1. Positive & Responsive School Environments: Getting Started George Sugai Center for Behavioral Education & Research OSEP Center on Positive Behavioral Interventions & Supports UConn Neag School of Education www.pbis.org George.sugai@uconn.edu

2. pbis.org

3. Purpose Getting started positively & effectively Review critical features & essential practices of behavior management

5. BIG IDEAS !! Attend to context Err on side of being positive Invest in what works Acknowledge regularly & authentically Academic AND behavior

6. 2001 Surgeon General’s Report on Youth Violence: Recommendations Break up antisocial networks…change social context Improve parent effectiveness Increase “commitment to school” –Increase academic success –Create positive school climates Teach & encourage individual skills & competence

7. 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

8. What is School-wide Positive Behavior Support? LOGIC: Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable (Zins & Ponti, 1990)

9. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making 4 PBS Elements

10. 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 Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT

11. Message Good TeachingBehavior Management STUDENT ACHIEVEMENT Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems

12. Context Matters! Examples Individual Student vs. School-wide

13. “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?

14. “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?

15. “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?

16. “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?

17. 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

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

19. “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!

20. 5,100 referrals = 76,500 min @15 min = 1,275 hrs = 159 days @ 8 hrs

21. “Not me” Middle school principal must teach classes when teachers are absent, because substitute teachers refuse to work in a school that is unsafe & lacks discipline. Kiyoshi is in this school!

22. “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!

23. “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!

24. “FTD” On 1 st 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!

25. 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!

26. Worry! “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!”

27. 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

28. 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

29. 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 !

30. Erroneous assumption that student… Is inherently “bad” Will learn more appropriate behavior through increased use of “aversives” Will be better tomorrow…….

31. 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

32. 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… consider FUNCTION

33. Non-examples of Function- Based approach “Function” = outcome, result, purpose, consequence “Lantana, you skipped 2 school days, so we’re going to suspend you for 2 more.” “Phloem, I’m taking your book away because you obviously aren’t ready to learn.” “You want my attention?! I’ll show you attention,…let’s take a walk down to the office & have a little chat with the Principal.”

34. School Rules NO Food NO Weapons NO Backpacks NO Drugs/Smoking NO Bullying Redesign Learning & Teaching Environment

35. Saying & doing it “Positively!” Keep off the grass!

36. Employee Entrance at Tulsa Downtown Doubletree

40. Teaching Academics & Behaviors

41. Teaching Matrix Activity ClassroomLunchroomBusHallwayAssembly Respect Others Use inside voice ________ Eat your own food __________ Stay in your seat _________ Stay to right _________ Arrive on time to speaker __________ Respect Environment & Property Recycle paper _________ Return trays __________ Keep feet on floor __________ Put trash in cans _________ Take litter with you __________ Respect Yourself Do your best __________ Wash your hands __________ Be at stop on time __________ Use your words __________ Listen to speaker __________ Respect Learning Have materials ready __________ Eat balanced diet __________ Go directly from bus to class __________ Go directly to class __________ Discuss topic in class w/ others __________

42. RAH – at Adams City High School (Respect – Achievement – Honor) RAHClassroomHallway/ Commons CafeteriaBathrooms 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

43. RAH – Athletics RAHPracticeCompetitionsEligibilityLetteringTeam 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.

44. 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

45. Essential Behavior & Classroom Management Practices See Classroom Management Self- Checklist (7r)

46. 1. Minimize crowding & distraction Design environment to elicit appropriate behavior: –Arrange furniture to allow easy traffic flow. –Ensure adequate supervision of all areas. –Designate staff & student areas. –Seating arrangements (classrooms, cafeteria, etc.)

47. 2. Maximize structure & predictability Teacher routines: volunteers, communications, movement, planning, grading, etc. Student routines: personal needs, transitions, working in groups, independent work, instruction, getting, materials, homework, etc.

48. 3. State, teach, review & reinforce positively stated expectations Establish behavioral expectations/rules. Teach rules in context of routines. Prompt or remind students of rule prior to entering natural context. Monitor students behavior in natural context & provide specific feedback. Evaluate effect of instruction - review data, make decisions, & follow up.

49. 4. Provide more acknowledgements for appropriate than inappropriate behavior Maintain at least 4 to 1 Interact positively once every 15 minutes Follow correction for rule violation with positive reinforcer for rule following

50. 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

51. Reinforcement Wisdom! “Knowing” or saying “know” does NOT mean “will do” Students “do more” when “doing works”…appropriate & inappropriate! Natural consequences are varied, unpredictable, undependable,…not always preventive

52. 5. Maximize varied opportunities to respond Vary individual v. group responding Vary response type –Oral, written, gestural Increase participation –Questioning, materials

53. 6. Maximize Active Engagement Vary format –Written, choral, gestures Specify observable engagements Link engagement with outcome objectives

54. 7. Actively & Continuously Supervise Move Scan Interact Remind/precorrect Positively acknowledge Note: Same in nonclassroom settings!

55. 8. Respond to Inappropriate Behavior Quickly, Positively, & Directly Respond efficiently Attend to students who are displaying appropriate behavior Follow school procedures for major problem behaviors objectively & anticipate next occurrence

56. 9. Establish Multiple Strategies for Acknowledging Appropriate Behavior Social, tangible, activity, etc. Frequent v. infrequent Predictably v. unpredictably Immediate v. delayed

57. 10. Generally Provide Specific Feedback for Errors & Corrects Provide contingently Always indicate correct behaviors Link to context

58. How did I do? 8-10 “yes” = Super 5-7 “yes” = So So <5 “yes” = Improvement needed

59. Establishing Classroom SWPBS 1.Establish leadership team 2.Examine SW data to establish action plan 3.Link directly to school-wide effort 4.Secure agreements 5.Practice/review/remind continuously 6.Train for highest implementation fidelity 7.Monitor & celebrate improvement 8.Individualize for non-responders

60. BIG IDEAS !! Attend to context Err on side of being positive Invest in what works Acknowledge regularly & authentically Academic AND behavior

61. 2 nd Annual New England PBS Conference Nov 16, 2007 Norwalk, MA Contact: Bob Putnam May Institute bputnam@mayinstitute.org

62. CONTACT INFO George.sugai@uconn.edu Robh@uoregon.edu www.pbis.org SETTING All Settings HallwaysPlaygroundsCafeteria Library/ Comput er Lab AssemblyBus Respect Ourselves Be on task. Give your best effort. Be prepare d. Walk.Have a plan. Eat all your food. Select healthy foods. Study, read, comput e. Sit in one spot. Watch for your stop. Respect Others Be kind. Hands/f eet to self. Help/sha re with others. Use normal voice volume. Walk to right. Play safe. Include others. Share equipment. Practice good table manners Whispe r. Return books. Listen/watc h. 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 carefull y. Pick up. Treat chairs appropriate ly. Wipe your feet. Sit appropriat ely.