1A Philosophy for education and treatment

Iowa Juvenile Home

Toledo, IA 52342

(641) 484-2560

Craig Rosen

Principal

crosen@dhs.state.ia.us

2

School-wide Positive Behavior Support

Rob Horner and George SugaiUniversity of Oregon

OSEP Funded Technical Assistance Center

www.pbis.org

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Maine to pay $600,000 in youth detention center settlement

PORTLAND, Maine (AP) — The state will pay $600,000 to settle a lawsuit by a

former resident at the Maine Youth Center whose charges of excessive

restraint and isolation led to a management shake-up in the state’s

juvenile corrections system.

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The Challenge•Exclusion and punishment are the most common responses to conduct disorders in schools.

–Lane & Murakami, (1987)

–Rose, (1988)

•Exclusion and punishment are ineffective at producing long-term reduction in problem behavior

–Costenbader & Markson (1998)

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The Alternative

School-Wide Positive Behavior Support

• School-Wide Positive Behavior Support is a set of strategies and systems to increase the capacity of schools to (a) reduce school disruption, and (b) educate all students including those with problem behaviors

• Focus is on changing the environment and teachingskills to build competence rather than relying on punishment and seclusion to change behavior

SYST

EMS

PRACTICES

Information

SupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport OUTCOMES

Social Competence,Academic Achievement, and Safety

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• Three levels of interventions:

1. School-Wide Interventions

• Common behavioral expectations

2. Targeted Interventions

• Interventions and environments which are designed to meet the needs of multiple students

3. Individual Interventions

• Functional Behavior Assessments:

• Determines what the function of a specific behavior and what environmental factors are maintaining it

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

POSITIVE BEHAVIORSUPPORT

Average MS/HS

9

    32%

   

Primary Prevention:-General Education

-8:1 Student to teacher ratio-School-Wide PBS

-Problem Solving Process-AEA Support Services-Vocational Programs

Staff, & Settings

Secondary Prevention:-Level II Services-5:1 Student to teacher ratio-Limited integration into general education classes-Targeted Interventions

Tertiary Prevention:-Level III Services-3:1 Student to teacher ratio-Functional Behavior Assessments-Highest level of supervision and security

Continuum of School-Wide

Positive BehaviorSupports

IJH

Primary Prevention:-Level I Services-8:1 Student to teacher ratio-School-Wide PBS-Paraprofessional support

~ 25%Secondary

Prevention

~46% TertiaryPrevention

~29%Primary Prevention

 

CONTINUUM OFSCHOOL-WIDE POSITIVE BEHAVIORSUPPORT 

 

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Invest in Prevention:Build a Culture of Competence

• Define behavioral expectations• Teach behavioral expectations• Monitor and reward appropriate behavior• Provide corrective consequences for

behavioral errors.• Information-based problem solving• Do not expect school-wide efforts to affect

students with chronic problem behavior.

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Define School-wide Expectationsfor Social Behavior

• Identify 3-5 Expectations

• Short statements

• Positive Statements (what to do, not what to avoid doing)

• Memorable

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Mastery Belonging Generosity Independence

Achieving your goals

Being a respectful part of a group

Contributing positively to others

Demonstrating personal responsibility

CreativePersistentCompetentSelf-motivatedProblem solverAccepts challenges

FriendlyCaringCooperativeTrustingRespectfulHealthy relationships

SharingCaringSupportiveHelpfulCompassionateSocial concerns

AssertiveConfidentLeadershipEmpoweredSelf-controlProblem solverDisciplined

The Circle of Courage

Central Values for Empowerment

Teach Behavioral Expectations

• Transform broad school-wide Expectations into specific, observable behaviors.

• Behavioral Matrix

• Teach in the actual settings where behaviors are to occur

• Teach (a) the words, and (b) the actions.• Build a social culture that is predictable,

and focused on student success.

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  STUDENTS STAFF

  CLASSROOM HALLWAY CLASSROOM HALLWAY

MASTERYAchieving your goals

 

>Give your best effort.>Use time wisely.>Participate actively.

>Report directly to assigned area in an orderly manner.

 

> Apply youth’s individualized programs.>Seek professional growth.>Use student strengths while improving upon deficits.>Promote life long learning. >Determine motivation for behavior & act accordingly.

>Monitor hallway movement.

 

BELONGINGBeing a respectful part of a group

 

>Use courtesy skills with others.>Work cooperatively within a group/team.

>Keep verbal interactions appropriate.

 

>Use courtesy skills with others. >Preserve student dignity. >Develop traditions within the classroom. >Accommodate special needs.>Model appropriate social behavior.

>Welcome & greet each student into class.

 

GENEROSITYContributing positively to others

 

>Share knowledge & resources.>Speak kindly of/to others.

>>Respect other’s personal space.

 

>Acknowledge appropriate behaviors (5:1 pos to neg) >Share knowledge.>Be supportive when possible. >Recognize the efforts of others.

>Acknowledge appropriate behaviors.

 

INDEPENDENCEDemonstrating personal responsibility

 

>Take responsibility for your work/learning. >Follow the classroom rules.

>Be on time to your next area.

>Meet deadlines.>Be consistent with agreed upon expectations. >Develop a safe & consistent atmosphere. >Use the graded system of intervention.>Follow IJH policies & procedures.

>Ensure safety.

 

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CURRICULUM FOR TEACHING THE CIRCLE OF COURAGE SCHOOL-WIDE BEHAVIORAL EXPECTATIONS

 Define the Expectation & Location/Situation:

Mastery is achieving your goals-Using time wisely while in class

Provide a Rationale:

When time is used wisely you are able to get more things done, the more things (assignments) that are completed in class increases the students grade.

 Teach the Critical Discrimination:  Demonstrate Unacceptable Behavior (what the behavior does not look like)

• Being tardy without valid excuse• Talking with others when assignment is due, but not completed• Asking the same questions multiple times

 Demonstrate Appropriate Behavior (model what the behavior should look like)

•Student is in their seat at bell•Student is working on completion of assignment given•Student asks only once for approval or disapproval of request

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Practice Telling the Difference with Multiple Examples

• Student comes in after talking with a friend in the hall she arrives in class after the bell. A student who is showing this skill for using management will still have time to do some talking in the hall, but also allows time to get to class.

• While completing a worksheet over the last chapter, the student decides to discuss what is for lunch. The assignment is incomplete when the bell rings to end class. A student that is showing mastery of time management is able to complete their worksheet and waits for the next prompt or assignment from the teacher.

• On Friday a student is wrapping up their work for the week. The student asks if they can listen to the radio while working, the teacher replies no. A few minutes later the student again asks to listen to the radio. The student who shows mastery of time management may ask the question and not get the answer they want, but continues work on their assignment, without argument, until completed.

 

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Teach for Fluency

Helping students master the appropriate behavior. (Role play & feedback)

• Ask students to give examples of both appropriate and inappropriate use of classroom time in relation to your 3 areas identified above. From their examples hold guided discussions identifying the pro’s and con’s of each situation.

Plan for reinforcing (transfer use of the skills)

• Acknowledge appropriate behaviors regularly during class through both verbal and tangible positives. Goal of 5:1 (5 positive interactions for every negative)

   

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How will this skill be maintained:

 

Schedules for re-teaching

• Expectations and skills should be consistently reinforced during classes as well as formally re-taught at a minimum of once a semester.

Plan for reinforcing (transfer use of the skills)

•Award positive behavior on behavior data sheet. Give certificate of mastery to those who participated correctly. Verbally acknowledge demonstration of skills.

 

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On-going Reward of Appropriate Behavior

• Every faculty and staff member acknowledges appropriate behavior.

• 5 to 1 ratio of positive to negative contacts

• System that makes acknowledgement easy and simple for students and staff.

• Different strategies for acknowledging appropriate behavior

• Classroom-wide announcements• Raffles• Open gym

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IJH Efforts…

-Goal of a 5:1 ratio of positives to negatives (verbal acknowledgement, positives, etc)

-Point system where students would receive 0-4 points in each class depending on their behavior. Points that are earned would not be able to be taken away. Points could then be redeemed daily, weekly, and monthly for privileges.

-Monthly award assemblies based upon the values of the Circle of Courage.

-Student of the Month

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Discourage and Interrupt Problem Behaviors

• Do not ignore problem behavior• Office Discipline Referral Forms (SWIS.org)

• Clear guidelines for what is handled in class versus sent to the office

• Prevent problem behaviors from being rewarded.• Do not expect negative consequences to change

behavior patterns. Negative consequences are a way to “keep the lid on.” Teaching changes behavior.

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IJH Efforts…

-Classroom removals are being tracked through SWIS data system.

-A clear distinction was drawn between behaviors that were handled in the classroom and what was sent to the “office”.

-Using functional assessments to uncover the motivation for a students behavior and develop ways to limit the positive reinforcement for negative behaviors. (i.e. a student who wants to escape a class or assignment by acting out. In the past, students were often rewarded by being removed from class. Our goal now is to intervene before the student acts out and teach an alternative skill for escape that is more socially acceptable.

A common set of consequences are also being developed to develop more consistency.

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Gathering and Using Information for Decision-Making

• Using information for effective problem solving.

• Using information to guide sustained implementation.

• Decisions regarding systems and individual students are based on data rather than opinions.

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IJH Office Discipline Referrals by time of day for 03-04 school year (through January)

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Days: 162 Referrals: 1478 Avg: 9.12

IJH Average Office Discipline Referrals per Day Per Month for 03-04 school year (through March)

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Targeted Interventions

I. Alternative Classroom for males

•Created a more structured environment for 4-6 male students.

•Program was implemented at the end of December 03.

•Data shows a 37% reduction in males being removed from class over a 3-month period.

•All students are doing better academically.

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Male Class Removals Per Day Per Month (Oct 03 - March 04)

5.78

6.53

3.86 3.73.15 3.3

0

1

2

3

4

5

6

7

Oct. 03 Nov. 03 Dec. 03 Jan. 04 Feb. 04 Mar. 04

Month

CL

as

s R

em

ov

als

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II. Alternative Clinical Setting for females

Created a more structured environment in the clinical department for 4-6 females.Program was implemented in March 03This data shows a 46% reduction in restraints over a twelve-month period. Reduction of 15 hours per month for one staff to be involved in a restraint. (Most restraints involve 2 or more people.)

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Skow Cottage Restraint Data

53

29

0

10

20

30

40

50

60

1 2

Pre - Post SAFE Program

Ave

rage

Num

ber

of R

estr

aint

s

30

Individual Interventions

•Based on a Functional Behavior Assessment

•Individual Behavior Support Plans:Avoid behavioral triggers

Teach replacement skills--must honor the original function of the behavior

Reward & acknowledge appropriate behavior

Consequence inappropriate behavior

Design supports for staff

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Functional Behavior Assessment Worksheet For:_____________

1. Student strengths:

2. Problem Behavior:

3. Definition of Behavior: Use behaviorally specific terms (name of behavior) means that (Youth) (action verbs describing what the youth is doing).

4. Examples: (Describe in behaviorally specific terms what is to be counted)

5. Non Examples: (Describe what is not to be counted)

6. Slow Triggers: (Describe conditions that adversely influence the behavior i.e. meds diagnosis, etc)

7. Fast Triggers: (Precipitating events in the immediate environment that set off the problem)

8. Perceived Function: (What is the youth trying to accomplish through the behavior)

9. Hypothesis Statement: (When this occurs (fast or slow triggers) student does (behavior) in order to… or because…(hypothesis)

10. Actual Consequence: (What is happing in the environment to maintain the problem behavior)

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Behavior Support Plan for:_________________

1. Antecedent/Setting Event Strategies

2. Alternative Skills to be taught

3. Skill Building Consequence Strategies (How to reinforce identified alternative skills)

4. Reduction Oriented Consequence Strategies (What to do when problem behaviors occur including the crisis management plan)

5. Long-Term Prevention Strategies (Permanent adaptations and quality of life enhancement)

6. Supports for Team Members

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Lenny's Seclusion & Restraint Data

30

11

5

3

9

0

21

0

5

10

15

20

25

30

35

I II III IV

Stages of Intervention

Nu

mb

er o

f In

cid

ents

SeclusionsRestraints

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Sheena's Class Removals

1610

23

127

2

05

1015202530

1 2 3 4 5 6

Month

Cla

ss R

emov

als

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• Punishment & Seclusion are proving to be a potential hazard for litigation and an ineffective tool for creating behavioral change

•PBS

•Produces measurable outcomes

•Uses data for decision making

•Creates systems to support staff

•Focuses on research-based best practice for supporting behavioral change in students