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School-Wide Positive Behavior Support:
Year One
RI PBIS Team & George SugaiOSEP Center on PBIS
Center for Behavioral Education & Research
University of ConnecticutFebruary 28, 2008
www.pbis.org www.cber.org www.swis.org
George.sugai@uconn.edu
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,…..
• Acknowledgements for student behavior (i.e., relevant, realistic, honest, informative, all)
• Continuous self-assessment (e.g., priority, data, integration, effectiveness….)
• Investments in nonclassroom settings
PURPOSEEnhance 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”
SWPBS is about….
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)
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
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
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
All
Some
FewRTI
Continuum of Support for
ALL
Dec 7, 2007
Classroom
SWPBSSubsystems
Non-classroomFamily
Student
School-w
ide
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
Romanowich, Bourett, & Volmer,
2007
• 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
Time
Be
hav
ior
Inte
ns
ity
Understanding & Responding to Escalations
High
LowCalm
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)
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