©scott, 2002 terrance m. scott, ph.d. university of florida systems of positive behavior support:...
TRANSCRIPT
©Scott, 2002
Terrance M. Scott, Ph.D.University of Florida
Systems of Positive Behavior
Support:
Expanding Concepts and Practices
©Scott, 2002
Expanding Concepts and Practices
Concepts (knowledge & understanding) The PBIS Concept The Challenges for Schools Recent Evidence
Practices (skills and procedures) School-Wide Collaboration (keep it simple) Effective Instruction Data-Based Evaluation
©Scott, 2002
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
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PBIS “Big Ideas”
PBIS is not a curriculum - it is a framework for systems to identify needs, develop strategies, and evaluate practice toward success
The goal of PBIS is to establish host environments that support adoption & sustain use of evidence-based practices
(Zins & Ponti, 1990)
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Guiding Principles1. Student misbehavior can be changed (taught)2. (Instructional) Environments can be created to
change behavior3. Changing environments requires change in
adult behavior (teaching)4. Adult behavior (teaching) must change in a
consistent and systematic manner5. Systems of support (effective instructional
environments) are necessary for both students and adults
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Discipline is….
The actions parents and teachers take to increase student success (Charles,
1980).
PreventionRules,
Routines, Arrangemen
ts
ReactionPositive and
Negative Consequence
s
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Discipline Works When ….
Prevention creates more Success than failure
FAILURESUCCESS 4 : 1
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Positive Behavior Support
Universal
School-Wide Assessment
School-Wide Prevention Systems
Targeted
Intensive
AnalyzeStudent Data
Interviews, Questionnaires, etc.
Observations and ABC Analysis
Multi-Disciplinary Assessment & Analysis
Simple Student Interventions
Group Interventions
Complex Individualized Interventions
Team-Based Wraparound Interventions
Inte
rven
tionAssessm
ent
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What Teachers Tell Us About Challenging Behaviors in
School Behavior is the most difficult issue we deal with on a
daily basis In our university preparation, dealing with problem
behaviors is the thing for which we were least prepared Punishing problem behaviors (without a proactive
support system) is associated with increases in (a) aggression, (b) vandalism, (c) truancy, and (d) dropping out Mayer, 1995 Mayer & Sulzar-Azaroff, 1991
Exclusion and punishment are the most common responses to conduct disorders in schoolsLane & Murakami, (1987) Rose, (1988)
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What we Know about PREDICTING Children with
Seriously Challenging Behaviors
History of poverty and illiteracy Hart & Risley, 1997
Rylance, 1997National Center for Educational Statistics, 1996Farnworth & Leiber, 1989Patterson, Reid & Dishion, 1992Rumberger, 1987
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What we Know about PREDICTING Children with
Seriously Challenging Behaviors
History of poverty and illiteracy Below grade-level academic skills
Rylance, 1997Maguin & Loeber, 1996Winters, 1997Epstein, Kinder, & Bursuck, 1989
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Academic/Behavior Connection
Identified poor readers at fourth grade have a .88 probability of remaining a poor reader forever Juel, 1988
Nearly half of third graders in New York’s highminority public schools cannot read at all Adams, 1996
Students with a history of chronic and pervasive behavioral problems and associated academic deficits are more likely to go to jail than to graduate from high school Walker et al., 1995
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Students with academic failure and problem behaviors likely will drop out of school and:
be involved with the corrections system be single parents be involved with the social services system be unemployed be involved in automobile
accidents use illicit drugs
Centers for Disease Control, 1993Duncan, Forness, & Hartsough, 1995Carson, Sittlington, & Frank, 1995Wagner, D’Amico, Marder, Newman, Blackorby, 1992Jay & Padilla, 1987Bullis & Gaylord-Ross, 1991
The Prognosis
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Time is an Enemy
Typical Students
At-Risk Students
Early childhood:4-5 years
Elementary/Middle:2-3 years
High School:1-2 years
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0%
20%
40%
60%
80%
100%
Percent of Students
1
321 Elementary Schools 02-03; 143,404 students
6+
2-5
0-1
87% (10)
9% (6)
4% (5)
Schools Using PBIS
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81.9
10.5
8.0
0%
20%
40%
60%
80%
100%
1
N= 176 schools, 72,000 students, 70,500 ODRs
Elem U.S.: Mean Proportion of Students by ODR
6+
'2-5
0-1
2001-2002 Academic Year
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71.1
17.2
11.7
0%
20%
40%
60%
80%
100%
Academic Year 01-02, 51 Schools, 26,500students, 50,190 ODRs
Middle Schools U.S.: Mean % of Students
6+
2-5
0-1
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82.5
13.73.8
0%
20%
40%
60%
80%
100%
1
High Schools U.S. : Ave Proportion of StudentsN = 16, Academic Year 2001-02
6+
'2-5
0-1
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Collaboration, Consistency, & Individualization:
Case Example
High SchoolRural Illinois: Demographics
707 9th-12th graders 36.8% Free and Reduced lunch 28% Non-White 1600 Office Discipline Referrals
(ODR’S) for Tardy Behavior in a 90 day period
©Scott, 2002
Tardy Examples: Rules
Tardy rule is “must be inside room when bell rings” When the warning bell rings you must be moving
Routines Warning bell rings 30 seconds prior to the tardy bell
Arrangements Faculty and staff stand in doorways and hallways during
passing times Provide prompts to students to keep moving
Collaboration, Consistency,& Individualization:
Case Example
©Scott, 2002
Collaboration, Consistency,& Individualization:
Case Example
0
200
400
600
800
1000
1200
1400
1600
No PBS PBS Qtr. PBS Qtr. PBS Qtr.
Ref
erra
ls f
or T
ardy
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Combined Reading and Behavior Prevention Systems
Common Features Across Systems
• Systemic: owned and operated bystakeholders (faculty, staff, parents,community)
• Research-Based Practices: begin preventionwith practices that based on evidence of thebest chances for success
• Data-Driven: all decisions are based on clearobjectives and formative data collection
• Instructional: prevention and interventioninvolve effective instruction, prompts, cues,practice, and environmental arrangements
• Contextually Specific: all strategies andmeasures selected to fit individual systems(school/classroom/student)
(Scott & Lane, 2001 - adapted from Sugai & Horner, 2000)
1-5%
5-10%
80-90%
Reading Behavior
UniversalPreventions
Primary Prevention
Secondary Prevention
Tertiary Prevention
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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
Change from 97-98 to 01-02
Elem Without School-wide PBS
-6
-4
-2
0
2
4
6
1 2 3 4 5 6
Schools
Change from 97-98 to 01-02
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.
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Success for AllHarcourt Trophies
UFLI Small-Group InstructionCarbo Recorded Books
Read NaturallyWaterford Early Reading
ProgramIndividualized Tutoring
IndividualizedTutoringSpecial
Education LiteracyCenters
¸ Leveled books¸ Writi ng¸ Listening¸ Research
Reading Strategies
Evidence-Based Practices
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52
27
21
58
29
13
Sept. 03 Feb. 04
Terwilliger Elementary: Change in DIBELS Instructional Level K-3
Intensive
Strategic
Benchmark
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Referrals to ESE
28 27 28
20
26
0
5
10
15
20
25
30
J.W. Elementary M.T. Elementary
Percent Referrals
August 01 - March 02 August 02 - March 03 August 03 - March 04
29%
7%%
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Shady Spring Elementary97%
55%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
SET ScoreODR Reduction
467 ODR Reduction If one ODR = 15 minutes of admin time, then SSES recovered 16.75 hours or 19.4 days of admin time.
If one suspension = 45 minutes of missed instructional time, then SSES recovered 350.25 hours or 58.3 days of instructional time.
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Western Heights MS 100%
62%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
SET ScoreODR Reduction
1281 ODR Reduction If one ODR = 15 minutes of admin time, then WHMS recovered 320 hours or 53 days of admin time
If one suspension = 45 minutes of missed instructional time, then WHMS recovered 960.75 hours or 160 days of instructional time.
©Scott, 2002
Consensus
Consensus means that I agree to:
provide input in determining what our school’s problems are and what our goals should be
make decisions about rules, expectations, and procedures in the commons areas of the school as a school community
Follow through with all school-wide decisions, regardless of my feelings for any particular decision
Commit to positive behavior support systems for a full year - allowing performance toward our goal to determine future plans
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Set-Up
•Where, when, what, and who of predictable problems . . . and then why?
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Groups Discuss
• Brainstorm in small groups (arranged by role in the school)
• Prompt to think about locations
• Usually takes about 20 minutes
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Define by Location
•Each group identifies a location and then describes the predictable problems
• Entire group then adds additional perspective
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Refine Problems
• Ask for locations and
then:
-time
-condition
-reason
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Predictable Problems Summary
Common BathroomWhen Who What Why
All day All Vandalism,disgusting behavior,bully, fight, verbal
-No supervision –can’t see-All in 1 room-Socially fun time-Don’t know howmany in at once
SidewalkWhen Who What Why
AM off of bus,Dismissal tobus/walk,transitions
All – more li kelywith older kids
Lose/steal numbersfor line-up, leaveline and wander,olooud, argue, run,jump, hang onwalls, unsafebehavior, lit ter
-unsupervised–unclear/inconsistentexpectations-long walk-problems spill overfrom bus,-bus drivers don’ tknow names
©Scott, 2002
Brainstorm Prevention
• Prompt to spend majority of time thinking proactively
• Brainstorm location by location
• Record all ideas
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Group Volunteers Solutions
• Record all ideas before discussing
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Record Solutions
• Record all solutions by location QuickTime™ and a
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Define Suggested Solutions
• What does each mean?
• Would it work?
• Would we do it / Is it realistic?
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Discuss, Compromise, and Vote
• Prompt and facilitate group discussion and compromise to achieve consensus
•Consensus typically is defined as 80% vote
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Collaborative Solutions
SidewalksRules:
-hands and feet to self-stay in space in line-arm’s length behind next person-stay to the right-be quiet and respectful-walk-move directly to your destination
Routines and Arrangements:-Teachers pick-up students from table and not hallway-use hand signal as consistent signal for quiet-one teacher dismissal at a time from the lunchroom-reverse entry/ exit door order-lunch with adults at picnic table only – must be signed out-empower lunch aids-be sharp on arrival and dismissal times
Wait on these issues or do in the future: -students sit facing one another
-use video instructions-have an after-lunch recess-“Friendly Friday”
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Teaching Behaviors
No elbowing others No kicking No hitting No pinching No biting No scratching Etc. . .
2+2 is not 1 2+2 is not 2 2+2 is not 3 2+2 is not 5 2+2 is not 6 2+2 is not 7 Etc. . .
Behavior: Peer Relations
Academic Skill: Addition
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Teaching Behaviors
Hands and feet to self or
Respect others
2+2 = 4
Behavior: Peer Relations
Academic Skill: Addition
©Scott, 2002
EXAMPLE Teachable
Expectations
1. Respect Yourself-in the classroom (do your best)-on the playground (follow safety rules)
2. Respect Others-in the classroom (raise your hand to speak)-in the stairway (single file line)
3. Respect Property-in the classroom (ask before borrowing)-in the lunchroom (pick up your mess)
©Scott, 2002
School ExpectationsRespect Ourselves
Respect Others Respect Property
All Settings
• Be on task.• Give your best effort.
•Respect authority.•Be kind.•Hands and feet to selves.•Help others.•Share..
•Recycle.•Clean up after yourselves.•Use only what you need.•Care of your belongings.
Hallways and Walkways
•Walk. •Use appropriate voice level •Use whisper voices in halls.•Use quiet voice on walkways.
•Keep hallways and walkways clean.
Playground
•Have a plan. •Play safe.•Include others.•Share equipment.•Take turns.•No put-downs.
•Pick up litter.•Use equipment properly•Use garbage can for litter.
Bathrooms
•Wash your hands.•Respect privacy.
•Keep the bathroom clean.
Lunchroom
•Eat your own food. •Use soft voices.•Practice good table manners.
•Pick up & clean your table.•Stay seated, get up only with permission.
Library and Computer Lab
•Use whisper voices. •Take care of books, magazines & computers.•Push in chairs.
Assembly
•Sit in one spot. •Active listening.•Appropriate applause.
Buses
•Obey bus rules. •Obey bus rules. •Obey bus rules.
Behavior ExpectationsDurham Elementary, Edmonton, Alberta, Canada
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Schoolwide Instruction
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Pre-Correction
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Classroom Reinforcement
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3.3
3.2
Critical Skills Instruction:Teaching Small Groups:
Anger Control Rule:• feel anger, • stop, • choose a better way
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4.05
Train for Generalization
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Measure and Evaluate
Big Idea: The staff determine what they want to
answer, what data will answer the question, the simplest way to get that data, and then write an objective for where they want to be in the future.
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DISCIPLINE REFERRALEastside High SchoolBehavior Report Form
Date Student Grade Time
Referring Teacher Homeroom Teacher
LocationClassroom ( ) Cafeteria ( ) Hallway ( ) Bus ( ) Commons ( )
Parking Lot ( ) Other ( )
Incident **Formal referral required for violent, dangerous, or repetitive behaviors**Defiance ( ) Threat/Intimidate ( ) Bus ( ) Unsafe ( ) harassment ( )
Disruption ( ) Other ( )
Action **Formal referral after all of the following have been exhausted**Warning ( ) Teacher consequence ( ) Parent contact ( ) Referral ( )
Referral Outcome 8/03
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ProblemDate Student Name Reporting Staff Person Incident
X X X fighting disruptive theft other1/13 Harding, Tonya bus driver bob 11/13 Rider, Wynona mr diner 11/13 Rodman, Dennis coach whistle 11/13 Stalin, Joe ms stress 1
1/14 Blake, Robert mr diner 1
1/15 Rogers, Fred ms stress 1
1/15 Stewart, Martha ms stress 11/16 Harding, Tonya bus driver bob 11/16 North, Oliver mr. help 11/17 Harding, Tonya bus driver betty 11/17 Packwood, Bob mr. Clinton 11/17 Reubens, Paul mr. bush 1
Frequency of Incidents 3.00 3.00 3.00 3.00Proportion of Incidents 0.25 0.25 0.25 0.25
Date, Student, & Reporting Staff
ProblemDate Student Name Reporting Staff Person Incident
X X X fighting disruptive theft other1/14 Blake, Robert mr diner 1
1/17 Harding, Tonya bus driver betty 11/13 Harding, Tonya bus driver bob 11/16 Harding, Tonya bus driver bob 11/16 North, Oliver mr. help 11/17 Packwood, Bob mr. Clinton 11/17 Reubens, Paul mr. bush 11/13 Rider, Wynona mr diner 11/13 Rodman, Dennis coach whistle 11/15 Rogers, Fred ms stress 1
1/13 Stalin, Joe ms stress 1
1/15 Stewart, Martha ms stress 1Frequency of Incidents 3.00 3.00 3.00 3.00Proportion of Incidents 0.25 0.25 0.25 0.25
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Involve School in Evaluation
Big Idea: A representative group from across the school
monitor data in relation to objectives and report back to the entire school
TasksDivide faculty/staff into representative groups
(by position in school) and have each group select a representative to serve on the school climate committee
Determine regular team meeting schedule, procedures, and roles for team members.
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Shared Decision Making
1. Plan for weekly/monthly feedback to staff about status of school-wide discipline
2. Establish decision rules for evaluating effectiveness of strategies and processes school-wide, in specific settings, and for individual students
3. Tasks Evaluate progress toward school-wide goals Identify new hot spots Identify “at risk” students
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Summary:Keys to Positive Approaches
Prevention before reaction Team and systems-based
Logical and realistic plans IndividualizedConsistency across time, adults, settings, and
students
Founded on “Teaching” Goal setting and monitoring
©Scott, 2002
The University of FloridaDoctoral Program In Behavior
DisordersTerry ScottDept. of Special EducationPO Box 117050Gainesville, FL 32611-7050
(352) 392-0701 x [email protected]