Positive Behavior Support for At-Risk Students: An Overview

Positive Behavior Support

for At-Risk Students: An Overview

Florida’s Positive Behavior Support ProjectUniversity of South Florida

2003-2004

FL PBS Project: Targeted Interventions 2003-2004

Objectives

• Identify at-risk populations

• Recognize different approaches to supporting an at-risk population

• Identify the characteristics of your school’s at-risk population(s)

• Use data-based decision making to select an appropriate intervention(s) for your school’s at-risk population(s)

Adapted from the Center for Positive Behavior Interventions and Supports (2002)

Primary Prevention:School-wide and

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

Designing Comprehensive SystemsCONTINUUM OF POSITIVE BEHAVIOR SUPPORT (PBS)

Why do we need to intervene?

• Instructional time• Stress • Learning

environment• Modeling• Resources• Test scores• Attendance

• Suspensions• Expulsions• Grade retention • SW not sufficient• Skill deficiencies

don’t remediate themselves

Skill Deficits

State of Florida Suspensions

549,640 559,465

601,502

398,395411,656

446,039

360,000

410,000

460,000

510,000

560,000

610,000

2000-2001 2001-2002 2002-2003

ISS OSS

Critical Safety Issues

AggressiveBehavior

Disrespect Campus Access

Delinquency in the Schools

• In the Florida Youth Survey 2000, students reported that within the past 12 months, – 15 percent had attacked someone with

intent to harm; – 6 percent were arrested; – 1 percent took a handgun to school.

Out of Proportion• These students represent less

than 25% of school enrollment• They account for over 50% of

behavioral incidents• They consume significant

amounts of time and resources

What is the “Middle Part” of the Triangle?

• ~15% of students

• Multiple referrals

• At-risk for developing more severe/chronic patterns of problem behaviors

Referrals per Student

Students

What it looks like…• At Risk:

– Disruptive– Talks out– Unprepared– Talks back to teacher– Uses inappropriate

language– Tardy– Defiant– Refuses to do work– Difficulty taking turns– Refuses to share– Out of seat– Aggressive– Not dangerous or violent– May have low academic

achievement

• Serious/Chronic:– Danger to self and/or

others– Destructive

• General:

– In line with expectations

In general…

• Poor peer relations• Low academic achievement• Difficulty adjusting to school

environment• Chaotic home environment• Low self-esteem

Catch them before they fall:

• Intervention before age 9 is more likely to succeed

• Severity, stability, and risk• Substance abuse • School dropout

Approaches to Intervention

• Behavior Education Program (BEP)

• Verbal De-escalation Training

• Social Skills Training

• Conflict Resolution Training

• Anger Management Training

Responding to Problem Behavior in Schools:The Behavior Education Program

A comprehensive book by Deanne A. Crone, Robert H. Horner, and Leanne S. Hawken.

Guilford Publishing, Inc. ISBN 1-57320-940-7; Cat. #0940List Price: $25.00

www.guilford.com

Responding to Problem Behavior

in Schools:

The Behavior Education Program

• For teachers, staff• Check-in/Check-out system• Daily positive adult contact• Daily report card - Increased

attention to behavioral goals• Home-School partnership• For all school settings

Crone, Horner & Hawken (in press). Guilford Publications, NY.

BEP: Who Qualifies

• More than a minimum number of referrals

• Across several different settings• Not dangerous to self/others• Adult attention is reinforcing

Example Behaviors– Disruptive– Talks out– Unprepared– Talks back to teacher– Uses inappropriate

language– Tardy– Defiant– Refuses to do work– Difficulty taking turns– Refuses to share– Out of seat

– Difficulty following directions– Frequent peer conflict– Low-grade aggression (pushing, tripping, etc…)

Do Not Include:

• Dangerous/violent students• Students who bring a weapon to school• Students who injure/may injure themselves• Students with a high number of referrals• Students with referrals from only one

setting, teacher, or time• Students who find adult attention aversive

Data-Based Decision

• The BEP is indicated when…– High percentage of students with

multiple referrals (>15%)– Problem behaviors are not dangerous

or violent– Problem behaviors are found in

multiple locations throughout school, from multiple staff

Referrals by Problem Behavior

100150200250300350400

Referrals by Location

Referrals per Student

Verbal De-Escalation Training

(VDT)• For Teachers, staff• Learn comments, gestures,

behaviors, and practices that help prevent individuals from escalating to aggressive or violent behavior

• Prevent disagreements from turning into crisis situations (or office referrals)

VDT: Who can benefit• New teachers

• Teachers with high referral rates

• Teachers who report frequent conflicts with students

• ESE teachers

• Teachers of at-risk/aggressive students

• Counselors, School Psychologists, Support Staff

Example Behaviors• Non-compliance, defiance• Disrespectful comments to staff• Intimidation/threats to staff• Aggression towards staff• Tantrums• Student-Teacher power struggles• Confronts teacher after a request

is made

Data-Based Decision

• VDT is indicated when:– High number of referrals for Disruption,

Defiance/Disrespect, Abusive Language, Aggression towards staff

– Need for more intensive problem-solving skills among staff

– Situations with high student-teacher conflict

– Frequent tantrums

Referrals by Teacher

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Social Skills Training

• For teachers, to use in small groups• Social skills are:

– Socially acceptable learned behaviors that enable a person to interact with others in ways that elicit positive responses and avoid negative responses (Gresham & Elliott, 1984, 1990)

Types of Social Skills

• Cooperation• Assertion• Responsibility• Empathy• Self-control• Social

problem solving

• Positive play• Group entry

• Dealing with strong negative feelings

• Conversational skills

• Conflict resolution• Listening• Accepting

feedback• Making requests

• Responding to teasing

• Apologizing

• Disagreeing

• Resisting peer pressure

• Negotiating

• Dealing with an accusation

Safe & Sound Programs

Collaborative for Academic, Social, and Emotional Learning. (2003). Chicago, IL: Author.

http://www.casel.org/projects_products/safeandsound.php

Safe and Sound: An Educational Leader’s Guide to Evidence-Based Social and Emotional Learning (SEL) Programs.

Sound Social Skill Programs

• Five essential SEL skill areas:– Self-awareness– Social awareness– Self-management– Relationship skills– Responsible decision making

• Necessary components:– Skill modeling– Role play by students

• Components for better outcomes:– Discuss relevancy of skill– Provide for generalization across

settings \– Provide for maintenance over time

• Evidence of effectiveness

• Professional development component

• Continuing performance-based assessment measures for students

• Guidelines and tools for implementation

• Coordination with school, family, and community

• Academic integration strategies

SST: Who Can Benefit

• Students AND teachers• Students with

– Poor peer relations– Poor student/teacher interactions– High referrals for Fighting/Physical

Aggression, Harassment, Defiance, Disruption, Abusive Language

– Socially isolated students

Example Behaviors– Disruptive– Talks out– Talks back to teacher– Uses inappropriate

language– Defiant– Refuses to do work– Difficulty taking turns– Refuses to share– Out of seat

– Difficulty following directions

– Aggression– Disrespectful

comments to staff– Intimidation/threats to

staff– Aggression towards

staff– Tantrums– Student-Teacher

power struggles

– Frequent peer conflict

Data-Based Decision• Social Skills Training is indicated

when:– High number of referrals for

Fighting/Physical Aggression, Harassment, Defiance, Disruption, Abusive Language

– Referrals occur in multiple settings, from multiple staff

– Detailed analysis of referrals indicates a need for more intensive problem-solving skills among students

Conflict Resolution Training

(CRT)• For teachers, to use in small groups• Teach skills for effective conflict

resolution– Negotiation– Cooperation– Listening– Turn taking– Perspective taking– Positive Attitude

CRT: Who can Benefit

• Students with– Poor peer relations– Poor teacher relations– High referrals for

Fighting/Physical Aggression, Disruption*, Abusive language*, Harassment*

Example Behaviors

• Arguing• Cursing out other people• Physical Aggression • Refusing to share• Refusing to take turns• Easily influenced by peer pressure• Making threats in response to

conflict*

Data-Based Decision

• CRT is indicated when:– High number of referrals for

Fighting/Physical Aggression– Detailed analysis of Disruption,

Abusive Language, or Harassment referrals show conflict-centered incidents

Anger Management Training

• For teachers, support staff, to use in small groups

• To learn strategies and behaviors that will reduce the emotional experience of anger as well as the physiological arousal that anger causes.

Anger Management Process

• Recognize when you’re angry• Identify situations/events that

cause anger• Recognize negative consequences

from intense expressions of anger• Learn appropriate ways to express

anger• Teach social skills as needed

Anger Management Strategies

• Self-talk• Cognitive mediation/restructuring• Relaxation training• Behavior rehearsal• Exposure to opportunities to control

and manage negative feelings in a range of social settings

AMT: Who Can Benefit

• Students who – Are easily angered– Are physically aggressive– Are verbally abusive– React to disappointments with anger– Are demanding/morally indignant– Withdraw/sulk when ‘things don’t go

their way’

Example Behaviors• Cursing out/ranting at other people• Physical aggression• Damaging or destroying property• Bringing weapons to school• Fast-onset tantruming• Responding to provocation without

stopping to think about consequences• Making frequent cynical/critical/hostile

remarks• Pouting when told “no”

Data-Based Decision

• Anger management training may be indicated when:– High rates of referrals for

Fighting/Physical Aggression, Disruption, Abusive Language, Harassment, Defiance, Vandalism, Weapons

– Student interviews indicate repeated instances where students reacted in anger without thinking

Vandal

Intervention Decision Worksheet

• Discipline data: – Referral reports– Referral documentation– Student/staff interviews– Staff surveys

• Use all available data to select the intervention most appropriate to your school’s needs

Florida Positive Behavior Support Project

• FL-PBS Project– Phone: (813) 974-6440– Fax: (813) 974-6115– Email: flpbs@fmhi.usf.edu– Website: http://flpbs.fmhi.usf.edu

• RRTC-PBS– Website: http://www.rrtc.pbs.org

• OSEP Center on PBS– Website: http://www.pbis.org

Positive Behavior Support for At-Risk Students: An Overview

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