School-Wide Positive Behavior Support: Getting Started

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School-Wide Positive Behavior Support Getting
Started

• MN PBS OSEP Center on PBIS
• Center for Behavioral Education Research
• University of Connecticut
• August 21, 2007
• www.pbis.org
• www.swis.org
• George.sugai_at_uconn.edu

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www.pbis.org
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PURPOSE Enhance capacity of school teams to
provide the best behavioral supports for all
students to support academic social achievement.
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MAIN TRAINING 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

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Georges Objectives (A)

• Why look at BEHAVIOR?
• Why emphasize CONTEXT?
• Why SYSTEMS perspective?
• What is PBIS/SWPBS?
• How to GET STARTED?

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Rose, L. C., Gallup. A. M. (2005). 37th annual
Phi Delta Kappa/Gallup poll of the publics
attitudes toward the public schools. Kappan,
September, 41-59.

• TOP FOUR 2005
• Lack of financial support (since 2000)
• Overcrowded schools
• Lack of discipline control
• Drug use

• 1 SPOT
• gt2000 lack of financial support
• 1991-2000 drug use
• lt1991 lack of discipline

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Competing, Inter-related National Goals

• Improve literacy, math, geography, science, etc.
• Make schools safe, caring, focused on teaching
  learning
• Improve student character citizenship
• Alternatives to suspension
• Responsiveness to Intervention
• Eliminate bullying
• Prevent drug use
• School-based mental health
• Social emotional well-being
• Prepare for postsecondary education
• Provide a free appropriate education for all
• Prepare viable workforce
• Truancy/attendance
• Leave no child behind
• Etc.

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SW-PBS Logic!

• Successful individual student behavior support
  is linked to host environments or school
  climates that are effective, efficient, relevant,
  durable
• (Zins Ponti, 1990)

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Context Matters!

• Examples
• Individual Student
• vs.
• School-wide

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Reiko

• Assessments indicate that Reiko performs in
  average to above average range in most academic
  areas. However, her teacher has noticed Reikos
  frequent talking asking answering questions
  without raising her hand has become an annoying
  problem to other students to teacher.

What would you do?
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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?
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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?
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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 Rachels 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?
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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

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However, context matters.

• What factors influence our ability to implement
  what we know with accuracy, consistency,
  durability for students like Rachel, Reiko,
  Mitch, Kiyoshi?

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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!
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• 5,100 referrals
• 76,500 min _at_15 min
• 1,275 hrs
• 159 days _at_ 8 hrs

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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!
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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!
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You said, what?

• In two high schools, students cited fined 113
  for using profanity

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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!
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FTD

• On 1st 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!
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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!

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Messages Repeated!

1. Successful Individual student behavior support is
   linked to host environments or schools that are
   effective, efficient, relevant, durable
2. Learning teaching environments must be
   redesigned to increase the likelihood of
   behavioral academic success

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Secondary Features

• Social culture is important in high school
• Student-student interactions as important
• Problem behaviors are different
• Tardy truancy
• Work completion
• Insubordination disrespect.
• Student-student aggression harassment
• 10th grade is tipping point
• Adults make a difference through
• Being models
• Defining clear expectations
• Arranging for academic success.

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2 Worries Ineffective Responses to Problem
Behavior

• Get Tough (practices)
• Train--Hope (systems)

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Worry 1Teaching by Getting Tough

• Runyon I hate this f____ing school, youre a
  dumbf_____.
• Teacher That is disrespectful language. Im
  sending you to the office so youll learn never
  to say those words again.starting now!

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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

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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

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When behavior doesnt improve, we Get Tougher!

• Zero tolerance policies
• Increased surveillance
• Increased suspension expulsion
• In-service training by expert
• Alternative programming
• ..Predictable systems response!

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Erroneous assumption that student

• Is inherently bad
• Will learn more appropriate behavior through
  increased use of aversives
• Will be better tomorrow.

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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

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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

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Non-examples of Function-Based approach

• Function outcome, result, purpose,
  consequence
• Lantana, you skipped 2 school days, so were
  going to suspend you for 2 more.
• Phloem, Im taking your book away because you
  obviously arent ready to learn.
• You want my attention?! Ill show you
  attention,lets take a walk down to the office
  have a little chat with the Principal.

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Worry 2Train Hope
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Development Map

• 2 years of team training
• Annual booster events
• Coaching/facilitator support _at_ school district
  levels
• Regular self-assessment evaluation data
• Develoment of local/district leadership teams
• State/region Center on PBIS for coordination
  TA

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Role of Coaching

• Liaison between school teams PBS leadership
  team
• Local facilitation of process
• Local resource for data-based decision making

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Supporting Social Competence Academic
Achievement
4 PBS Elements
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
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Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL
POSITIVE BEHAVIOR SUPPORT
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Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
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Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
80 of Students
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http//rtckids.fmhi.usf.eduKutash, K.,
Duchnowski, A. J., Lynn, N. (2006).
School-based mental health An empirical guide
for decision makers. Tampa, FL University of
South Florida. Louis De la Parte Florida Mental
Health Institute, Department of Child Family
Studies, Research Training Center for
Childrens Mental Health.http//cfs.fmhi.usf.edu
Duchnowski, A. J., Kutash, K., Romney, S.,
(2006). Voices from the field A blueprint for
schools to increase involvement of families who
have children with emotional disturbances. Tamp,
FL University of South Florida, The Louis de la
Parte Florida Mental Health Institute, Department
of Child and Family Studies.
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Designing School-Wide Systems for Student Success
1-5
1-5
5-10
5-10
80-90
80-90
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Main Messages
STUDENT ACHIEVEMENT
Good Teaching
Behavior Management
Increasing District State Competency and
Capacity
Investing in Outcomes, Data, Practices, and
Systems
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Responsiveness-to-InterventionDefining Features
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2001 Surgeon Generals Report on Youth Violence
Recommendations

• Break up antisocial networkschange social
  context
• Improve parent effectiveness
• Increase commitment to school
• Increase academic success
• Create positive school climates
• Teach encourage individual skills competence

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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 deterents

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GENERAL IMPLEMENTATION PROCESS Getting Started
Team
Agreements
Data-based Action Plan
Implementation
Evaluation
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School-wide Positive Behavior Support Systems
Classroom Setting Systems
Nonclassroom Setting Systems
Individual Student Systems
School-wide Systems
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Classroom Setting Systems

• 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

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Nonclassroom Setting Systems

• Positive expectations routines taught
  encouraged
• Active supervision by all staff
• Scan, move, interact
• Precorrections reminders
• Positive reinforcement

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Individual Student Systems

• 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

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School-wide Systems

• 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