Transcript Overview of Positive Behavioral Interventions & Supports

Schoolwide
Application
of
Positive Behavioral Interventions & Supports
Idaho SWPBIS Training Institute
Goals
• Provide a logic for considering Schoolwide Positive
Behavior Support
• Define the core features of SWPBIS
• Define the implementation approach
• Define the outcomes of SWPBIS
Main Messages
• Supporting social behavior is central to achieving
academic gains
• Schoolwide PBIS is an evidence-based practice for
building a positive social culture that will promote both
social and academic success
• Implementation of any evidence-based practice requires
a more coordinated focus than typically expected
Six Basic Recommendations
for Implementing PBIS
1.
2.
Never stop doing what is working
Always look for the smallest change that will produce the largest
effect
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3.
4.
5.
6.
Avoid defining a large number of goals
Do a small number of things well
Do not add something new without also defining what you will
stop doing to make the addition possible
Collect and use data for decision-making
Adapt any initiative to make it “fit” your school, community,
culture, and context
Establish policy clarity before investing in implementation
Challenges
• Doing more with less
• Educating a greater number of students who are
increasingly more different from each other
• Educating students with severe problem
behavior
• Creating sustainable cultures of competence
9 Needs of Students with Severe
Behavior Challenges
1. Structure, predictability,
and consistency
2. Immediate, frequent,
and specific feedback
with consequences
3. Academic success
4. Responsibility and
independence
5. Positive problem solving
6. Positive alternatives
7. Enhanced selfconfidence
8. Positive school-to-home
support systems
9. Documented positive
change
(Hierck, Coleman, & Weber, 2011)
Factors Contributing to
Antisocial Behavior:
•Home
•Community
•School
Factors Contributing to
Antisocial Behavior
Home:
•Inconsistent management
•Reactive discipline
•Lack of monitoring
Factors Contributing to
Antisocial Behavior
Community:
•Antisocial network of peers
•Lack of prosocial engagements
Factors Contributing to
Antisocial Behavior
School:
• Reactive/punishing discipline approach
• Lack of agreement about rules, expectations, and
consequences
• Lack of staff support
• Failure to consider and accommodate individual
differences
• Academic failure
Schoolwide Systems
Create a Positive School Culture
School environment is predictable
 Common language
 Common vision (understanding of expectations)
 Common experience (everyone knows)
School environment is positive
 Regular recognition for positive behavior
School environment is safe
 Violent and disruptive behavior is not tolerated
School environment is consistent
 Adults use similar expectations
Implementation Features
1. Establish PBIS leadership team
2. Secure schoolwide agreements and
supports
3. Establish data-based action plan
4. Conduct formative data-based
monitoring
Implementation Features
One of the keys to maintaining
common expectations is to have a
system in place that is sustainable,
regardless of the players in that system.
(Hierk, Coleman, Weber, p. 25, 2011)
Team
GENERAL
IMPLEMENTATION
PROCESS
Agreements
Data-based
Action Plan
Evaluation
Implementation
Establish PBIS Leadership Team
• Behavioral capacity
• School, student, family, and district
representation
• Active administrator participation
• Efficient communications and staff development
• Leadership and decision-making status
• Data-based decision-making and problemsolving
Team Review
•Complete:
•PBIS Team Implementation Checklist (TIC 3.1)
Secure Schoolwide Agreements
and Supports
• Agreements
• Prioritized data-based
need and action
• 3-4 year commitment
• Proactive
instructional
approach
•Supports
•Administrative
leadership
•Prioritized resources
•Materials, personnel
•On-going coaching
•Time
Establish Data-based Action Plan
•Use of available and meaningful data
•Self-assessment survey
•Behavioral incident data, attendance
•Academic achievement
•Consideration of multiple systems
•Adoption, adaptation, and sustained use of
evidence-based practices
Measures
•Implementation of SWPBIS: Benchmark of Quality
(BOQ), Self-assessment
•Student problem behavior: office discipline
referrals, suspensions, expulsions
•Student Academic Achievement: state
standardized test scores
•Fidelity of SWPBIS: Team Implementation Checklist
(TIC), Coaches Checklist
Invest in Prevention
Build a Culture of Competence
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Define behavior expectations
Teach behavior expectations
Monitor and reward appropriate behavior
Provide corrective consequences for behavioral errors
Information-based problem solving
Do not expect schoolwide efforts to affect students with
chronic problem behavior
Define Schoolwide Expectations
for Social Behavior
• Identify 3-5 expectations
• Short statements
• Positive statements (what to do, NOT what to
avoid doing)
• Memorable
• Examples:
•
Be Respectful, Be Responsible, Be Safe, Be Kind, Be a Friend, Be-there-be-ready,
Hands and feet to self, Respect Self, others, property, Do Your Best, Follow
Directions of Adults
Activity
1. Define three to five core behavioral expectations you
would recommend for your school.
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Core value
Positive & short
Memorable
2. How would you include families, students, and
community members in the process?
3. How would you assess if the teaching has been
effective?
Teach Behavioral Expectations
• Transform broad schoolwide expectations into
specific, observable behaviors
• Use the Expectations by Settings Matrix
• Teach in the actual settings where behaviors are to occur
• Teach: the words & the actions
• Build a social culture that is predictable, and focused on
student success
Comparison of Approaches to
Academic and Behavior Problems
Infrequent Problem
Academics
Social Behavior
Student is trying to make correct
response.
Students is NOT trying to make
correct response.
Error was accidental.
Error was deliberate.
Provide assistance.
Provide negative consequence.
Provide practice.
Practice is not required.
Student has learned the skill and will
perform correctly in the future.
Student will make the right choice
and behave in the future.
(Hierck, Coleman, & Weber, 2011)
Comparison of Approaches to
Academic and Behavior Problems
Frequent Problem
Academics
Social Behavior
Student has learned the wrong way.
Student refuses to cooperate
Student has been taught the wrong
way.
Student knows what is right and has
been told often.
Diagnose the problem.
Provide more consequences.
Identify the error or learning that
was missed and reteach it.
Withdraw student from normal
context.
Adjust presentation, focus on rule,
provide feedback, practice, and
review.
Maintain student withdrawal from
normal context.
Student has been taught the skill and
will perform correctly in the future.
Student has “learned” the lesson and
will behave in the future
(Hierck, Coleman, & Weber, 2011)
Teaching Behavior
Expectations and Skills
1. Teach social skills like academic skills. Model behaviors,
structure situations in which students can practice
behaviors, and provide corrective feedback.
2. Integrate social and academic skills within and across
the curriculum. When reviewing instructions for an
academic task, reinforce the behaviors necessary for
students to respectfully and collaboratively complete
the task.
3. Respond proactively to infrequent errors. Recognize
students for behaving well and try to anticipate when
students may be at risk of misbehaving.
Teaching Behavior
Expectations and Skills
4. Precorrect for chronic errors and with those students
likely to exhibit problem behaviors. Understand the
antecedents that precede misbehaviors and have plans in
place to prevent them.
5. Teach, encourage, and reinforce positive expectations.
Classrooms are communities built on relationships.
Positive communities of learners built on positive
relationships make goals for positive behavior easier to
achieve.
6. Use numerous strategies and alternatives as errors become
more chronic. Work collaboratively with experts within
and outside the school to develop a set of supports for
students who are at risk for chronic behavior problems.
Teaching Behavior
Expectations and Skills
7. Maximize academic success to increase social behavior
success. Research acknowledges that the top contributor
to problem behavior at school is academic failure. When
diagnosing academic difficulties, consider behavioral
causes; when diagnosing behavioral difficulties,
consider academic causes.
8. Actively supervise students. Adults should be present
where many students congregate (such as in the
schoolyard or in the halls) to supervise behavior and
model positive behavior.
Teaching Behavior
Expectations and Skills
9. Have a high ratio of positive to negative interactions.
Actively reinforce and recognize when students meet
expectations at four times the rate that students are
corrected for misbehaviors.
10. Provide specific, formative feedback that “informs
learners about what they have done well and what they
need to do differently.” Develop a process through
which students receive frequent, immediate feedback,
particularly when they prove to be at risk for behavior
problems.
(Hierck, Coleman, & Weber, 2011)
Curriculum Matrix
Location 1
Expectation 1
Expectation 2
Expectation 3
Expectation 4
Expectation 5
Location 2
Location 3
Location 4
Location 5
Location 6
Discipline Matrix
Location 1
Lunch
Location 2
Location 3
Classroom
Expectation 1
Respect
Expectation 2
Responsible
Expectation 3
Expectation 4
Expectation 5
Sit with
your
class
Listen
when
others
speak/
Clean
up your
area
Be on
task
Location 4
Location 5
Location 6
Be
Respectful
Be
Responsible
Be-There
Be-Ready
CLASS
HALL
GYM
Positive
comments
to each
other
Have
books and
pencil
Get to
Class on
Time
Talk
Quietly
Share
Use white
phone to
call home
Walk on
Right
Wear
Soft-Soled
Shoes
Sit quietly
Get to
Class on
Time
Stop play
when
asked
Follow
Directions
Hands and
Feet to self
COMMONS BUS
Keep
hands
and feet
to self
Hand
holding only
OFFICE
RAH – at Adams City High School
(Respect – Achievement – Honor)
RAH
Classroom
Hallway/
Commons
Cafeteria
Bathrooms
Respect
Be on time; attend Keep location
regularly; follow
neat, keep to the
class rules
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
Teaching Matrix Activity
(Identify cells that you would change)
Respect
Others
Classroom
Lunchroom
Bus
Hallway
Assembly
No food in
class
Eat your own
food
Stay in your
seat
No
harassment
No violence
Arrive on time
to speaker
Leave the
auditorium as
clean as you
find it.
Respect
Environment
& Property
Recycle paper
Return trays
Keep feet on
floor
Do not litter
Respect
Yourself
Do your best
Wash your
hands
Be at stop on
time
Use your
words
No hats
No gum
Respect
Learning
Have
materials
ready
Eat balanced
diet
Go directly
from bus to
class
Go directly to
class
Discuss topics
in class w/
others
Teaching Matrix Activity
(Identify cells that you would change)
Respect
Others
Classroom
Lunchroom
Bus
Hallway
Assembly
No food in
class
Eat your own
food
Stay in your
seat
No
harassment
No violence
Arrive on time
to speaker
Respect
Environment
& Property
Recycle paper
Return trays
Keep feet on
floor
Do not litter
Leave the
auditorium as
clean as you
find it.
Respect
Yourself
Do your best
Wash your
hands
Be at stop on
time
Use your
words
No hats
No gum
Respect
Learning
Have
materials
ready
Eat balanced
diet
Go directly
from bus to
class
Go directly to
class
Discuss topics
in class w/
others
Activity: Teaching Matrix
1. Define your schoolwide expectations
2. Define a set of possible locations
3. Select 1 location:
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Define the best example of behaving appropriately
Identify the most common behavioral error in that location,
and identify the positive alternative
Write these two positive behaviors in each cell of the matrix
Teaching Behavioral
Expectations
Teach behavior the same way you teach other subjects
• Define the concept to be learned (and label)
o Provide rationale/logic
• Provide positive examples, and emphasize the key features of the
positive examples
• Juxtapose positive examples with negative examples to build
precision
• Practice positive performance with recognition
Teaching Behavioral Expectations
Define the Expectation(s):
Provide a Rationale:
Teach the Critical Discrimination:
Demonstrate Appropriate Behavior
Demonstrate Unacceptable Behavior
Practice telling the difference with multiple examples
If there is a “signal” teach the signal (when should the
appropriate behavior occur?)
Teach for fluency (practice)?
Reinforcement.
How will this skill be maintained?
Nolan
Activity:
As a team:
1. Use your team’s behavioral expectations as the
standard of your school.
2. Select a location in the school.
3. Write a teaching plan that can be delivered to 20-60
students in 15-18 minutes.
Continuum of Consequences for
Behavioral Errors
•Do not ignore problem behavior
•
(unless ignoring is part of a specific program)
•Define specific teacher responses for “minor” and “major”
problem behavior
•Define the general “rule” for when a teacher should send a
student to the office
•Do NOT expect office referrals to change behavior
•
Use office referrals to (a) prevent problem behavior from being rewards,
(b) prevent escalation, and (c) prevent problem behavior from
interrupting on-going instruction
• Use teaching to change behavior
• See https://www.pbisapps.org for a list of behavioral definitions for
problem behavior
Activity:
Record your personal score, then compare:
• On a scale of 1-10 (10=high)
• To what extent do teachers/staff in your school have a
clear and consistent understanding of when to send a
student to the office?
• To what extent do teachers/staff in your school use
consistent definitions for types of problem behavior
(e.g., harassment, disruption, dress code, violation,
non-compliance)?
Compare and Contrast SWIS
ODR’s & your school’s ODR.
Activity: Table Talk
• Is the current discipline policy/process documented in the staff
handbook? What are the teacher expectations? Do all staff members
know what to do when they observe problem behavior? Is there
consistency among staff?
• What is the purpose of our office referral form?
• Should our team consider revising the form? Do we get all of the
information we need on the form?
• Have staff agreed on operational definitions of problem behavior?
• Do all staff member know how to complete the form? Who gets the
form when it’s completed? What is the response from the
administrator?
Activity: Table Talk
•
•
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•
Data Entry & Analysis
Can our school get access to the kind of information you need for
decision making? Does the information get generated into a graph
that is easy to read?
Can I enter in referrals easily? (30 seconds/referral)
Can I generate reports easily? (5 second rule)
Do I have access to:
o
o
o
o
o
Number of referrals per day per month
Referrals by location
Referrals by time
Referrals by problem behavior
Referrals by student?
• What other reports may be helpful?
• How will data be shared?
On-going Reward of Appropriate
Behavior
• Every faulty and staff member acknowledges
appropriate behavior
o 5 to 1 ratio of positive to negative contacts
• System that makes acknowledgement easy and simple
for students and staff
• Different strategies for acknowledging appropriate
behavior (small frequent rewards are more effective)
o
o
o
o
Beginning of class recognition
Raffles
Open gym
Social acknowledgement
“What the Worlds Greatest
Managers Do Differently”
Create work environments where employees:
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Know what is expected
Have the materials and equipment to do the job correctly
Receive recognition each week for good work
Have a supervisor who cares, and pays attention
Receive encouragement to contribute and improve
Can identify a person at work who is a “best friend”
Feel the mission of the organization makes them feel like their jobs are important
See the people around them committed to doing a good job
Feel like they are learning new things (getting better)
Have the opportunity to do their job well
Buckingham & Coffman, 2002
“What the Worlds Greatest
Teachers Do Differently”
Create work environments where students:
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Know what is expected
Have the materials and equipment to do the job correctly
Receive recognition each week for good work
Have a supervisor who cares, and pays attention
Receive encouragement to contribute and improve
Can identify a person at work who is a “best friend”
Feel the mission of the organization makes them feel like their jobs are important
See the people around them committed to doing a good job
Feel like they are learning new things (getting better)
Have the opportunity to do their job well
Buckingham & Coffman, 2002
Activity: Table Talk
• You are interested in student’s being respectful of each other. How
will you build an acknowledgement system that promotes and
encourages being respectful of others? How will students and
teachers be acknowledged?
• What roadblocks and challenges would you predict with instituting
an acknowledgement program? How will you overcome such
challenges?
• How will you provide specific, direct, and frequent feedback
implemented consistently? What strategies will we use to maintain
4:1 ratio?
Why should we be committed to
the implementation of SWPBIS?
SWPBIS Benefits Children
• Reduction of problem behavior
o
o
o
o
Office Discipline referrals
Suspensions
Expulsions
Improved effectiveness for intensive interventions
• Increased student engagement
o
o
Risk and protective factors improve
Students perceive school as a safer, more supportive environment
• Improved academic performance
o
When coupled with effective instruction
• Improved family involvement
Why should we be committed to
the implementation of SWPBIS?
SWPBIS Benefits Faculty and Staff
• Improved consistency across faculty
o
Better collaboration in support of individual students
• Improved classroom management
o
o
•
•
•
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Classroom routines
Strategies for preventing and pre-empting problem behavior
Reduced faculty absenteeism
Increased faculty retention
Improved substitute performance/perception
Increased ratings of faculty “effectiveness”
o
Staff perceive themselves as more effective due to coherent planning, improved student behavior, effective
strategies for addressing problems
Why should we be committed to
the implementation of SWPBIS?
SWPBIS Benefits District/Community
• Improved cost effectiveness
o
1 ODR = 15 minutes of staff time; 45 minutes of student time
• Sustained effects across administrator, faculty, staff, student change
o
Cost of re-creating system draws away for effective education
• Administrative benefits of scale
o
o
Cost savings for data systems
Effective transitions among faculty when they shift from one school to another
• Effective innovation
o
o
Data systems promote innovation
Focus on research-based practices
Table Talk
1. How will you introduce information to your
stakeholders about PBIS?
2. How will you involve faculty in the process?
3. What current data do you have that would help get
buy-in?
4. Brainstorm approaches to get buy-in.
5. Develop a plan for buy-in.
Summary
• Invest in prevention
• Build a social culture of competence
• Focus on different systems for different
challenges
• Build local capacity through team processes, and
adaption of the practices to fit the local context
• Use data for decision-making
• Begin with active administrative leadership
School Status and Commitment
•Complete the Schoolwide section of the
Staff Survey.
•Summarize the results.
•Add items to Action Plan as needed.
•Be prepared to report on:
1-2 strengths.
1-2 areas of improvement.
Next meeting (date and time).
Summarize the results