Transcript Implementation of Developmentally Appropriate Behavioral

Implementation of
Developmentally Appropriate
Behavioral Supports in High
Schools: Exposing the Myths
Bruce Stiller, Ph.D.
Barriers to HS Implementation
 Lack of successful models schools can copy
 Most successful models are at elementary or middle
school level, so the images and language are not
developmentally appropriate
 Multiple initiatives with heavy focus on academic
achievement
 More effort needed to Sustain
 Communication systems more complex
 More adults creates consistency challenge
 More departments
Myths
 Myth 1: High school students don’t like
being rewarded or acknowledged
 Myth 2: But they already know (or should
know) what is expected!!!!
 Myth 3: PBS is completely different in
high schools
Key Features of PBS in High Schools
 Developmentally Appropriate
 Administrative Support
 Presence
 Allocation of Resources
 Representative Team (How is the school organized? Small schools?
Departments?)
 Student Voice (Student Team Member or Advisory Council)
 Keep it Visible and Fun!!!
 Ongoing Coaching
 Address Issues that are important to Staff (attendance; classroom
behavior/achievement)
 Address Issues that are important to Students (harassment/bullying)
School-Wide Systems
Specific Setting
System
Classroom
System
Individual Student
System
Tier 1
Tier 2
Tier 3
Teacher handled, no
Teacher handled, referral form
documentati
on, teacher discretion completed,teacher discret
ion for
for consequence
consequence
Offensive remarksor gesturesin a
casual manne
r “shit”; includes
language promo
ting use of drugs
or alcohol; inappropriate sexual
connotations; putdowns toa
particular subgroup i.e. “so gay” or
“so retarded”
Referral form completed.
Administrator discretion for
consequencewith
( teacherinput).
Administrator communicatesto
teacher about situa
tion
LANGUAGE
Pattern of anyof the language
Swearing used to ahrass,intimidate,
behaviorsidentified in Tier 1 or to slow defiance, createsan unsafe
a degree that is perc
eived
climate
necessary
Expected Behaviors
VANDALISM / THEFT
Teasingly taking others’hings;
t
Theft; purposefully damaging
thoughtlessly or “ac
cidentally”
property
damaging property
Noise making;talk-outs/side-talk;
attention-getting behaviors (s
illy
answers, class clow
ning, etc.);
bugging others
CLASSROOM DISRUPTION
Pattern of anyof the disruptive
Behavior that stops the
learning in
behaviorsidentified in Tier 1;
class; defiantrepletion of behavior
misuse of cell phone/electronic
followingcorrection
devices inclass
Careless less
-than-respectful
remark or nonverbal action
Acting ina way that dishonors
other people; argumentative
DISRESPECT
Acting ina way that resultsin
another person feels harassed;
blatant disregar
d for establishe
d
Languagethat is socially
appropriate.
 I am frustrated.
 I don’t like that.
 I hate it when that ha
ppens.
 That’s different.
Efforts that maintain the respect
for other people’s belongings.
 Asking permissionot use other
people’s things.
 Returningitemsin same
condition in which they were
borrowed.
 Turn in found itemsto
office/teacher.
Cooperative behav
iors that
promoteparticipation from
everyone.
 Turn taking.
 Contributing appropriatelyto
class discussions an
d activities.
Language that validations oth
ers
and their valuesand beliefs.
 I didn’t know that.
Pa ssive refusal to part
icipate;
extremely slow inresponseto
request (limit-testing)
DEFIANCE
Ignoring rea sona
ble requestto
Repea ted refusa
l; ignoring
stop low-level disruption; overt
rea sonablerequesttha t leadsto
refusa l to participate
escalation toan unsafe situation
TEASING
Annoyingon purpose; altering
na mes;
DEMEANING BEHAVIOR
“Put downs”; ht rea teningand/or
disrespectfulbody
la nguage/postur
ing; targeted
insults
OVERLY PHYSICAL
Rough pla y
ROUGHNESS
Pre-fight aggressive posturing,
wrestling, bumping intoothers,
“horse play”
PUBLUC DISPLAY OF AFFECTION (PDA)
Repea ted Tier 1 PDA beha viors;
“Sexting”; indecen
t exposure;
inappropriatetouching; not
sexual acts
responding to a tea cher’s
rea sonablerequestto stop
DRUG / ALCOHOL
Repea ted Tier 2 beha viors;
Under influence; possession;
distribution; paraphernalia ;
Tongue kissing; extended
hugs;
Inappropriatedrug/alcohol
references; taking
l about use;
clothing
HARASSMENT
Threa t/extortion;
racist/SES/sexual
/religious
/disability/ethnicity/sexual
orientation/ cultural rema rks;
continued pa ttern of Tier 2
behaviors; continued proximity
after sepa ratio
n; cyberbullying/intimida tion
FIGHTING/AGGRESSION
Hitting or kicking; encoura ging
another to fight; retaliating
TARDY / SKIP
INSERT DISTRICT POLICY AND ADD EXPECTED BEHAVIOR DESCRIPTION?
WEAPONS
INSERT DISTRICT POLICY AND ADD EXPECTED BEHAVIOR DESCRIPTION?
Acting ina cooperativemanner
respectfulof school a nd cla ssroom
expecta tions.
Respondingappropria telywhen
addressed.
Langua ge tha t honorsnd
a
validates others a nd eir
th values
and beliefs.
Respect forotherspersona l space.
 Wa lking away rom
f and
reporting possible conflicts.
Respecting the peo
ple around
you.
 Handholding.
 Brief hugs.
Be respectfulof your body and
mind.
Show an informed point of view in
regards to drugs and alcohol.
a re
Qu i c k T i m e ™ a n d a
d e c o m p re s s o r
n e e d e d to s e e th i s p i c t u r e .
Oprah Winfrey
Biography, Challenges and Accomplishments
Born in Kosciusko, Mississip pi, Op rah Winfrey was raised by her grandmo ther on a farm where
she "began her broadcasting career" by learning to read aloud and p erform recitations at the age
of three. From age 6 t o 13, she lived in Milwauk ee with her mo ther. After suffering abuse and
molestation, she ran away from home. She was assigned t o a juvenile detention center at the age
of 1 3, but she was t urned away because there was no ro om fo r her. As a last resort, she was sent
t o Nash ville t o live with her father, a strict disciplinarian. Vernon Winfrey saw t o it that his
daughter followed his rules, and he required her t o read a bo ok and wr ite a bo ok report each
week . "As strict as he was," says Op rah, "he had some concerns about me making the best of my
life, and would not accept anything less than what he thought was m y best."
At age 1 7, Op rah began her media career at a radio station in Nash ville. T wo years later, she
became a reporter and a co ancho r of a local television news p rogram. In 1 9 8 6, she became the
first African American woman t o have her own talk show, the Oprah Win frey Show. Her show
has received many awards and has exercised tremendous influence on m illions of viewers
worldwide. Op rah has p rovided a model of t oleran ce and acceptance, reaching out to p eople of
all races, religious and eth nic back grounds, rich an d po or alike. She has also acted in several
films, including her Oscar nom inated p erformance in Th e Co lo rPu rp le. She owns her own
p roduction comp any, Harpo Entertainment Gr oup. Op rah Õ
s Angel Network has granted man y
financial awards t o p eople who are using their lives t o imp rove the lives of o thers. She is the
a re
Qu i c k T i m e ™ a n d a
d e c o m p re s s o r
n e e d e d t o s e e th i s p i c t u re .
W h a t we
re the re s ults ?
o th ers ?
Pers o n
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H o w di d s he s h o wa cce pta n ce o f
__ ___ ___ __ ___ ___ ___
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Differe n ce si n pe o ple are
cre a te dby

Educational
op portunities

Religious beliefs

Home en vironment

Fam ily structure

Home life

Income level

Eth nic identity

Nationality

Al l pe o ple n e e d











t o give and receive love
t o exp ress creativity
Freedom t o mak e
choices
Op portunity for
education
The chance t o do
meaningful work
Freedom t o be
themselves
P eace of m ind
Hop e
Kindness
To exp ress creativity
Al l pe o ple appre ci a te






Laughter
Go od health
Friendship
Optim ism
A sun ny day
a re
Qu i c k T i m e ™ a n d a
d e c o m p re s s o r
n e e d e d to s e e th i s p i c t u r e .
Dave Matth ews
Biography, Challenges and Accomplishments
Dave Mat thews was born in Johan nesburg, South Africa on January 9th 1 9 6 7. W hen Dave was
two years old, his fam ily relocated to New York where his father work ed as a physicist . W hen he
was 1 2 , his father died of lung cancer. Following his fatherÕ
s death, the family moved back t o
Johan nesburg. He finished his education there and graduated from college. At that time,
Johan nesburg was under a system of ap artheid, a highly segregated social system that denied
op portunities t o non-whites. Dave was deeply affected by the injustice he observed. This
exp erience would sp ur DaveÕ
s later effo rts in the cause of p eace and justice. In 1 9 86, he
returned to New York and began p ursuing a career in music. In 1 9 9 4 his older sister, who had
remained in Africa, was murdered by her husband and Dave and his younger sisters were left to
raise her children .
In 1 9 9 1 Dave started the Da ve Matth ews Ba n d. In 2 0 0 3 ,they released the album Som e Devil
which went platinum with its h it single ŅGravedigger.ÓThe album won a Gram my in 2 0 04. Dave
has also acted in several films, including Where the Red Fern Gro ws, Beca use o f Winn-Dix ie, I
No w Pro no unce Yo
u Chuck and La rry and Yo u Do n't Mess with the Zoha n. Dave Mat thews
has continued t o work fo r p eace and justice. The Dave Mat thews Band has created a foundation,
The Bama Work s Fund, which has donated 5 m illion dollars to charities.
Overall Topic (Unit):
PBS Š PR ID E les son / getting to k now y oubeginning of y earactivity
Per fo rmance Objectives:
The Stu den ts will:

D em onstrate unders tanding of a particular PR ID E definit ion by writing a summ ary of a
s ummer experience showing one of the PR ID E attributes.

D em onstrate summ arizing and presentations by s haring their summ er ex perience in a
s m all group.

D em onstrate active listening to other s tudents sum m er experienc es.

D em onstrate unders tanding of a def inition of a partic ular PRID E attribute and higher lev el
c ognition by deciding which of the s mall groups ex peri
ences m ost readily illus trates one
of the PR ID E attributes.
Materials R equired:

Paper, penc il,
Activity
Assessment
( 10 min)
Anticipatory
Set:
Åú
Read def init ions of each PRIDE attribute. Giv e N/A
an example from your experiences this summer
of how you demonstrated each of them.
(3 min)
Development
Åú
Div ide class into5 small groups (one for each
of the PRIDE attributes). Each group is
assigned a PRIDE attribute (e.g Excellence)
Within each group, each member writes about
something that they experienced over the
summer that demonstrates eit her a positiv e or
negat ive aspect of the particular PRIDE
attribute they hav e been assigned to. (2 min.)
1.
( 20 min)
Development
Åú
Each group member shares their experience
with the small group. Other members activ ely
listen.
Åú Af ter all members hav e shared, as a small
group, decide which experience best
represents the particular PRIDE attribute they
hav e been assigned to.
Åú A self selecte
d member from each small group
shares the best experience with the whole
class.
Reflection
Åú
Each student writes a summarizing def inition, in Collect papers
their own words, of the one PRIDE att rib ute that and grade
they discussed in their small group.
Reinforcers
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
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PRIDE tickets (students hoarding them)
Highlander T-Shirts
CD’s
Positive Call Home
Tickets to Dance; Sporting Events
Coupons to local food chains (pizza;
Burger King; Taco Bell; etc.)
PRIDEbuCk
Academic Learning Time: Typical School
1152 Instructional Hours in the School Year (6.4 hours x 180 days)
- 64 Absenteeism (1 day/month x 10 months)
= 1088 Attendance Time (Time in School)
- 150 Non-instructional time (50 min./day for passing time, lunch, etc)
= 938 Allocated Time (Time scheduled for teaching)
- 234 (25% of allocated time for getting started,
transition between instructional activities, discipline)
= 704
Instructional time (time actually teaching)
- 176
Time off task (Engaged 75% of time)
= 528
Engaged Time (On task)
- 105.6 Unsuccessful Engaged Time (Success Rate 80%)
= 422.4 Academic Learning Time
2.34 hrs. of instructionally productive time per day (422.4/180 days)
Efficiency Rating = 37%
Education Resources Inc., 2005
Academic Learning Time: Effective School
1152 School Year (6.4 hours x 180 days)
- 64 Absenteeism (1 day/month x 10 months)
= 1088 Attendance Time (Time in School)
- 150 Non-instructional time (50 minutes/day for passing time, lunch)
= 938 Allocated Time (Time scheduled for teaching)
- 141 (15% of allocated time for administration, transition, discipline -9 minutes/hour)
= 797 Instructional time (actually teaching - 141 hrs. lost v. 234 hrs. lost)
- 79 Time off task (Engaged 90% of time)
= 718
Engaged Time (79 hrs. lost v. 176 hrs. lost)
-
Unsuccessful Engaged Time (Success Rate 90% = 72 hrs.
lost v. 105 hrs. lost at 80% Success Rate)
72
= 646
Academic Learning Time (646 hrs. vs. 422 hrs.)
Efficiency Rating = 56%
Education Resources Inc., 2005
The Difference: Typical vs. Effective Schools

Unallocated Non-Instructional Time


Engagement Rate


75% vs. 90% = 97 more hours

Management of groups, pacing
Success Rate


75% vs. 85% = 93 more hours

Difference in 15 minutes vs. 9 minutes/hour

Teaching expectations, teaching transitions, managing appropriate and inappropriate
behavior efficiently
80% vs. 90% = 34 more hours

Appropriate placement, effective teaching
So what?



224 hours more instructionally productive hours (646 vs. 422)
34% more ALT
95 more days in school (based on 2.34 hours of instructionally productive time per day!!)
Education Resources Inc., 2005
Basic Management Practices
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Expectations and routines have been explicitly defined
Expectations and routines have been practiced to mastery
Scanning and movement strategies allow for maximum supervision
Students receive high rates of feedback
Frequent Review of Expectations --especially following a bad day
Pacing -- minimum of Dead Air allow for Think Time when
appropriate
 Academic Errors: Correct responses are taught before moving on
Establish Routines:
Build a Predictable Environment

Define and teach classroom routines
 Entering the classroom
 What to do if you do not have materials
 What to do if you need help
 What to do if you need to go to the bathroom
 What to do if you are handing in late material
 What to do if someone is bothering you.
 Signals for moving through different activities.
 Specific expectations for different activities (directed practice v.
seatwork v. group work v. lab work, etc.)
 How to determine if you are doing well in class
 Exiting the classroom

Establish a signal for obtaining class attention

Teach effective transitions
.
Entering the Classroom
 Quiet Voices
 Deposit homework in
the homework basket
 Quietly find your
seat
 Scan the whiteboard
for warm-up activity
instructions
When Finished with Work
 Proof read completed
work and correct any
errors
 Quietly deposit work in
grading basket
 Quietly read library
selection
Active Supervision
 Movement (maximize visual contact at all times -avoid routines that compromise scanning ex: five
students at front of room waiting for T’s attention)
 Scanning
 Interaction/Differentiation/Scaffolding
(especially when assignment is given, check in
ASAP with learners who are likely to struggle
with assignment)
Alpha vs. Beta COMMANDS
 Alpha commands are short and clear; neutral tone
(e.g., “Stay on topic -- Columbus Day”)
 Beta commands are wordy, vague and often convey a
feeling of frustration (e.g., If you won’t listen, you
won’t learn a darn thing. You aren’t trying. Pay
attention and keep up”)
Points of Intervention
 Prevention (before the problem
behavior occurs)
 Correction (after the problem
behavior occurs)
Getting into power
struggles
with students
is like
mud wrestling with pigs.

You both get dirty
and
the pigs l ike i t!
What Works
 The two most
powerful tools for
changing behavior
are:
 Teaching
 Reinforcement
 The least powerful
tool for changing
behavior is:
 Punishment
Discipline Works When ….
Prevention creates more Positive than
negative consequences
Reinforcement
(success)
4:1
Punishment
(Failure)
Correction Strategies

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Get privacy
Start with a positive statement (“thanks for stopping”)
State the appropriate behavior (“remember to speak respectfully at school”
or “we’re trying hard to clean up the language -- help us out”)
If the student cooperates acknowledge compliance (“thanks” or “perfect” or
thumbs up)
If the student escalates, review choices “We can solve this with a conference
and some agreements if you are able to cooperate. Otherwise, consequences
will be more severe and it will become a lot more complicated for both of
us.”
If student becomes defiant (leaves without permission or continues to argue
after the choice prompt is given -- Write a Level III Office Discipline
Referral. Level of consequence to be determined by administrator based on
specific circumstances
Punishment
 Reliance on Punishment as the primary
behavior change strategy is unlikely to be
effective.
 The appropriate use of consequences has two
potentially useful purposes:
 To ensure that problem behavior is not rewarded
 To minimize disruption to the educational environment
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% In Place
Churchill HS Classroom
1.00
Classroom Self Assessment
Results
0.90
0.80
0.70
% In Place
% Partial
% Not
0.60
0.50
0.40
0.30
0.20
0.10
0.00
Bullying & Harassment
 30% of youth in the United States are estimated to be involved in
bullying as either a bully, a target.
 Staff are likely to underestimate the extent of harassment and
bullying. One study showed:
 58% of students perceived teasing, spreading lies or rumors, or
saying mean things to be problems.
 Only 25% of teachers perceived these behaviors to be problems.
1Nansel
et al. (2001). Bullying Behaviors Among U.S. Youth. JAMA.
What “Rewards” Social
Aggression?
 Attention from Bystanders (who may or may not be
actually present)
 Reactions from the Recipient
 Laughing it off
 Overreacting
 Access to items - tangibles; activities
Core Features - Bully Prevention
 Remove the reinforcements that maintain socially
aggressive behavior.
 Student “Buy-In” is critical.
 Impact Bystander behavior.
 School-wide Stop Signal/Catch Phrase students use
to interrupt social aggression.
Use Another Word Video
Attendance Statistics 2006-2009
99.00%
97.00%
95.00%
93.00%
2006-07
91.00%
2008-09
2007-08
89.00%
87.00%
85.00%
District 4J
State Avg.
NEHS
Churchill High School SET/BOQ Scores
100
90
80
70
60
Percentage of
Feat ures in Place
50
82
81
73
40
30
20
10
0
2007-2008
2008-2009
School Years
2009-2010
SE T /BO Q Sc ores