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School-Wide Positive Behavior Support: Getting Started George Sugai OSEP Center on PBIS University of Connecticut May 24-25, 2006 www.pbis.org www.swis.org.

Mar 29, 2015

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School-Wide Positive Behavior Support: Getting Started George Sugai OSEP Center on PBIS University of Connecticut May 24-25, 2006 www.pbis.org www.swis.org George.sugai@uconn.edu Slide 2 PURPOSE Enhance capacity of school teams to provide the best behavioral supports for all students... Slide 3 MAIN TRAINING OBJECTIVES Establish leadership team Establish staff agreements Build working knowledge of SW-PBS practices & systems Develop individualized action plan for SW- PBS Office Discipline Data EBS Self-Assessment Survey Team Implementation Checklist Slide 4 Getting to these objectives Rationale & features Implementation practices, structures, & processes Outcomes & examples Brief activities & team action planning Slide 5 Challenge #1 Slide 6 Challenge #2 Slide 7 Competing, Inter-related National Goals Improve literacy, math, geography, science, etc. Make schools safe, caring, & focused on teaching & learning Improve student character & citizenship Eliminate bullying Prevent drug use Prepare for postsecondary education Provide a free & appropriate education for all Prepare viable workforce Affect rates of high risk, antisocial behavior Leave no child behind Etc. Slide 8 Challenge #3 Slide 9 Challenge #4 Slide 10 SW-PBS Logic! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable (Zins & Ponti, 1990) Slide 11 Context Matters: Examples Individual Student vs. School-wide Slide 12 Reiko Assessments indicate that Reiko performs in average to above average range in most academic areas. However, her teacher has noticed Reikos frequent talking & asking & answering questions without raising her hand has become an annoying problem to other students & to teacher. What would you do? Slide 13 Kiyoshi Kiyoshi is a highly competent student, but has long history of antisocial behavior. He is quick to anger, & minor events quickly escalate to major confrontations. He has few friends, & most of his conflicts occur with peers in hallways & cafeteria & on bus. In last 2 months, he has been given 8 days of in school detention & 6 days of out of school suspension. In a recent event, he broke glasses of another student. What would you do? Slide 14 Mitch Mitch displays a number of stereotypic (e.g., light filtering with his fingers, head rolling) & self-injurious behaviors (e.g., face slapping, arm biting), & his communications are limited to a verbal vocabulary of about 25 words. When his usual routines are changed or items are not in their usual places, his rates of stereotypic & self-injurious behavior increase quickly. What would you do? Slide 15 Rachel Rachel dresses in black every day, rarely interacts with teachers or other students, & writes & distributes poems & stories about witchcraft, alien nations, gundams, & other science fiction topics. When approached or confronted by teachers, she pulls hood of her black sweatshirt or coat over her head & walks away. Mystified by Rachels behavior, teachers usually shake their heads & let her walk away. Recently, Rachel carefully wrapped a dead squirrel in black cloth & placed it on her desk. Other students became frightened when she began talking to it. What would you do? Slide 16 Fortunately, we have a science that guides us to Assess these situations Develop behavior intervention plans based on our assessment Monitor student progress & make enhancements All in ways that can be culturally & contextually appropriate Crone & Horner, 2003 Slide 17 However, context matters. What factors influence our ability to implement what we know with accuracy, consistency, & durability for students like Rachel, Reiko, Mitch, & Kiyoshi? Slide 18 141 Days! Intermediate/senior high school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of students have received at least one office discipline referral. Reiko is in this school! Slide 19 5,100 referrals = 76,500 min @15 min = 1,275 hrs = 159 days @ 8 hrs Slide 20 Da place ta be During 4 th period, in-school detention room has so many students that the overflow is sent to the counselors office. Most students have been assigned for being in the hallways after the late bell. Kiyoshi is in this school! Slide 21 Cliques During Advisory Class, thesportsters sit in the back of the room, & goths sit at the front. Most class activities result in out of seat, yelling arguments between the two groups. Mitch is in this classroom! Slide 22 Four corners Three rival gangs are competing for four corners. Teachers actively avoid the area. Because of daily conflicts, vice principal has moved her desk to four corners. Rachel is in this school! Slide 23 FTD On 1 st day of school, a teacher found floral arrangement on his desk. Welcome to the neighborhood was written on the card You are in this School! Slide 24 Questions! What would behavior support look like if Mitch, Rachel, Kiyoshi, & Reiko were in these classrooms & schools? Are these environments safe, caring, & effective? Context Matters! Slide 25 Messages Repeated! 1.Successful Individual student behavior support is linked to host environments or schools that are effective, efficient, relevant, & durable 2.Learning & teaching environments must be redesigned to increase the likelihood of behavioral & academic success Slide 26 2 Worries & Ineffective Responses to Problem Behavior Get Tough (practices) Train-&-Hope (systems) Slide 27 Worry #1 Teaching by Getting Tough Runyon: I hate this f____ing school, & youre a dumbf_____. Teacher: That is disrespectful language. Im sending you to the office so youll learn never to say those words again.starting now! Slide 28 Immediate & seductive solution.Get Tough! Clamp down & increase monitoring Re-re-re-review rules Extend continuum & consistency of consequences Establish bottom line... Predictable individual response Slide 29 Reactive responses are predictable. When we experience aversive situation, we select interventions that produce immediate relief Remove student Remove ourselves Modify physical environment Assign responsibility for change to student &/or others Slide 30 When behavior doesnt improve, we Get Tougher! Zero tolerance policies Increased surveillance Increased suspension & expulsion In-service training by expert Alternative programming ..Predictable systems response ! Slide 31 Erroneous assumption that student Is inherently bad Will learn more appropriate behavior through increased use of aversives Will be better tomorrow. Slide 32 But.false sense of safety/security! Fosters environments of control Triggers & reinforces antisocial behavior Shifts accountability away from school Devalues child-adult relationship Weakens relationship between academic & social behavior programming Slide 33 Science of behavior has taught us that students. Are NOT born with bad behaviors Do NOT learn when presented contingent aversive consequences .. Do learn better ways of behaving by being taught directly & receiving positive feedback.consider function Slide 34 Non-examples of Function- Based approach Function = outcome, result, purpose, consequence Lantana, you skipped 2 school days, so were going to suspend you for 2 more. Phloem, Im taking your book away because you obviously arent ready to learn. You want my attention?! Ill show you attention,lets take a walk down to the office & have a little chat with the Principal. Slide 35 2001 Surgeon Generals Report on Youth Violence: Recommendations Establish intolerant attitude toward deviance Break up antisocial networkschange social context Improve parent effectiveness Increase commitment to school Increase academic success Create positive school climates Teach & encourage individual skills & competence Slide 36 Worry #2:Train & Hope Slide 37 Development Map 2+ years of team training Annual booster events Coaching/facilitator support @ school & district levels Regular self-assessment & evaluation data SIG & Center on PBIS for coordination & TA Slide 38 Role of Coaching Liaison between school teams & PBS leadership team Local facilitation of process Local resource for data-based decision making Slide 39 SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making 4 PBS Elements Slide 40 Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT Slide 41 Academic SystemsBehavioral Systems 1-5% 5-10% 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 Student Success Slide 42 Agreements Team Data-based Action Plan ImplementationEvaluation GENERAL IMPLEMENTATION PROCESS: Getting Started CO PBS FCPS Slide 43 Behavioral Capacity Priority & Status Data-based Decision Making Communications Administrator Team Administrator Specialized Support Student Community Non-Teaching Teaching Family Representation Start with