School-Wide Positive Behavior Support: Overview for School Counseling George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

School-Wide Positive Behavior Support:

Overview for School CounselingGeorge Sugai

OSEP Center on PBISCenter for Behavioral Education & Research

University of ConnecticutOctober 30 2009

www.pbis.org www.cber.org www.swis.org

PURPOSEProvide brief overview of school-wide positive behavior support for all

• Rationale

• Features

• Examples

• Data

Rationale

Context Matters!

Examples

Individual Student

vs.

School-wide

“Reiko”

Assessments indicate that Reiko performs in average to above average range in most academic areas. However, her teacher has noticed Reiko’s frequent talking & asking & answering questions without raising her hand has become an annoying problem to other students & to teacher.

What would you do?

“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?

“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?

“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 Rachel’s 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?

Fortunately, we have a science that guides us to…

• Assess these situations• Develop behavior intervention plans

based on our assessment• Monitor student progress & make

enhancementsAll in ways that can be culturally & contextually appropriate

Crone & Horner, 2003

However, context matters….

What factors influence our ability to implement what we know with accuracy, consistency, & durability for students like Rachel, Reiko, Mitch, & Kiyoshi?

“159 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!

“Da place ta be”

During 4th period, in-school detention room has so many students that the overflow is sent to the counselor’s office. Most students have been assigned for being in the hallways after the late bell.

Kiyoshi is in this

school!

“Cliques”

During Advisory Class, the “sportsters” 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!

“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!

“FTD”

On 1st 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!

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!

SW-PBS Logic!Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable for all students(Zins & Ponti, 1990)

2 Worries & Ineffective Responses to Problem

Behavior

• Get Tough (practices)

• Train-&-Hope (systems)

Worry #1“Teaching” by Getting Tough

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

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

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

Reactive responses are predictable….

When we experience aversive situation, we want select interventions that produce immediate relief– Remove student

– Remove ourselves

– Modify physical environment

– Assign responsibility for change to student &/or others

When behavior doesn’t improve, we “Get Tougher!”

• Zero tolerance policies

• Increased surveillance

• Increased suspension & expulsion

• In-service training by expert

• Alternative programming

…..Predictable systems response!

Erroneous assumption that student…

• Is inherently “bad”

• Will learn more appropriate behavior through increased use of “aversives”

• Will be better tomorrow…….

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

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

VIOLENCE PREVENTION

• Surgeon General’s Report on Youth Violence (2001)

• Coordinated Social Emotional & Learning (Greenberg et al., 2003)

• Center for Study & Prevention of Violence (2006)

• White House Conference on School Violence (2006)

• Positive, predictable school-wide climate

• High rates of academic & social success

• Formal social skills instruction

• Positive active supervision & reinforcement

• Positive adult role models

• Multi-component, multi-year school-family-community effort

SWPBS is

Worry #2:“Train & Hope”

REACT toProblemBehavior

Select &ADD

Practice

Hire EXPERTto TrainPractice

WAIT forNew

Problem

Expect, But HOPE for

Implementation

Features

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

IntegratedElements

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

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

ALL

SOME

FEW

RtI

Responsiveness to Intervention

All

Some

FewRTI

Continuum of Support for

ALL

Dec 7, 2007

Classroom

SWPBSPractices

Non-classroom Family

Student

School-w

ide

• Smallest #• Evidence-based

• Biggest, durable effect

1. Leadership team

2. Behavior purpose statement

3. Set of positive expectations & behaviors

4. Procedures for teaching SW & classroom-wide expected behavior

5. Continuum of procedures for encouraging expected behavior

6. Continuum of procedures for discouraging rule violations

7. Procedures for on-going data-based monitoring & evaluation

School-wide

• Positive expectations & routines taught & encouraged

• Active supervision by all staff– Scan, move, interact

• Precorrections & reminders• Positive reinforcement

Non-classroom

• All school-wide• Maximum structure & predictability in routines &

environment• Positively stated expectations posted, taught, reviewed,

prompted, & supervised.• Maximum engagement through high rates of opportunities

to respond, delivery of evidence-based instructional curriculum & practices

• Continuum of strategies to acknowledge displays of appropriate behavior, including contingent & specific praise, group contingencies, behavior contracts, token economies

• Continuum of strategies for responding to inappropriate behavior, including specific, contingent, brief corrections for academic & social behavior errors, differential reinforcement of other behavior, planned ignoring, response cost, & timeout.

Classroom

• Behavioral competence at school & district levels

• Function-based behavior support planning • Team- & data-based decision making• Comprehensive person-centered planning &

wraparound processes• Targeted social skills & self-management

instruction• Individualized instructional & curricular

accommodations

Individual Student

• Continuum of positive behavior support for all families

• Frequent, regular positive contacts, communications, & acknowledgements

• Formal & active participation & involvement as equal partner

• Access to system of integrated school & community resources

Family

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

GENERAL IMPLEMENTATION

PROCESS: “Getting Started”

~80% of Students

~15%

~5%

ESTABLISHING CONTINUUM of SWPBS

SECONDARY PREVENTION• Check in/out• Targeted social skills

instruction• Peer-based supports• Social skills club•

TERTIARY PREVENTION• Function-based support• Wraparound• Person-centered planning• •

PRIMARY PREVENTION• Teach SW expectations• Proactive SW discipline• Positive reinforcement• Effective instruction• Parent engagement•

SECONDARY PREVENTION• • • • •

TERTIARY PREVENTION• • • • •

PRIMARY PREVENTION• • • • • •

Examples

School Rules

NO Food

NO Weapons

NO Backpacks

NO Drugs/Smoking

NO Bullying

Redesign Learning & Teaching Environment

Saying & doing it “Positively!”

Keep off the grass!

Few positive SW expectations defined, taught, & encouraged

Employee Entrance at TulsaDowntown Doubletree

Carmen Arace Intermediate, Bloomfield

Teaching Matrix

SETTING

All Settings

Hallways Playgrounds CafeteriaLibrary/

Computer Lab

Assembly Bus

Respect Ourselves

Be on task.

Give your best effort.

Be prepared.

Walk. Have a plan.

Eat all your food.Select healthy foods.

Study, read,

compute.

Sit in one spot.

Watch for your stop.

Respect Others

Be kind.Hands/feet

to self.Help/share

with others.

Use normal voice

volume.Walk to right.

Play safe.Include others.Share

equipment.

Practice good table manners

Whisper.Return books.

Listen/watch.Use

appropriate applause.

Use a quiet voice.

Stay in your seat.

Respect Property

Recycle.Clean up after self.

Pick up litter.

Maintain physical space.

Use equipment properly.

Put litter in garbage can.

Replace trays &

utensils.Clean up

eating area.

Push in chairs.Treat books

carefully.

Pick up.Treat chairs appropriately

.

Wipe your feet.Sit

appropriately.

Exp

ecta

tions 1. S

OCIAL SKILL2. NATURAL

CONTEXT

3. BEHAVIOR

EXAMPLES

3-5 Positively Stated Behavioral

Expectations across Texas

RAH – at Adams City High School(Respect – Achievement – Honor)

RAH Classroom Hallway/

Commons

Cafeteria Bathrooms

Respect Be on time; attend regularly; follow class rules

Keep location neat, keep to the right, use appropriate lang., monitor noise level, allow others to pass

Put trash in cans, push in your chair, be courteous to all staff and students

Keep area clean, put trash in cans, be mindful of others’ personal space, flush toilet

Achievement

Do your best on all assignments and assessments, take notes, ask questions

Keep track of your belongings, monitor time to get to class

Check space before you leave, keep track of personal belongings

Be a good example to other students, leave the room better than you found it

Honor Do your own work; tell the truth

Be considerate of yours and others’ personal space

Keep your own place in line, maintain personal boundaries

Report any graffiti or vandalism

RAH – Athletics

RAH Practice Competitions

Eligibility Lettering Team Travel

Respect Listen to coaches directions; push yourself and encourage teammates to excel.

Show positive sportsmanship; Solve problems in mature manner; Positive inter-actions with refs, umps, etc.

Show up on time for every practice and competition.

Show up on time for every practice and competition; Compete x%.

Take care of your own possessions and litter; be where you are directed to be.

Achievement

Set example in the classroom and in the playing field as a true achiever.

Set and reach for both individual and team goals; encourage your teammates.

Earn passing grades; Attend school regularly; only excused absences

Demonstrate academic excellence.

Complete your assignments missed for team travel.

Honor Demonstrate good sportsmanship and team spirit.

Suit up in clean uniforms; Win with honor and integrity; Represent your school with good conduct.

Show team pride in and out of the school. Stay out of trouble – set a good example for others.

Suit up for any competitions you are not playing. Show team honor.

Cheer for teammates.

Remember you are acting on behalf of the school at all times and demonstrate team honor/pride.

Bobcat P.R.I.D.E. SETTING 1. Be Prepared 2.Show Respect 3. Be Involved 4. Follow Directions 5Show Emp athy

Morning Areas * Know your number for breakfast *Have all of your belongings with you in the café and in the gym *Procee d directly to gym after breakfast

* Use polite language such as please and thank you * Use appropriate table manners: stay in your seat, don’t talk with your mouth full, clear your area and use your 2” voice * Take your turn

* Pay attention in line and in the halls by listening to your teache r and watching where you are going * Clean up your area at breakfast * Help others when they need it

* Use 2 “ voice in cafeteria * Walk in the halls to the cafe teria, to the gym and to class * follow adult directions in all areas * stay seated in assigned area in gym until dismissed by adult

*Show empathy to others before schoo l in all areas- speak kindly, using a 2” voice and be friendly and courteous to others.

Hallways *Stay in line * Face Forward

* Respect wall hangings and student work by not touching or defacing * Use quiet voices in the halls so others can learn

* Pick up trash * Help others when they need it *Hold open doors for others

* Keep hands and feet to self * Go down the ramp and up the stairs *Remain silent in the halls

* Show empathy in the halls by bei ng respectful of other’s learning times and bei ng silent. * Show empathy by helping others when they need it- opening doors, helping to pick u p

Cafete ria * Know your number * Choose your main course, 2 sides and milk quickly * Make “extra” selections quickly

* Use appropriate table manners * Say “please” and “thank you”

* Pick up trash, even if it is not yours * Help others * Tell custodian about spills or messes * Vo lunteer to help the custodian

* Use 2” voice * Raise your hand if help is needed * Walk at all times *Remain seated until given permission

* Show empathy to all students in the cafeteria by being kind and be a friend if someone has a spill in the cafeteria- help out others and b e there for each other

Playground * Know weather signs * Bring appropriate clothing * Shoes tied up

* Show good sportsmanship * Use “put ups” * Take turns

* Ask others to play * Show hazardous items to adult * Know & abide by sports rules

* Use equipment properly * Rocks stay on the ground at all times * Follow adult directions * Line up promptly at whistle * Avoid physical contact with others.

*Show empathy at recess. You don’t have to be the best at every sport or activity, but you do have to be the best type of friend to others when playing- take turns and share. * P lay by the rules *Ask o thers to play with yo u.

Restrooms * Take care of business

quickly * Proceed in a direct manner to and from the restroom

*Respect the privacy of others * Wait your turn quietly * Show respect for school property

*Throw away trash * Report unsafe conditions to the office * Report any graffiti

*Kee p hands and feet to self * Flush toilet after use * Use bathroom equipment for its intended purpose

*Show empathy for our custodial staff- Keep the school neat and clean from the halls to the restrooms- pick up after yo urself and help clean

Teaching Bobcat PRIDE at Lee Elementary

Family Teaching

Matrix

SETTING

At homeMorning Routine

HomeworkMeal Times

In Car Play Bedtime

Respect Ourselves

Respect Others

Respect Property

Exp

ecta

tions 1. S

OCIAL SKILL

2. NATURAL

CONTEXT

3. BEHAVIOR

EXAMPLES

Acknowledge & Recognize

Acknowledging & Celebrating at

Puckett Elementary

OMMS Business Partner Ticket

6 7 8 Date: ________________Student Name __________________________________

For Demonstrating: Safety Ethics Respect (Circle the trait you observed)

Comments: ___________________________________________

Authorized Signature: ____________________________________

Business Name: ________________________________________

Colorado 5/06

Data & Outcomes

0

500

1000

1500

2000

2500

3000

94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06

To

tal O

DR

s

Academic Years

FRMS Total Office Discipline Referrals

SUSTAINED IMPACTPre

Post

Elementary School Suspension Rate

Elementary School

NC Positive Behavior Support Initiative

0.00 0.10 0.20 0.30 0.40 0.50 0.60 0.70 0.80 0.90 1.0050

55

60

65

70

75

80

85

90

95

100

Reading

Linear (Reading)

ODRs

EO

G R

eadi

ng

rxy = -.44(n = 36)

Dr. Bob Algozzine

Schools w/ Low ODRs & High

Academic Outcomes

Office Discipline Referrals per 100 Students

Pro

po

rtio

n o

f S

tud

ents

Mee

tin

g S

tate

Aca

dem

ic

Sta

nd

ard

80% students responding!

0

0.2

0.4

0.6

0.8

1

Mea

n P

ropo

rtio

n of

S

tude

nts

Met SET (N = 23) Not Met SET (N =12)

Central Illinois Elem, Middle SchoolsTriangle Summary 03-04

6+ ODR

2-5 ODR

0-1 ODR

84% 58%

11%

22%

05%20%

0

0.2

0.4

0.6

0.8

1

Mea

n P

ropo

rtio

n of

S

tude

nts

Met SET N = 28 Not Met SET N = 11

North Illinois Schools (Elem, Middle) Triangle Summary 03-04

6+ ODR

2-5 ODR

0-1 ODR

88% 69%

08%

17%

04%14%

K-6 6-9 9-120%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

8977 74

815 16

38 9

% Students

6+

2-5

0-1

School Level

July 2, 2008

ODR rates vary by level

K-6 6-9 9-120%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2617 18

42

38 38

3345 44

% Major ODRs

6+

2-5

0-1

School Level

July 2, 2008

K 1 2 3 4 5 6 7 8 9 10 11 120

100

200

300

400

500

600

700

800

900

1000

Bethel School District Office Discipline Referrals 2001-2008

2001-02

2002-03

2003-04

2004-05

2005-06

2006-07

2007-08

Grade Level

Num

ber o

f Ref

erra

ls

What does SWPBS look like? • >80% of students can tell you what is expected of

them & give behavioral example because they have been taught, actively supervised, practiced, & acknowledged.

• Positive adult-to-student interactions exceed negative• Function based behavior support is foundation for

addressing problem behavior.• Data- & team-based action planning &

implementation are operating.• Administrators are active participants.• Full continuum of behavior support is available to all

students

FRMS Total Office Discipline ReferralsSustained Impact

0

500

1000

1500

2000

2500

3000

94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06

Academic Years

Tota

l ODR

s

SETTING

All Settings

Hallways Playgrounds CafeteriaLibrary/Computer Lab

Assembly Bus

Respect Ourselves

Be on task.Give your best

effort.Be

prepared.

Walk. Have a plan.

Eat all your food.

Select healthy foods.

Study, read,

compute.

Sit in one spot.

Watch for your stop.

Respect Others

Be kind.Hands/feet to self.Help/share with

others.

Use normal voice

volume.Walk to right.

Play safe.Include others.Share

equipment.

Practice good table

manners

Whisper.

Return books.

Listen/watch.Use

appropriate applause.

Use a quiet voice.Stay in

your seat.

Respect Property

Recycle.Clean up

after self.

Pick up litter.

Maintain physical space.

Use equipment properly.

Put litter in garbage can.

Replace trays & utensils.Clean up

eating area.

Push in chairs.Treat books

carefully.

Pick up.Treat chairs appropriatel

y.

Wipe your feet.Sit

appropriately.

[email protected]

[email protected]

www.pbis.org www.cber.org