Understanding & Planning for Non- Responsive Behavior (Secondary/Tertiary Tier) George Sugai Center on Positive Behavioral Interventions & Supports University.

Understanding & Planning for Non-

Responsive Behavior(Secondary/Tertiary Tier)

George Sugai

Center on Positive Behavioral Interventions & Supports

University of Connecticut

January 27, 2009

PURPOSE

Review of practices &

systems for non-

responsive behavior

• Review of SWPBS• Understanding non-responsive

behavior• Requirements for

implementation integrity• Features of effective practice

www.pbis.org

SWPBS is approach for….

Evidence-based Investments to Prevent Youth Violence

• 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 Conceptual Foundations

Behaviorism

ABA

PBS

SWPBS

Laws of Behavior

Applied Behavioral Technology

Social Validity

All StudentsIDEA: Positive BehavioralInterventions & Supports

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

IntegratedElements

Classroom

Evidence-based 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

• 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

• 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

• 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

RtI

Response to Intervention

All

Some

FewRTIContinuum of Support for ALL

Dec 7, 2007

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

~80% of Students

~15%

~5%

ESTABLISHING A CONTINUUM of SWPBS

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

TERTIARY PREVENTION•Function-based support•Wraparound/PCP•Specially designed instruction •

PRIMARY PREVENTION•Teach & encourage positive SW expectations•Proactive SW discipline•Effective instruction•Parent engagement•

Audit

1.Identify existing practices 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)

Remember

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

GENERAL IMPLEMENTATION

PROCESS

Behavior Support Elements

Problem Behavior

Functional Assessment

Intervention & Support Plan

Fidelity of Implementation

Impact on Behavior & Lifestyle

• Team-based• Behavior competence

*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

Function-based Logic

Only 2 Basic FunctionsProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

SocialTangible/Activity

Adult

Stimulation/Sensory

Peer

Pos Reinf Neg Reinf

Existing

aversive

condition

identified

MORE INFORMAL

EASIERSIMPLE

INDIRECT

MOREDIRECT

COMPLICATED

DIFFICULTFORMAL

% Intervals w/ P.B. for Bryce

0

10

20

30

40

50

60

70

80

90

100

1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41

Sessions**Data points with arrows indicate no medication

% I

nte

rva

ls w

/ P

.B.

Baseline

Contra-IndicatedIndicatedContra-

IndicatedIndicated

Ingram, Lewis-Palmer, & Sugai, 2005

% Intervals w/ P.B. for Carter

0

10

20

30

40

50

60

70

80

90

100

1 3 5 7 9 11 13 15 17 19 21 23 25 27

Sessions

% In

terv

als

w/ P

.B.

Baseline IndicatedIndicated Indicated Modified

Contra-ndicated

Contra-Indicated

0

10

20

30

40

50

60

70

80

90

100 BL CI/CO

CI/CO +75%

CI/CO +80%

CI/CO +90%

Helena

School Days

Per

cent

of

Inte

rval

s E

ngag

ed in

Pro

blem

Beh

avio

r

0

10

20

30

40

50

60

70

80

90

100

Jade

0

10

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Farrell

Began meds.

Class B Results

GOALS 8:30 9:30 10:30 11:30 12:30 1:30

1. RESPECT OTHERS 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

2. MANAGE SELF 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

3. SOLVE PROBLEMS RESPONSIBLY

2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

Name________________ Date ________

Rating Scale2 = Great1 = Ok0 = Goal Not Met

Goal _____Pts Possible _____Pts Received_____% of Pts _____Goal Met? Y N

Check In/Out Pt Card

0

10

20

30

40

50

60

70

80

90

100 BL CI/CO

CI/CO +75%

CI/CO +80%

CI/CO +90%

Helena

0

10

20

30

40

50

60

70

80

90

100

Jade

0

10

20

30

40

50

60

70

80

90

100

Farrell

Began meds.

School Days

Per

cent

of

Inte

rval

s E

ngag

ed in

Pro

blem

Beh

avio

r

Class B Results + Composite Peers

Peer

Peer

Peer

0

10

20

30

40

50

60

70

80

90

100

Ben

0

10

20

30

40

50

60

70

80

90

100

Marcellus

BL CI/CO

CI/CO75%

CI/CO80%

FB plan

FB plan 2

0

10

20

30

40

50

60

70

80

90

100

Blair

0

10

20

30

40

50

60

70

80

90

100

Olivia

Per

cent

of

Inte

rval

s E

ngag

ed in

Pro

blem

Beh

avio

r

Study 2 Results

School Days

0

10

20

30

40

50

60

70

80

90

100

Olivia

0

10

20

30

40

50

60

70

80

90

100

Marcellus

BL CI/CO

CI/CO75%

CI/CO80%

FB plan

FB plan 2

0

10

20

30

40

50

60

70

80

90

100

Ben

0

10

20

30

40

50

60

70

80

90

100

Blair

School Days

Per

cent

of

Inte

rval

s E

ngag

ed in

Pro

blem

Beh

avio

r

Peer

Peer

Peer

Peer

Study 2 Results + Composite Peer

Kutash, K., Duchnowski, A. J., & Lynn, N. (2006). School-based mental health: An empirical guide for decision makers. Tampa, FL: University of South Florida. Louis De la Parte Florida Mental Health Institute, Department of Child & Family Studies, Research & Training Center for Children’s Mental Health. http://rtckids.fmhi.usf.edu

Crone, D. A., & Horner, R. H. (2003). Building positive behavior support systems in schools: Functional behavioral assessment. New York: Guildford Press.

Crone, D. A., Horner, R. H., & Hawken, L. S. (2004). Responding to problem behavior in schools: The behavior education program. New York: Guilford Press.

1. Appropriate Behavior

• Look continuously for appropriate behavior

• Label appropriate behavior

• Appropriate positive reinforcement

2. Prompts for desired behavior

• Use effective signal/prompt

• Label display of expected behavior

3. Minor, non-interfering problem behavior

• Remove attention

• Wait for desired behavior, then reinforce

• Positively reinforce other-student displays of desired behavior

• Prompt expected behavior

• Use positive reinforcement

4. Minor, interfering problem behavior

• Signal error or problem behavior

• Remind ask student for expected behavior

• Display/practice expected behavior

• Positively reinforce

• 1 & 2

5. Repeated minor problem behavior

• Identify context/setting when problem behavior likely

• Conduct FBA

• Develop BIP

• 1 & 2

6. Classroom managed major

• Develop precorrection plan

• Teach/practice desired behavior

• Conduct FBA

• 1 & 2

PRECORRECTION

• Identify & analyze setting in which problem behavior most likely

– Triggers & function

– Expected & acceptable behaviors

• BEFORE

– Modify setting

– Check-in w/ student

– (Re)teach & remind

– Reinforce

– Re-direct

• DURING

– Monitor & reinforce

– Re-direct

• AFTER

– Reinforce

– Revise, (re)teach, remind

7. Office managed problem behavior

• Follow school & district disciplinary procedures

• 1 & 2

REMEMBER

• Be business like; use “teaching” voice

• Stick to protocols, procedures, agreements

• Work as team w/ non-responders

• Use data for decisions

• Anticipate & pre-correct

• Reinforce at high rates, continuously