Everything you need to know about preventing and...

Everything you need to know about preventing and

responding to student behavior (well, almost!)

Jeffrey Sprague, Ph.D.

BET-C Annual Conference

October 2016

10/25/2016BET-C Keynote 2016 Jeffrey Sprague, Ph.D.

(jeffs@uoregon.edu)1

•Exclusion as “punishment”• School to prison pipeline

•Adverse Childhood Experiences•Teacher/Educator Wellbeing

•How can we make a difference?• Supportive school climate• Restorative justice/practices• Teaching with poverty and stress (student

and adult) in mind• Focus on Teacher wellbeing

Why are we asked to do it this way?

(jeffs@uoregon.edu)

•If you always do what you’ve always done, you’ll always get what you always got.• “Moms” Mably

Exclusion as “punishment”

(jeffs@uoregon.edu)

•Exclusionary discipline practices appear to “work” in the short term•Removes student•Provides relief to teachers, students, administrators•BUT, we attribute responsibility for change to student &/or others (family)

Early Adverse Experiences

Behavioral and Academic Failure at point of school entry

Disruptive Behavior

Teacher and peer social rejection

Punitive and exclusionary discipline practices

Loss of instruction

Lack of Restoration

Disengagement from school (dropout)

Affiliation with deviant Peers

Lack of Parental Monitoring

Court Involvement, detention, recidivism, negative life outcomes

School-to-Prison Pipeline

What it is: School policies and practices that tend to pushstudents out of traditional school settings into more restrictive settings, including juvenile justice settings

School to Prison Pipeline

• 3 million students suspended annually• Double + from the 70’s

• Increase after gun free schools act

• 70% of students involved in school-based arrest are Hispanic or Black

• Suspension likelihood• 1/20 White

• 1/14 Latino

• 1/13 Native American

• 1/6 Black

• 1/4 Black with Disability

(jeffs@uoregon.edu)

SOURCE: U.S. Department of Education, Office for Civil Rights, Civil Rights Data Collection, 2011–12.

Percentage of student days lost - Oregon 2010

Pct Days lost to ISS Pct Days lost to OSS Pct Days lost to Exp Pct Days lost to Alt Ed

Percent of Student Days Lost to Exclusionary Practices

Asian/PacIs

Vincent, C., Sprague, J.R. & Tobin, J. (2012). Exclusionary discipline practices across students’ racial/ethnic backgrounds and disability status: Findings from the Pacific Northwest. Special Issue of Severe Behavior Disorders of Children and Youth. Education and Treatment of Children 36(4), 585-60l.10/25/2016

BET-C Keynote 2016 Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)

10/25/2016 10

• What are the preconditions for suspension risk?

• Special Education/Disability

• Low academic performance

• Low income/poor

• Male

• Minority

• History of disciplinary exclusion• “Reputation”

• What do suspensions really do?• Truancy

• Tardiness

• Fewer class credits

• 2/3 of suspended students do not graduate in 4 years

• Long term suspension in middle school associated with 3X probability in high school

• Do NOT put students “back on track”

• Damages teacher-student relationships

Does Exclusionary Discipline Work Without A Balance of Teaching and Restoration?

Teacher/Educator Wellbeing

Teacher support• The National Center for Education Statistics provides a staggering

statistic: • Out of the 467 accredited universities and colleges in the study, only 51%

stated that they offered specific courses in discipline, and only 43% of the students at these schools were required to take these courses• Greer-Chase, M., Rhodes, W. A., & Kellam, S. G. (2002). Why the prevention of aggressive

behaviors in middle school must begin in elementary school. The Clearing House, 75(5), 242-245.

• National Council on Teacher Quality: Preservice training in classroom management is a top priority• http://www.nctq.org/dmsView/Future_Teachers_Classroom_Management_N

CTQ_Report

• Real Solutions in Classroom Management!• http://realsolutions.uoregon.edu/classroom_management/index.php

Teacher satisfaction continues to decline: MetLife Survey• Teacher satisfaction has declined 23 percentage points since 2008, from 62% to

39% very satisfied, including five percentage points since last year, to the lowest level in 25 years.

• Half (51%) of teachers report feeling under great stress several days a week, an increase of 15 percentage points over 36% of teachers reporting that level in 1985.

• Less satisfied teachers are more likely than very satisfied teachers to be in schools where budgets declined in the last 12 months (61% vs. 47%)

• Less satisfied teachers are more likely to be located in schools that had declines in professional development (21% vs. 14%) and in time for collaboration with other teachers (29% vs. 16%) in the last 12 months.

• Nearly all teachers (97%) give high ratings to other teachers in their schools.• MetLife Survey of the American Teacher

• https://www.metlife.com/metlife-foundation/about/survey-american-teacher.html?WT.mc_id=vu1101

Teacher factors to consider• Job DEMANDS

• Pupil misbehavior• Workload

• work stress and reduced job satisfaction• Emotional demands and emotional labor

• affect teachers’ sense of personal accomplishment and efficacy

• Parental behavior

• Job control• Improved job satisfaction• Reduced emotional exhaustion

• Collegial support• Supportive leadership• Supportive colleagues• Rewards and respect at work

• Gender and Age• Lower job satisfaction, higher

work stress and lower wellbeing• Males (first 10 years)• Females (later career)

• Burnout• Depression• Experiential avoidance

• Self-care skills and practices

http://www.mindgarden.com/117-maslach-burnout-inventory

10/25/2016 18

Burnout = Depression = Burnout

•Depression•Sub-threshold•Major

•Experiential avoidance

Depression

•How prevalent•17% lifetime and 7% for a one year period•Women are more likely to experience depression• In one study 27% of teachers reported depression

•Escalating cycle•Depressed teachers (depressed anyone!) are more

likely to focus on negative behavior and less likely to praise positive behavior

The Trap of the Dedicated Teacher

•Teachers in schools with high levels of

misbehavior and other stressful conditions

• Become less interested in teaching

• Have higher levels of stress and burnout

• Are more likely to leave the field

Thank you

Anthony Biglan!

The Trap of the Dedicated Teacher• Self-image as Caring and Competent (Evaluation)

• Difficulties with students, demands on time

• Negative thoughts and feelings

• Efforts to control negative thoughts and feelings

• Many reasonable things, like exercise, listening to music, recreation

• But also: • Drinking

• Taking Medication

• Complaining about others and the system

• WORKING HARDER!

• Experiential Avoidance!10/25/2016

Experiential avoidance: A key enabler of burnout• Experiential avoidance (EA) is the tendency to try to control the form or

frequency of unpleasant thoughts and feelings even when doing so causes difficulties in life (Eifert & Forsyth, 2005; Hayes, Strosahl, & Wilson, 1999). • Drinking

• Taking Medication

• Complaining about others and the system

• WORKING HARDER!

• Rather than working to control unpleasant thoughts and feelings, EA seems to exacerbate these experiences (Hayes et al., 1999).

• Thus, a diverse array of general stressors increases EA, which, in turn, locks people into struggle with whatever specific form of distress their particular situation and their unique history lead to.

Implicit BiasStereotype

ThreatRacial Anxiety

Disproportionate Academic and

Discipline Outcomes

Vulnerable Situations

• Lack of Procedural Clarity

• Fatigue• Poor

relationships

Are our minds biased? Let us count the ways!

(Godsil, Tropp, Goff, & powell, 2014; McIntosh, Girvan, Horner, & Smolkowski, 2014)

“How’s that Working for You?”

Addressing vulnerability and trauma

http://www.changingmindsnow.org/

On any given day 1 in 5 of your students will be:

• Having a problem • Getting over a problem• Getting ready to have a problem!

(jeffs@uoregon.edu)

National Longitudinal Transition Study http://www.nlts2.org/Special Education Early Learning Study http://www.seels.net/grindex.html

Problem behaviors develop over time

•By age 6: aggressive behavior, difficulty managing strong feelings, weak academic skills• Elementary school years: academic difficulties,

poor bonding to school, rejection by peers•By early adolescence: drift toward other troubled

peers, experimentation with problem behaviors• The earlier these problems begin, the more

chronic and serious they become throughout adolescence

Multi-problem youth are especially COSTLY

• The 20% of youth who have multiple problems account for about 70% - 80% of the cost of:

• Drunk driving

• Violent arrests

• Total arrests

• Drug health problems

• Alcohol health problems

• Improper needle use

Adverse Childhood Experiences: Risk Persists

• Exposure to multiple adverse childhood experiences predicts increased risk for serious life adjustment problems

• Academic failure

• Emotional and Behavioral Disorders

• Peer and Teacher Rejection

• Depression

• Is linked to health and life outcome status decades later• Predicts increased risk of dying from any one of the seven

leading causes of death in adults (Felitti et al 1998)

Adverse Childhood Experiences

• Neurobiologists analyzed the ACE Study data against demonstrated• neurobiological defects that result from early trauma

• changes to areas of the brain that mediate mood, anxiety, healthy bonding with other people, memory

• even where our bodies store fat.

• “early experiences can have profound long-term effects on the biological systems that govern responses to stress…Disturbances [in neuron-development] at a critical time early in life may exert a disproportionate influence, creating the conditions for childhood and adult depression, anxiety, and post-traumatic stress symptoms.”

Categories of Adverse Childhood Experiences

• recurrent and severe physical abuse (11%)

• recurrent and severe emotional abuse (11%)

• contact sexual abuse (22%)

• growing up in a household with: • an alcoholic or drug-user (25%)

• a member being imprisoned (3%)

• a mentally ill, chronically depressed, or institutionalized member (19%)

• the mother being treated violently (12%)

• both biological parents not being present (22%)

• http://www.cdc.gov/ace/prevalence.htm

10/25/2016

It’s not which stressor, it’s how MANY and how CHRONIC

Early Death

Onset of Disease and

Disability

Early Adoption of Health Risk Behaviors

Academic, Emotional and Behavioral Problems

Disrupted Neurodevelopment

Adverse Childhood ExperiencesConception

The Impact of Adverse Childhood Experiences Throughout The Lifespan

Where is school on the

path to negative

outcome?

10/25/2016 35

The Effects of Toxic Stress on Brain Development in Early Childhood

• The ability to manage stress is controlled by brain circuits and hormone systems that are activated early in life. When a child feels threatened, hormones are released and they circulate throughout the body.

Acute and Chronic Stressors

• Stress is the physiological response to the perception of loss of control resulting from an adverse situation or person• Acute

• Severe stress or trauma

• Chronic• High stress sustained over time

• Chronic stress is more common and exerts a more relentless influence on children’s day to day lives

• Allostatic load• “carryover” stress

• “hot responder” or “not motivated”

• https://www.youtube.com/watch?v=YPNOUC0ybvQ

Prolonged exposure to stress hormones can impact the brain and impair functioning in a variety of ways.

• Toxic stress can impair the connection of brain circuits and, in the extreme, result in the development of a smaller brain.

• Brain circuits are especially vulnerable as they are developing during early childhood. • Toxic stress can disrupt the development of these circuits.

• This can cause an individual to develop a low threshold for stress, thereby becoming overly reactive to adverse experiences through-out life.

• High levels of stress hormones, including cortisol, can suppress the body’s immune response. • This can leave an individual vulnerable to a variety of infections and chronic health

problems.

• Sustained high levels of cortisol can damage the hippocampus, an area of the brain responsible for learning and memory. • These cognitive deficits can continue into adulthood.

Chronic Stress

• Linked to 50% or more of all absences

• Impairs attention and concentration

• Reduces cognition, creativity and memory

• Diminishes social skills and social judgment

• Reduces motivation and effort

• Increases likelihood of depression

• Reduces growth of new brain cells

Does Teacher Burnout Affect Students?

Stress Contagion

• Classroom teacher burnout predicted higher morning cortisol in children.

• Burnout explained more than half of the classroom variability in morning cortisol.

• Teachers' occupational stress is linked to students' physiological stress regulation• Oberle, E. and K. A. Schonert-Reichl (2016). "Stress contagion in the

classroom? The link between classroom teacher burnout and morning cortisol in elementary school students." Social Science & Medicine 159: 30-37.

(jeffs@uoregon.edu)

This may be the pattern for a stressed student

BET-C Keynote 2016 Jeffrey Sprague, Ph.D.

(jeffs@uoregon.edu)

Questions to ask•How can we make the behavior

support process • Help students accept responsibility?• Place high value on academic

engagement and achievement?• Teach alternative ways to behave?• Focus on restoring the environment and

social relationships in the school?

10/25/2016 42

School Wide Positive Behavior Interventions and Supports is….

10/25/2016

• A systems-based strategy to create a “host environment” in schools to reduce problem behaviors• Three-tier intervention logic

• Behavioral interventions

• Team-based planning and implementation

• Systematic use of student-level behavior data to support decisions and improve program implementation

• Systematic use of intervention fidelity assessments to guide implementation

• NOT a single “program” but rather the “vessel” for many approaches

Targeted/Intensive

(High-risk students)Individual Interventions

(3-5%)

Selected(At-risk Students)

Classroom & Small Group Strategies

(10-20% of students)

Universal(All Students)

School-wide, Culturally Responsive Systems of Support

(75-85% of students)

• Intensive academic support• Intensive social skills teaching• Individual behavior management plans• Parent training and collaboration• Multi-agency collaboration (wrap-around) services• Alternatives to suspension and expulsion• Restorative Practices

• Increased academic support and practice• Increased social skills teaching• Self-management training and support• School based adult mentors (check in, check out)• Parent training and collaboration• Alternatives to out-of-school suspension• Restorative Practices

• Effective Academic Supports• School wide social skills teaching• Teaching school behavior expectations• Effective classroom management• Active supervision and monitoring in

common areas• Positive reinforcement systems• Firm, fair, and corrective response to

problem behavior• Restorative Practices

Sprague, J. R., & Walker, H. M. (2010). Building safe and healthy schools to promote school success: Critical issues, current challenges, and promising approaches In M. R. Shinn, H. M. Walker & G. Stoner (Eds.), Interventions for achievement and behavior problems in a three-tier model including RTI (pp. 225-258). Bethesda, MD: : National Association of School Psychologists.

What we know about PBIS Effectiveness

• Evaluation reports, single-case studies, and a series of randomized control trials have demonstrated that implementation of SWPBIS is related to • reduction in problem behavior• improved academic performance• improved perception of school safety• improved staff retention• improved organizational health of schools• reduction in bullying behaviors• increased social emotional competence of students

• Horner, Sugai, & Anderson, 2010).

• There is relatively strong evidence that direct instruction of behavior school-wide, in small groups and individually within a function-based behavior plan has a positive impact on problem behavior • Dunlap, Iovannone, Wilson, Kincaid, & Strain, 2010;

Moving Along with SW-PBIS

•Reductions in disciplinary exclusion•Racial/ethnic, gender and disability disproportionality remains•Restorative Practice • Culture building• Alternative to exclusion (referrals and suspensions)

• Trauma informed care/practice• Teacher Wellbeing

• ‘what happened, who is to blame, what punishment or sanction is needed?’• The easiest consequence is the one most

likely to be delivered

• ‘What happened, what harm has resulted and what needs to happen to make things right?’ (O’Connell, 2004)• A restorative process will initially be viewed

as more effortful

Restorative Practices

•Rather than simply punishing offenders, restorative practices aim to hold students accountable for their actions by involving them in face to face encounters with the people they have harmed.

Sanctions

TreatmentRestoration

(jeffs@uoregon.edu)

A balanced approach

Restorative Practices Continuum: Procedural Justice

Informal Formal

Affective

statements

Affective

questions

Small,

impromptu

conference

Group or

circle

Formal

conference

(jeffs@uoregon.edu)

Costello, B., Wachtel, J., & Wachtel, T. (2009). The restorative practices handbook for Teachers, Disciplinarians and Administrators. Bethlehem, PA: International Institute for Restorative Practice.

Why do we think it “works”

•An Authoritative approach is more effective than Authoritarian•Social capital -- relationship•Repair and Forgiveness•Impulse control•Procedural justice

Social Discipline Window: Authoritative is “firm but fair”

(jeffs@uoregon.edu)

Control (limit

setting, discipline)

Punitive Restorative

Neglectful Permissive

LOW Support HIGH

Repair and Forgiveness

• Acknowledge the harm

• Receive an Apology

• Restore and/or Repair

• Hold Accountable• Teach new ways to behave• Prevent future occurrence

• Show mercy to the person who harmed you

• Move on

• Lather, Rinse, Repeat

CONTINUUM of PBIS and RP

Primary TierSchool & classroom systems for all students, staff, & settings• Positive Expectations• Teaching Expectations• Positive Reinforcement• Systematic Supervision

Secondary:

More intensive for

students at-risk

Tertiary:

Individualized supports for students

with high-risk behaviors

Informal (relationship/

community building):

Primary Restorative Practices:

• Affective statements

• Affective questions

• Active listening

• Reframing

• Class Meetings and Circles

More formal (relationship/community affirmation):• Private “chat”• Social capital building

Most formal (reintegration into community):Formal ConferencesAlternative to SuspensionReintegration After Suspension

~80% of students

10/25/2016 54

Trauma Informed Care/TeachingWe Know a Lot About Human Development

• It’s never too early, nor too late to nurture and support children and youth• Prevention is the outcome for everyone• Intervention is how we achieve prevention

• Simple things form the basis for all interventions• Positive, caring interactions• Monitoring and supervision• Physical activity• Multiple points of influence

Be Safe and Predictable

•Developing children need reliable caregivers who offer high predictability, or their brains will typically develop adverse adaptive responses

•Strong, secure relationships help stabilize children’s behavior and provide core guidance needed to build lifelong social skills•Attachment- social capital•Attunement – sensitivity to individual needs

Embody respect

• Give respect to students first, even when they seem least to deserve it

• Share decision making in the class

• Avoid harsh directives

• Avoid demeaning sarcasm, shaming, yelling, etc.

• Model the process of adult thinking

• Prompt discipline through positive relationships

(jeffs@uoregon.edu)

These are not evidence-based

methods, they are simply abusive and

unprofessional

Teach What you Don’t See, and Want to See!

• Every proper response you don’t see at your school is one that you need to be teaching• Rather than telling kids to “be respectful.” demonstrate

appropriate emotional responses and the circumstances within which to use them• Allow students opportunities to practice applying them

• It is developmentally normal for students to misbehave about every three minutes. This should be viewed as an opportunity teach, not stand in judgment of their character (or that of their family!)• Dweck, C. S. (2006). Mindset : the new psychology of success. New

York, Random House.

Teacher Wellbeing: Threats to Success

•New initiatives may fail because teachers• fear the extra work involved in implementing them• fear that their efforts will be sabotaged or priorities

will changed on a whim• feel pressured by other demands (test scores, legal

threats)•do not feel supported by colleagues or administrators

Organizational Support Makes the Difference!

•high-quality leadership and support provided by a principal or other administrator•an internal “champion” for a program (aka coach)•access to formal training and technical assistance• Just in time and continuous• No train and hope or “drive by workshops”

•adequate financial resources for adoption, implementation, and maintenance of the program.

Be Clear About What You Value – What Values we Share

Thanks Renee

Van Norman!

Garage Sale Principle

Guidelines for focused attentionCollect everything you canLay it out where you can look at

Cut out the unnecessary – follow your values

10/25/2016

Roam (2008)

“Everything looks different when we can see it”

Roam (2008)

Acceptance-Focused: Garage Sale!

Cut out the unnecessary

• Job Control and Participation• Administrative

Support• Collegial Support• Sense of Efficacy• Acceptance and self-

Thank you!• Kurt Vonnegut once told a story of his favorite teacher when

asked this question. The man asked him one time, ''What is it artists do?'' And Vonnegut mumbled, ‘‘they do two things,'' he said. ''First, they admit they can't straighten out the whole universe. And then second, they make at least one little part of it exactly as it should be. A blob of clay, a square of canvas, a piece of paper, or whatever.''

• We have all worked so hard and well to make this moment and this place exactly what it should be today, so be gratefulfor making a small difference each day.

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