Transcript MA PBIS Academy Day 6 2014x

School-wide Positive
Behavioral Interventions
and Supports (SW-PBIS)
MA DESE PBIS Academy Team Training
2014-2015
Day 6
Ann Marie Dubuque & Martha Wally
with support from Shawn Connelly, Mary-Ellen Efferen,
Susannah Everett, Jen Freeman,
Brandi Simonsen, & George Sugai
MAIN TRAINING OBJECTIVES
• Establish leadership team
• Establish staff agreements
• Build working knowledge of SWPBS
outcomes, data, practices, and systems
• Develop individualized action plan for
SWPBS
• Organize for upcoming school year
TRAINING EXPECTATIONS:
RESPECT…
SELF
OTHERS
ENVIRONMENT
• Self-monitor (Are you participating?
Engaged as a learner? Talking during
allotted times?)
• Stretch, break, stand as needed
• Cell phones (inaudible): Converse in
lobbies and breaks
• Work as a team: Room for every
voice, reinforce participation
• Recycle
• Maintain neat working area
Tools!
neswpbs.org
pbis.org
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Advance Organizer
• Review Days 1-5
• Overview of Function
• De-escalation Strategies
• Team Action Planning
• Planning for Next Steps
Review
Overview & Getting
Started with SWPBIS
Critical PBIS Features
4 PBIS
Elements
School
Systems
Supporting Social Competence &
Academic Achievement
OUTCOMES
Classroom
Supporting
Decision
Making
Supporting
Staff Behavior
SWPBIS
Non-classroom
Family
PRACTICES
~5%
Supporting
Student Behavior
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
~15%
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
~80% of Students
Student
Systems Change
Implementation
Levels
Leadership
Structure
Student
Classroom
School
District
State
Implementation
Process
Team
Agreements
Data-based
Action Plan
Evaluation
Implementation
Nonclassroom Settings:
Basic Management
Considerations
Practices
• Physical or
environmental
arrangements
• Teach directly expected
behaviors and routines in
context
• Routines & expectations
• Actively supervise (scan,
move, interact)
• Staff behavior
• Pre-correct and remind
• Student behavior
• Positively reinforce
expected behavior
80
Evidence-based Practices in
Classroom Management
1.
2.
3.
90
Minimize crowding & distraction
Maximize structure & predictability
State, review, & reinforce positively stated
expectations.
4.
Provide more acknowledgement for appropriate
than inappropriate behaviors.
5.
Maximize varied opportunities to respond.
6.
Maximize active engagement.
7.
Actively & continuously supervise.
8.
Respond to inappropriate behaviors quickly,
positively, & directly.
9.
Establish multiple strategies for acknowledging
appropriate behavior.
10. Generally provide specific feedback for errors &
corrects.
Function of Behavior
Understanding mechanism (Function) matters!
Attention to
environmental
context
Foundations in
behavioral
theory, ABA,
and PBIS
Emphasis on
purpose (or
history of
reinforcement
) of behavior
Function
Based
Support
Focus on
teaching
behaviors
Attention to
implementers
(adult
behaviors) &
redesign of
teaching &
learning
environments
ALL BEHAVIOR SERVES A FUNCTION:
GET OR OBTAIN
AVOID OR ESCAPE
•
•
•
•
•
•
•
•
desired activities,
tangible items,
attention, or
sensory
stimulation.
aversive activities,
tangible items,
attention, or
sensory
stimulation.
Problem
Behavior
Pos Reinf
Escape/
Avoid
Something
Obtain/Get
Something
Stimulation/
Sensory
Tangible/
Activity
Social
Adult
Neg Reinf
Peer
Non-examples
of Function-Based Approach
– “Lantana, you skipped 2 school days, so
we’re going to suspend you for 2 more.”
– “Phloem, I’m taking your book away
because you obviously aren’t ready to
learn.”
– “You want my attention?! I’ll show you
attention,…let’s take a walk down to the
office & have a little chat with the
Principal.”
“Function” = outcome, result,
purpose, consequence
To Determine Function of Behavior
ANTECEDENT
BEHAVIOR
CONSEQUENCE
What
typically
precedes?
What do the
behaviors
look like?
What
typically
follows?
Based on observing patterns across time, we can
infer the probable function of behavior.
Let’s practice
During teacher lecture, Martha repeatedly and
loudly calls out (without raising her hand). Each
time, the teacher gives her a look, a redirection, or
occasionally calls on her.
Teacher lecture
(limited
Antecedent?
attention)
Calling out
Behavior?
repeatedly
What Function?
Teacher
Consequence?
attention
Get/obtain Attention
Let’s practice
When given a difficult writing assignment
Susannah regularly throws her pencil down, rips
up her paper, and puts her head down. Her
teacher ignores this behavior (and Susannah never
completes her assignment).
Difficult
writing
Antecedent?
assignment
Throw pencil,
rip
paper,
Behavior?
head down
What Function?
Nothing
(doesn’t do
Consequence?
assignment)
Escape Task
Let’s practice
In the hallway with peers, Tim often teases, trips,
or pushes a student who talks and walks a little
slower than others. Each time, Tim’s peers laugh
and pat him on the back.
Transition
Antecedent?
with peers
Teases, trips,
Behavior?
pushes
What Function?
Peers laugh
and pat on
Consequence?
back
Peer attention
Let’s practice
When the environment gets too loud, Corey
typically slaps his head with an open palm, rocks
vigorously, and eventually runs out of the room.
Teacher walk him to a quiet office.
Loud
Antecedent?
environment
Slaps head,
rocks,
runs
Behavior?
out
What Function?
Moved to
Consequence?
quiet
office
Escape noise
(stimulation)
By understanding function, we can
intervene more effectively.
ANTECEDENT
How can we
prevent?
BEHAVIOR
What should we
teach the
student to do
instead?
CONSEQUENCE
How do we
respond to
make sure the
new skill
“works”?
We can make simple tweaks to the antecedents,
behaviors, and consequences, to prevent, teach,
and respond, respectively.
Let’s practice
During teacher lecture, Martha repeatedly and
loudly calls out (without raising her hand). Each
time, the teacher gives her a look, a redirection, or
occasionally calls on her.
Provide attention
ahead of lecture
and Prevent?
frequent eye
contact during
Teach and prompt
Teach?
hand
raising
Call on her ONLY
Respond/Reinf
when she raises
her
hand
orce?
(otherwise ignore)
Simple strategies like this are part of good “Tier 1”
responses to minor disruptive behavior.
Let’s practice
When given a difficult writing assignment
Susannah regularly throws her pencil down, rips
up her paper, and puts her head down. Her
teacher ignores this behavior (and Susannah never
completes her assignment)
Modify writing
Prevent?
assignment
Teach and prompt
herTeach?
to ask for
help/break
Give immediate
Respond/Reinf
help/break when
asked. orce?
Otherwise,
redirect to task.
With these simple tweaks, we’ve made it less like for her
to engage in disruptive behavior to escape difficult tasks.
Let’s practice
In the hallway with peers, Tim often teases, trips,
or pushes a student who talks and walks a little
slower than others. Each time, Tim’s peers laugh
and pat him on the back.
Increase prompts
and active
Prevent?in
supervision
hallway
Teach and prompt
respectful
behavior
Teach?
toward all peers
Group contingency:
peers reinforced
Respond/Reinf
for supporting
good orce?
choices (and
ignoring teasing)
With these strategies, we’ve (a) increased the likelihood
of respectful behavior and (b) minimized attention for
disrespectful behavior. (This may start to look like Tier
Let’s practice
When the environment gets too loud, Corey
typically slaps his head with an open palm, rocks
vigorously, and eventually runs out of the room.
Teacher walk him to a quiet office.
Implement
strategies to
decrease noise;
Prevent?
Give
access to
noise canceling
headphones
Teach to ask for
quiet
and/or
Teach?
headphones
Remove to quiet
office or provide
headphones
Respond/Reinf
immediately upon
asking;
Redirect to
orce?
ask if he starts to
slap.
With these strategies, we’ve (a) minimized noise when
possible, (b) taught a skill to reduce noise, and (c) made
that skill more effective. (This may start to look like Tier
Activity:
Function of Behavior
• 15 minutes
• Consider a common problem behavior
in your non-classroom or classroom
settings
• Describe the
“ABCs”
PROMPT

• Identify strategies to prevent, teach,
and respond/reinforce
• Report (<1 min.) main features of your
example
1 minute reports
Attention
from
each team
1 Minute
(new Please
spokesperson)
Why is function important?
• Function based behavior support plans
are not only effective, they are more
effective than similarly intensive and
individualized plans that are not based
on function (e.g., Ingram, Palmer, &
Sugai, 2005).
What did you say?
Show you the data?
Well…since you asked
% Intervals w/ P.B. for Bryce
% Intervals w/ P.B.
Baseline
100
90
80
70
60
ContraIndicated
Indicated
ContraIndicated
Indicated
50
40
30
20
10
0
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41
Sessions*
*Data points with arrows indicate no medication
Data from Kimberly Ingram’s dissertation (subsequently published in JPBI)
% Intervals w/ P.B. for Carter
100
Baseline
Indicated
90
ContraIndicated
Contrandicated
Indicated
Indicated
Modified
% Intervals w/ P.B.
80
70
60
50
40
30
20
10
0
1
3
5
7
9
11
13
15
17
19
21
23
25
27
Sessions
Data from Kimberly Ingram’s dissertation (subsequently published in JPBI)
We should consider
the function of
behavior when we
design plans across
all tiers of support.
If Your Proactive Strategies Fail…
Understanding escalation & de-escalation
Understanding Escalation
and De-escalation
Teacher
Jason
Jason, please turn in your
assignment.
The assignment you didn’t
finish during class.
What assignment?
Great, please turn it in now.
I don’t have it with me now.
You have a choice…..turn it in
or do it again.
You never believe me.
I guess you’ve made the
choice to do it again.
Make me.
That’s disrespect…go to the
office.
F_____ you!
Moves closer…& puts hand
on J. shoulder.
Pulls away, glares, & raises
fist as if to strike.
I finished it.
(Colvin & Sugai, 1989)
PURPOSE
• Enhance our understanding of and ways
of responding to escalating behavior
sequences.
– Student <=> Teacher
– Teacher <=> Teacher
– Teacher <=> Parent
– Child <=> Parent
– Teacher <=> Administrator
– Etc., etc., etc….
(Colvin & Sugai, 1989)
ASSUMPTIONS
• Behavior is learned (function).
• Behavior is lawful (function).
• Behavior is escalated through
successive interactions (practice).
• Behavior can be changed through
an instructional approach.
(Colvin & Sugai, 1989)
Remember, All Behavior
Serves a Function
Problem
Behavior
Pos Reinf
Escape/
Avoid
Something
Obtain/Get
Something
Stimulation/
Sensory
Tangible/
Activity
Social
Adult
Neg Reinf
Peer
(Colvin & Sugai, 1989)
OUTCOMES
• Identification of how to intervene early in
an escalation.
• Identification of environmental factors
that can be manipulated.
• Identification of replacement behaviors
that can be taught (& serve same function
as problem).
(Colvin & Sugai, 1989)
The MODEL
High
Behavior Intensity
Peak
Low
Acceleration
De-escalation
Agitation
Calm
Trigger
Recovery
Time
(Colvin & Sugai, 1989)
The MODEL
Behavior Intensity
High
Low
CALM

Time
(Colvin & Sugai, 1989)
1. Calm
• Student is cooperative.
– Accepts corrective feedback.
– Follows directives.
– Sets personal goals.
– Ignores distractions.
– Accepts praise.
(Colvin & Sugai, 1989)
Calm
• Intervention is focused on prevention.
– Assess problem behavior
• Triggers
• Function
• Academic & behavioral learning history
– Arrange for high rates of successful academic &
social engagements.
– Use positive reinforcement.
– Teach social skills.
• Problem solving
• Relaxation strategy
• Self-management
– Communicate positive expectations.
(Colvin & Sugai, 1989)
The MODEL
Behavior Intensity
High
Low
TRIGGER

Time
(Colvin & Sugai, 1989)
2. Trigger
• Student experiences a series of unresolved
conflicts.
–
–
–
–
–
–
Repeated failures
Frequent corrections
Interpersonal conflicts
Timelines
Low rates of positive reinforcement
Or other antecedent for problem behavior
identified in FBA
(Colvin & Sugai, 1989)
Trigger
• Intervention is focused on prevention &
redirection.
– Consider function of problem behavior in
planning/implementing response.
– Remove from or modify problem context.
– Increase opportunities for success.
– Reinforce what has been taught.
(Colvin & Sugai, 1989)
The MODEL
Behavior Intensity
High
Low
AGITATION

Time
(Colvin & Sugai, 1989)
3. Agitation
• Student exhibits increase in unfocused
behavior.
– Off-task
– Frequent start/stop on tasks
– Out of seat
– Talking with others
– Social withdrawal
(Colvin & Sugai, 1989)
Agitation
• Intervention is focused on reducing
anxiety.
– Consider function of problem behavior in
planning/implementing response.
– Make structural/environmental
modifications.
– Provide reasonable options & choices.
– Involve in successful engagements.
(Colvin & Sugai, 1989)
The MODEL
Behavior Intensity
High
ACCELERATION
Low
Time
(Colvin & Sugai, 1989)
4. Acceleration
• Student displays focused behavior.
– Provocative
– High intensity
– Threatening
– Personal
(Colvin & Sugai, 1989)
Acceleration
• Intervention is focused on safety.
– Remember:
• Escalations & self-control are inversely
related.
• Escalation is likely to run its course.
(Colvin & Sugai, 1989)
Acceleration
– Remove all triggering & competing
maintaining factors.
– Follow crisis prevention procedures.
– Establish & follow through with
bottom line.
– Disengage from student.
(Colvin & Sugai, 1989)
The MODEL
Behavior Intensity
High
PEAK
Low
Time
(Colvin & Sugai, 1989)
5. Peak
• Student is out of control & displays
most severe problem behavior.
– Physical aggression
– Property destruction
– Self-injury
– Escape/social withdrawal
– Hyperventilation
(Colvin & Sugai, 1989)
Peak
• Intervention is focused on safety.
– Procedures like acceleration phase, except
focus is on crisis intervention
(Colvin & Sugai, 1989)
The MODEL
Behavior Intensity
High
DECELERATION
Low
Time
(Colvin & Sugai, 1989)
6. De-escalation
• Student displays confusion but with
decreases in severe behavior.
– Social withdrawal
– Denial
– Blaming others
– Minimization of problem
(Colvin & Sugai, 1989)
De-escalation
• Intervention is focused on removing
excess attention.
– Don’t nag.
– Avoid blaming.
– Don’t force apology.
– Consider function of problem behavior.
– Emphasize starting anew.
(Colvin & Sugai, 1989)
The MODEL
Behavior Intensity
High
Low
Time
RECOVERY

(Colvin & Sugai, 1989)
7. Recovery
• Student displays eagerness to engage
in non-engagement activities.
– Attempts to correct problem.
– Unwillingness to participate in group
activities.
– Social withdrawal & sleep.
(Colvin & Sugai, 1989)
Recovery
• Follow through with consequences for
problem behavior.
• Positively reinforce any displays of
appropriate behavior.
• Intervention is focused on re-establishing
routines activities.
(Colvin & Sugai, 1989)
Recovery
• Debrief
– Purpose of debrief is to facilitate transition
back to program….not further negative
consequence
– Debrief follows consequences for problem
behavior.
– Goal is to increase more appropriate
behavior.
(Colvin & Sugai, 1989)
Recovery
• Problem solving example:
– What did I do?
– Why did I do it?
– What could I have done instead?
– What do I have to do next?
– Can I do it?
(Colvin & Sugai, 1989)
The MODEL
High
Behavior Intensity
Peak
Low
Acceleration
De-escalation
Agitation
Calm
Trigger
Recovery
Time
(Colvin & Sugai, 1989)
Teacher
Jason
Jason, please turn in your
assignment.
The assignment you didn’t
finish during class.
What assignment?
Great, please turn it in now.
I don’t have it with me now.
You have a choice…..turn it in
or do it again.
You never believe me.
I guess you’ve made the
choice to do it again.
Make me.
That’s disrespect…go to the
office.
F_____ you!
Moves closer…& puts hand
on J. shoulder.
Pulls away, glares, & raises
fist as if to strike.
I finished it.
(Colvin & Sugai, 1989)
THREE KEY STRATEGIES
• Identify how to intervene early in an
escalation.
• Identify environmental factors that can be
manipulated.
• Identify replacement behaviors that can be
taught & serve similar function.
(Colvin & Sugai, 1989)
FINAL THOUGHT
• Geoff Colvin (1989):
– It is always important to remember
that “if you inadvertently assist the
student to escalate, do not be
concerned; you will get another
chance to do it right the next time
around.”
(Colvin & Sugai, 1989)
Activity:
Escalating Behavior
• 10 minutes
• Review features & steps of “Escalating Behavior”
model
• Discuss extent to which escalating behavior is or
could be issueSpokesperson
in the settings in which you’ve
worked
• Identify 2-3 strategies & systems for addressing
escalating behavior
• Report 2-3 “big ideas” from your team
discussion (1 min. reports)
1 minute
reports
Attention
1
Minute
from each team
Please
(new spokesperson)
Crisis Interventions…A Last Resort
• Now that we understand how escalations
happen…we can talk about crisis interventions.
• Even with the best plans, you still need to
answer the question, “What happens if my plan
fails?”
• Typically the answer is your crisis intervention
plan.
• Whenever you have to fall back on this, realize
that it is a treatment failure and go back to
closely evaluating the plan.
Our goal is to PREVENT crises
• As always, we want to prevent crisis
situations through designing our
environments to ensure that
appropriate behaviors are more
relevant, efficient, and effective
than inappropriate behaviors at
meeting a students needs (i.e.,
escape/avoid aversive or
get/obtain)
Big Ideas from Crisis De-Escalation
Behavior Intensity
High
Low
Peak
Acceleration
De-escalation
Agitation
Trigger
Calm
Recovery
Time
TIC/TFI and Action
Planning
Appendix
D
Activity:
Action Planning
• ~60 minutes
• Review all content
• Complete and use your
TIC to guide action
planning
PROMPT

• Identify
one person who
will present big ideas
from action planning for
your group
1 minute reports
Attention
from
each team
1 Minute
(new Please
spokesperson)
Planning for the
Beginning of the
School Year
Appendix
O
To start your year off well,
begin teaching and learning
activities on the first day of
school
Appendix
O
General Guidelines
•
•
•
•
•
•
•
•
Work as a team.
O
Make decisions based upon data.
Consider needs of all students.
Integrate PBS activities into other initiatives and
projects.
Begin teaching, learning, and behavioral expectations
on the first day.
Involve students, staff, parents, and community.
Increase use of reminders and precorrections before
and after transitions.
Increase/maintain high rates of positive
acknowledgements.
Appendix
Activity:
Action Planning
• ~15 minutes
• Return to your action plan
• Make sure you have plans
to plan for the start of the
year  (Reference
worksheet
in Appendix O)
PROMPT

• Identify one person who
will present big ideas for
your group
1 minute reports
Attention
from
each team
1 Minute
(new Please
spokesperson)
Action Planning
Appendix
D
Activity:
Action Planning
• Until 3:45pm
• Review all content
• Complete and use your
TIC to guide action
planning
PROMPT

• Identify
one person who
will present big ideas
from action planning for
your group
1 minute reports
Attention
from
each team
1 Minute
(new Please
spokesperson)
Review of SWPBS
SW-PBS Logic!
Successful individual student
behavior support is linked to
host environments or school
climates that are effective,
efficient, relevant, & durable.
(Zins & Ponti, 1990)
Team
GENERAL IMPLEMENTATION
PROCESS
Agreements
Data-based
Action Plan
Evaluation
Implementation
Continuum of School-Wide
Instructional and Positive Behavior Support
TIER 1:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
Establish Team
Develop Statement of Behavioral
Purpose or Vision
At BSG, we are
responsible for
ourselves, respect each
other, and maintain
safety in our school.
Establish Behavioral
Expectations/Rules
Teach Rules in the
Context of School Settings
Teach Rules in the
Context of Class Routines
Establish Procedures for
Encouraging Rule Following
Establish Procedures for
Responding to Rule Violations
Develop data-based procedures
for monitoring
Nonclassroom Settings:
Basic Management
Considerations
Practices
• Physical or
environmental
arrangements
• Teach directly expected
behaviors and routines in
context
• Routines & expectations
• Actively supervise (scan,
move, interact)
• Staff behavior
• Pre-correct and remind
• Student behavior
• Positively reinforce
expected behavior
80
Evidence-based Practices in
Classroom Management
1.
2.
3.
89
Minimize crowding & distraction
Maximize structure & predictability
State, review, & reinforce positively stated
expectations.
4.
Provide more acknowledgement for appropriate
than inappropriate behaviors.
5.
Maximize varied opportunities to respond.
6.
Maximize active engagement.
7.
Actively & continuously supervise.
8.
Respond to inappropriate behaviors quickly,
positively, & directly.
9.
Establish multiple strategies for acknowledging
appropriate behavior.
10. Generally provide specific feedback for errors &
corrects.
Problem
Behavior
Pos Reinf
Escape/
Avoid
Something
Obtain/Get
Something
Stimulation/
Sensory
Tangible/
Activity
Social
Adult
Neg Reinf
Peer
Big Ideas from Crisis De-Escalation
1.
2.
3.
4.
5.
6.
7.
Behavior Intensity
High
Low
Peak
Acceleration
De-escalation
Agitation
Calm
Trigger
Recovery
Time
Self-Control
Identification,
Communication
Patience
Spontaneity
Timing
Function Based
Strategies
Continuum of School-Wide
Instructional and Positive Behavior Support
~15%
TIER 2:
Specialized Group
Systems for Students
with At-Risk Behavior
~80% of Students
Referral,
Assessment,
& Orientation
CICO Cycle
(Crone, Horner, & Hawken, 2004)
CICO Plan
All of this is managed by a
Specialized Support Team
Morning
Check-In
Weekly BEP Meeting
Daily Teacher
Evaluation
Home
Check-In
9 Week Graph
Sent
Program
Update
Afternoon
Check-In
EXIT
Continuum of School-Wide
Instructional and Positive Behavior Support
Tier 3:
~5%
~15%
~80% of Students
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Behavior Support Elements
*Response class
*Routine analysis
*Hypothesis statement
*Function
Problem
Behavior
*Alternative behaviors
*Competing behavior analysis
*Contextual fit
*Strengths, preferences, & lifestyle outcomes
*Evidence-based interventions
Functional
Assessment
Intervention
& Support
Plan
*Implementation support
*Data plan
Fidelity of
Implementation
• Team-based
• Behavior competence
*Continuous improvement
*Sustainability plan
Impact on
Behavior &
Lifestyle
Intensive
Targeted
Universal
Few
Continuum of
Support for ALL
Some
All
(Sugai, Dec 7, 2007)
Consider Tattoos!
4 PBIS
Elements
School
Systems
Supporting Social Competence &
Academic Achievement
OUTCOMES
Classroom
Supporting
Decision
Making
Supporting
Staff Behavior
SWPBIS
Non-classroom
Family
PRACTICES
~5%
Supporting
Student Behavior
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
~15%
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
~80% of Students
Student
Next Steps
Implement Action Plan
• Communicate information to staff
• Meet monthly with team
– Review school data
– Review/update action plan
• Implement activities on action plan
Future Support
• Use Team Implementation Checklist to hold
your team accountable (and share info with us)
• Keep in touch with us.
• Coaches and teams will still meet next year.
• Have a great spring and summer!