Beyond Classroom Management: School-based

Mental Health & Positive Behavior Support

George SugaiCenter for Behavioral Education and Research

Center on Positive Behavioral Interventions and Supports

University of Connecticut

www.pbis.orgGeorge.sugai@uconn.edu

March 30, 2007

pbis.org

Rose, L. C., & Gallup. A. M. (2005). 37th annual Phi Delta Kappa/Gallup poll of the public’s attitudes toward the public schools. Kappan, September, 41-59.

TOP FOUR 2005

• Lack of financial support (since 2000)

• Overcrowded schools

• Lack of discipline & control

• Drug use

#1 SPOT

• >2000 lack of financial support

• 1991-2000 drug use

• <1991 lack of discipline

Do you want to….• Improve general classroom & school climate

& community relations

• Decrease dependence on reactive disciplinary practices

• Maximize impact of instruction to affect academic achievement

• Improve behavioral supports for students with emotional & behavioral challenges

• Improve efficiency of behavior related initiatives

Purpose: 7 Lessons Learned

Review classroom management practices from a school-wide perspective…..

Look for 7 key points

Context Matters!• Successful individual student

behavior support is linked to host environments or schools that are effective, efficient, relevant, & durable

• Learning & teaching environments must be redesigned to increase the likelihood of behavioral & academic success

1.

Examples

Individual Student

vs.

School-wide

“Reiko”Assessments indicate that Reiko performs in average to above average range in most academic areas. However, her teacher has noticed Reiko’s frequent talking & asking & answering questions without raising her hand has become an annoying problem to other students & to teacher.

What would you do?

“Kiyoshi”Kiyoshi is a highly competent student, but has long history of antisocial behavior. He is quick to anger, & minor events quickly escalate to major confrontations. He has few friends, & most of his conflicts occur with peers in hallways & cafeteria & on bus. In last 2 months, he has been given 8 days of in school detention & 6 days of out of school suspension. In a recent event, he broke glasses of another student.

What would you do?

“Mitch”Mitch displays a number of stereotypic (e.g., light filtering with his fingers, head rolling) & self-injurious behaviors (e.g., face slapping, arm biting), & his communications are limited to a verbal vocabulary of about 25 words. When his usual routines are changed or items are not in their usual places, his rates of stereotypic & self-injurious behavior increase quickly.

What would you do?

“Rachel”Rachel dresses in black every day, rarely interacts with teachers or other students, & writes & distributes poems & stories about witchcraft, alien nations, gundams, & other science fiction topics. When approached or confronted by teachers, she pulls hood of her black sweatshirt or coat over her head & walks away. Mystified by Rachel’s behavior, teachers usually shake their heads & let her walk away. Recently, Rachel carefully wrapped a dead squirrel in black cloth & placed it on her desk. Other students became frightened when she began talking to it.

What would you do?

Fortunately, we have a science that guides us to…

• Assess these situations• Develop behavior intervention plans

based on our assessment• Monitor student progress & make

enhancements

All in ways that can be culturally & contextually appropriate

Crone & Horner, 2003

However, context matters….

What factors influence our ability to implement what we know with accuracy, consistency, & durability for students like Rachel, Reiko, Mitch, & Kiyoshi?

“141 Days!”

Intermediate/senior high school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of students have received at least one office discipline referral.

Reiko is in this

school!

5,100 referrals =

76,500 min @15 min =

1,275 hrs =

159 days @ 8 hrs

“Da place ta be”

During 4th period, in-school detention room has so many students that the overflow is sent to the counselor’s office. Most students have been assigned for being in the hallways after the late bell.

Kiyoshi is in this

school!

“Cliques”

During Advisory Class, the “sportsters” sit in the back of the room, & “goths” sit at the front. Most class activities result in out of seat, yelling arguments between the two groups.

Mitch is in this

classroom!

“Four corners”

Three rival gangs are competing for “four corners.” Teachers actively avoid the area. Because of daily conflicts, vice principal has moved her desk to four corners.

Rachel is in this

school!

“FTD”

On 1st day of school, a teacher found “floral” arrangement on his desk. “Welcome to the neighborhood” was written on the card

You are in this

School!

Questions!

• What would behavior support look like if Mitch, Rachel, Kiyoshi, & Reiko were in these classrooms & schools?

• Are these environments safe, caring, & effective?

Context Matters!

Big worry is “Get Tough” approach to responding to

problem behavior

Example:“Teaching” by Getting Tough

Runyon: “I hate this f____ing school, & you’re a dumbf_____.”

Teacher: “That is disrespectful language. I’m sending you to the office so you’ll learn never to say those words again….starting now!”

Immediate & seductive solution….”Get Tough!”

• Clamp down & increase monitoring

• Re-re-re-review rules

• Extend continuum & consistency of consequences

• Establish “bottom line”

...Predictable individual response

Reactive responses are predictable….

When we experience aversive situation, we select interventions that produce immediate relief

– Remove student

– Remove ourselves

– Modify physical environment

– Assign responsibility for change to student &/or others

When behavior doesn’t improve, we “Get Tougher!”• Zero tolerance policies

• Increased surveillance

• Increased suspension & expulsion

• In-service training by expert

• Alternative programming

…..Predictable systems response!

Erroneous assumption that student…

• Is inherently “bad”

• Will learn more appropriate behavior through increased use of “aversives”

• Will be better tomorrow…….

But….false sense of safety/security!

• Fosters environments of control

• Triggers & reinforces antisocial behavior

• Shifts accountability away from school

• Devalues child-adult relationship

• Weakens relationship between academic & social behavior programming

Science of behavior has taught us that students….

• Are NOT born with “bad behaviors”

• Do NOT learn when presented contingent aversive consequences

……..Do learn better ways of behaving by being taught directly & receiving positive feedback.

2.

Lessons Learned: White House Conference on School Safety

• Students, staff, & community must have means of communicating that is immediate, safe, & reliable

• Positive, respectful, predictable, & trusting student-teacher-family relationships are important

• High rates of academic & social success are important

• Positive, respectful, predictable, & trusting school environment/climate is important for all students

• Metal detectors, surveillance cameras, & security guards are insufficient deterrents

Lessons Learned: White House Conference on School Safety

Early Correlates/Indicators

• Significant change in academic &/or social behavior patterns

• Frequent, unresolved victimization

• Extremely low rates of academic &/or social success

• Negative/threatening written &/or verbal messages

Good teaching is one of our best behavior management tools

Good Teaching Behavior Management

STUDENT ACHIEVEMENT

Increasing District & State Competency and Capacity

Investing in Outcomes, Data, Practices, and Systems

3.

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% APPLY CONTINUUM OF INSTRUCTIONAL &

POSITIVE BEHAVIORSUPPORT

4.

What is RtI?EVIDENCE-BASEDINTERVENTIONS

STUDENTPERFORMANCE

CONTINUOUSPROGRESS MONITORING

DATA-BASEDDECISION MAKING &PROBLEM SOLVING

RtI: Good “IDEA” Policy• Approach to increase efficiency, accountability, &

impact

• NOT program, curriculum, strategy, intervention

• NOT limited to special education

• NOT new– Problem solving process

– Diagnostic-prescriptive teaching

– Curriculum based assessment

– Precision teaching

– Applied behavior analysis

• Demonstrations– Systemic early literacy

– School-wide positive behavior support

RtI Applications

EARLY READING/LITERACY SOCIAL BEHAVIOR

TEAMGeneral educator, special

educator, reading specialist, Title 1, school psychologist, etc.

General educator, special educator, behavior specialist, Title 1, school

psychologist, etc.

UNIVERSAL SCREENING

Curriculum based measurement SSBD, record review, gating

PROGRESS MONITORING

Curriculum based measurementODR, suspensions, behavior incidents, precision teaching

EFFECTIVE INTERVENTIONS

5-specific reading skills: phonemic awareness, phonics, fluency, vocabulary, comprehension

Direct social skills instruction, positive reinforcement, token economy, active supervision, behavioral contracting,

group contingency management, function-based support, self-

management

DECISION MAKING RULES

Core, strategic, intensive Primary, secondary, tertiary tiers

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

Implications & Cautions(E.g., Gresham, Grimes, Kratochwill, Tilly, etc.)

• Psychometric features of measures for student outcomes & universal screening?

• Standardized measurement procedures?

• Valid & documented “cut” criteria for determining responsiveness?

• Interventions efficacy, effectiveness, & relevance?

• Students with disabilities?

• Professional development?

• Applications across grades/schools & curriculum areas?

• Treatment integrity & accountability?

• Functioning of general v. special education?

Nonclass

room

Setting S

ystems

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

Link Classroom to School-wide Positive

Behavior Support Systems

5.

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

• 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

• Positive expectations & routines taught & encouraged

• Active supervision by all staff

–Scan, move, interact

• Precorrections & reminders

• Positive reinforcement

NonclassroomSetting 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

Teach Social Behaviors Like Academic Skills

DEFINESimply

DEFINESimply

MODELMODEL

PRACTICEIn Setting

PRACTICEIn Setting

ADJUST forEfficiency

ADJUST forEfficiency

MONITOR &ACKNOWLEDGE

Continuously

MONITOR &ACKNOWLEDGE

Continuously

6.

School Rules

NO Food

NO Weapons

NO Backpacks

NO Drugs/Smoking

NO Bullying

Redesign Learning & Teaching Environment

Few positive SW expectations defined, taught, & encouraged

Reviewing Strive for Five

• Be respectful.• Be safe.• Work peacefully.• Strive for excellence.• Follow directions.

McCormick Elem. MD 2003

SETTING

All Settings

Hallways Playgrounds CafeteriaLibrary/

Computer Lab

Assembly Bus

Respect Ourselves

Be on task.

Give your best

effort.Be

prepared.

Walk.Have a plan.

Eat all your food.

Select healthy foods.

Study, read,

compute.

Sit in one spot.

Watch for your stop.

Respect Others

Be kind.Hands/feet to self.Help/share with

others.

Use normal voice

volume.Walk to

right.

Play safe.Include others.Share

equipment.

Practice good table

manners

Whisper.Return books.

Listen/watch.

Use appropriate applause.

Use a quiet voice.Stay in

your seat.

Respect Property

Recycle.Clean up after self.

Pick up litter.

Maintain physical space.

Use equipment properly.

Put litter in garbage

can.

Replace trays &

utensils.Clean up

eating area.

Push in chairs.Treat books

carefully.

Pick up.Treat chairs

appropriately.

Wipe your feet.Sit

appropriately.

TEACHING MATRIX

Exp

ecta

tions

SETTING

All Settings

HallwaysPlaygroun

dsCafeteri

a

Library/Computer Lab

Assembly Bus

Respect Ourselve

s

Be on task.

Give your best

effort.Be

prepared.

Walk.Have a plan.

Eat all your food.

Select healthy foods.

Study, read,

compute.

Sit in one spot.

Watch for your stop.

Respect Others

Be kind.Hands/feet to self.Help/share with

others.

Use normal voice

volume.Walk to

right.

Play safe.Include others.Share

equipment.

Practice good table

manners

Whisper.Return books.

Listen/watch.

Use appropriate applause.

Use a quiet voice.Stay in

your seat.

Respect Property

Recycle.Clean up after self.

Pick up litter.

Maintain physical space.

Use equipment properly.

Put litter in garbage

can.

Replace trays &

utensils.Clean up

eating area.

Push in chairs.Treat books

carefully.

Pick up.Treat chairs

appropriately.

Wipe your feet.Sit

appropriately.

TEACHING MATRIX

Exp

ecta

tions

RAH – at Adams City High School(Respect – Achievement – Honor)

RAH Classroom Hallway/

Commons

Cafeteria Bathrooms

Respect Be on time; attend regularly; follow class rules

Keep location neat, keep to the right, use appropriate lang., monitor noise level, allow others to pass

Put trash in cans, push in your chair, be courteous to all staff and students

Keep area clean, put trash in cans, be mindful of others’ personal space, flush toilet

Achievement

Do your best on all assignments and assessments, take notes, ask questions

Keep track of your belongings, monitor time to get to class

Check space before you leave, keep track of personal belongings

Be a good example to other students, leave the room better than you found it

Honor Do your own work; tell the truth

Be considerate of yours and others’ personal space

Keep your own place in line, maintain personal boundaries

Report any graffiti or vandalism

RAH – Athletics

RAH Practice Competitions

Eligibility Lettering Team Travel

Respect Listen to coaches directions; push yourself and encourage teammates to excel.

Show positive sportsmanship; Solve problems in mature manner; Positive inter-actions with refs, umps, etc.

Show up on time for every practice and competition.

Show up on time for every practice and competition; Compete x%.

Take care of your own possessions and litter; be where you are directed to be.

Achievement

Set example in the classroom and in the playing field as a true achiever.

Set and reach for both individual and team goals; encourage your teammates.

Earn passing grades; Attend school regularly; only excused absences

Demonstrate academic excellence.

Complete your assignments missed for team travel.

Honor Demonstrate good sportsmanship and team spirit.

Suit up in clean uniforms; Win with honor and integrity; Represent your school with good conduct.

Show team pride in and out of the school. Stay out of trouble – set a good example for others.

Suit up for any competitions you are not playing. Show team honor.

Cheer for teammates.

Remember you are acting on behalf of the school at all times and demonstrate team honor/pride.

   

 

PPerseverance

Holding to a course of action despite

obstacles

• Stay positive• Set goals

• Learn from mistakes

RRespectTo show

consideration, appreciation, and

acceptance

• Respect yourself• Respect others• Demonstrate

appropriate language and behavior

IIntegrity

Adherence to an agreed upon code

of behavior

• Be responsible• Do your own work

• Be trustworthy and trust others

DDiscipline

Managing ones self to achieve goals and meet

expectations

• Strive for consistency

• Attend class daily; be on time• Meet deadlines; do your homework

EExcellence

Being of finest or highest

quality

• Do your personal best

• Exceed minimum

expectations• Inspire

excellence in others

NEHS website, Oct. 26, 2004

Character Education

• Easy to change moral knowledge.....difficult to change moral conduct

• To change moral conduct...– Adults must model moral behavior

– Students must experience academic success

– Students must be taught social skills for success

Acknowledge & Recognize

Cougar Traits in the Community

Student Name __________________________________

Displayed the Cougar Trait of: RespectResponsibilityCaringCitizenship

(Circle the trait you observed)

Signature _____________________________________________If you would like to write on the back the details of what you observed feel free! Thank you for supporting our youth.

Are “Rewards” Dangerous?

“…our research team has conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.”– Cameron, 2002

• Cameron & Pierce, 1994, 2002

• Cameron, Banko & Pierce, 2001

Clever Variations• Bus Bucks

• Super Sub Slips

• Golden Plunger

• G.O.O.S.E.

• First-in-Line

• Patriot’s Parking Pass

• Business Partner Discount

What really mattersis positive social

acknowledgement & interaction!!

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

Invest in establishing

adequate staff support

OUTCOMES

Social Competence &Academic Achievement7.

0

300

600

900

1200

1500

Tota

l O

ffic

e D

iscip

line R

efe

rrals

95-96 96-97 97-98 98-99School Years

Kennedy Middle School

FRMS Total Office Discipline ReferralsSustained Impact

0

500

1000

1500

2000

2500

3000

94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06

Academic Years

Tota

l OD

Rs

Pre

Post

ODR Admin. BenefitSpringfield MS, MD

2001-2002 2277

2002-2003 1322

= 955 42% improvement

= 14,325 min. @15 min.

= 238.75 hrs

= 40 days Admin. time

ODR Instruc. BenefitSpringfield MS, MD

2001-2002 2277

2002-2003 1322

= 955 42% improvement

= 42,975 min. @ 45 min.

= 716.25 hrs

= 119 days Instruc. time

Elem With School-wide PBS

-5

0

5

10

15

20

1 2 3 4 5 6 7 8 9 10 11 12 13

Schools

Ch

an

ge

fro

m 9

7-9

8 t

o 0

1-0

2

Elem Without School-wide PBS

-6

-4

-2

0

2

4

6

1 2 3 4 5 6

Schools

Ch

an

ge

fro

m 9

7-98

to 0

1-02

4J School District

Eugene, Oregon

Change in the percentage of students meeting the state standard in reading at grade 3 from 97-98 to 01-02 for schools using PBIS all four years and those that did not.

Mean ODRs per 100 students per school dayIllinois and Hawaii Elementary Schools 2003-04 (No Minors)

0

0.2

0.4

0.6

0.8

1

N = 87 N = 53

Met SET 80/80 Did Not Meet SET

Mea

n O

DR

/100

/Day

.64

.85

Schools using SW-PBS report a 25% lower rate of ODRs

Illinois 02-03 Mean Proportion of Students Meeting ISAT Reading

Standardt test (df 119) p < .0001

46.60%

62.19%

0%

10%

20%

30%

40%

50%

60%

70%

PBIS NOT in place N = 69 PBIS IN place N = 52

Mea

n P

erce

ntag

e of

3rd

gra

ders

m

eetin

g IS

AT

Rea

ding

Sta

ndar

d

N =23 N = 8

Proportion of 3rd Graders who meet or exceed state reading standards (ISAT) in Illinois schools 02-03

t = 9.20; df = 27 p < .0001

0

0.2

0.4

0.6

0.8

1

Not Meeting SET Meeting SET

Pro

po

rtio

n o

f S

tud

ents

Mee

tin

g

Rea

din

g S

tan

dar

ds

N = 23 N = 8

0

0.2

0.4

0.6

0.8

1

Mea

n P

ropo

rtio

n of

S

tude

nts

Met SET (N = 23) Not Met SET (N =12)

Central Illinois Elem, Middle SchoolsTriangle Summary 03-04

6+ ODR

2-5 ODR

0-1 ODR

84% 58%

11%

22%

05%20%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Major Office Discipline Referrals (05-06)

0-1 '2-5 '6+

3%8%

89%

10%

16%

74%

11%

18%

71%

K=6 (N = 1010) 6-9 (N = 312) 9-12 (N = 104)

Mean Proportion of Students

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Major Office Discipline Referrals (05-06)Percentage of ODRs by Student Group

'0-1 '2-5 '6+

K-6 (N = 1010) 6-9 (N = 312) 9-12 (N = 104)

32%

43%

25%

48%

37%

15%

45%

40%

15%

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

References• Colvin, G., & Lazar, M. (1997). The effective elementary classroom: Managing

for success. Longmont, CO: Sopris West.• Colvin, G., Sugai, G., & Patching, W. (1993). Pre-correction: An instructional

strategy for managing predictable behavior problems. Intervention in School and Clinic, 28, 143-150.

• Darch, C. B., & Kameenui, E. J. (2003). Instructional classroom management: A proactive approach to behavior management. (2nd ed.). White Plains, NY: Longman.

• Jones, V. F. & Jones, L. S. (2001). Comprehensive classroom management: Creating communities of support and solving problems (6th ed.). Boston: Allyn & Bacon.

• Kameenui, E. J., & Carnine, D. W. (2002). Effective teaching strategies that accommodate diverse learners (2nd ed.). Upper Saddle River, NJ: Merrill.

• Latham, G. I. (1997). Behind the schoolhouse door: Eight skills every teacher should have. Utah State University.

• Latham, G. (1992). Interacting with at-risk children: The positive position. Principal, 72(1), 26-30.

• Martella, R. C., Nelson, J. R., & Marchand-Martella, N. E. (2003). Managing disruptive behaviors in the schools: A schoolwide, classroom, and individualized social learning approach. Boston, MA: Allyn & Bacon.

• Paine, S. C., Radicchi, J., Rosellini, L. C., Deutchman, L., & Darch, C. B. (1983). Structuring your classroom for academic success. Champaign, IL: Research Press.

CONTACT INFOGeorge.sugai@uconn.edu

Brandi.simonsen@uconn.edu

www.pbis.org

SETTING

All Setting

s

Hallways

Playgrounds

Cafeteria

Library/

Computer Lab

Assembly

Bus

Respect Ourselv

es

Be on task.Give your best

effort.Be

prepared.

Walk.Have a plan.

Eat all your food.Select healthy foods.

Study, read, compute.

Sit in one spot.

Watch for your

stop.

Respect Others

Be kind.

Hands/feet to self.Help/share with

others.

Use normal voice

volume.Walk to

right.

Play safe.Include others.Share

equipment.

Practice good table

manners

Whisper.

Return

books.

Listen/watch.

Use appropria

te applause

.

Use a quiet voice.Stay in

your seat.

Respect Property

Recycle.

Clean up

after self.

Pick up litter.

Maintain

physical space.

Use equipment properly.Put litter

in garbage

can.

Replace trays

& utensils

.Clean

up eating area.

Push in

chairs.Treat books carefu

lly.

Pick up.Treat chairs

appropriately.

Wipe your feet.Sit

appropriately.