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Transcript of School-Wide Positive Behavior Support: Overview for School Counseling George Sugai OSEP Center on...
School-Wide Positive Behavior Support:
Overview for School CounselingGeorge Sugai
OSEP Center on PBISCenter for Behavioral Education & Research
University of ConnecticutOctober 30 2009
www.pbis.org www.cber.org www.swis.org
PURPOSEProvide brief overview of school-wide positive behavior support for all
• Rationale
• Features
• Examples
• Data
Rationale
Context Matters!
Examples
Individual Student
vs.
School-wide
“Reiko”
Assessments indicate that Reiko performs in average to above average range in most academic areas. However, her teacher has noticed Reiko’s frequent talking & asking & answering questions without raising her hand has become an annoying problem to other students & to teacher.
What would you do?
“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?
“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?
“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 Rachel’s 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?
Fortunately, we have a science that guides us to…
• Assess these situations• Develop behavior intervention plans
based on our assessment• Monitor student progress & make
enhancementsAll in ways that can be culturally & contextually appropriate
Crone & Horner, 2003
However, context matters….
What factors influence our ability to implement what we know with accuracy, consistency, & durability for students like Rachel, Reiko, Mitch, & Kiyoshi?
“159 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!
“Da place ta be”
During 4th period, in-school detention room has so many students that the overflow is sent to the counselor’s office. Most students have been assigned for being in the hallways after the late bell.
Kiyoshi is in this
school!
“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!
“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!
“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!
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!
SW-PBS Logic!Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable for all students(Zins & Ponti, 1990)
2 Worries & Ineffective Responses to Problem
Behavior
• Get Tough (practices)
• Train-&-Hope (systems)
Worry #1“Teaching” by Getting Tough
Runyon: “I hate this f____ing school, & you’re a dumbf_____.”
Teacher: “That is disrespectful language. I’m sending you to the office so you’ll learn never to say those words again….starting now!”
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
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
When behavior doesn’t improve, we “Get Tougher!”
• Zero tolerance policies
• Increased surveillance
• Increased suspension & expulsion
• In-service training by expert
• Alternative programming
…..Predictable systems response!
Erroneous assumption that student…
• Is inherently “bad”
• Will learn more appropriate behavior through increased use of “aversives”
• Will be better tomorrow…….
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
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
VIOLENCE PREVENTION
• 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 is
Worry #2:“Train & Hope”
REACT toProblemBehavior
Select &ADD
Practice
Hire EXPERTto TrainPractice
WAIT forNew
Problem
Expect, But HOPE for
Implementation
Features
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
IntegratedElements
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
RtI
Responsiveness to Intervention
All
Some
FewRTI
Continuum of Support for
ALL
Dec 7, 2007
Classroom
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
• All school-wide• Maximum structure & predictability in routines &
environment• Positively stated expectations posted, taught, reviewed,
prompted, & supervised.• Maximum engagement through high rates of opportunities
to respond, delivery of evidence-based instructional curriculum & practices
• Continuum of strategies to acknowledge displays of appropriate behavior, including contingent & specific praise, group contingencies, behavior contracts, token economies
• Continuum of strategies for responding to inappropriate behavior, including specific, contingent, brief corrections for academic & social behavior errors, differential reinforcement of other behavior, planned ignoring, response cost, & timeout.
Classroom
• 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
• 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
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS: “Getting Started”
~80% of Students
~15%
~5%
ESTABLISHING CONTINUUM of SWPBS
SECONDARY PREVENTION• Check in/out• Targeted social skills
instruction• Peer-based supports• Social skills club•
TERTIARY PREVENTION• Function-based support• Wraparound• Person-centered planning• •
PRIMARY PREVENTION• Teach SW expectations• Proactive SW discipline• Positive reinforcement• Effective instruction• Parent engagement•
SECONDARY PREVENTION• • • • •
TERTIARY PREVENTION• • • • •
PRIMARY PREVENTION• • • • • •
Examples
School Rules
NO Food
NO Weapons
NO Backpacks
NO Drugs/Smoking
NO Bullying
Redesign Learning & Teaching Environment
Saying & doing it “Positively!”
Keep off the grass!
Few positive SW expectations defined, taught, & encouraged
Employee Entrance at TulsaDowntown Doubletree
Carmen Arace Intermediate, Bloomfield
Teaching Matrix
SETTING
All Settings
Hallways Playgrounds CafeteriaLibrary/
Computer Lab
Assembly Bus
Respect Ourselves
Be on task.
Give your best effort.
Be prepared.
Walk. Have a plan.
Eat all your food.Select healthy foods.
Study, read,
compute.
Sit in one spot.
Watch for your stop.
Respect Others
Be kind.Hands/feet
to self.Help/share
with others.
Use normal voice
volume.Walk to right.
Play safe.Include others.Share
equipment.
Practice good table manners
Whisper.Return books.
Listen/watch.Use
appropriate applause.
Use a quiet voice.
Stay in your seat.
Respect Property
Recycle.Clean up after self.
Pick up litter.
Maintain physical space.
Use equipment properly.
Put litter in garbage can.
Replace trays &
utensils.Clean up
eating area.
Push in chairs.Treat books
carefully.
Pick up.Treat chairs appropriately
.
Wipe your feet.Sit
appropriately.
Exp
ecta
tions 1. S
OCIAL SKILL2. NATURAL
CONTEXT
3. BEHAVIOR
EXAMPLES
3-5 Positively Stated Behavioral
Expectations across Texas
RAH – at Adams City High School(Respect – Achievement – Honor)
RAH Classroom Hallway/
Commons
Cafeteria Bathrooms
Respect Be on time; attend regularly; follow class rules
Keep location neat, keep to the right, use appropriate lang., monitor noise level, allow others to pass
Put trash in cans, push in your chair, be courteous to all staff and students
Keep area clean, put trash in cans, be mindful of others’ personal space, flush toilet
Achievement
Do your best on all assignments and assessments, take notes, ask questions
Keep track of your belongings, monitor time to get to class
Check space before you leave, keep track of personal belongings
Be a good example to other students, leave the room better than you found it
Honor Do your own work; tell the truth
Be considerate of yours and others’ personal space
Keep your own place in line, maintain personal boundaries
Report any graffiti or vandalism
RAH – Athletics
RAH Practice Competitions
Eligibility Lettering Team Travel
Respect Listen to coaches directions; push yourself and encourage teammates to excel.
Show positive sportsmanship; Solve problems in mature manner; Positive inter-actions with refs, umps, etc.
Show up on time for every practice and competition.
Show up on time for every practice and competition; Compete x%.
Take care of your own possessions and litter; be where you are directed to be.
Achievement
Set example in the classroom and in the playing field as a true achiever.
Set and reach for both individual and team goals; encourage your teammates.
Earn passing grades; Attend school regularly; only excused absences
Demonstrate academic excellence.
Complete your assignments missed for team travel.
Honor Demonstrate good sportsmanship and team spirit.
Suit up in clean uniforms; Win with honor and integrity; Represent your school with good conduct.
Show team pride in and out of the school. Stay out of trouble – set a good example for others.
Suit up for any competitions you are not playing. Show team honor.
Cheer for teammates.
Remember you are acting on behalf of the school at all times and demonstrate team honor/pride.
Bobcat P.R.I.D.E. SETTING 1. Be Prepared 2.Show Respect 3. Be Involved 4. Follow Directions 5Show Emp athy
Morning Areas * Know your number for breakfast *Have all of your belongings with you in the café and in the gym *Procee d directly to gym after breakfast
* Use polite language such as please and thank you * Use appropriate table manners: stay in your seat, don’t talk with your mouth full, clear your area and use your 2” voice * Take your turn
* Pay attention in line and in the halls by listening to your teache r and watching where you are going * Clean up your area at breakfast * Help others when they need it
* Use 2 “ voice in cafeteria * Walk in the halls to the cafe teria, to the gym and to class * follow adult directions in all areas * stay seated in assigned area in gym until dismissed by adult
*Show empathy to others before schoo l in all areas- speak kindly, using a 2” voice and be friendly and courteous to others.
Hallways *Stay in line * Face Forward
* Respect wall hangings and student work by not touching or defacing * Use quiet voices in the halls so others can learn
* Pick up trash * Help others when they need it *Hold open doors for others
* Keep hands and feet to self * Go down the ramp and up the stairs *Remain silent in the halls
* Show empathy in the halls by bei ng respectful of other’s learning times and bei ng silent. * Show empathy by helping others when they need it- opening doors, helping to pick u p
Cafete ria * Know your number * Choose your main course, 2 sides and milk quickly * Make “extra” selections quickly
* Use appropriate table manners * Say “please” and “thank you”
* Pick up trash, even if it is not yours * Help others * Tell custodian about spills or messes * Vo lunteer to help the custodian
* Use 2” voice * Raise your hand if help is needed * Walk at all times *Remain seated until given permission
* Show empathy to all students in the cafeteria by being kind and be a friend if someone has a spill in the cafeteria- help out others and b e there for each other
Playground * Know weather signs * Bring appropriate clothing * Shoes tied up
* Show good sportsmanship * Use “put ups” * Take turns
* Ask others to play * Show hazardous items to adult * Know & abide by sports rules
* Use equipment properly * Rocks stay on the ground at all times * Follow adult directions * Line up promptly at whistle * Avoid physical contact with others.
*Show empathy at recess. You don’t have to be the best at every sport or activity, but you do have to be the best type of friend to others when playing- take turns and share. * P lay by the rules *Ask o thers to play with yo u.
Restrooms * Take care of business
quickly * Proceed in a direct manner to and from the restroom
*Respect the privacy of others * Wait your turn quietly * Show respect for school property
*Throw away trash * Report unsafe conditions to the office * Report any graffiti
*Kee p hands and feet to self * Flush toilet after use * Use bathroom equipment for its intended purpose
*Show empathy for our custodial staff- Keep the school neat and clean from the halls to the restrooms- pick up after yo urself and help clean
Teaching Bobcat PRIDE at Lee Elementary
Family Teaching
Matrix
SETTING
At homeMorning Routine
HomeworkMeal Times
In Car Play Bedtime
Respect Ourselves
Respect Others
Respect Property
Exp
ecta
tions 1. S
OCIAL SKILL
2. NATURAL
CONTEXT
3. BEHAVIOR
EXAMPLES
Acknowledge & Recognize
Acknowledging & Celebrating at
Puckett Elementary
OMMS Business Partner Ticket
6 7 8 Date: ________________Student Name __________________________________
For Demonstrating: Safety Ethics Respect (Circle the trait you observed)
Comments: ___________________________________________
Authorized Signature: ____________________________________
Business Name: ________________________________________
Colorado 5/06
Data & Outcomes
0
500
1000
1500
2000
2500
3000
94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06
To
tal O
DR
s
Academic Years
FRMS Total Office Discipline Referrals
SUSTAINED IMPACTPre
Post
Elementary School Suspension Rate
Elementary School
NC Positive Behavior Support Initiative
0.00 0.10 0.20 0.30 0.40 0.50 0.60 0.70 0.80 0.90 1.0050
55
60
65
70
75
80
85
90
95
100
Reading
Linear (Reading)
ODRs
EO
G R
eadi
ng
rxy = -.44(n = 36)
Dr. Bob Algozzine
Schools w/ Low ODRs & High
Academic Outcomes
Office Discipline Referrals per 100 Students
Pro
po
rtio
n o
f S
tud
ents
Mee
tin
g S
tate
Aca
dem
ic
Sta
nd
ard
80% students responding!
0
0.2
0.4
0.6
0.8
1
Mea
n P
ropo
rtio
n of
S
tude
nts
Met SET (N = 23) Not Met SET (N =12)
Central Illinois Elem, Middle SchoolsTriangle Summary 03-04
6+ ODR
2-5 ODR
0-1 ODR
84% 58%
11%
22%
05%20%
0
0.2
0.4
0.6
0.8
1
Mea
n P
ropo
rtio
n of
S
tude
nts
Met SET N = 28 Not Met SET N = 11
North Illinois Schools (Elem, Middle) Triangle Summary 03-04
6+ ODR
2-5 ODR
0-1 ODR
88% 69%
08%
17%
04%14%
K-6 6-9 9-120%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
8977 74
815 16
38 9
% Students
6+
2-5
0-1
School Level
July 2, 2008
ODR rates vary by level
K-6 6-9 9-120%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2617 18
42
38 38
3345 44
% Major ODRs
6+
2-5
0-1
School Level
July 2, 2008
K 1 2 3 4 5 6 7 8 9 10 11 120
100
200
300
400
500
600
700
800
900
1000
Bethel School District Office Discipline Referrals 2001-2008
2001-02
2002-03
2003-04
2004-05
2005-06
2006-07
2007-08
Grade Level
Num
ber o
f Ref
erra
ls
What does SWPBS look like? • >80% of students can tell you what is expected of
them & give behavioral example because they have been taught, actively supervised, practiced, & acknowledged.
• Positive adult-to-student interactions exceed negative• Function based behavior support is foundation for
addressing problem behavior.• Data- & team-based action planning &
implementation are operating.• Administrators are active participants.• Full continuum of behavior support is available to all
students
FRMS Total Office Discipline ReferralsSustained Impact
0
500
1000
1500
2000
2500
3000
94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06
Academic Years
Tota
l ODR
s
SETTING
All Settings
Hallways Playgrounds CafeteriaLibrary/Computer Lab
Assembly Bus
Respect Ourselves
Be on task.Give your best
effort.Be
prepared.
Walk. Have a plan.
Eat all your food.
Select healthy foods.
Study, read,
compute.
Sit in one spot.
Watch for your stop.
Respect Others
Be kind.Hands/feet to self.Help/share with
others.
Use normal voice
volume.Walk to right.
Play safe.Include others.Share
equipment.
Practice good table
manners
Whisper.
Return books.
Listen/watch.Use
appropriate applause.
Use a quiet voice.Stay in
your seat.
Respect Property
Recycle.Clean up
after self.
Pick up litter.
Maintain physical space.
Use equipment properly.
Put litter in garbage can.
Replace trays & utensils.Clean up
eating area.
Push in chairs.Treat books
carefully.
Pick up.Treat chairs appropriatel
y.
Wipe your feet.Sit
appropriately.
www.pbis.org www.cber.org