View
223
Download
4
Category
Tags:
Preview:
Citation preview
Understanding & Planning for Non-
Responsive Behavior(Secondary/Tertiary Tier)
George Sugai
Center on Positive Behavioral Interventions & Supports
University of Connecticut
January 27, 2009
PURPOSE
Review of practices &
systems for non-
responsive behavior
• Review of SWPBS• Understanding non-responsive
behavior• Requirements for
implementation integrity• Features of effective practice
SWPBS is approach for….
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 StudentsIDEA: Positive BehavioralInterventions & Supports
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
IntegratedElements
Classroom
Evidence-based SWPBSPractices
Non-classroom Family
Student
School-w
ide
• Smallest #• Evidence-based• Biggest, durable effect
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
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
• 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
• 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
RtI
Response to Intervention
All
Some
FewRTIContinuum of Support for ALL
Dec 7, 2007
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
FEW
~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)
Remember
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS
Behavior Support Elements
Problem Behavior
Functional Assessment
Intervention & Support Plan
Fidelity of Implementation
Impact on Behavior & Lifestyle
• Team-based• Behavior competence
*Response class*Routine analysis*Hypothesis statement *Alternative behaviors
*Competing behavior analysis *Contextual fit*Strengths, preferences, & lifestyle outcomes*Evidence-based interventions
*Implementation support*Data plan
*Continuous improvement*Sustainability plan
Function-based Logic
Only 2 Basic FunctionsProblemBehavior
Obtain/GetSomething
Escape/Avoid
Something
SocialTangible/Activity
Adult
Stimulation/Sensory
Peer
Pos Reinf Neg Reinf
Existing
aversive
condition
identified
MORE INFORMAL
EASIERSIMPLE
INDIRECT
MOREDIRECT
COMPLICATED
DIFFICULTFORMAL
% Intervals w/ P.B. for Bryce
0
10
20
30
40
50
60
70
80
90
100
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41
Sessions**Data points with arrows indicate no medication
% I
nte
rva
ls w
/ P
.B.
Baseline
Contra-IndicatedIndicatedContra-
IndicatedIndicated
Ingram, Lewis-Palmer, & Sugai, 2005
% Intervals w/ P.B. for Carter
0
10
20
30
40
50
60
70
80
90
100
1 3 5 7 9 11 13 15 17 19 21 23 25 27
Sessions
% In
terv
als
w/ P
.B.
Baseline IndicatedIndicated Indicated Modified
Contra-ndicated
Contra-Indicated
0
10
20
30
40
50
60
70
80
90
100 BL CI/CO
CI/CO +75%
CI/CO +80%
CI/CO +90%
Helena
School Days
Per
cent
of
Inte
rval
s E
ngag
ed in
Pro
blem
Beh
avio
r
0
10
20
30
40
50
60
70
80
90
100
Jade
0
10
20
30
40
50
60
70
80
90
100
Farrell
Began meds.
Class B Results
GOALS 8:30 9:30 10:30 11:30 12:30 1:30
1. RESPECT OTHERS 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0
2. MANAGE SELF 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0
3. SOLVE PROBLEMS RESPONSIBLY
2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0
Name________________ Date ________
Rating Scale2 = Great1 = Ok0 = Goal Not Met
Goal _____Pts Possible _____Pts Received_____% of Pts _____Goal Met? Y N
Check In/Out Pt Card
0
10
20
30
40
50
60
70
80
90
100 BL CI/CO
CI/CO +75%
CI/CO +80%
CI/CO +90%
Helena
0
10
20
30
40
50
60
70
80
90
100
Jade
0
10
20
30
40
50
60
70
80
90
100
Farrell
Began meds.
School Days
Per
cent
of
Inte
rval
s E
ngag
ed in
Pro
blem
Beh
avio
r
Class B Results + Composite Peers
Peer
Peer
Peer
0
10
20
30
40
50
60
70
80
90
100
Ben
0
10
20
30
40
50
60
70
80
90
100
Marcellus
BL CI/CO
CI/CO75%
CI/CO80%
FB plan
FB plan 2
0
10
20
30
40
50
60
70
80
90
100
Blair
0
10
20
30
40
50
60
70
80
90
100
Olivia
Per
cent
of
Inte
rval
s E
ngag
ed in
Pro
blem
Beh
avio
r
Study 2 Results
School Days
0
10
20
30
40
50
60
70
80
90
100
Olivia
0
10
20
30
40
50
60
70
80
90
100
Marcellus
BL CI/CO
CI/CO75%
CI/CO80%
FB plan
FB plan 2
0
10
20
30
40
50
60
70
80
90
100
Ben
0
10
20
30
40
50
60
70
80
90
100
Blair
School Days
Per
cent
of
Inte
rval
s E
ngag
ed in
Pro
blem
Beh
avio
r
Peer
Peer
Peer
Peer
Study 2 Results + Composite Peer
Kutash, 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 Children’s Mental Health. http://rtckids.fmhi.usf.edu
Crone, D. A., & Horner, R. H. (2003). Building positive behavior support systems in schools: Functional behavioral assessment. New York: Guildford Press.
Crone, D. A., Horner, R. H., & Hawken, L. S. (2004). Responding to problem behavior in schools: The behavior education program. New York: Guilford Press.
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
Recommended