Transcript School-Wide Positive Behavior Support: Features & Outcomes George Sugai & Rob Horner OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut March 18,

School-Wide Positive
Behavior Support:
Features & Outcomes
George Sugai & Rob Horner
OSEP Center on PBIS
Center for Behavioral Education & Research
University of Connecticut
March 18, 2009
www.pbis.org www.cber.org www.swis.org
[email protected]
• What is SWPBS?
• What outcomes have
been documented?
“Kiyoshi”
Kiyoshi is a highly competent student, but
has long history of antisocial behavior. He
is quick to anger, & minor events quickly
escalate to major confrontations. He has
few friends, & most of his conflicts occur
with peers in hallways & cafeteria & on
bus. In last 2 months, he has been given 8
days of in school detention & 6 days of out
of school suspension. In a recent event, he
broke glasses of another student.
What would you do?
“159 Days!”
Intermediate/senior high school
with 880 students reported over
5,100 office discipline referrals in
one academic year. Nearly 2/3 of
students have received at least
one office discipline referral.
5,100 referrals =
76,500 min @15 min =
1,275 hrs =
159 days @ 8 hrs
SW-PBS Logic!
Successful individual student
behavior support is linked to
host environments or school
climates that are effective,
efficient, relevant, & durable for
all students
(Zins & Ponti, 1990)
2 Worries & Ineffective
Responses to Problem
Behavior
• 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, predictable, &
seductive solution….
”Get Tough!”
• Clamp down & increase monitoring
• Re-re-re-review rules
• Extend continuum & consistency of
consequences
• Establish “bottom line”
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)
• High rates of academic & social
success
• Coordinated Social
Emotional &
Learning
(Greenberg et al.,
2003)
• Formal social skills instruction
• Positive active supervision &
reinforcement
• Center for Study &
Prevention of
Violence (2006)
• Positive adult role models
• White House
Conference on
School Violence
(2006)
• Multi-component, multi-year
school-family-community effort
SWPBS is about….
Improving
classroom &
school climate
Integrating
Decreasing
academic &
reactive
behavior
management
initiatives
Improving
support for
students w/
EBD
Maximizing
academic
achievement
Effective Academic
Instruction
Effective Behavioral
Interventions
=
Continuous & Efficient Databased Decision Making
Systems for Durable &
Accurate Implementation
POSITIVE,
PREVENTIVE
SCHOOL
CULTURE
(SWPBS)
Integrated
Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
FEW
~5%
~15%
SOME
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
ALL
~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
Designing School-Wide Systems
for Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
1-5%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
5-10%
80-90%
1-5%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
Response to Intervention
IMPLEMENTATION
W/ FIDELITY
UNIVERSAL
SCREENING
RtI
CONTINUUM OF
EVIDENCE-BASED
INTERVENTIONS
DATA-BASED
DECISION MAKING
STUDENT
& PROBLEM
PERFORMANCE
SOLVING
CONTINUOUS
PROGRESS
MONITORING
Intensive
Targeted
Universal
Few
Some
All
Dec 7, 2007
RTI
Continuum of
Support for
ALL
SWPBS
Practices
Classroom
Non-classroom
Student
• Smallest #
• Evidence-based
Family
• Biggest, durable effect
School-wide
1. Leadership team
2. Behavior purpose statement
3. Set of positive expectations & behaviors
4. Procedures for teaching SW & classroom-wide
expected behavior
5. Continuum of procedures for encouraging expected
behavior
6. Continuum of procedures for discouraging rule
violations
7. Procedures for on-going data-based monitoring &
evaluation
Non-classroom
• Positive expectations & routines
taught & encouraged
• Active supervision by all staff
– Scan, move, interact
• Precorrections & reminders
• Positive reinforcement
Classroom
• All school-wide
• Maximum structure & predictability in routines &
environment
• Positively stated expectations posted, taught, reviewed,
prompted, & supervised.
• Maximum engagement through high rates of opportunities
to respond, delivery of evidence-based instructional
curriculum & practices
• Continuum of strategies to acknowledge displays of
appropriate behavior, including contingent & specific
praise, group contingencies, behavior contracts, token
economies
• Continuum of strategies for responding to inappropriate
behavior, including specific, contingent, brief corrections
for academic & social behavior errors, differential
reinforcement of other behavior, planned ignoring,
response cost, & timeout.
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
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
GENERAL
IMPLEMENTATION
PROCESS:
“Getting Started”
Team
Agreements
Data-based
Action Plan
Evaluation
Implementation
Challenge
Working Smarter
Initiative,
Project,
Committee
Attendance
Committee
Character
Education
Safety
Committee
School Spirit
Committee
Discipline
Committee
DARE
Committee
EBS Work
Group
Purpose
Outcome
Target
Group
Staff
Involved
SIP/SID/e
tc
Sample Teaming Matrix
Initiative,
Committee
Purpose
Outcome
Target
Group
Staff
Involved
SIP/SID
Attendance
Committee
Increase
attendance
Increase % of
students attending
daily
All students
Eric, Ellen,
Marlee
Goal #2
Character
Education
Improve
character
Improve character
All students
Marlee, J.S.,
Ellen
Goal #3
Safety
Committee
Improve safety
Predictable response
to threat/crisis
Dangerous
students
Has not met
Goal #3
School Spirit
Committee
Enhance school
spirit
Improve morale
All students
Has not met
Discipline
Committee
Improve behavior
Decrease office
referrals
Bullies,
antisocial
students,
repeat
offenders
Ellen, Eric,
Marlee, Otis
DARE
Committee
Prevent drug use
High/at-risk
drug users
Don
EBS Work Group
Implement 3-tier
model
All students
Eric, Ellen,
Marlee, Otis,
Emma
Decrease office
referrals, increase
attendance, enhance
academic
engagement, improve
grades
Goal #3
Goal #2
Goal #3
ESTABLISHING CONTINUUM of SWPBS
~5%
~15%
TERTIARY PREVENTION
• Function-based support
• Wraparound
• Person-centered planning
•
•
SECONDARY PREVENTION
• Check in/out
• Targeted social skills instruction
• Peer-based supports
• Social skills club
•
~80% of Students
PRIMARY PREVENTION
• Teach SW expectations
• Proactive SW discipline
• Positive reinforcement
• Effective instruction
• Parent engagement
•
Redesign Learning &
Teaching Environment
Few positive SW expectations defined,
taught, & encouraged
Establish 3 to 5 Clearly Stated,
Positive Expectations
SHEPPARD
SENSE!!
SOY RESPETUOSO
SOY RESPONSABLE
Cubs’ Pride!
Respect
Responsibility
Enthusiasm
HAGO LO MEJOR
QUE PUEDO!
Expectations
Teaching
Matrix
SETTING
All
Settings
Hallways
Playgrounds
Cafeteria
Library/
Compute
r Lab
Study,
read,
compute.
Sit in one
spot.
Watch for
your stop.
Assembly
Bus
Respect
Ourselves
Be on task.
Give your
best effort.
Be
prepared.
Walk.
Have a plan.
Eat all your
food.
Select
healthy
foods.
Respect
Others
Be kind.
Hands/feet
to self.
Help/share
with
others.
Use normal
voice
volume.
Walk to
right.
Play safe.
Include
others.
Share
equipment.
Practice
good table
manners
Whisper.
Return
books.
Listen/watch.
Use
appropriate
applause.
Use a quiet
voice.
Stay in your
seat.
Recycle.
Clean up
after self.
Pick up
litter.
Maintain
physical
space.
Use
equipment
properly.
Put litter in
garbage can.
Replace
trays &
utensils.
Clean up
eating area.
Push in
chairs.
Treat
books
carefully.
Pick up.
Treat chairs
appropriately.
Wipe your
feet.
Sit
appropriately.
Respect
Property
Define Expectations for Each Setting &
Routine (Project REACH)
Setting
General
Rule
A. Be
Respectful
All Settings
Classroom
Lunchroom
Schoolyard
Hallway
Bathroom
Office
 Walk quietly
 Raise hand &
 Take turns
 Share
 Use quiet
 Use quiet
wait to be
called on
 Use kind
words
 Walk quietly
 Wait for
 Walk quietly
everywhere
 Use kind
words &
actions
 Treat others
the way you
want to be
treated
directions to
get in line
 Handle only
your own food
equipment
 Return
equipment to
designated
area
 Always follow
 Remain
 Follow
 Return to
 Have a buddy
playground
after you have
used the
restroom
 Get involved
with
structured
activities
 Use
equipment
properly
st
 Line-up – 1
Bell stop and
walk, 2nd Bell
in line
and a hall
pass
 Stay in
assigned
place when in
line
 Hands at
sides
 Take the most
direct route
Expectation




B. Be
Responsible
directions
Complete
assignments
Stay on-task
Be on time
Be prepared
& bring
supplies
 Solve
C. Be Nice
problems
peacefully
 Keep hands,
feet & objects
to self
 Compliment
others
seated
 Follow
directions the
first time
 Use materials
properly
 Try your best




 Keep hands
& feet to self
directions
Stay seated
Use indoor
voice
Carefully
place trash in
trashcan
Use restroom
before
entering lunch
area
 Say please
 Encourage
and thank you
 Keep hands,
feet & objects
to self
others
 Invite others
to join
 Keep hands
and feet to
self
voices
 Give other
students
privacy
 Keep feet on






the floor
Flush
Use the
bathroom
quickly &
promptly
Wait for your
buddy
Wash hands
Keep water &
soap in sink
Put towels in
the trashcan
Enter/Exit
School
voices
 Ask
permission to
use the phone
 Walk
 Stay on the
front side of
the desk
 Take
belongings
with you
 Put trash in
the trashcan
 Walk around




 Say excuse
me and wait
 Sit square in
the chair
building to
schoolyard
Enter building
w/class at
8:30am
Get
permission
and pass to
enter building
Follow
schoolyard
and hallway
rules
Breakfast –
enter at 88:15
Typical Contexts/
Routines
All
Morning Meeting
Classroom-Wide Rules/Expectations
Respect Others
Respect Property
Respect Self
Use inside voice.
Recycle paper.
Do your best.
Raise hand to
Put writing tools inside
Ask.
answer/talk.
desk.
Put announcements in
Eyes on speaker.
Put check by my
desk.
Give brief answers.
announcements.
Keep feet on floor.
Homework
Do own work.
Turn in before lesson.
Transition
Use inside voice.
Keep hands to self.
“I Need
Assistance”
Teacher Directed
Raise hand or show
“Assistance Card”.
Wait 2 minutes & try
again.
Eyes on speaker.
Keep hands to self.
Independent Work
Use inside voice.
Keep hands to self.
Problem to Solve
Stop, Step Back,
Think, Act
Put homework neatly in Turn in lesson on time.
box.
Do homework
Touch your work only.
night/day before.
Put/get materials first.
Keep hands to self.
Have plan.
Go directly.
Have materials ready.
Have plan.
Ask if unclear.
Use materials as
intended.
Use materials as
intended.
Return with done.
Stop, Step Back,
Think, Act
Have plan.
Ask.
Use time as planned.
Ask.
Stop, Step Back,
Think, Act
Family
Teaching
Matrix
Expectations
Respect
Ourselves
Respect
Others
Respect
Property
SETTING
At home
Morning
Routine
Homework
Meal
Times
In Car
Play
Bedtime
Teaching Academics &
Behaviors
ADJUST for
Efficiency
MONITOR &
ACKNOWLEDGE
Continuously
DEFINE
Simply
MODEL
PRACTICE
In Setting
Acknowledge & Recognize
Recognize Expected Behavior
(Students & Staff)
Reinforcement Wisdom!
• “Knowing” or saying “know” does
NOT mean “will do”
• Students “do more” when “doing
works”…appropriate & inappropriate!
• Natural consequences are varied,
unpredictable, undependable,…not
always preventive
“Good morning, class!”
Teachers report that when
students are greeted by an
adult in morning, it takes less
time to complete morning
routines & get first lesson
started.
McCormick Elementary School, MD
Monitoring Dismissal
Data &
Examples
www.pbis.org
Horner, R., & Sugai, G. (2008). Is
school-wide positive behavior support
an evidence-based practice? OSEP
Technical Assistance Center on
Positive Behavioral Interventions and
Support.
http://www.pbis.org/files/101007eviden
cebase4pbs.pdf.
FRMS Total Office Discipline Referrals
SUSTAINED IMPACT
Pre
3000
Total ODRs
2500
2000
Post
1500
1000
500
0
94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06
Academic Years
T otal O ffic e D is c ipl ine R efer r al
Kennedy Middle School
1500
1200
900
600
300
0
95-96
96-97
97-98
School Years
98-99
SET: Project REACH
How accurate is implementation?
PHILADELPHIA ELEMENTARY SCHOOL
Pre-Post SET Results
12/2003 (pre) & 05/2004 (post)
100100
100100
100100100
100
90
90
80
Percent in Place
82
81.25
80
75 75
75 75
86
75
70
60
Dec-03
50
May-04
May-05
40
33
30
25
20
16
13
10
0
0
0
0
Expectations
Defined
Teaching
Expectations
Recognition
System
Behavioral
Violations
Data Based
Decision
Making
SET Category
Management
District Support
Mean
Key-to-Success Project
1999-2001
Total number of ODRs
Total Number of Office Discipline Referrals Per Year
450
400
350
300
250
200
150
100
50
0
419
324
218
Baseline
SWPBS Yr 1
Years
SWPBS Yr 2
Key-to-Success Project
Fighting - 3 Year Comparison
199
200
180
160
110
140
84
120
100
80
60
40
20
0
Baseline
SWPBS Yr 1
SWPBS Yr 2
Mean ODRs per 100 students per school day
Illinois and Hawaii Elementary Schools 2003-04 (No Minors)
Schools using SW-PBS report a 25% lower rate of ODRs
Mean ODR/100/Day
1
0.8
0.6
0.4
.85
.64
0.2
0
N = 87
N = 53
Met SET 80/80
Did Not Meet SET
Illinois 02-03 Mean Proportion of Students Meeting ISAT Reading
Mean Percentage of 3rd graders
meeting ISAT Reading Standard
Standard
t test (df 119) p < .0001
70%
62.19%
60%
50%
46.60%
40%
30%
20%
10%
0%
PBIS NOT in place N = 69
PBIS IN place N = 52
Proportion of Students Meeting
Reading Standards
Proportion of 3rd Graders who meet or exceed state
reading standards (ISAT) in Illinois schools 02-03
t = 9.20; df = 27 p < .0001
1
0.8
0.6
0.4
0.2
N =23
N = 23
NN==88
0
Not Meeting SET
Meeting SET
LC Elementary School
Suspension Rate
LC Elementary School
FC, MD Trends in Suspension Rates for PBS Schools
Implementing w/ Fidelity & Maturity
FC, MD Trends in Black & Hispanic Suspension Rates
for PBS Schools Implementing w/ Fidelity & Maturity
ODR Admin. Benefit
MD Middle School
2001-2002
2277
2002-2003
1322
= 955 42% improvement
= 14,325 min. @15 min.
= 238.75 hrs
= 40 days Admin. time
ODR Instruc. Benefit
MD Middle School
2001-2002
2277
2002-2003
1322
= 955 42% improvement
= 42,975 min. @ 45 min.
= 716.25 hrs
= 119 days Instruc. time
What does SWPBS look like?
• >80% of students (& staff) can tell you what is
expected & behavioral example because they have
been taught, actively supervised, practiced, &
acknowledged
• Positive adult-to-student interactions exceed negative
• Function based behavior support is foundation for
addressing problem behavior
• Data- & team-based action planning &
implementation are operating
• High rates of continuous active supervision & positive
reinforcement
• Administrators are active participants.
• Full continuum of behavior support is available to all
students
PBIS Messages
• Measurable & justifiable outcomes
• On-going data-based decision
making
• Evidence-based practices
• Systems ensuring durable, high
fidelity of implementation