Presentation on theme: "School-Wide Positive Behavior Support: Year One RI PBIS Team & George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of."— Presentation transcript:
School-Wide Positive Behavior Support: Year One RI PBIS Team & George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut February 28, 2008 www.pbis.org www.cber.org www.swis.org George.email@example.com
Report “Big Ideas” Yr 1 Getting Started Year PBIS NOT intervention…IS system framework for organizing “best” behavioral interventions practices ALL staff (e.g., “para”) Regular student family/staff communications & engagement Data is big deal….Rx: formally invest (“19/700”, academic v. social)
Make “it” easy (efficient) but effective Implementation variations in what, how, how much, ….but stay with essential elements (e.g., “Morning Meetings”) Positively supporting adult behavior (“you are mean, so I’ll be mean….you are stupid, I swear to….”) by investing in majority, show data, active participation, staff acknowledgements,…..
PURPOSE Enhance capacity of school teams to provide the best behavioral supports for all students and maximize academic & social achievement.
MAIN OUTCOME OBJECTIVES Establish leadership team Establish staff agreements Build working knowledge of SW-PBS practices & systems Develop individualized action plan for SW- PBS –Data: Discipline Data, EBS Self-Assessment Survey, Team Implementation Checklist –Presentation for school Organize for upcoming school year
Agreements Team Data-based Action Plan ImplementationEvaluation GENERAL IMPLEMENTATION PROCESS: “Getting Started”
WHAT DO WE KNOW ABOUT PREVENTING VIOLENCE? Positive, predictable school-wide climate High rates of academic & social success Formal social skills instruction Early universal screening & intervention Positive active supervision & reinforcement Positive adult role models Multi-component, multi-year school- family-community effort 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)
SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making 4 PBS Elements Durable Effective Efficient Relevant
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 RTI Continuum of Support for ALL Dec 7, 2007
Classroom SWPBS Subsystems Non-classroom Family Student School-wide
1.Common purpose & approach to discipline 2.Clear set of positive expectations & behaviors 3. Procedures for teaching expected behavior 4.Continuum of procedures for encouraging expected behavior 5. Continuum of procedures for discouraging inappropriate behavior 6. Procedures for on-going monitoring & evaluation School-wide
Positive expectations & routines taught & encouraged Active supervision by all staff –Scan, move, interact Precorrections & reminders Positive reinforcement Non-classroom
Classroom-wide positive expectations taught & encouraged Teaching classroom routines & cues taught & encouraged Ratio of 6-8 positive to 1 negative adult- student interaction Active supervision Redirections for minor, infrequent behavior errors Frequent precorrections for chronic errors Effective academic instruction & curriculum Classroom
Teacher__________________________ Rater_______________________ Date___________ Instructional Activity Time Start_______ Time End________ Tally each Positive Student Contacts Total #Tally each Negative Student Contacts Total # Ratio of Positives to Negatives: _____ to 1 Classroom Management: Self-Assessment
Classroom Management Practice Rating 1. I have arranged my classroom to minimize crowding and distraction Yes No 2. I have maximized structure and predictability in my classroom (e.g., explicit classroom routines, specific directions, etc.). Yes No 3. I have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (or rules). Yes No 4. I provided more frequent acknowledgement for appropriate behaviors than inappropriate behaviors (See top of page). Yes No 5. I provided each student with multiple opportunities to respond and participate during instruction. Yes No 6. My instruction actively engaged students in observable ways (e.g., writing, verbalizing) Yes No 7. I actively supervised my classroom (e.g., moving, scanning) during instruction. Yes No 8. I ignored or provided quick, direct, explicit reprimands/redirections in response to inappropriate behavior. Yes No 9. I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g., class point systems, praise, etc.). Yes No 10. In general, I have provided specific feedback in response to social and academic behavior errors and correct responses. Yes No Overall classroom management score: 10-8 “yes” = “Super” 7-5 “yes” = “So-So” < 5 “yes” = “Improvement Needed” # Yes___
Behavioral competence at school & district levels Function-based behavior support planning Team- & data-based decision making Comprehensive person-centered planning & wraparound processes Targeted social skills & self-management instruction Individualized instructional & curricular accommodations Individual Student
Understanding & Responding to Escalations High Low Calm Peak De-escalation Recovery Acceleration Agitation Trigger Colvin, 1989
THREE 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.
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.”
Compliant & Noncompliant Behaviors Are learned. Require more than one person. Get better/worse with practice. Linked to chains of behavior. More likely to be displayed in future if effective, efficient, & relevant
Analyzing Noncompliant/Defiant Behavior What can happen when student engages in noncompliance? –Avoids/escapes request/activity –Gets new task/activity –Gains/escapes/avoids teacher attention –Gains/escapes/avoids peer attention –Loses academic engagement – More likely to display problem behavior –
What can happen when teacher confronts noncompliant behavior? – Gets/escapes/avoids student attention – Removes problem behavior – Gains/escapes peer attention – Loses instructional minutes – Likely to experience problem again –
Teaching Compliance: Student must…. Be fluent at expected behavior. Be taught conditions under which the expected behavior is required. Have multiple opportunities for high rates of successful academic & social engagement. Receive or experience frequent & positive acknowledgments when expected behavior is exhibited.
Encouraging Compliance Have student’s attention, before presenting directive or making request. Give clear, specific, positively stated directives. Provide frequent & positive acknowledgments when expected behavior is exhibited. Have established & taught consequence procedures for repeated noncompliance.
Continuum of positive behavior support for all families Frequent, regular positive contacts, communications, & acknowledgements Formal & active participation & involvement as equal partner Access to system of integrated school & community resources Family
~80% of Students ~15% ~5% CONTINUUM of SWPBS SECONDARY PREVENTION Check in/out Targeted social skills instruction Peer-based supports TERTIARY PREVENTION Function-based support Wraparound Special Education PRIMARY PREVENTION Teach & encourage positive SW expectations Proactive SW discipline Audit 1.Identify existing efforts 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)
Action Planning: Guidelines Agree upon decision making procedures Align with school/district goals. Focus on measurable outcomes. Base & adjust decisions on data & local contexts. Give priority to evidence-based programs. Invest in building sustainable implementation supports (>80%) Consider effectiveness, & efficiency, relevance, in decision making (1, 3, 5 rule)