Transcript School-Wide Positive Behavior Support: Overview

Rowan-Salisbury Schools
RtI Foundations Training
August 2010
School-Wide Positive
Behavior Intervention
Support: Overview
Amy Roberts & Erin Banks,
School Psychologists
August 2010
Ain’t Misbehavin’. . .
 Misbehavior is one of most serious
problems confronting educators today
 Annual Phi Delta Kappa/Gallup Poll
 Polls public’s attitude toward education
 Asked the question, “What do you think
are the BIGGEST problems with which the
public schools of your community must
deal?”
QuickTime™ and a
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The Results. . .
 1970 Poll Results
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#1 = Lack of Discipline
#2
#3
#4
#5
=
=
=
=
Lack of Finances
Difficulty Getting Good Teachers
Use of Drugs, Dope
Lack of Proper Facilities
 Survey conducted each year
 How has “lack of discipline” been
ranked during that span?
2006 Results
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1. Lack of Financial Support
2. Overcrowded Schools
3. Lack of Discipline
4. Use of drugs
5. Pupils’ Lack of Interest
6. Fighting/Violence/Gangs
Problems Associated with
Misbehavior
 Teacher Burnout
 Inability to control behavior problems in
classroom (QUIT)
 Fired - #1 reason teachers get fired
 Yelling, nagging, scolding, tantrums
 Punishment (corporal or otherwise)
 Academics of entire classroom suffers
The Criticism Trap
The Teacher’s Side
The Child is
Misbehaving. . .
And, I do NOT like it
So, I nag and yell. . .
The child stops
misbehaving (yelling
works)
So, my behavior is
reinforced (yell again)
The Child’s Side
“I Love the Teacher’s
Attention”
“I’m not getting any
attention!”
So, “I misbehave!”
The Teacher yells, screams,
scolds
So, my behavior is
reinforced (attention
received)
Dr. Dave Herr, James Madison
University
What Happens to These Kids?
 3 years after leaving school:
 70% of antisocial youth have been
arrested (Walker, Colvin, & Ramsey, 1995)
 82% of crimes are committed by people
who have dropped out of school (APA
Commission on Youth Violence, 1993)
 The stability of aggression over a
decade is very high; about the same as
IQ (Walker et al, 1995)
Children with Emotional &
Behavioral Disorders
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2% of these children are identified EC
Lower grades; fail more courses/exams
Held back more often
Lower graduation rates
Arrested more often
 40% - 1 year after school
 60% - within 5 years after school
 More frequently placed in restrictive
educational environments
 More time in Juvenile Justice System
Early Intervention
 If antisocial behavior is not changed by
The end of GRADE 3,
It should be treated as a chronic
condition much like diabetes.
 It cannot be cured but managed with
appropriate supports and continuing
intervention (Walker, Colvin, & Ramsey
1995)
Protecting Kids From Harm

Resnick, Bearman, Blum, Bauman, Harrison, Jones, et al; Journal of the
American Medical Association, September 1997
 Studied 90,000 adolescents (grades 7-12) who
filled out questionnaires
 Goal: To determine which variables were
associated with LOW RATES of the teenager’s:
 Emotional distress, use of drugs/alcohol, teen pregnancy,
engaging in violence, early first sexual experience
 Findings:
 TWO variables were found to predict low rates of
these problems………..
Connectedness!
1. Connectedness with Family
2. Connectedness with School
1. (Can counterbalance disconnectedness
with family)
Connectedness
 Connectedness is Lowest in:
 Racially-integrated schools
 Schools that expel students for relatively minor
infarctions
 Connectedness in Highest in:
 Positive classroom management
 High rates of participation and extracurricular
activities
 Tolerant discipline policies
 Small school size
Promoting Connectedness: Evidence from the National Longitudinal Study of Adolescent
Health (C.A. McNeely, J.M. Nonnemaker, R.W. Blum, Journal of School Health, April 2002,
Vol 72, No 4).
The Good School Project
 Kappa Delta Pi (Frymier, Cornbleth, Donmov)
in late 1980s to:
Find the 100 best academic schools in the U.S.
 70 elementary, 15 middle, 21 secondary
 2 affluent, 26 middle class, 66 working class,
12 poor communities
 Smallest district: 350 student to 100,000
students
They found that discipline was NOT a
problem in these schools!!!
Why Not?
 Main Reason:
TEAMWORK
 No single recipe for success
 Principles collaborate to create a positive
school environment
 Three Other Reasons:
 Reinforcement of positive behaviors
 Teachers are main disciplinarians
 Rules (only 5-7)
And So Was Born. . .
School-Wide PBIS
Build a continuum of supports
that begins with the whole
school and extends to
intensive, wraparound
support for individual
students and their
families.
What is
School-wide Positive Behavior
Intervention Support?
 School-wide PBIS is:
 A systems approach for establishing the social culture
and behavioral supports needed for a school to be an
effective learning environment for all students.
 Evidence-based features of SW-PBIS
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Prevention
Define and teach positive social expectations
Acknowledge positive behavior
Arrange consistent consequences for problem behavior
On-going collection and use of data for decision-making
Continuum of intensive, individual intervention supports.
Implementation of the systems that support effective
practices
School-wide PBIS now
Implemented in
10,892 Schools
Throughout U.S.
Rob Horner
University of Oregon (www.pbis.org)
SCHOOL-WIDE
POSITIVE
INTERVENTION
BEHAVIOR
SUPPORT
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
27
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Integrated
Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
Intensive
Targeted
Universal
Few
Some
All
Dec 7, 2007
RTI
Continuum of
Support for
ALL
Multi-tier Model
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
•Of longer duration
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
1-5%
80-90%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
1-5%
5-10%
80-90%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All settings, all students
•Preventive, proactive
SWPBIS Features
 Total Staff Commitment
 Custodians, librarians, bus drivers, etc.
 Clearly defined & communicated rules and
expectations
 Consequences clearly defined
 School-Wide Reinforcement for those who
abide by rules
 Instructional component for teaching selfcontrol and social skills
 Support plan to address chronic behavior
problems
SWPBIS & RtI Features
 Universal Screening
 Data-Based decision making and
problem-solving
 Continuous Progress Monitoring
 Student Performance
 Continuance of Evidence-Based
Interventions
 Implementation Fidelity
QuickTime™ and a
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SOURCE: Sugai, G., (August 1, 2007). School-wide positive behavior support and responsiveness-to-intervention.
Keynote presentation to and paper for the Southern Maryland PBIS Summer Regional Conference. Waldorf, MD.
Universal Classroom
Interventions
 Keep in mind:
 Most problem behaviors occur in the
classroom
 Effective social and academic instruction
is essential for ALL classrooms
 Classrooms are “personal”
Importance of Effective Instruction
(Sanders, 1999)
 The single biggest factor affecting academic growth of
any population of youngsters is the:
effectiveness of the classroom.
 The answer to why children learn well or not isn't race,
it isn't poverty, it isn't even per-pupil expenditure at the
elementary level.
 The classroom's effect on academic growth dwarfs
and nearly renders trivial all these other factors that
people have historically worried about.
Creating Environments
 Focus on socially important behaviors
 Inviting atmosphere / Friendly & Helpful
 Connections / relationships between:
 Staff-staff
 Staff-students
 Students- adults
Is your school a place where you would
want your own child to attend?
PREVENTION
Tier I Core SWPBIS
 Prevention
 The MOST important!!!
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Physical Presence/Teacher Movement
Modeling
Making Connections
Rules
Verbal & Nonverbal Praise
Physical Presence
 Teacher Movement
(Fifer, Academic Therapy, 1986)
 Teachers spent between 75-100% of each
class period in FRONT of the classroom
 Main Finding: Discipline problems are directly
proportional to the distance between the
teacher and the student!
 Two other findings:
 The more the teacher moved around the
classroom, the less behavior problems.
 The more the teacher moved around the
classroom, the more substantive interactions of
students (worthwhile).
QuickTime™ and a
decompressor
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Spatiality
 Proxemics
 Amount of space between teacher and students
 What happens if you take away personal
space from someone who is
aggressive/angry?
 Elevation
 Teacher is usually above student, looking down,
which represents dominance
 What does Super Nanny say about elevation when
disciplining children?
QuickTime™ and a
decompressor
are needed to see this picture.
Self-Reflection
 List the most important social behaviors
you desire of the persons with whom
you work (I.e. students, teachers,
persons you supervise, etc.)
 Rate them from 1 (most important) to 5
Walk Your Talk
 Look at the list of behaviors you desire
of others
 Rate yourself on how well you walk
your talk
 Are you satisfied?
 Not satisfied? Change your
expectations for others or change your
own behaviors.
Modeling
 Albert Bandura
 Bobo Doll Experiment
 We learn to be who we are through
incidental learning - by unconsciously
imitating models
 We are models to our students
everyday, both consciously and
unconsciously
Making Connections
 Students need to feel connected
 How?
 Give students ATTENTION and APPROVAL
 When?
 Unconditionally - “just because”
 In Seconds - it only takes seconds a day
 To Whom?
 Everyone!
 “Bad” kids need more!
Rules
Synthesis of Research on Classroom Management (E.T. Emmer and C.M. Evertson,
Educational Leadership, 38, 1982)
 Over 300 elementary/middle schools over 5
year period
 Purpose: identify teacher practices
associated with low rates of discipline
problems and high rates of engagement
 Findings:
 1. Effective teachers had 5-6 positively stated
rules on the FIRST day of school that were posted
in the room
 2. Effective teachers spent time teaching the
rules to the kids during the first few weeks
Rules
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Maximum Number of Rules: 5-7
How Stated: Positively
Maximum Number of Words Per Rule: 7
Where should they be posted?
 Seen by kids
 Seen by teacher
 Why? To remind and reinforce behaviors
 How Big are Letters? At least 3 inches or
more
Rules, Ignore, Praise Study
 1968 - Classic Study by Madsen, Becker &
Thomas
 When teachers listed 5-6 rules, reminded
students of rules, and reviewed rules
 Behavior got a little better
 When teachers continued going over rules,
but ignored minor disruptive behavior. . . .
 Behavior got worse
 When teachers continued with the rules,
ignored the minor behaviors, and directed
praise to the students who were being good
(at a ratio of 4 positives to each corrective). .
 Behavior improved significantly
What Did We Learn?
Reinforcers
A Few Rules to Remember:
1.
2.
3.
4.
5.
6.
There are NO universal reinforcers that always work
for everyone
One reinforcer may work well for one student, but not
another
Reinforcers must occur IMMEDIATELY following the
behavior you want to increase
Reinforcment must be contingent to be effective
1. NOT effective: “I’ll give you this if you promise to
do that.”
Jump-start new behaviors by reinforcing often, then
backing away
Bad kids and Bad days need more reinforcment!
Dr. Dave Herr, James Madison
University
What is the most important
thing that a teacher can do to
make his/her praise effective?
Make
The
Praise
CREDIBLE!!!
(credibility comes from body language)
*93% of the meaning of any interaction is
NONVERBAL*
Credibility
 Spatiality
 Proxemics: Near, But NOT too near
 Elevation: At eye-level
 Positioning: Nonthreatening, Interested
 Kinesics
 Eye Contact
 Facial Expressions
 ParaLanguage
 Tone (avoid inflections of impatience)
 Volume (appropriate for distance)
 Cadence (even rhythm)
Read My Face!
QuickTime™ and a
decompressor
are needed to see this picture.
SWPBIS Classroom
Management “Ten Best”
1. Minimize crowding and distraction
2. Maximize structure & predictability
3. State, teach, review & reinforce
positively stated expectations
4. Provide more acknowledgement for
appropriate than inappropriate
behavior (4:1 ratio)
5. Maximize varied opportunities to
respond
SWPBIS Classroom
Management “Ten Best”
6. Maximize Active Engagement
7. Actively & Continuously Supervise
8. Respond to Inappropriate Behavior
quickly, positively, & directly
9. Establish multiple strategies for
acknowledging appropriate behavior
10. Generally provide specific feedback for
errors & corrects
Tier I Paperwork
 Evaluate whether student has received
appropriate core instruction through
“best practices” of classroom
management
 If not, complete Tier I paperwork and
 Select behavioral areas of concern
 Schedule meeting with parent
 Send home social history, Working
Together document
 Vision/hearing form in nurse’s mailbox
Tier I Paperwork
 Together with parent:
 Document parent’s concerns
 Define the behavior
 Measurable
 Observable
 Describe classroom management/core
curriculum in class to address behavioral
concerns
 Gather baseline to track behavior
 Implement home-school communication
intervention to discuss student’s progress
Defining Behavior
Must result in clear, measurable, & objective
descriptions of individual, groups, or
sequences of related behaviors
 Any observable or measurable action
or act.
 Observable beginning & end
 Has measurable dimension(s)
•
Frequency, duration, latency, force, topography,
locus
Which is described in observable
terms?
Hits with his fist
OR
Aggressive
Which is described in observable
terms?
Hits with his fist
OR
Aggressive
Delinquent
OR
Takes money from peers
Delinquent
OR
Takes money from peers
Psychotic
OR
Says she hears voices
Arrives 10 minutes late
OR
Irresponsible
Arrives 10 minutes late
OR
Irresponsible
Out of seat 55% of time
OR
Hyperactive
Out of seat 55% of time
OR
Hyperactive
Tier I Paperwork
 Set Goal
 Set meeting date to review success of
intervention plan with parent
 Decide next steps
 Continue/modify/discontinue plan
 Move to Tier II
Tools for Tier I
 Classroom Assessment Checklist
 Self-Assessment Checklist
 Sample Contracts
 “These are my goals…..”
 “These are my consequences if I don’t meet my
goals…..”
 These are my rewards if I meet my goals….”
 “Think Sheets”
 “The rule I broke was….”
 “How should I have solved the problem?”
 “What will I do from now on?”
Tier II
 Tier II behavior interventions may begin
with assessing classroom dynamics
 Classroom Observations may be important
at this step in the problem-solving process
 Assess instructional practices
 Begin to determine FUNCTION of
behavior (to get or to avoid)
Function of Behavior
 Consider:
 ANTECEDENTS
 What comes BEFORE a behavior
 Environment: furniture, décor, noise level,
temperature, lighting
 Task Variables: materials, activity place, length of
task, activity partners, activity complexity
 Temporal Variables: time of day, wait time
 Instructor Variables: tone of voice, attitude
 Presentation Variables: type of instruction, cues
 Physical/Medical Variables: hunger, medication,
allergies
Function of Behavior
 Behavior: an observable and measurable act
of an individual
Behaviors
Not Behaviors
Running outside
the door
Hitting desk with
fist
Yelling expletives in
classroom
Kicking peer in leg
Bad attitude
Lazy
Low self-esteem
Frustrated
Angry
Lack of motivation
Function of Behavior
 Evaluate Consequences
 Any event that follows a behavior
 REINFORCMENT - a consequence that results
in increasing or maintaining the future rate of
the behavior it follows
 PUNISHMENT - a consequence that results in
decreasing the future rate of the behavior it
follows
Consider. . . .
 If your spouse fails to fold the laundry
correctly and you tell him/her, “Fine, I’ll do it.”
 Is this a punishment or reinforcment?
 If you ask your child to set the table and you
don’t like how long it takes the child to do it,
you send him to his room (with TV and video
games) and do it yourself.
 Is this punishment or reinforcement?
Function of Behavior
To GET:
To ESCAPE:
Attention
Activities
Objects
Sensory Stimulus
Attention
Activities
Objects
Sensory Stimulus
Function, Function
Behavior
Function
Yelling
Escape from lunch room
Gain Attention
Escape gym class
Hitting
Gain access to desirable
item
Get help from teacher
Escape activity
Swearing
Avoid peer interactions
Gain attention from adults
Escape academic demands
What Do You Think?
 Joseph talks out at least two times per
class. He smiles, and other students
snicker when his teachers remind him
to raise his hand. Since the beginning
of the year, the problem seems worse.
 Do the reminders reinforce or punish
him? How do you know?
 What might be the function of this
behavior?
Why FBA?
 Without determining the function of a
behavior, we may inadvertently
reinforce inappropriate behaviors with
the intervention.
 Important step to consider at Tier II of
problem-solving process.
“Behaviors come and go, but functions
are forever.”
- Ted Carr, SUNY Stoneybrook
Tier II Intervention
 Develop by teacher, parent, consultant with
expertise in area of student need
 Consider Tier I information
 Define/analyze problem
 Develop hypothesis
 Use baseline data from post-test
 How is student’s behavior impacting
academics?
 Determine how data will be collected
 Set time to meet to review student progress
Tier II
 Look for patterns of behavior
 Don’t see a pattern?
 Consider using a functional behavior
checklist
 Ask your school psychologist!
Tier II Intervention
 Mentoring
 Adult listener/buddy
 Check-in/Check-Out
 Daily progress report with behavior coaching
 Small Group Intensive Social Skills
Instruction
 Specific topics to fill in social skills gaps
Collecting Data - Tier II
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ODR - Office Discipline Referrals
Behavior Charting
Daily Behavior Report Card
Checklists
Small Group / Targeted
Interventions
 Data
 Systematic way to identify at-risk students (e.g., office referrals, teacher
nomination, rating scales)
 Measure progress and fade support slowly
 Practices
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Within class first option
Pull out programs must have generalization strategies
Link small group with school-wide rules and social skills
Academic & social strategies
 Systems
 Training for ALL staff on procedures
 Options for students who transfer in during school year
Data Decision Rules
 Office Discipline Referral (ODR)
 Major
 Minor
 Time out of Instruction
 Minutes out of classroom
 # of Misbehaviors
 # times out of seat
 # times kicking other students
Tier II Supports
 Students who do not respond to
classroom / informal supports (within
class intervention 4-6 weeks)
 Student brought to Tier III RtI Team
Tier III
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RtI Team meets on student with parent
Consider information from Tier I, II
Define/analyze problem
Develop hypothesis with data collection
Create/implement plan
 Goal and measurement strategy
What does Tier III look like?
 More complex team-implemented
process
 May require team member with
behavioral background
 Includes observations and record review
 Re-visit functional behavior assessment
 May include a….
BEHAVIOR INTERVENTION PLAN
Do Schools Really Use This?
YES!
Field Elementary School
 High Diversity
 School has 290 students; 50% minority;
20% English Language Learners; 13%
special education
 Instructional leader turnover
 Poverty
 79% of students qualify for free and reduced
lunches
 Highly transient population
Field Elementary School
+ Teachers and Staff committed to the
increasing academic and social success
of all students
+ A committed Principal who supported
faculty in their efforts to change the
way the taught to improve children’s
lives
Field Elementary School
 Academic Standing
 Annual Yearly Progress (AYP)
 5% of all students scored proficient
in 2005, according to the Missouri
Assessment Program. Breakdown by group:
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
0% African American
18% Caucasian
0% Students with disabilities
0% English Language Learners
7% Free/Reduced Priced Lunch
Field Elementary School
 Literacy
 In 2004–05, 44% students
required intensive support for
reading and writing
 Social Behavior
 In 2003-04 Averaging 10.4
discipline referrals per day
Field Elementary Literacy Data 04-05
100%
44%
80%
60%
Intensive
26%
Benchmark
40%
20%
Strategic
30%
0%
2004-2005
Impact
To 1.6
perper
day
From
10.4
day
MU College of Education —
140 years of discovery, teaching and
learning
Impact
 Literacy
 In 2004–05, 44% students required
intensive support for reading and writing.
This number shrunk to 31% in 2007–08.
 Shifted to a structured, explicit, research-based
core literacy program with three tiers:
 One: Benchmark
 Two: Strategic Intervention
 Three: Intensive Intervention
 Monitor progress in fall, winter and spring
Impact
 Improved Academic Standing
 Annual Yearly Progress
In 2007, 27% of Field’s students scored
proficient (up from 5%).
 African American: 0% improved to 16%
 Caucasian: 18% improved to 57%
 Students with disabilities: 0% improved to
25%
 English Language Learners: 0% improved
to 27%
Questions?
[email protected]
[email protected]