Systematic Support for Students

A Structure for Behaviour Support ATTACHMENT (always the first step) UNIVERSAL DESIGN ACCOMODATIONS/ADAPTATIONS REMEDIATIONS (“bump up support”) INTERVENTIONS (Individualized Plans)

Getting Tough When students display problem behaviour that is unresponsive to our typical consequences or interventions, we often get stern or “tough” to see if the student’s behaviour will eventually improve. Also known as “reactive behaviour management.”

So, what’s ineffective with a reactive approach? Research is clear that if the only thing we do is escalate consequences when students display problem behaviour: Environments of control are fostered Antisocial behaviour is triggered and reinforced Child/youth-adult relationships are devalued and put at risk Link between academic achievement and social behaviour programming is weakened

What is School-wide Positive Behavior Support? School-wide PBS is: A systems approach for establishing the social culture and individualized behavioral supports needed for schools to achieve both social and academic success for all students. Evidence-based features of SW-PBS Prevention Define and teach positive social expectations Acknowledge positive behavior Arrange consistent consequences for problem behavior On-going collection and use of data for decision-making Continuum of intensive, individual interventions. Administrative leadership – Team-based implementation (Systems that support effective practices)

A School-Wide System (Academic or Behavioural) Tertiary Prevention: Specialized Individualized Systems for Students with High Risk A School-Wide System (Academic or Behavioural) ~5% Secondary Prevention: Specialized Group Systems for Students who are At-Risk ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

Establishing a Social Culture Common Vision/ Values MEMBERSHIP Common Experience Common Language

Creating the Conditions… Systems Student Supports Data Practices

So, what should we do? The science on human behaviour has taught us that students…. Exhibit behaviour that is functional and that has a purpose (need based) Do not learn efficiently through the sole use of “aversive” consequences Learn better ways of behaving by being taught social skills directly and receiving positive feedback about what they are doing correctly or appropriately. In addition, results from research on the prevention of youth violence consistently indicates that the following elements protect against the development of antisocial or violent conduct: Positive, predictable school-wide climate High rates of academic & social success Formal social skills instruction Positive active supervision & reinforcement Positive adult role models Multi-component, multi-year school-family-community effort

PBS in your school Develop a matrix that is displayed all over the school Lesson plans developed to teach appropriate behaviors Teachers can teach the matrix to the students All staff members can be using the same rules and ideas when dealing with behavior issues Ensures that all staff members can be on the same page Helps students to feel more comfortable as they know the expectations Less time spent on arguing about the rules as they are posted all over the school Increase time spent on teaching and learning by preventing or reducing problem behaviour

What is a PBS team? Who is on it? How often to meet? Role of the players The Administrator Who leads the team? What’s the role for other staff?

Logic for School-wide PBS Schools face a set of difficult challenges today Multiple expectations (Academic accomplishment, Social competence, Safety) Students arrive at school with widely differing understandings of what is socially acceptable. Use of reactive discipline and “zero tolerance” approaches are insufficient. Individual student interventions Effective, but levels of need exhaust capacity to support School-wide discipline systems Establish a social culture within which both social and academic success is more likely

Main Messages Supporting social behavior is central to achieving academic gains. School-wide PBS is an evidence-based practice for building a positive social culture that will promote both social and academic success. Implementation of any evidence-based practice requires a more coordinated focus than typically expected.

Values Check – Consider the Matrix Based on the aspects of a high functioning school: Does the Matrix teach what is important? Each school may have its own needs Are the ideas relevant to your school Can it be simplified? Using direct and focused language Eliminate ambiguity (simple & concrete) Only say what it needed What needs to be expanded? Other considerations? Placement High traffic areas High impact

Where to begin Initial set-up – data collection, creating the team, creating the matrix, developing lesson plans for teaching the rules and expectations (once developed), developing consistency, meetings/time commitment, coaching

Role of the school staff Provide consistency of approaches Collaborate on efforts that support school-wide, classroom and individual needs Monitor and change approaches based on meaningful data

Role of the Coach The coach is there to help guide with the initial set-up and implementation of PBS in your school The coach acts as a guide for information and process that will aid in successfully implementing the program Coach will help with decision making when asked, but the school is the primary source and director Coach will attend meetings and help to measure the fidelity of the implementation through tools such as the SET

Data Based Practice Decisions are based on information collected through the school such as grades, ODR, absenteeism, etc… We currently used data based decision making on a daily basis – For example: When we give a quiz and many students fail, we need to rethink what we were testing and therefore, we respond to the data If we observe that Johnny does not perform when next to Darren, then we move one of the students when we need them to perform We need to collect the data first to see where the issues lie and then focus on implementing direct interventions for those more difficult areas for the entire school What are some other examples of using data based practice in your school and classroom or any other setting outside the school