SWPBS and Bullying PPT G Sugai Perth 1 July 2011

Addressing Individual Challenging Behavior through

Function-based Support

George SugaiUS Dept. of Educ.Center on PBIS

Center for Behavioral Education & Research

University of ConnecticutJuly 1 2011

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

[email protected]

BIP Basics

Fundamental Rule!

“You should not propose to

reduce a problem behavior

without also identifying

alternative, desired

behaviors person should

perform instead of problem

behavior”

O’Neill et al., 1997, p. 71

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

DesiredAlternative

AcceptableAlternative

TypicalConsequenceSummary Statement



ProblemBehavior

Lack of peercontact in 30

minutes.

Do difficultmath

assignment.

Noncompliance,profanity,physical

aggression,

Avoid task,remove from

class.

DesiredAlternative

TypicalConsequence

Points,grades,

questions,more work.

Do workw/o

complaints.

Summary Statement


Ask forbreak,ask forhelp.

Why is function important?

Because consequences compete!!

Function



ProblemBehavior

DesiredAlternative

TypicalConsequenceSummary Statement


Setting EventManipulations

AntecedentManipulations

ConsequenceManipulations

BehaviorManipulations



ProblemBehavior

Lack of peercontact in 30

minutes.

Do difficultmath

assignment.

Noncompliance,profanity,physical

aggression,

Avoid task,remove from

class.

DesiredAlternative

TypicalConsequence

Points,grades,

questions,more work.

Do workw/o

complaints.

Summary Statement


Ask forbreak,ask forhelp.

Function





Teach options to problem behavior:1. Ask for break2. Ask for help3. Turn in assignment as is.

Teach missing math skills

Arrange for peer interaction before math class

Provide positive adult contact

Sit with preferred peer

Introduce review type problem before difficult tasks

Remind of alternative behaviors

Do first problem together

Immediately reinforce entering class.

Provide reinforcer w/in 1 min. of starting task (3 min., 5 min., 10 minutes)

Give break & help

Sit with preferred peer when done



ProblemBehavior

Rides citybus

Teachercorrectspeers

ProfanityVerbal

protests

Teacherattention

DesiredAlternative

TypicalConsequence

Delayedteacher

attention.

Ignore &problem

solvelater

Summary Statement


Discussin

private

Function





Teach J. how, when, & where to express verbal protest, & how to walk away from problem situations in transitions.

On days city bus ridden, check in with counselor to review days schedule & walk with counselor to classroom

Give >3 positive acknow-ledgements per min. to peers during transitions.

Give private & quiet corrections to peers.

Remind J. of acceptable & desired replacement behaviors

When J. engages in problem behavior immediately disengage from him, & engage peers.

When J. engages in replacement behaviors provide adult attention (discussion)

BEHAVIOR SUPPORTPLANNING

COMPETING PATHWAYS

On Mondays and/or when up all of the

night before.

Daily nongraded quiz on previous night’s

homework

Verbal protests, slumpin chair, walks out of

room.

Avoids doing quiz &homework discussion.

Do quiz withoutcomplaints.

Discussion about answers & homework.

Turn in with name &sit quietly w/o interrupting.


COMPETING PATHWAYS

On Mondays and/or when up all of the

night before.

Daily nongraded quiz on previous night’s

homework

Verbal protests, slumpin chair, walks out of

room.

Avoids doing quiz &homework discussion.

Do quiz withoutcomplaints.

Discussion about answers & homework.

Turn in with name &sit quietly w/o interrupting.

+ Give time to review homework.+ Give quiet time before starting.

+ Give easy “warm-up” task before doing quiz.+ Precorrect behavior options & consequences.

+ With first sign of problem behaviors, remove task, orrequest completion of task next period.+ Remove task based on step in task analysis (STO).+ Provide effective verbal praise & other reinforcers.

Teach options to problem behavior:1. Turn in blank2. Turn in w/ name3. Turn in w/ name & first item done.4. Turn in w/ name & 50% of items done.


COMPETING PATHWAYS

Neutralize/eliminate

settingevents

Add relevant & remove irrelevanttriggers

Teach alternative

that is moreefficient

Add effective & & removeineffectivereinforcers

7. How quality of function-based behavior intervention plans be improved?

1. BIP should reflect information from FBA

2. BIP should describe what should adults do

3. BIP will vary across settings based on TH & RC function

4. Student, family, &/or advocates should participate in planning

• (a) direct knowledge & experience with student, (b) behavioral expertise, & (c) implementation fluency

5. BIP should be developed by team of individuals who collectively have

6. Teams should develop formal routine & structure for developing BIP

• (a) make formative decision, (b) check implementation fidelity, & (c) evaluate progress toward intended outcomes

7. Progress should monitored continuously to

FBA/BIP Team Process Steps

7. Develop strategies for monitoring & evaluating implementation of BSP.

6. Develop details & routines for full implementation of BSP.

5. Develop BIP.

4. Develop “competing pathways” summary statement.

3. Collect direct observation data to confirm summary statement.

2. Develop testable hypothesis or summary statement.

1. Collect information.


COMPETING PATHWAYS

Neutralize settingevent

Make triggers irrelevant.

Make problem behavior

inefficient.

Make consequences ineffective.

6 FBA Misrules

1. Only one way to conduct FBA….

– FA process is basically same

– Methods for collecting data may vary

• Observe

• Ask

• Review records

• Test

NO

2. Must do everything every time….

• Base FBA activity on what you know

• FBA is systematic planning process

NO

3. Everyone has to know how to do a full FBA….

• Small number of people must have high fluency

• All people must know process & what to expect

• Some individuals must work on sustainability

NO

4. FBA is it…..• One component of comprehensive plan of

behavior support

academic, medical, vocational, mental health, etc.

NO

5. FBA is only for students with disabilities…

• Process for behavior of all individuals across multiple settings

NO

6. “Power,” “authority,” “control,” etc. are functions….

2 research validated functions

Pos. & Neg. Reinf.

NO

Implementation Example:

Bullying Prevention

Bullying Program Component Review Purpose

Identify programming components of established methods

Identify skills of key groups

Determine adherence to RTI prevention & intervention logic

Preliminary Conclusions

Develop method that outlines strategies for all key groups

Operationally define behaviors & “focus skills” for all key members

Emphasize identification & teaching skills for students engaging in bullying behavior

Emphasize data use to make programming decisions.

What is “bullying?”

Remember

“Label behavior, not

people…’

So, say, “bully behavior”

Behavior

Verbal/physical aggression,

intimidation, harassment,

teasing, manipulation

Why do bully behavior?

Get/obtain

E.g., stuff, things, attention, status, money, activity,

attention, etc.

Escape/avoid

E.g., same…but less likely

• Victim attention• Bystander attention• Self-delivered praise

• Tangible access

Why is “why” important?

Teach effective, efficient, relevant alt. SS

Remove triggers of

BB

Add triggers

for alt. SS

Remove conseq.

that maintain

BB

Add conseq.

that maintain

SS

PREVENTION

De-emphasis on adding consequence for problem behavior

Contextor

Setting

InitiatorTarget

Bystander Staff

Continuum of Behavior

Fluency

Four basic

strategies….if

you do nuthin’ else….

• Label student• Exclude student• Blame family• Punish student• Assign restitution• Ask for apology

• Teach targeted social skills

• Reward social skills• Teach all• Individualize for non-

responsive behavior• Invest in positive

school-wide culture

Doesn’t Work Works

• “Stop-Walk-Talk”• “Talk-Walk-Squawk”• “Whatever & Walk”

1. Teach common strategy

to all

MUST…..• Be easy & do-able by all• Be contextually relevant• Result in early disengagement• Increase predictability• Be pre-emptive• Be teachable• Be brief

www.pbis.org

Scott Ross, University of Oregon38

0

2

4

6

8

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0

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4

6

8

10

Baseline Acquisition Full BP-PBS Implementation

0

2

4

6

8

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Num

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of

Inci

dents

of

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Behavio

r

School Days0

2

4

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8

10

School 1

Rob

Bruce

Cindy

Scott

Anne

Ken

School 2

School 3

3.14 1.88 .88 72%

Scott Ross, University of OregonBP-PBS, Scott Ross 39

Conditional Probabilities of Bystander Responses to Problem Behavior

0%

10%

20%

30%

40%

50%

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seBaseline

BP-PBS

21% increase

22% decrease

• Analyze problem setting• Reteach• Anticipate, remind, &

practice• Replace triggers &

maintainers• Reinforce desired

2. Precorrect

Before, During,

After

• Move• Scan• Interact positively• Model expectations• Reward appropriate

behavior• Remind & precorrect

3. Actively

Supervise

Name______________________________ Date_____________

Setting □ Hallway □ Entrance □ Cafeteria

□ Playground □ Other_______________Time Start_________

Time End _________

Tally each Positive Student Contacts Total #

Ratio of Positives to Negatives: _____: 1Tally each Negative Student Contacts Total #

Non-Classroom Management: Self-Assessment

1. Did I have at least 4 positive for 1 negative student contacts? Yes No

2. Did I move throughout the area I was supervising? Yes No

3. Did I frequently scan the area I was supervising? Yes No

4. Did I positively interact with most of the students in the area? Yes No

5. Did I handle most minor rule violations quickly and quietly? Yes No

6. Did I follow school procedures for handling major rule violations? Yes No

7. Do I know our school-wide expectations (positively stated rules)? Yes No

8. Did I positively acknowledge at least 5 different students for displaying our school-wide expectations?

Yes No

Overall active supervision score:

7-8 “yes” = “Super Supervision”

5-6 “yes” = “So-So Supervision”

<5 “yes” = “Improvement Needed”

# Yes______

• Specific• Informative• Frequent• Effective• Contextually relevant• Sincere

4. Reinforce

Taught Skills

Behavior Support Elements

Problem Behavior

Functional Assessment

Intervention & Support Plan

Fidelity of Implementation

Impact on Behavior & Lifestyle

*Response class*Routine analysis*Hypothesis statement *Alternative behaviors

*Competing behavior analysis *Contextual fit*Strengths, preferences, & lifestyle outcomes*Evidence-based interventions

*Implementation support*Data plan

*Continuous improvement*Sustainability plan

• Team-based• Behavior competence

SWPBS and Bullying PPT G Sugai Perth 1 July 2011

Technology

problem situations

problem behaviorinefficient

problem behavioroneill

quiz homework discussion

sign of problem behaviors

starting task

daily nongraded quiz

answers homework