Preventing & Responding to Problem Behavior: Review of Best Practice Gene Thompson, Martha Wally, Brandi Simonsen, George Sugai Center on Positive Behavioral Interventions & Supports University of Connecticut January 21, 2009

PURPOSE Practices & systems for responding to norm violating problem behavior. Review of SWPBS Discipline Best Practices, Emphases, & Considerations Understanding & Managing Escalations Action Planning

PBS – Respect & Responsibility

Behavior Situations “Jaime’s all over the place. He touches other kids stuff, disrupts their concentration, & always getting in fights. I don’t know what to do with him!” “What can I do to reduce # of kids who come to class late?” “A few kids in my 5 th period class never raise their hands when they have a question…they blurt out.” “When I tell Sasha what to do, I’m ignored. When I repeat, I’m ignored again. So, I repeat again & tell her that if she doesn’t answer, I’m sending her to the office. She gets up & leaves! I want compliance.” “Every other word out of Margindale’s mouth is sexually or culturally inappropriate….how do I get rid of her comments?”

Discussion Pre-requisites School-wide in place w/ integrity Team meets at least monthly Behavioral capacity in school >80% staff participation Active administrator participation

SWPBS is approach for…. Improving classroom & school climate Decreasing reactive management Maximizing academic achievement Establishing continuum of evidence-based behavior interventions for all students Integrating academic & behavior initiatives

Evidence-based Investments to Prevent Youth Violence 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) 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

SWPBS Conceptual Foundations Behaviorism ABA PBS SWPBS Laws of Behavior Applied Behavioral Technology Social Validity All Students IDEA: Positive Behavioral Interventions & Supports

SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making Integrated Elements

Classroom Evidence-based SWPBS Practices Non-classroom Family Student School-wide Smallest # Evidence-based Biggest, durable effect

SCHOOL-WIDE 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 INTERVENTION PRACTICES CLASSROOM 1.All school-wide 2.Maximum structure & predictability in routines & environment 3.Positively stated expectations posted, taught, reviewed, prompted, & supervised. 4.Maximum engagement through high rates of opportunities to respond, delivery of evidence- based instructional curriculum & practices 5.Continuum of strategies to acknowledge displays of appropriate behavior. 6.Continuum of strategies for responding to inappropriate behavior. INDIVIDUAL STUDENT 1.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 NONCLASSROOM 1.Positive expectations & routines taught & encouraged 2.Active supervision by all staff (Scan, move, interact) 3.Precorrections & reminders 4.Positive reinforcement FAMILY ENGAGEMENT 1.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

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 ALL SOME FEW

IMPLEMENTATION W/ FIDELITY CONTINUUM OF EVIDENCE-BASED INTERVENTIONS STUDENT PERFORMANCE CONTINUOUS PROGRESS MONITORING DATA-BASED DECISION MAKING & PROBLEM SOLVING UNIVERSAL SCREENING RtI Response to Intervention

Universal Targeted Intensive All Some Few RTI Continuum of Support for ALL Dec 7, 2007

Agreements Team Data-based Action Plan ImplementationEvaluation GENERAL IMPLEMENTATION PROCESS

Sustainability Guiding Principles Relevant outcomes Local expert capacity & professional development Evidence based Data-driven Resource consolidation Leadership priority Implementation integrity Is Student Affected Directly Continuous Regeneration

Discipline Handout Steps, policies, or actions to support teaching & learning environments so likelihood of student academic & social success is promoted –Increases in likelihood of occurrences of socially appropriate behavior –Decreases in likelihood of occurrences of problem violating behavior –Decreases in intensity, frequency, & duration of severe problem behavior

Discipline Emphases Teaching & reinforcing context-appropriate social behaviors or skills. Removing antecedent factors that trigger occurrences of problem behavior. Adding antecedent factors that trigger occurrences of context appropriate social skills. Removing consequence factors that maintain (function) occurrences of problem behaviors. Adding consequence factors that maintain occurrences of context appropriate social behaviors.

Considerations 1.Data 2.Benchmarks for measuring non- responsiveness 3.Discipline for academic success 4.Research validated practices 5.Prevention 6.Universal screening 7.Measurement for effectiveness 8.School-wide leadership team

Other Guidelines 1.Behavior does not occur in vacuum; environment is big deal 2.No pain, humiliation, injury 3.Punishment defined by decrease 4.More positives than negatives 5.Discipline is screening 6.Secondary/tertiary is about teaching more desirable behavior

REMEMBER SW discipline is for 80% SW discipline is screener for non-responders By definition, behaviors of “non-responders” are slow to change & require specialized local supports SW discipline is preventive SW discipline is balanced response for problem & expected behavior “Getting tougher” is ineffective for non- responders

1. Appropriate Behavior Look continuously for appropriate behavior Label appropriate behavior Appropriate positive reinforcement

2. Prompts for desired behavior Use effective signal/prompt Label display of expected behavior

3. Minor, non-interfering problem behavior Remove attention Wait for desired behavior, then reinforce Positively reinforce other-student displays of desired behavior Prompt expected behavior Use positive reinforcement

4. Minor, interfering problem behavior Signal error or problem behavior Remind ask student for expected behavior Display/practice expected behavior Positively reinforce 1 & 2

5. Repeated minor problem behavior Identify context/setting when problem behavior likely Conduct FBA Develop BIP 1 & 2

6. Classroom managed major Develop precorrection plan Teach/practice desired behavior Conduct FBA 1 & 2

PRECORRECTION Identify & analyze setting in which problem behavior most likely –Triggers & function –Expected & acceptable behaviors BEFORE –Modify setting –Check-in w/ student –(Re)teach & remind –Reinforce –Re-direct DURING –Monitor & reinforce –Re-direct AFTER –Reinforce –Revise, (re)teach, remind

7. Office managed problem behavior Follow school & district disciplinary procedures 1 & 2

REMEMBER Be business like; use “teaching” voice Stick to protocols, procedures, agreements Work as team w/ non-responders Use data for decisions Anticipate & pre-correct Reinforce at high rates, continuously

~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

~80% of Students ~15% ~5% ESTABLISHING A CONTINUUM of SWPBS SECONDARY PREVENTION Check in/out Targeted social skills instruction Peer-based supports Social skills club TERTIARY PREVENTION Function-based support Wraparound/PCP Specially designed instruction PRIMARY PREVENTION Teach & encourage positive SW expectations Proactive SW discipline Effective instruction Parent engagement Audit 1.Identify existing practices by tier 2.Specify outcome for each effort 3.Evaluate implementation accuracy & outcome effectiveness 4.Eliminate/integrate based on outcomes 5.Establish decision rules (RtI)