals by Location

Non-class

Classroom

StudentSchool-wide

5 minute activity

• Pick 1 problematic non-classroom setting you have experienced

• Identify 2-3 features of problem

• Identify 2-3 possible solutions

• Report (<1 min.) main features of your example

AttentionPlease

1 MinuteSpokesperson

Examples of Strategies

• Recess divided by grade level– Monitors know students

• Recess then lunch• Random Recess• Zip and Flip

Number of Tardies per Time

0102030405060708090

100110120130140150160

Time (Min.)

# o

f Tard

ies

04_05

05_06

Classroom v. Nonclassroom

• Classroom– Teacher directed– Instructionally

focused– Small # of

predictable students

• Nonclassroom– Student focused– Social focus– Large # of

unpredictable students

MANAGEMENT FEATURES

• Physical/environmental arrangements

• Routines & expectations

• Staff behavior

• Student behavior

Training Video: Systematic Supervision

• Steven Smith & Jeff Sprague– Institute on Violence and Destructive Behavior – University of Oregon

• IRIS Media, Inc– Eugene Oregon– 877-343-4747– [email protected]– www.lookiris.com

Basics

“Supervision Self-Assessment”

YES or NO

1. Did I have at least 4 positive for each negative student contact?

• Have more positive student contacts than negative

• Use variety of contact forms

2000-2001 Gotchas, Level 1, & ODR per Day per Month

0

10

20

30

40

50

60

70

80

Sep Oct Nov Dec Jan Feb Mar Apr May Jun

Months

# p

er D

ay Gotchas

Level 1

ODR

~10 positive : 1 correction

2. Did I move continuously throughout area?

• Obvious

• Positive

• Interactive

• Unpredictable

3. Did I scan frequently ?

• Head up

• Make eye contact

• Overt body position

• Scan distant areas

4. Did I positively interact with most students?

• Variety of interaction types– Social positives & SW acknowledgements

• Variety of students• Quick• Noticeable• Publicly appropriate

“Good morning, class!”

Teachers report that when students are greeted by an adult in morning, it takes less time to complete morning routines & get first lesson started.

5. Did I handle minor rule violations efficiently?

• Quickly

• Privately

• Neutrally

• Follow-up with positive

• Follow-up

6. Did I follow school-wide procedures for handling major rule

violations?• Quick

• By the book

• Business like

• Disengage

• Precorrect for next occurrence

Considerations

• What are “costs” of compliance?• Can I follow-through with consequences?• Have I taught & reinforced compliance?

Disengage quickly

7. Do I know my school-wide expectations?

• Positively stated

• Small in number

• Easy

• Comprehensive

• Defined

8. Did I positively acknowledge at least 5 different students for

displays of SW expectations?

• Individualized

• Informative

• Sincere

“Readers’ Digest” Guide

• 7-8 “yes” = Super Supervision

• 5-6 “yes” = So-So Supervision

• <5 “yes” = Improvement Needed

Why does everyone need to be involved?

• Staff outnumbered

• Adult presence – Prompts desired behavior– Deters problem behavior

• “Being a good citizen”– Contribute to school climate

15 minute activity

• Identify problematic nonclassroom setting(s)• Identify factors that contribute to problem• Review Self-Assessment & identify possible

strategies for addressing problem• If needed, build into Action Planning• Provide 1 minute report

AttentionPlease

1 MinuteNew Spokesperson

Example Supervisors’ Activities• For each item on Self-Assessment share one

specific strategy you try to use.• Agree on one item that everyone will emphasize

next week, & tell all staff.• Complete Self-Assessment for one setting next

week, & turn into Tom on Friday.

Active Supervision

• 15 minutes• Review “Active Supervision Self-assessment” (8)

& discuss possible practices/systems applications to your identified (or new) problem setting

• Report 2-3 “big ideas” from your team discussion (1 min. reports)

AttentionPlease

1 MinuteSpokesperson

Targeted Student Interventions

Non-class

room

Setting S

ystems

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

Referrals by Student

Non-class

roomClassroom

StudentSchool-wide

Academic Systems Behavioral Systems

Blended Initiatives

5-10% Targeted Group InterventionsTargeted studentsTargeted Group Interventions

Targeted students5-10%

Intensive, Individual InterventionsSpecific students

1- 5%1-5%Intensive, Individual InterventionsSpecific students

Universal InterventionsAll students

80-90% 80-90%Universal InterventionsAll students

Dr. George Sugai, Co-DirectorCenter on PBS

What is the “Middle Part” of the Triangle?

• ~15% of students

• Multiple referrals

• At-risk for developing more severe/chronic patterns of problem behaviors

Out of Proportion

• These students represent less than 25% of school enrollment

• They account for over 50% of behavioral incidents

• They consume significant amounts of time and resources

Skill Deficits

What it looks like…• At Risk:

– Disruptive– Talks out– Unprepared– Talks back to teacher– Uses inappropriate language– Tardy– Defiant– Refuses to do work– Difficulty taking turns– Refuses to share– Out of seat– Aggressive– Not dangerous or violent– May have low academic

achievement

• Serious/Chronic:– Danger to self and/or others– Destructive

• General:

– In line with expectations

In general these students have…

• Poor peer relations

• Low academic achievement

• Difficulty adjusting to school environment

• Difficulty with imposed structure and order

• Low self-esteem

Approaches to Intervention

• Behavior Education Program (BEP)

• Verbal De-escalation Training

• Social Skills Training

• Conflict Resolution Training

• Anger Management Training

Responding to Problem Behavior in Schools:The Behavior Education Program

A comprehensive book by Deanne A. Crone, Robert H. Horner, and Leanne S. Hawken.

Guilford Publishing, Inc. ISBN 1-57320-940-7; Cat. #0940List Price: $27.00

www.guilford.com

The Behavior Education Program (BEP)

• All Teachers and Staff

• Check in/Check-out system

• Daily Positive adult contact

• Daily Behavioral Report Card – Increased feedback and attention to

behavioral goals

• Home-School Partnership

• Across All School Settings

BEP: Student Selection

• Exceeds a minimum number of ODRs

• Problems across multiple settings

• Not a danger to self or others

• Adult Attention is reinforcing

Example Behaviors

– Disruptive– Talks out– Unprepared– Talks back to teacher– Uses inappropriate language– Tardy– Defiant– Refuses to do work– Difficulty taking turns– Refuses to share– Out of seat

– Difficulty following directions

– Frequent peer conflict

– Low-grade aggression (pushing, tripping, etc…)

Do Not Include:

• Dangerous/violent students• Students who bring a weapon to school• Students who injure/may injure themselves• Students with a high number of referrals• Students with referrals from only one

setting, teacher, or time• Students who find adult attention aversive

Data-Based Decision

• The BEP is indicated when…– High percentage of students with multiple

referrals (>15%)– Problem behaviors are not dangerous or

violent– Problem behaviors are found in multiple

locations throughout school, from multiple staff

Referrals by Student

Non-class

roomClassroom

StudentSchool-wide A.B.

Student “A.B” X Location

Multiple Settings

Student “A.B.” x Motivation

Attention

Student “A.B.” by behavior

‘Low-level behavior’ 2005-06

Student “A.B.” by time of day

Does A.B. get Selected?

Exceeds a minimum number of ODRs Problems across multiple settings Not a danger to self or others Adult Attention is reinforcing

A.B. is a great candidate for B.E.P!

Catch them before they fall:

• Intervention before age 9 is more likely to succeed

• Severity, stability, and risk

• Substance abuse

• School dropout

Major Features of most Targeted Interventions

• Intervention is continuously available• Rapid access to intervention (72 hr)• Very low effort by teachers• Consistent with school-wide expectations• Implemented by all staff/faculty in a school

Major Features of most Targeted Interventions (cont’d)

• Home/school linkage• Flexible intervention based on assessment

– Functional Assessment

• Adequate resources (admin, team)– weekly meeting, plus 10 hours a week for coordination

• Student chooses to participate• Continuous monitoring for decision-making

Student Recommended for BEP

BEP is Implemented

ParentFeedback

Regular Teacher Feedback

AfternoonCheck-out

Morning Check-in

CICO CoordinatorSummarizes Data

For Decision Making

Bi-weekly SST Meetingto Assess Student

Progress

Exit Program

ReviseProgram

Check In Check Out (CICO)

Meadowlark/ Buena Vista

HAWK ReportDate ________ Student _______________Teacher___________________

0 = Not Yet1= Good2= Excellent

Be Safe Be Respectful

Be Your Personal Best Teacher initials

Keep hands, feet, and

objects to self

Use kind words

and actions

Follow directions

Working in class

Class 0 1 2

0 1 2

0 1 2

0 1 2

Recess 0 1 2

0 1 2

0 1 2

Class 0 1 2

0 1 2

0 1 2

0 1 2

Lunch 0 1 2

0 1 2

0 1 2

Class 0 1 2

0 1 2

0 1 2

0 1 2

Recess 0 1 2

0 1 2

0 1 2

Class 0 1 2

0 1 2

0 1 2

0 1 2

Total Points = Points Possible = 50

Today ______________% Goal ______________%

Daily Progress Report

Goals 1/ 5 2/ 6 3/ 7 HR 4/ 8

Be respectful

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

Be responsible

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

Keep Hand & Feet to Self

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

Follow Directions

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

Be There – Be Ready

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

TOTAL POINTS

Why does BEP work?• Improved structure

– Prompts are provided throughout the day for correct behavior.

– System for linking student with at least one positive adult.

– Student chooses to participate.• Student is “set up for success”

– First contact each morning is positive.– “Blow-out” days are pre-empted.– First contact each class period (or activity period) is

positive, and sets up successful behavioral momentum.

Why does BEP work?• Increase in contingent feedback

– Feedback occurs more often.

– Feedback is tied to student behavior.

– Inappropriate behavior is less likely to be ignored or rewarded.

• Program can be applied in all school locations– Classroom, playground, cafeteria (anywhere there is a

supervisor)

Why does BEP Work?• Elevated reward for appropriate behavior

– Adult and peer attention delivered each target period– Adult attention (and tangible) delivered at end of day

• Linking behavior support and academic support– For academic-based, escape-maintained problem behavior

incorporate academic support

• Linking school and home support– Provide format for positive student/parent contact

• Program is organized to morph into a self-management system– Increased options for making choices– Increased ability to self-monitor performance/progress

Logistics for Setting up a BEP program

• Faculty and staff commitment• Is problem behavior a major concern?• Are staff willing to commit 5 min per day?• Is BEP a reasonable option for us?

– More than 5 students need extra support– BEP is designed to work with 10-12% of kids in a school– BEP typically “works” with 67% of students.– BEP does NOT replace need for individualized supports.

• Team available • Team leader• BEP coordinator (morning, afternoon)• Team (meets at least once every two weeks)

Logistics for Setting up a BEP program

• School-wide PBS in place• School-wide expectations defined and taught• Reward system operating• Clear and consistent consequences for problem

behavior

• Process for identifying a student who may be appropriate for BEP

• Student is not responding to SWPBS expectations– Request for Assistance

• Student finds adult attention rewarding• Student is NOT in crisis.

Logistics for Setting up a BEP program

• Daily BEP progress report card• Same expectations for all• Common schedule• All staff taught rules for accepting, completing and

returning the card.

• Home report process• Can be same as progress card• Can be a unique reporting form

CICO Home Report

Name: _____________________________Date: _____________

______ I met my goal today ______ I had a hard day

One thing I did really well today was:_______________________

Something I will work on tomorrow is: _______________________

Comments:

Parent/Guardian Signature: ________________________________________________________Comments:

Logistics for Setting up a BEP program

• Trading menu– Reward for collecting and turning in daily progress card

– Reward for meeting daily goal

– Exchange system for points earned

• Collecting, summarizing and using data– Daily updates

– Weekly review by team

– Referral to SBLC for individualized interventions.

Referrals by Grade level (2005-06)

Mrs. X

Referrals by Teacher

5th Grade Teachers

Action Plan to implement BEP

• Student Selection– Criteria of # of referrals

• And other criteria met

• Entire Campus vs. Subset (one grade level)– Selection criteria

• Roles of Staff– Coordinator– Check-in Staff selection– Training and meeting logistics

• Daily BEP Progress Report• Reinforcement/Reward Structure• Evaluation plan

Training Video: Managing Non-Compliance

• Geoff Colvin– University of Oregon

• IRIS Media, Inc– Eugene Oregon– 877-343-4747– [email protected]– www.lookiris.com

Training Video: Defusing Anger and Aggression

• Geoff Colvin– University of Oregon

• IRIS Media, Inc– Eugene Oregon– 877-343-4747– [email protected]– www.lookiris.com

Escalating Behavior

Model

As developed by Geoff Colvin and George Sugai, 1989

Revised 1994 and spring 2004 OSEP/PBIS

Understanding Escalating Behavior

Assumptions• Behavior is _________(function)• Behavior is _________ (lawful)• Behavior is escalated through

__________ (practice)• Behavior can be changed through an

_____________approach

(instructional) OSEP/PBIS

Sequence of Escalating Behaviors

• Student’s escalating behaviors typically follow a sequence.– It starts off relatively small and neutral– It intensifies and shifts to personal affront

• The teacher escalates with the student– Same sequence for teacher– Sequence is interactive

• If teacher would have backed off, the situation would not have escalated

OSEP/PBIS

Seven Main Phases of Escalation• Calm• Trigger• Agitation• Acceleration• Peak• De-escalation • Recovery

OSEP/PBIS

Inte

nsi

ty o

f B

ehavio

r

low

high

Time

Escalation ModelPea

k

Calm

Trigger

Agitation

Acceleration De-

escalation

Recovery

(Colvin & Sugai, 1989) OSEP/PBIS

Calm Phase

• Student is cooperative

• Accepts corrective feedback

• Follows directives• Sets personal goals• Ignores distractions

OSEP/PBIS

Interventions in Calm Phase

• Interact positively with student• Teach & communicate positive expectations• Focus on prevention (what can we do before

problem behaviors occur?)• Arrange opportunities for high rates of

successful academic and social interactions• Provide positive feedback and reinforcements• Teach to skill deficits: problem solving,

relaxation strategies and self management

OSEP/PBIS

Trigger Phase of Escalation

• Colvin and Sugai describe this phase as experiencing a series of unresolved conflicts– Repeated failure– Frequent corrections– Interpersonal conflicts– Timelines imposed– Low rates of positive reinforcement

OSEP/PBIS

Interventions in Trigger Phase

• Focus on prevention and redirection

• Respond with empathic listening and care

• Reduce task requirement

• Reduce stress – remove or modify problem context

• Increase opportunity for success

• Reinforce what has been taughtOSEP/PBIS

Agitation Phase

• Student exhibits an increase in unfocused behavior– Off-task– Frequent start/stop– Out of seat– Talking with others– Social withdrawal

OSEP/PBIS

Interventions for Agitated Phase

• Focus on reducing anxiety…ask “how do I de-escalate and then re-introduce the task?”– Make structural, environmental modifications– Provide reasonable options and choices– Involve in successful engagements (alternative

task) and allow de-escalation time, then– “Do you want to begin this…now or do you

want 2 more minutes of time?”OSEP/PBIS

Acceleration Phase

• Escalation and self-control are inversely related

• Decision making deteriorates as you escalate

• Student displays focused behavior– Provocative– High intensity– Threatening

OSEP/PBIS

Interventions for Acceleration

• Focus on safety

• Remove the trigger (disengage and have another adult take over if you are the trigger)

• Remove any factors maintaining the problem behaviors

• If crisis is developing, clear the room and follow crisis prevention procedures

OSEP/PBIS

Peak Phase of Escalation

• Student is out of control and displays most severe problem behaviors. It will run it’s course now.

• Physical aggression• Self injury• Property destruction• Escape/social withdrawal• Physiological symptoms (increase heart rate,

shallow, rapid breathing or hyperventilation, etc.)

OSEP/PBIS

Intervention for Peak Phase

• Focus is on safety and crisis intervention. Follow your school’s crisis plan.

OSEP/PBIS

De-escalation Phase

• Student displays confusion but there is a decrease in severe behavior– social withdrawal– blaming others– denial– bargaining– minimizing the problem

OSEP/PBIS

Intervention for De-escalation

• Disengage and remove excess attention– allow time to reach recovery phase– don’t nag– don’t place demands – it can escalate again– avoid blaming– don’t force apology during this stage

• can use apology during calm phase• save consequences until they will be effective and

not before

OSEP/PBIS

Recovery Phase

• Student displays eagerness to engage in non-engagement activities– may be social but not on task yet– non-cooperative in group activities– may attempt to correct

the problem

OSEP/PBIS

Interventions in Recovery Phase

• Focus on re-establishing relationship, routine and activities

• Positively reinforce appropriate behavior• Follow through with consequences for

problem behavior when student is stable and calm

• Engage student in problem solving to create a plan to prevent future escalation

OSEP/PBIS

Problem Solving Process

• Have student identify problem behavior

• Have student identify trigger to

escalating behavior– Ask the student to ask him/herself…

• What did I do that was problematic?• Why did I do it? • What triggered my behavior?• Do I want to change my behavior?

Problem Solving

• Have student brainstorm alternative ways to cope with the trigger/s in the future– Ask student to ask him/herself…

• What could I have done differently? (name several alternatives)

• What else could I have done differently?• What are the best ways that I calm myself when

I’m upset?• What are some other ways I could calm myself

when I’m upset?

Continue Problem Solving

• Assist student in developing an informal plan to change behavior– Ask student to ask him/herself…

• What did I do well in this situation?• What do I need to do next?• Can I do it?• What am I willing to do differently?

Complete The Plan

• Have student write down what he/she agrees to do differently in the future• Have student and adult assisting the student in developing the plan sign the plan • Date it• Keep the original, give copy to student & parent

Complete The Plan

• Implement the plan

• Monitor progress

• Have student and adult implementing the plan evaluate effectiveness of plan

• Revise plan as needed

Action Plan to Train Staff

• Topics identified through prioritized problem behaviors

• Schedule of staff training

• Role playing scenarios

• Evaluation of skills– No stress– ‘On the beat’