school-wide positive behavior support: (re)overview george sugai osep center on pbis center for...
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School-Wide Positive Behavior Support:
(Re)Overview
George SugaiOSEP Center on PBIS
Center for Behavioral Education & ResearchUniversity of Connecticut
September 30 2010
www.pbis.org www.cber.org www.swis.org
Getting Tough
Teaching to Corner
Applied Challenge:Academic & behavior success (failure) are
linked!
PURPOSE
Provide (re)overview of school-
wide positive behavior
supports (aka PBIS) to
determine implementation
status• Rationale• Features• Examples & Data
Predictable work environments are places
where employees (Buckingham & Coffman 2002, Gallup)
1. Know what is expected
2. Have materials & equipment to do job correctly
3. Receive recognition each week for good work.
4. Have supervisor who cares, & pays attention
5. Receive encouragement to contribute & improve
6. Can identify person at work who is “best friend.”
7. Feel mission of organization makes them feel like their jobs are important
8. See people around them committed to doing good job
9. Feel like they are learning new things (getting better)
10. Have opportunity to do their job well.
1 million workers, 80,000 managers, 400 companies
Predictable work environments are places where educators, students, family members, etc….
1. Know what is expected2. Have curriculum & instruction to do job correctly3. Receive recognition for demonstrating expectations.4. Have teacher/parent/principal who cares, & pays attention5. Receive encouragement to contribute & improve6. Can identify someone who they can relate to.”7. Feel mission of classroom/school makes them feel like their
efforts are important8. See students/teachers/principals around them committed to
doing good job9. Feel like they are learning new things (getting better)10. Have opportunity to do their learning/teaching well.
1 million workers, 80,000 managers, 400 companies
SWPBS Logic!Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, and durable for all students(Zins & Ponti, 1990)
Rationale
Worry #1“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 want 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
VIOLENCE PREVENTION
• 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)
SWPBS is about….
Worry #2:“Train & Hope”
REACT toProblemBehavior
Select &ADD
Practice
Hire EXPERTto TrainPractice
WAIT forNew
Problem
Expect, But HOPE for
Implementation
SWPBS is
Features
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
IntegratedElements
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
RtIAkaSRBI
Responsiveness to Intervention
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
Responsiveness to Intervention
Academic Systems Behavioral Systems
Circa 1996
RTIIntegrated Continuum
Mar 10 2010
Academic Continuum
Behavior Continuum
All
Some
FewRTI
Continuum of Support for
ALL
Dec 7, 2007
RTIContinuum of
Support for ALL
Dec 7, 2007
Science
Soc Studies
Reading
Math
Soc skills
Basketball
Spanish
Label behavior…not people
RTIContinuum of
Support for ALL
Dec 7, 2007
Prob Sol.
Coop play
Adult rel.
Anger man.
Attend.
Peer interac
Ind. play
Label behavior…not people
~80% of Students
~15%
~5%
ESTABLISHING CONTINUUM of SWPBS
SECONDARY PREVENTION• Check in/out• Targeted social skills
instruction• Peer-based supports• Social skills club•
TERTIARY PREVENTION• Function-based support• Wraparound• Person-centered planning• •
PRIMARY PREVENTION• Teach SW expectations• Proactive SW discipline• Positive reinforcement• Effective instruction• Parent engagement•
SECONDARY PREVENTION• • • • •
TERTIARY PREVENTION• • • • •
PRIMARY PREVENTION• • • • • •
Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 31(6), 1-24
www.pbis.org
“Is SWPBS evidence-based practice?”
Classroom
SWPBSPractices
Non-classroom Family
Student
School-w
ide
• Smallest #• Evidence-based
• Biggest, durable effect
SCHOOL-WIDE1.1. 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
EVIDENCE-BASED
INTERVENTIONPRACTICES
CLASSROOM1.All school-wide2.Maximum structure & predictability in routines & environment3.Positively stated expectations posted, taught, reviewed, prompted, & supervised.4.Maximum engagement through high rates of opportunities to respond, delivery of evidence-based instructional curriculum & practices5.Continuum of strategies to acknowledge displays of appropriate behavior.6.Continuum of strategies for responding to inappropriate behavior.
INDIVIDUAL STUDENT1.Behavioral competence at school & district levels
2.Function-based behavior support planning
3.Team- & data-based decision making
4.Comprehensive person-centered planning & wraparound processes
5.Targeted social skills & self-management instruction
6. Individualized instructional & curricular accommodations
NONCLASSROOM1.Positive expectations & routines taught & encouraged
2.Active supervision by all staff (Scan, move, interact)
3.Precorrections & reminders
4.Positive reinforcement
FAMILY ENGAGEMENT1.Continuum of positive behavior support for all families
2.Frequent, regular positive contacts, communications, & acknowledgements
3.Formal & active participation & involvement as equal partner
4.Access to system of integrated school & community resources
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
• All school-wide• Maximum structure & predictability in routines &
environment• Positively stated expectations posted, taught, reviewed,
prompted, & supervised.• Maximum engagement through high rates of opportunities
to respond, delivery of evidence-based instructional curriculum & practices
• Continuum of strategies to acknowledge displays of appropriate behavior, including contingent & specific praise, group contingencies, behavior contracts, token economies
• Continuum of strategies for responding to inappropriate behavior, including specific, contingent, brief corrections for academic & social behavior errors, differential reinforcement of other behavior, planned ignoring, response cost, & timeout.
Classroom
• Positive expectations & routines taught & encouraged
• Active supervision by all staff– Scan, move, interact
• Precorrections & reminders• Positive reinforcement
Non-classroom
“Good morning, class!”
Teachers report that when students are greeted by an adult in morning, it takes less time to complete morning routines & get first lesson started.
• 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
• 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
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
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS
• Readiness agreements, prioritization, & investments
• 3-4 year implementation commitment
• Local capacity for training, coordination, coaching, & evaluation
• Systems for implementation integrity
BehavioralCapacity
Priority &Status
Data-basedDecisionMaking
Communications
Administrator
TeamAdministratorSpecialized Support
Student
Community
Non-Teaching
Teaching
Family
Representation
Start withTeam that “Works.”
Team-led Process
Initiative, Project,
Committee
Purpose Outcome Target Group
Staff Involved
SIP/SID/etc
Attendance Committee
Character Education
Safety Committee
School Spirit Committee
Discipline Committee
DARE Committee
EBS Work Group
Working Smarter
Initiative, Committee
Purpose Outcome Target Group
Staff Involved
SIP/SID
Attendance Committee
Increase attendance
Increase % of students attending daily
All students Eric, Ellen, Marlee
Goal #2
Character Education
Improve character
Improve character All students Marlee, J.S., Ellen
Goal #3
Safety Committee
Improve safety Predictable response to threat/crisis
Dangerous students
Has not met Goal #3
School Spirit Committee
Enhance school spirit
Improve morale All students Has not met
Discipline Committee
Improve behavior
Decrease office referrals
Bullies, antisocial students, repeat offenders
Ellen, Eric, Marlee, Otis
Goal #3
DARE Committee
Prevent drug use High/at-risk drug users
Don
EBS Work Group Implement 3-tier model
Decrease office referrals, increase attendance, enhance academic engagement, improve grades
All students Eric, Ellen, Marlee, Otis, Emma
Goal #2
Goal #3
Sample Teaming Matrix
Are outcomes
measurable?
3-4 YearCommitment
Top 3 School-Wide
Initiatives
Coaching &Facilitation
DedicatedResources
& Time
AdministrativeParticipation
3-Tiered Prevention
LogicAgreements &
Supports
Statement ofBehavior Purpose
Self-Assessment
EfficientSystems of Data
Management
Team-basedDecisionMaking Evidence-
BasedPractices
MultipleSystems
ExistingDiscipline
DataData-based Action Plan
SWIS
Avg Ref/Day/Month
Office Discipline Referrals
• Definition– Kid-Teacher-Administrator interaction– Underestimation of actual behavior
• Improving usefulness & value– Clear, mutually exclusive, exhaustive definitions– Distinction between office v. classroom managed– Continuum of behavior support – Positive school-wide foundations– W/in school comparisons
# Ref by Problem
# Ref by Location
# Ref by Time of Day
# Ref by Students
How long would it take to answer big 5 SW discipline questions in your school?1. How many?2. What?3. Where?4. When?5. Who?
Examples
Emphasizing & Teaching Positive
Expectations
Teaching Matrix
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.
Exp
ecta
tions 1. S
OCIAL SKILL2. NATURAL
CONTEXT
3. BEHAVIOR
EXAMPLES
Acknowledge & Recognize
Data & Outcomes
4 Main Data Concerns
• Measurable & justifiable outcomes
• On-going data-based decision making
• Evidence-based practices
• Systems ensuring durable, high fidelity of implementation
PBIS Messages
Effective Social & AcademicSchool Culture
Common Vision/Values
Common Language
Common Experience
RtI/SWPBS
YEAR 1 OUTCOME OBJECTIVES
• Establish leadership team• Establish staff agreements• Build working knowledge &
foundations of SW-PBS practices & systems
• Develop & begin implementation of individualized action plan for SW-PBS