SWPBS: Sustainability, Classroom Management, Interventions for Individual Students Celeste Dickey & George Sugai University of Oregon & Connecticut Center.

SWPBS:Sustainability, Classroom

Management, Interventions for Individual Students

Celeste Dickey & George SugaiUniversity of Oregon & Connecticut

Center on Positive Behavioral Interventions & Supports

August 15, 2007

www.pbis.org

Purpose

1. Implementation sustainability

2. Review of classroom management practices

3. Discussion individual student behavior support

pbis.org

October 11-12 Rosemont, IL

Forum for Change

2nd Annual New England PBS Conference

Nov 15, 2007 Near Boston

Contact: Bob Putnam

May Institute

[email protected]

1. IMPLEMENTATION SUSTAINABILITY

Features of Successful Organizations

Common Vision

Common Language

Common Experience

ORGANIZATION MEMBERS

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

4 PBS Elements

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

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 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

RtI: Defining Features

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

GENERAL IMPLEMENTATION

PROCESS: “Getting Started”

Nonclass

room

Setting S

ystems

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

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 Systems

• Positive expectations & routines taught & encouraged

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

• Precorrections & reminders

• Positive reinforcement

NonclassroomSetting Systems

• 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

ClassroomSetting Systems

• 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 StudentSystems

IMPLEMENTATION

PHASES

1. Emergence 2. Demonstration

3. Elaboration4. Systems

Adoption

Sustainability Suggestions

Maintain priority

Monitor fidelity & outcomes continuously

Keep data regular, easy, & relevant

Strive for efficiency & economy

Adopt evidence-based practices

Celebrate successes & improvement

ValuedOutcomes

ContinuousSelf-Assessment

Practice Implementation

EffectivePractices

Relevance

Priority Efficacy

Fidelity

SUSTAINABLE IMPLEMENTATION & DURABLE RESULTS THROUGH CONTINUOUS REGENERATION

Sustainability Activity10 minutes

• What practice is working well?

• What is in place to sustain that practice?

• What is being done to increase efficiency

2. CLASSROOM MANAGEMENT

Classroom Management Basics

• Research guided

• Contextualized

• Theory

• Explicitly taught & practiced

• Teach for generalization

• Academic & behavior interaction

• Data-based decision making

Main Message

Good Teaching Behavior Management

STUDENT ACHIEVEMENT

Increasing District & State Competency and Capacity

Investing in Outcomes, Data, Practices, and Systems

Essential Behavior & Classroom Management

Practices

See Classroom Management Self-Checklist (7r)

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

Reinforcement Wisdom!• “Knowing” or saying “know” does NOT

mean “will do”

• Students “do more” when “doing works”…appropriate & inappropriate!

• Natural consequences are varied, unpredictable, undependable,…not always preventive

• Err on side of being positive

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

Establishing Classroom SWPBS

1. Establish leadership team

2. Examine SW data to establish action plan

3. Link directly to school-wide effort

4. Secure agreements

5. Practice/review/remind continuously

6. Train for highest implementation fidelity

7. Monitor & celebrate improvement

8. Individualize for non-responders

Classroom Activity10 minutes

• What school-wide classroom management practices are in place?

• Are they proactive? Consistently implemented?

• What improvements needed?

3. INDIVIDUAL STUDENT BEHAVIOR

SUPPORT

Behavior Support Elements

Problem Behavior

Functional Assessment

Intervention & Support Plan

Fidelity of Implementation

Impact on Behavior & Lifestyle

*Response class

*Routine analysis

*Hypothesis statement

*Function

*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

Individual Student Basics

1. Establish at least one relevant & reinforcing adult (advocate) in school

2. Make daily contact, especially a.m.

3. Provide at least daily reinforcer for progress/improvement

4. Provide instruction that increases likelihood of academic success

5. Directly teach & practice specific social skills

6. Consider function by context

7. Work as team

8. Respond early to non-responders

9. Establish in-school behavioral expertise

Individual Behavior Support Activity 10 minutes

• What is being done daily for individual students with behavior needs?

• Who has specialized behavior knowledge in school?

• Does team meet regularly?

• Measurable & justifiable outcomes

• On-going data-based decision making

• Evidence-based practices

• Systems ensuring durable, high fidelity of implementation

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