Transcript School-Wide Positive Behavior Support: Rationale, Readiness, Features George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August 20, 2008 www.pbis.org www.cber.org [email protected].

School-Wide Positive Behavior
Support: Rationale, Readiness,
Features
George Sugai
OSEP Center on PBIS
Center for Behavioral Education & Research
University of Connecticut
August 20, 2008
www.pbis.org
www.cber.org
[email protected]
SWPBS is about….
Improving
classroom &
school climate
Integrating
Decreasing
academic &
reactive
behavior
management
initiatives
Improving
support for
students w/
EBD
Maximizing
academic
achievement
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)
2 WORRIES
• Get Tough (practices)
• Train-&-Hope (systems)
Worry #1
“Teaching” by Getting Tough
Runyon: “I hate this f____ing
school, & you’re a dumbf_____.”
Teacher: “That is disrespectful
language. I’m sending you to the
office so you’ll learn never to say
those words again….starting
now!”
Immediate & seductive
solution….”Get Tough!”
• Clamp down & increase monitoring
• Re-re-re-review rules
• Extend continuum & consistency of
consequences
• Establish “bottom line”
...Predictable individual response
Reactive responses are
predictable….
When we experience aversive
situation, we select interventions
that produce immediate relief
– Remove student
– Remove ourselves
– Modify physical environment
– Assign responsibility for change to
student &/or others
When behavior doesn’t
improve, we “Get Tougher!”
• Zero tolerance policies
• Increased surveillance
• Increased suspension & expulsion
• In-service training by expert
• Alternative programming
…..Predictable systems response!
Erroneous assumption that
student…
• Is inherently “bad”
• Will learn more appropriate
behavior through increased use
of “aversives”
• Will be better tomorrow…….
But….false sense of
safety/security!
• Fosters environments of control
• Triggers & reinforces antisocial behavior
• Shifts accountability away from school
• Devalues child-adult relationship
• Weakens relationship between academic
& social behavior programming
Science of behavior has
taught us that students….
• Are NOT born with “bad behaviors”
• Do NOT learn when presented
contingent aversive consequences
……..Do learn better ways of
behaving by being taught
directly & receiving positive
feedback.
VIOLENCE PREVENTION?
• Positive, predictable school-wide
climate
• Surgeon General’s
Report on Youth
Violence (2001)
• Formal social skills instruction
• Coordinated Social
Emotional &
Learning
(Greenberg et al.,
2003)
• Positive active supervision &
reinforcement
• Center for Study &
Prevention of
Violence (2006)
• Positive adult role models
• White House
Conference on
School Violence
(2006)
• High rates of academic & social
success
• Multi-component, multi-year
school-family-community effort
Worry #2:
“Train & Hope”
WAIT for
New
Problem
Expect, But
HOPE for
Implementation
Hire EXPERT
to Train
Practice
REACT to
Problem
Behavior
Select &
ADD
Practice
Supporting Social Competence &
Academic Achievement
4 PBS
Elements
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Responsiveness-to-Intervention & SWPBS
IMPLEMENTATION
W/ FIDELITY
DATA-BASED
CONTINUUM OF
DECISION MAKING
EVIDENCE& PROBLEM
BASED
SOLVING
INTERVENTIONS
CONTINUOUS
PROGRESS
MONITORING
STUDENT
PERFORMANCE
GENERAL
IMPLEMENTATION
PROCESS:
“Getting Started”
Team
Agreements
Data-based
Action Plan
Evaluation
Implementation
SWPBS
Subsystems
Classroom
Family
Non-classroom
Student
School-wide
1. Common purpose & approach to discipline
2. Clear set of positive expectations & behaviors
3. Procedures for teaching expected behavior
4. Continuum of procedures for encouraging
expected behavior
5. Continuum of procedures for discouraging
inappropriate behavior
6. Procedures for on-going monitoring &
evaluation
Non-classroom
• Positive expectations & routines
taught & encouraged
• Active supervision by all staff
– Scan, move, interact
• Precorrections & reminders
• Positive reinforcement
Classroom
• Classroom-wide positive expectations taught
& encouraged
• Teaching classroom routines & cues taught &
encouraged
• Ratio of 6-8 positive to 1 negative adultstudent interaction
• Active supervision
• Redirections for minor, infrequent behavior
errors
• Frequent precorrections for chronic errors
• Effective academic instruction & curriculum
Individual Student
• Behavioral competence at school & district
levels
• Function-based behavior support planning
• Team- & data-based decision making
• Comprehensive person-centered planning &
wraparound processes
• Targeted social skills & self-management
instruction
• Individualized instructional & curricular
accommodations
Family
• Continuum of positive behavior 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
Teaching Academics &
Behaviors
ADJUST for
Efficiency
MONITOR &
ACKNOWLEDGE
Continuously
DEFINE
Simply
MODEL
PRACTICE
In Setting
PBS Systems Implementation Logic
Funding
Visibility
Political
Support
Leadership Team
Active & Integrated Coordination
Training
Coaching
Evaluation
Local School Teams/Demonstrations
SWPBS Process Overview
1. Discuss rationale & SWPBS
features
2. Secure commitments &
agreements
3. Conduct school leadership
team training
4. Implement in school &
district
5. Monitor, coach, & evaluate