School-Wide Positive Behavior Support: Year One RI PBIS Team & George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of.

School-Wide Positive Behavior Support:

Year One

RI PBIS Team & George SugaiOSEP Center on PBIS

Center for Behavioral Education & Research

University of ConnecticutFebruary 28, 2008

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

[email protected]

Report “Big Ideas”

• Yr 1 Getting Started Year

• PBIS NOT intervention…IS system framework for organizing “best” behavioral interventions practices

• ALL staff (e.g., “para”)

• Regular student family/staff communications & engagement

• Data is big deal….Rx: formally invest (“19/700”, academic v. social)

• Make “it” easy (efficient) but effective

• Implementation variations in what, how, how much, ….but stay with essential elements (e.g., “Morning Meetings”)

• Positively supporting adult behavior (“you are mean, so I’ll be mean….you are stupid, I swear to….”) by investing in majority, show data, active participation, staff acknowledgements,…..

• Acknowledgements for student behavior (i.e., relevant, realistic, honest, informative, all)

• Continuous self-assessment (e.g., priority, data, integration, effectiveness….)

• Investments in nonclassroom settings

PURPOSEEnhance capacity of

school teams to provide the best

behavioral supports for all students and

maximize academic & social achievement.

MAIN OUTCOME OBJECTIVES

• Establish leadership team

• Establish staff agreements

• Build working knowledge of SW-PBS practices & systems

• Develop individualized action plan for SW-PBS– Data: Discipline Data, EBS Self-Assessment Survey,

Team Implementation Checklist

– Presentation for school

• Organize for upcoming school year

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

GENERAL IMPLEMENTATION

PROCESS: “Getting Started”

SWPBS is about….

WHAT DO WE KNOW ABOUT PREVENTING VIOLENCE?

• Positive, predictable school-wide climate

• High rates of academic & social success

• Formal social skills instruction

• Early universal screening & intervention

• Positive active supervision & reinforcement

• Positive adult role models

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

• 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)

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

4 PBS Elements

• Durable• Effective• Efficient• Relevant

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

FewRTI

Continuum of Support for

ALL

Dec 7, 2007

Classroom

SWPBSSubsystems

Non-classroomFamily

Student

School-w

ide

1.Common purpose & approach to discipline

2.Clear set of positive expectations & behaviors

3. Procedures for teaching expected behavior

4.Continuum of procedures for encouraging expected behavior

5. Continuum of procedures for discouraging inappropriate behavior

6. Procedures for on-going monitoring & evaluation

School-wide

• Positive expectations & routines taught & encouraged

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

• Precorrections & reminders

• Positive reinforcement

Non-classroom

Romanowich, Bourett, & Volmer,

2007

• Classroom-wide positive expectations taught & encouraged

• Teaching classroom routines & cues taught & encouraged

• Ratio of 6-8 positive to 1 negative adult-student interaction

• Active supervision• Redirections for minor, infrequent behavior errors• Frequent precorrections for chronic errors• Effective academic instruction & curriculum

Classroom

Teacher__________________________ Rater_______________________

Date___________

Instructional Activity Time Start_______

Time End________

Tally each Positive Student Contacts

Total # Tally each Negative Student Contacts

Total #

Ratio of Positives to Negatives: _____ to 1

Classroom Management: Self-Assessment

Classroom Management Practice Rating

1. I have arranged my classroom to minimize crowding and distraction Yes No

2. I have maximized structure and predictability in my classroom (e.g., explicit classroom routines, specific directions, etc.).

Yes No

3. I have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (or rules).

Yes No

4. I provided more frequent acknowledgement for appropriate behaviors than inappropriate behaviors (See top of page).

Yes No

5. I provided each student with multiple opportunities to respond and participate during instruction.

Yes No

6. My instruction actively engaged students in observable ways (e.g., writing, verbalizing) Yes No

7. I actively supervised my classroom (e.g., moving, scanning) during instruction. Yes No

8. I ignored or provided quick, direct, explicit reprimands/redirections in response to inappropriate behavior.

Yes No

9. I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g., class point systems, praise, etc.).

Yes No

10. In general, I have provided specific feedback in response to social and academic behavior errors and correct responses.

Yes No

Overall classroom management score:

10-8 “yes” = “Super” 7-5 “yes” = “So-So” <5 “yes” = “Improvement Needed”# Yes___

• 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

Time

Be

hav

ior

Inte

ns

ity

Understanding & Responding to Escalations

High

LowCalm

Peak

De-escalation

Recovery

Acceleration

Agitation

Trigger

Colvin, 1989

THREE KEY STRATEGIES

• Identify how to intervene early in an escalation.

• Identify environmental factors that can be manipulated.

• Identify replacement behaviors that can be taught & serve similar function.

FINAL THOUGHT

• Geoff Colvin (1989):– It is always important to remember that “if

you inadvertently assist the student to escalate, do not be concerned; you will get another chance to do it right the next time around.”

Compliant & Noncompliant Behaviors

• Are learned.

• Require more than one person.

• Get better/worse with practice.

• Linked to chains of behavior.

• More likely to be displayed in future if effective, efficient, & relevant

Analyzing Noncompliant/Defiant Behavior

What can happen when student engages in noncompliance?

– Avoids/escapes request/activity– Gets new task/activity– Gains/escapes/avoids teacher attention– Gains/escapes/avoids peer attention– Loses academic engagement – More likely to display problem behavior–

What can happen when teacher confronts noncompliant behavior?

– Gets/escapes/avoids student attention– Removes problem behavior– Gains/escapes peer attention– Loses instructional minutes– Likely to experience problem again–

Teaching Compliance: Student must….

• Be fluent at expected behavior.• Be taught conditions under which

the expected behavior is required.• Have multiple opportunities for high

rates of successful academic & social engagement.

• Receive or experience frequent & positive acknowledgments when expected behavior is exhibited.

Encouraging Compliance

• Have student’s attention, before presenting directive or making request.

• Give clear, specific, positively stated directives.

• Provide frequent & positive acknowledgments when expected behavior is exhibited.

• Have established & taught consequence procedures for repeated noncompliance.

• 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

~80% of Students

~15%

~5%

CONTINUUM of SWPBS

SECONDARY PREVENTION• Check in/out• Targeted social skills instruction• Peer-based supports• •

TERTIARY PREVENTION• Function-based support• Wraparound• Special Education• •

PRIMARY PREVENTION• Teach & encourage positive SW expectations• Proactive SW discipline• • •

Audit

1.Identify existing efforts by tier

2.Specify outcome for each effort

3.Evaluate implementation accuracy & outcome effectiveness

4.Eliminate/integrate based on outcomes

5.Establish decision rules (RtI)

Action Planning: Guidelines

• Agree upon decision making procedures

• Align with school/district goals.

• Focus on measurable outcomes.

• Base & adjust decisions on data & local contexts.

• Give priority to evidence-based programs.

• Invest in building sustainable implementation supports (>80%)

• Consider effectiveness, & efficiency, relevance, in decision making (1, 3, 5 rule)