Response to Intervention for Positive Behaviour
Jean BaconPositive Behaviour Support Consultant
August 30, 2013306-651-7304 [email protected]
Based on the presentation: Responsiveness-to-Intervention & School-wide Positive behaviour Support (George Sugai, OSEP Center on PBIS, Center for
behavioural Education and Research, University of Connecticut, 2008)www.pbis.org www.cber.org
PURPOSE
Describe how response to
intervention logic is
represented in
implementation of positive
behavioural interventions &
supports for EVERYONE in
school.• RtI Context/Review• PBIS Basics• Applications & Examples
IMPLEMENTATION W/ FIDELITY
CONTINUUM OF EVIDENCE-BASEDINTERVENTIONS
STUDENTPERFORMANCE
CONTINUOUSPROGRESS
MONITORING
DATA-BASEDDECISION MAKING
& PROBLEM SOLVING
UNIVERSAL SCREENING
RtI
Response to Intervention
RtI is an ….approach or framework for redesigning
& establishing teaching & learning environments that are effective,
efficient, relevant, & durable for all students, families & educators.
• NOT program, curriculum, strategy, intervention
• NOT limited to special education• NOT new
Univeral Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Targeted Prevention & Intervention:
Specialized GroupSystems for Students who
are At-Risk
Individual/Intensive Prevention & Intervention
Specialized Individualized
Systems for Students with Intensive Needs
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
Academic & BehaviourSUPPORT
ALL
SOME
FEW
Academics and Social Behaviour
RtI Application Examples
EARLY READING/LITERACY SOCIAL behaviour
TEAMGeneral educator, special
educator, reading specialist, Title I, school psychologist, etc.
General educator, special educator, behaviour specialist, Title I, school
psychologist, etc.
UNIVERSAL SCREENING Curriculum based measurement record review of behaviour incidents
PROGRESS MONITORING Curriculum based measurement behaviour incidents, suspensions,
etc.
EFFECTIVE INTERVENTIONS
5-specific reading skills: phonemic awareness, phonics, fluency, vocabulary, comprehension
Direct social skills instruction, positive reinforcement, token economy, active supervision, behavioural contracting,
group contingency management, function-based support, self-
management
DECISION MAKING RULES Core, strategic, intensive Primary, secondary, tertiary tiers
Collect and Use
Data
Review Status and
Identify Problems
Develop andRefine
Hypotheses
Discuss andSelect
Solutions
Develop andImplementAction Plan
Evaluate andRevise
Action Plan
Problem Solving Foundations
Team Initiated Problem Solving (TIPS) Model
Horner & Todd
Universal
Targeted
Intensive
All
Some
FewRTI
Continuum of Support for
ALL
Dec 7, 2007
School-wide Positive
behaviour Support & RtI
Need for….Improving
classroom & school climate
Decreasing reactive
management
Maximizing academic
achievement
Improving support for students w/ behaviour disorders
Integrating academic & behaviour initiatives
“141 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.
5,100 referrals =
76,500 min @15 min =
1,275 hrs =
159 days @ 8 hrs
BIG IDEASuccessful individual student behaviour support is linked to host environments or school climates that are effective, efficient, relevant, durable, & scalable.(Zins & Ponti, 1990)
A Canadian ExampleEcole Central Middle School (CMS) AB implemented Bully
Prevention – Positive Behaviour Support with a School-Wide PBS Approach.
• Implementation of the school-wide approach at the beginning of the 2007-08 school year.
• Implementation of Bully Prevention during the rest of that school year.
• Students were included in each step of the implementation and contributed to the program by presenting to other students.
• The year after, total problem behaviours decreased by 41%.
Pro
mis
ing
Pra
ctic
es, V
olum
e 3,
Iss
ue 1
Kel
m/M
cInt
osh
15
Staff Survey1. Have you noticed improved behaviours of students since we
started PBIS?2. Do students know what the 3 behaviour expectations are?3. Do you think the PBIS lessons help students learn how to
behave?
16Ross & Horner, 2012
Pro
mis
ing
Pra
ctic
es, V
olum
e 3,
Iss
ue 1
Kel
m/M
cInt
osh
SYST
EMS
PRACTICES
DATASupportingStaff behaviour
SupportingStudent behaviour
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
IntegratedElements
SYST
EMS
PRACTICES
DATASupportingStaff Behaviour
Supporting Student Behaviour
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
Four IntegratedElements
(Sugai, 2011)
Cultural/Contextual Sensitivity
18
Cultural/Contextual Sensitivity
• Is ensured through the use of processes that engage students, families, and communities to create practices that meet the diverse needs of specific students and their families.
• Includes sensitivity to issues related to culture, gender, appearance, sexual orientation, abilities, and/or language.
19(Sugai, 2011)
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS
• School-wide agreements
• District investment
• 3-4 year training commitment
• Local coordination, coaching, & evaluation
Initiative, Project,
Committee
Purpose Outcome Target Group
Staff Involved
SIP/SID/etc
Attendance Committee
Character Education
Safety Committee
School Spirit Committee
Discipline Committee
DARE Committee
EBS Work Group
Working Smarter
Initiative, Committee
Purpose Outcome Target Group
Staff Involved
SIP/SID
Attendance Committee
Increase attendance
Increase % of students attending daily
All students Eric, Ellen, Marlee
Goal #2
Character Education
Improve character
Improve character All students Marlee, J.S., Ellen
Goal #3
Safety Committee
Improve safety Predictable response to threat/crisis
Dangerous students
Has not met Goal #3
School Spirit Committee
Enhance school spirit
Improve morale All students Has not met
Discipline Committee
Improve behaviour
Decrease office referrals
Bullies, antisocial students, repeat offenders
Ellen, Eric, Marlee, Otis
Goal #3
DARE Committee
Prevent drug use High/at-risk drug users
Don
EBS Work Group Implement 3-tier model
Decrease office referrals, increase attendance, enhance academic engagement, improve grades
All students Eric, Ellen, Marlee, Otis, Emma
Goal #2
Goal #3
Sample Teaming Matrix
Are outcomes
measurable?
WHAT DO WE KNOW ABOUT PREVENTING 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
Classroom
SWPBSPractices
Non-classroom Family
Student
School-w
ide
• Smallest #• Evidence-based• Biggest, durable effect
A strategy designed to pro-actively:
Explicitly teach the students, regardless of their age, what we want them to know and do; and,
Reinforce their positive display of the behaviour, ensuring that the reinforcers are important from the view of the students, not the adults.
A Cool ToolI do … We do … You do
26(Scott, 2003)
REINFORCEMENT
SYSTEM
Cool Tool for Teaching a Procedure (Norm)
Procedure: What to do when another person is talking to the class.
What is taught: When others are talking to the whole class, we close our mouths and wait our turn to speak. We raise our hand so the teacher will know we want to say something.
How the rule is taught: A Cool Tool1. Talk about the need for the rule.
2. Role play a non-example with another adult.
3. Role play a positive example with another adult or a student
4. Explain what will happen when positive examples of the rule are observed (e.g., Beans in a Bean Jar, Caught-You-Being-Good ticket, etc.)
Terry Scott, April 2008
27(Scott, 2003)
REINFORCEMENT
SYSTEM
Teaching a Procedure
How the rule is encouraged:
1. Before group discussions, remind students of the rule.
2. Stand near students who struggle with the rule.
3. Compliment students who are following the rule.
Terry Scott, April 2008
28(Scott, 2003)
1. Leadership team
2. behaviour purpose statement
3. Set of positive expectations & behaviours
4. Procedures for teaching SW & classroom-wide expected behaviour
5. Continuum of procedures for encouraging expected behaviour
6. Continuum of procedures for discouraging rule violations
7. Procedures for on-going data-based monitoring & evaluation
School-wide
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. behaviour
EXAMPLES
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
Bernard ElementaryChilliwack School District
Positive Behaviour Support Program
BC PBS Website, July 2012
32
BC PBS Website, July 2012
33
BC PBS Website, July 2012
Sugai etal., 2012
School Rules
NO Outside Food
NO Weapons
NO Backpacks
NO Drugs
NO Bullying
36
BC PBS Website, July 2012
37
38
• Positive expectations & routines taught & encouraged
• Active supervision by all staff– Scan, move, interact
• Precorrections & reminders• Positive reinforcement
Non-classroom
Define Expectations by Setting
• Transform broad school-wide expectations into specific, observable actions
• Clear examples of what is and what is not expected
• Take care in defining culturally responsive expectations
BC PBS Website, July 2012
40
Franzen, K., & Kamps, D. (2008).
• 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 behaviour
errors• Frequent precorrections for chronic errors• Effective academic instruction & curriculum
Classroom
Allday & Pakurar (2007)
Typical Contexts/ Routines
Classroom-Wide Rules/ExpectationsRespect Others Respect Property Respect Self
AllUse inside voice.
Raise hand to answer/talk.
Recycle paper.Put writing tools inside
desk.
Do your best.Ask.
Morning Meeting Eyes on speaker.Give brief answers.
Put announcements in desk.
Keep feet on floor.
Put check by my announcements.
Homework Do own work.Turn in before lesson.
Put homework neatly in box.
Touch your work only.
Turn in lesson on time.Do homework
night/day before.
Transition Use inside voice.Keep hands to self.
Put/get materials first.Keep hands to self.
Have plan.Go directly.
“I Need Assistance”
Raise hand or show “Assistance Card”.
Wait 2 minutes & try again.
Have materials ready. Have plan.Ask if unclear.
Teacher Directed Eyes on speaker.Keep hands to self.
Use materials as intended.
Have plan.Ask.
Independent Work Use inside voice.Keep hands to self.
Use materials as intended.
Return with done.
Use time as planned.Ask.
Problem to Solve Stop, Step Back, Think, Act
Stop, Step Back, Think, Act
Stop, Step Back, Think, Act
1. SOCIAL SKILL
2. NATURAL
CONTEXT
3. behaviour
EXAMPLES
Five Components of Self-Regulation (Baumeister & Vohs, 2004)
Individual Self-
Regulation
Regulation of Arousal
Emotional Regulation
Behavioral Regulation
Social Regulation
& Co-Regulation
Academic Regulation
• Regulation of Arousal – The ability to attain, maintain, and change one’s level of arousal appropriately for a task or situation.
• Emotional Regulation – The ability to control’s one’s emotion.
• Behavioral Regulation – The ability to formulate a goal, monitor goal progress, & adjust one’s behaviors.
• Social & Co-Regulation - The ability to manage social interactions, to co-regulate.
• Academic self-regulation – To be aware of one’s academic strengths and weaknesses, and have a repertoire of strategies to tackle day to day challenges of academic tasks - Louise Burridge & Brenda Whittam-Neary, SK Ministry of Education 2012
45
Components of the Classroom Environment
Naturalness• Lighting• Colour• Temperature• Acoustics• Air quality• Access to nature
Individualization
• Flexibility• Provision of
choice• Student
furnishings to optimize comfort
• Access to Sensorimotor Tools
Appropriate Level of
Stimulation• Seating
Arrangements• Creation of
classroom zones• Displays,
Classroom Organization & Storage
• Development of Routines
- Louise Burridge & Brenda Whittam-Neary, SK Ministry of Education 2012
46
• Continuum of positive behaviour 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
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. behaviour
EXAMPLES
City rewards youths for following the law
YORKTON
Regina Leader-Post – February 4, 2009
• “The city of Yorkton is the only place in Saskatchewan where young people can be ticketed for following the law … the only city in the province implementing the Positive Ticketing program.”
• “A lot of time we focus on the 2% of young people who may be getting into trouble and we don’t focus on the 98% that are doing really good things.” (Andrew Sedley, Health Promotion coordinator for the Sunrise HR.)
• Richmond BC was one of the first cities to implement it and after 3 years … youth crime had decreased by 41%.
• Yorkton looked at this as a way to build better relationships with • youth as well as reduce crime in the city.
• Behavioural competence at school & district levels
• Function-based behaviour 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
SYST
EMS
PRACTICES
DATASupportingStaff Behaviour
SupportingDecision-Making
SupportingStudent Behaviour
4 Integrated Elements
of PBISOUTCOMES
Social Competence,Academic Achievement, and Safety
Systems: Ways of organizing processes and procedures so everyone is on the same page and resources are used efficiently and effectively.
Practices, to the greatest extent possible, must be evidence-based; however, they must be adaptable to fit the local context (e.g., culture, community, demographics).
51
What Does PBS Look Like?
Universal
(SW-PBS or Primary)• >80% of students can tell you what is
expected of them and give behavioral example because they have been taught, actively supervised, practiced, and acknowledged.
• Positive adult-to-student interactions exceed negative.
• Function-based behavior support is foundation for addressing problem behavior.
• Data and team-based action planning and implementation are operating.
• Administrators are active participants.• Full continuum of behavior support is
available to all students.
Targeted and Intensive (Secondary and Tertiary)
• Team-based coordination and problem-solving occurs.
• Local specialized behavioral capacity is built.
• Function-based behavior support planning occurs.
• Person-centered, contextually and culturally relevant supports are provided.
• Division/Prvincial behavioral capacity is built.
• Supports are instructionally oriented.• SW-PBS practices and systems are
linked.• School-based comprehensive supports
are implemented.
52
~80% of Students
~15%
~5%
CONTINUUM of SWPBS
TARGETED PREVENTION & INTERVENTION
• Check in/out• Targeted social skills instruction• Peer-based supports• Social skills club•
INTENSIVE PREVENTION & INTERVENTION
• Function-based support• Wraparound/PCP• Special Education•
UNIVERSAL 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)
Overview
Agreements• Values
• Problem behaviours that are managed by the staff member only (minor) vs. problem behaviours managed by the staff member and the principal (major)
• Processes for responding to problem behaviour
• Processes for reinforcing expected behaviour
ResourcesWebsites: • The website for the PBIS-SCP Canada Network (French and
English)
– http://pbisscpcanada.wordpress.com/pbis-scp-team/
• British Columbia Positive Behaviour Support Website including the information for the Making Connections Conference
– Richmond, BC November, 2013
First PBIS-SCP Canada Network Conference
– bcpbs.wordpress.com
• University of British Columbia Positive Behaviour Support website (includes the PBS newsletters “Promising Practices” among other resources)
– promisingpractices.research.educ.ubc.ca
BC PBS Website, July 2013
ResourcesWebsites:
• Technical Assistance Center for PBIS in Oregon
– www.pbis.org
• Maryland
– http://www.pbismaryland.org/
• Florida PBS
– http://flpbs.fmhi.usf.edu/
• Illinois PBIS
– http://www.pbisillinois.org/
• Technical Assistance Centre on Social Emotional Intervention for Young Children: Lots of great resources including the free download of the kit on display at the STF Summer Short Course
– http://www.challengingbehavior.org/do/resources/teaching_tools/ttyc_toc.htm#turtle
• Website for the Association for Positive Behavior Support
– www.apbs.orgBC PBS Website, July 2013
Thank You! It’s been a treat!
www.pbis.org www.pbssurveys.org
www.swis.org
Sugai etal., 2012
Thank you! It’s Been a Treat!
www.pbis.org https://www.pbisapps.org/Applications/Pages/SWIS-Suite.aspx#swis
https://www.pbisapps.org/Pages/Default.aspx
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