School-Wide Positive Behavioral Interventions and Supports (SWPBIS) Northeast PBIS (NEPBIS) School-Wide Team Training Day 5 INSERT TRAINER NAMES with support from Brandi Simonsen, Jen Freeman, Susannah Everett, & George Sugai

Advance Organizer Quick Review of SWPBIS from Days 1-4 Function of Behavior Escalation and De-escalation Team Action Planning Wrap up

MAIN TRAINING OBJECTIVES Establish leadership team Establish staff agreements Build working knowledge of SWPBIS outcomes, data, practices, and systems Develop individualized action plan for SWPBIS Organize for upcoming school year

Self-monitor (Are you participating? Engaged as a learner? Talking during allotted times?) Stretch, break, stand as needed SELF Cell phones (inaudible): Converse in lobbies and breaks Work as a team: Room for every voice, reinforce participation OTHERS Recycle Maintain neat working area ENVIRONMENT T RAINING E XPECTATIONS : RESPECT…

nepbis.org pbis.org Evaluation Plan School-wide PBIS Workbook and Appendices Action Plan Tools!

QUICK Review Overview & Getting Started with SWPBIS (Days 1-4)

OVERVIEW OF SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT (Chapter I)

I.C Critical Features of PBIS SYSTEMS PRACTICES DATA Supporting Culturally Knowledgeable Staff Behavior Supporting Culturally Relevant Evidence-based Interventions OUTCOMES Supporting Culturally Equitable Social Competence & Academic Achievement Supporting Culturally Valid Decision Making (Vincent, Randal, Cartledge, Tobin, & Swain- Bradway, 2011; Sugai, O’Keefe, & Fallon 2012 ab)

Academic Continuum Behavior Continuum MTSS Integrated Continuum Mar

GETTING STARTED WITH SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT (Chapter II)

Getting Started with SWPBIS 1.Establish an effective leadership team 2.Develop brief statement of behavioral purpose 3.Identify positive SW behavioral expectations 4.Develop procedures for teaching SW expectations 5.Develop procedures for teaching class-wide expectations 6.Develop continuum for strengthening appropriate behavior 7.Develop continuum for discouraging violations of expectations 8.Develop data-based procedures for monitoring 9.Develop systems to support staff 10.Build routines to ensure on-going implementation Day 3

Getting Started with SWPBIS 1.Establish an effective leadership team 2.Develop brief statement of behavioral purpose 3.Identify positive SW behavioral expectations 4.Develop procedures for teaching SW expectations 5.Develop procedures for teaching class-wide expectations 6.Develop continuum for strengthening appropriate behavior 7.Develop continuum for discouraging violations of expectations 8.Develop data-based procedures for monitoring 9.Develop systems to support staff 10.Build routines to ensure on-going implementation PRACTICES II.B.vii

~10 positive : 1 correction

Getting Started with SWPBIS 1.Establish an effective leadership team 2.Develop brief statement of behavioral purpose 3.Identify positive SW behavioral expectations 4.Develop procedures for teaching SW expectations 5.Develop procedures for teaching class-wide expectations 6.Develop continuum for strengthening appropriate behavior 7.Develop continuum for discouraging violations of expectations 8.Develop data-based procedures for monitoring 9.Develop systems to support staff 10.Build routines to ensure on-going implementation II.B.viii DATA

II.B.vii i Steps for Selecting, Monitoring, and Evaluating SWPBIS Practices Step 1: Develop evaluation questions. Step 2: Identify indicators or measures. Step 3: Develop methods for collecting and analyzing indicators. Step 4: Make decisions and action plan from analysis of indicators. What do you want to know? What information can be collected? How/when should information be gathered? How was the question answered and what should be done next?

Identify problems with precision Establish goal(s) Develop solution(s) Implement solution(s) with integrity and fidelity Monitor outcomes and compare to goal(s) Reassess and revise solution(s) as needed

Improving Decision Making Problem Problem Solving Solution Action Planning ProblemSolution

Getting Started with SWPBIS 1.Establish an effective leadership team 2.Develop brief statement of behavioral purpose 3.Identify positive SW behavioral expectations 4.Develop procedures for teaching SW expectations 5.Develop procedures for teaching class-wide expectations 6.Develop continuum for strengthening appropriate behavior 7.Develop continuum for discouraging violations of expectations 8.Develop data-based procedures for monitoring 9.Develop systems to support staff 10.Build routines to ensure on-going implementation II.B.ix SYSTEMS

I.C.iv Key Systems Features Team-based Implementation Clear Action Plan Staff Buy-in Embedded Professional Development Staff Recognition for Implementation SYSTEMS

80% Rule ~80% of Staff Primary Prevention: Systems to support all staff: Professional development Reinforcement Secondary Prevention: Specialized Group Systems for Staff who are “At-Risk” Additional instruction Increased support Tertiary Prevention: Specialized Individualized Systems for Staff with High-Risk Behavior ~15% ~5% Apply the triangle to adult behavior! SYSTEMS

Getting Started with SWPBIS 1.Establish an effective leadership team 2.Develop brief statement of behavioral purpose 3.Identify positive SW behavioral expectations 4.Develop procedures for teaching SW expectations 5.Develop procedures for teaching class-wide expectations 6.Develop continuum for strengthening appropriate behavior 7.Develop continuum for discouraging violations of expectations 8.Develop data-based procedures for monitoring 9.Develop systems to support staff 10.Build routines to ensure on-going implementation II.B.x SYSTEMS

To start your semester/year off well, begin teaching and learning activities on the first day of semester/school CHAPTER II.B.x SYSTEMS

3. SWPBIS P RACTICES AND S YSTEMS IN N ON - C LASSROOM S ETTINGS (Chapter III)

Non-Classroom Settings: Basic Management Considerations Physical or environmental arrangements Routines & expectations Staff behavior Student behavior Practices Teach directly expected behaviors and routines in context Actively supervise (scan, move, interact) Pre-correct and remind Positively reinforce expected behavior III.B

4. C LASSROOM M ANAGEMENT P RACTICES AND S YSTEMS (Chapter IV)

Evidence-Based Practices in Classroom Management 1.Minimize crowding & distraction 2.Maximize structure & predictability 3.State, teach, review, & reinforce positively stated expectations. 4.Provide more acknowledgements for appropriate than inappropriate behaviors. 5.Maximize varied opportunities to respond. 6.Maximize active engagement. 7.Actively & continuously supervise. 8.Respond to inappropriate behaviors quickly, positively, & directly. 9.Establish multiple strategies for acknowledging appropriate behavior. 10.Generally provide specific feedback for errors & corrects. IV.A

Talk as team for 5 min Activity: Share Accomplishments Discuss with your group and identify –1-2 accomplishments –1-2 questions or concerns shared by most members of team

5. B UILDING B EHAVIORAL C APACITY (Chapter V)

Understanding the Function of Behavior V.A

Function matters!

V.A Function Based Support Foundations in behavioral theory, ABA, and PBIS Attention to environmental context Emphasis on purpose (or history of reinforcement) of behavior Focus on teaching behaviors Attention to implementers (adult behaviors) & redesign of teaching & learning environments

A LL B EHAVIOR S ERVES A F UNCTION : GET OR OBTAIN desired activities, tangible items, attention, or sensory stimulation AVOID OR ESCAPE aversive activities, tangible items, attention, or sensory stimulation V.A

What function?

I’m sending my whole class to the office!

Functions Pos ReinfNeg Reinf V.A

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.”

V.A To Determine Function of Behavior What typically precedes? What do the behaviors look like? What typically follows? Based on observing patterns across time, we can infer the probable function of behavior. A NTECEDENT B EHAVIOR C ONSEQUENCE

Let’s practice Teacher lecture (limited attention) Calling out repeatedly Teacher attention What Function? Get/obtain Attention Antecedent? Behavior? Consequence? During teacher lecture, Martha repeatedly and loudly calls out (without raising her hand). Each time, the teacher gives her a look, a redirection, or occasionally calls on her.

Let’s practice Difficult writing assignment Throw pencil, rip paper, head down Nothing (doesn’t do assignment) What Function? Escape Task Antecedent? When given a difficult writing assignment Susannah regularly throws her pencil down, rips up her paper, and puts her head down. Her teacher ignores this behavior (and Susannah never completes her assignment). Behavior? Consequence?

Let’s practice Transition with peers Teases, trips, pushes Peers laugh and pat on back What Function? Peer attention Antecedent? In the hallway with peers, Tim often teases, trips, or pushes a student who talks and walks a little slower than others. Each time, Tim’s peers laugh and pat him on the back. Behavior? Consequence?

Let’s practice Loud environment Slaps head, rocks, runs out Moved to quiet office What Function? Escape noise (stimulation) Antecedent? When the environment gets too loud, Corey typically slaps his head with an open palm, rocks vigorously, and eventually runs out of the room. Teacher walks him to a quiet office. Behavior? Consequence?

V.A How can we prevent? What should we teach the student to do instead? How do we respond to make sure the new skill “works”? We can make simple tweaks to the antecedents, behaviors, and consequences, to prevent, teach, and respond, respectively. A NTECEDENT B EHAVIOR C ONSEQUENCE By understanding function, we can intervene more effectively.

Let’s practice Provide attention ahead of lecture and frequent eye contact during Teach and prompt hand raising Call on her ONLY when she raises her hand (otherwise ignore) Prevent? Teach? Respond/Reinf orce? During teacher lecture, Martha repeatedly and loudly calls out (without raising her hand). Each time, the teacher gives her a look, a redirection, or occasionally calls on her. Simple strategies like this are part of good “Tier 1” responses to minor disruptive behavior.

Let’s practice Modify writing assignment Teach and prompt her to ask for help/break Give immediate help/break when asked. Otherwise, redirect to task. When given a difficult writing assignment Susannah regularly throws her pencil down, rips up her paper, and puts her head down. Her teacher ignores this behavior (and Susannah never completes her assignment) Prevent? Teach? Respond/Reinf orce? With these simple tweaks, we’ve made it less likely for her to engage in disruptive behavior to escape difficult tasks.

Let’s practice Increase prompts and active supervision in hallway Teach and prompt respectful behavior toward all peers Group contingency: peers reinforced for supporting good choices (and ignoring teasing) In the hallway with peers, Tim often teases, trips, or pushes a student who talks and walks a little slower than others. Each time, Tim’s peers laugh and pat him on the back. Prevent? Teach? Respond/Reinfo rce? With these strategies, we’ve (a) increased the likelihood of respectful behavior and (b) minimized attention for disrespectful behavior. (This may start to look like Tier 2.)

Let’s practice Implement strategies to decrease noise; Give access to noise canceling headphones Teach to ask for quiet and/or headphones Remove to quiet office or provide headphones immediately upon asking; Redirect to ask if he starts to slap. When the environment gets too loud, Corey typically slaps his head with an open palm, rocks vigorously, and eventually runs out of the room. Teacher walks him to a quiet office. Prevent? Teach? Respond/Reinf orce? With these strategies, we’ve (a) minimized noise when possible, (b) taught a skill to reduce noise, and (c) made that skill more effective. (This may start to look like Tier 3.)

Work as team for 15 min Activity: Function of Behavior Consider a common problem behavior in your non-classroom or classroom settings (or a common challenge with staff!) Describe the “ABCs” Identify strategies to prevent, teach, and respond/reinforce Report (<1 min.) main features of your example

Why is function important? Function-based behavior support plans are not only effective, they are more effective than similarly intensive and individualized plans that are not function- based (e.g., Ingram, Palmer, & Sugai, 2005). What did you say? Show you the data? Well…since you asked

(Ingram, Palmer, & Sugai, 2005)

We should consider the function of behavior when we design plans across all tiers of support.

Break

If your proactive strategies fail… Understanding Escalation and De-escalation V.B

TeacherJason Jason, please turn in your assignment. What assignment? I finished it. I don’t have it with me now. You never believe me. F_____ you! Pulls away, glares, & raises fist as if to strike. The assignment you didn’t finish during class. Great, please turn it in now. You have a choice…..turn it in or do it again. I guess you’ve made the choice to do it again. That’s disrespect…go to the office. Moves closer…& puts hand on J. shoulder. Make me. (Colvin & Sugai, 1989)

PURPOSE Enhance our understanding of and ways of responding to escalating behavior sequences. –Student Teacher –Teacher Teacher –Teacher Parent –Child Parent –Teacher Administrator –Etc., etc., etc…. (Colvin & Sugai, 1989) V.B

ASSUMPTIONS Behavior is learned (function). Behavior is lawful (function). Behavior is escalated through successive interactions (practice). Behavior can be changed through an instructional approach. (Colvin & Sugai, 1989)

Remember, All Behavior Serves a Function Pos ReinfNeg Reinf (Colvin & Sugai, 1989)

V.B KEY STRATEGIES Identification of how to intervene early in an escalation. Identification of environmental factors that can be manipulated. Identification of replacement behaviors that can be taught (& serve same function as problem). (Colvin & Sugai, 1989)

Calm Peak De-escalation Recovery Acceleration Agitation Trigger The MODEL High Low (Colvin & Sugai, 1989) V.B

Calm Peak De-escalation Recovery Acceleration Agitation Trigger The MODEL High Low (Colvin & Sugai, 1989) V.B

Calm: Description Student is cooperative. –Accepts corrective feedback. –Follows directives. –Sets personal goals. –Ignores distractions. –Accepts praise. (Colvin & Sugai, 1989) V.B

Intervention is focused on prevention. –Assess problem behavior. Triggers Function Academic & behavioral learning history –Arrange for high rates of successful academic & social engagements. –Use positive reinforcement. –Teach social skills. Problem solving Relaxation strategy Self-management –Communicate positive expectations. (Colvin & Sugai, 1989) Calm: Intervention V.B

Calm Peak De-escalation Recovery Acceleration Agitation Trigger The MODEL High Low (Colvin & Sugai, 1989) V.B

Trigger: Description Student experiences a series of unresolved conflicts. –Repeated failures –Frequent corrections –Interpersonal conflicts –Timelines –Low rates of positive reinforcement –Or other antecedent for problem behavior identified in FBA (Colvin & Sugai, 1989) V.B

Trigger: Intervention Intervention is focused on prevention & redirection. –Consider function of problem behavior in planning/implementing response. –Remove from or modify problem context. –Increase opportunities for success. –Reinforce what has been taught. (Colvin & Sugai, 1989) V.B

Calm Peak De-escalation Recovery Acceleration Agitation Trigger The MODEL High Low (Colvin & Sugai, 1989) V.B

Agitation: Description Student exhibits increase in unfocused behavior. –Off-task –Frequent start/stop on tasks –Out of seat –Talking with others –Social withdrawal (Colvin & Sugai, 1989) V.B

Agitation: Intervention Intervention is focused on reducing anxiety. –Consider function of problem behavior in planning/implementing response. –Make structural/environmental modifications. –Provide reasonable options & choices. –Involve in successful engagements. (Colvin & Sugai, 1989) V.B

Calm Peak De-escalation Recovery Acceleration Agitation Trigger The MODEL High Low (Colvin & Sugai, 1989) V.B

Acceleration: Description Student displays focused behavior. –Provocative –High intensity –Threatening –Personal (Colvin & Sugai, 1989) V.B

Acceleration: Intervention Intervention is focused on safety. –Remember: Escalations & self-control are inversely related. Escalation is likely to run its course. (Colvin & Sugai, 1989) V.B

Acceleration: Intervention –Remove all triggering & competing maintaining factors. –Follow crisis prevention procedures. –Establish & follow through with bottom line. –Disengage from student. (Colvin & Sugai, 1989) V.B

Calm Peak De-escalation Recovery Acceleration Agitation Trigger The MODEL High Low (Colvin & Sugai, 1989) V.B

Peak: Description Student is out of control & displays most severe problem behavior. –Physical aggression –Property destruction –Self-injury –Escape/social withdrawal –Hyperventilation (Colvin & Sugai, 1989) V.B

Peak: Intervention Intervention is focused on safety. –Procedures like acceleration phase, except focus is on crisis response (Colvin & Sugai, 1989) V.B

Calm Peak De-escalation Recovery Acceleration Agitation Trigger The MODEL High Low (Colvin & Sugai, 1989) V.B

De-escalation: Description Student displays confusion but with decreases in severe behavior. –Social withdrawal –Denial –Blaming others –Minimization of problem (Colvin & Sugai, 1989) V.B

De-escalation: Intervention Intervention is focused on removing excess attention. –Don’t nag. –Avoid blaming. –Don’t force apology. –Consider function of problem behavior. –Emphasize starting anew. (Colvin & Sugai, 1989) V.B

Calm Peak De-escalation Recovery Acceleration Agitation Trigger The MODEL High Low (Colvin & Sugai, 1989) V.B

Recovery: Description Student displays eagerness to engage in non-engagement activities. –Attempts to correct problem. –Unwillingness to participate in group activities. –Social withdrawal & sleep. (Colvin & Sugai, 1989) V.B

Recovery: Intervention Follow through with consequences for problem behavior. Positively reinforce any displays of appropriate behavior. Intervention is focused on re-establishing routines activities. (Colvin & Sugai, 1989) V.B

Recovery: Debrief Debrief –Purpose of debrief is to facilitate transition back to program….not further negative consequence –Debrief follows consequences for problem behavior. –Goal is to increase more appropriate behavior. (Colvin & Sugai, 1989) V.B

Recovery: Problem Solving Problem solving example: –What did I do? –Why did I do it? –What could I have done instead? –What do I have to do next? –Can I do it? (Colvin & Sugai, 1989) V.B

Calm Peak De-escalation Recovery Acceleration Agitation Trigger The MODEL High Low (Colvin & Sugai, 1989) V.B

Crisis Escalation & De-escalation Calm Peak De-escalation Recovery Acceleration Agitation Trigger (Colvin & Sugai, 1989) Preventio n V.B High Low

TeacherJason Jason, please turn in your assignment. What assignment? I finished it. I don’t have it with me now. You never believe me. F_____ you! Pulls away, glares, & raises fist as if to strike. The assignment you didn’t finish during class. Great, please turn it in now. You have a choice…..turn it in or do it again. I guess you’ve made the choice to do it again. That’s disrespect…go to the office. Moves closer…& puts hand on J. shoulder. Make me. (Colvin & Sugai, 1989) What would you do?

RECAP: KEY STRATEGIES Identify how to intervene early in an escalation. Identify environmental factors that can be manipulated. Identify replacement behaviors that can be taught & serve similar function. (Colvin & Sugai, 1989) V.B

FINAL THOUGHT Geoff Colvin (1989): –It is always important to remember that “if you inadvertently assist the student to escalate, do not be concerned; you will get another chance to do it right the next time around.” (Colvin & Sugai, 1989)

Work as team for 10 min Activity: Escalating/De-escalating Behavior Review features & steps of “Escalating Behavior” model Discuss extent to which escalating behavior is or could be issue in the settings in which you’ve worked Identify 2-3 strategies & systems for addressing escalating behavior Report 2-3 “big ideas” from your team discussion (1 min. reports)

Lunch

Work as team for 15 min Activity: Questions and Answers With your group brainstorm 2-3 questions that you still have. Share questions and solutions as a large group

SWPBIS Action Planning

Work as team for 105 min Activity: Action Planning Return to your Action Plan Update each section based on what you’ve learned in today. In particular, make sure have a plan for sharing information with and gathering/using feedback from your school faculty! Present 2-3 “big ideas” from your group (1 min. reports)

Review of Day 5

Functions Pos ReinfNeg Reinf V.B

Crisis Escalation & De-escalation Calm Peak De-escalation Recovery Acceleration Agitation Trigger (Colvin & Sugai, 1989) Preventio n V.B High Low

Consider Tattoos! SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making 4 PBIS Elements School Systems SWPBIS 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% Classroom Non-classroomFamily Student School-wide

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