PBS – Respect & Responsibility School-Wide Positive Behavior Support: Overview George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut May 27
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PBS – Respect & Responsibility School-Wide Positive Behavior Support: Overview George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut May 27 2009 www.pbis.org www.cber.org www.swis.org [email protected] • • • • Rationale Features Examples Data SWPBS is about…. Improving classroom & school climate Integrating Decreasing academic & reactive behavior management initiatives Improving support for students w/ EBD Maximizing academic achievement Context Matters! Examples Individual Student vs. School-wide “Reiko” Assessments indicate that Reiko performs in average to above average range in most academic areas. However, her teacher has noticed Reiko’s frequent talking & asking & answering questions without raising her hand has become an annoying problem to other students & to teacher. What would you do? “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? “Mitch” Mitch displays a number of stereotypic (e.g., light filtering with his fingers, head rolling) & self-injurious behaviors (e.g., face slapping, arm biting), & his communications are limited to a verbal vocabulary of about 25 words. When his usual routines are changed or items are not in their usual places, his rates of stereotypic & self-injurious behavior increase quickly. What would you do? “Rachel” Rachel dresses in black every day, rarely interacts with teachers or other students, & writes & distributes poems & stories about witchcraft, alien nations, gundams, & other science fiction topics. When approached or confronted by teachers, she pulls hood of her black sweatshirt or coat over her head & walks away. Mystified by Rachel’s behavior, teachers usually shake their heads & let her walk away. Recently, Rachel carefully wrapped a dead squirrel in black cloth & placed it on her desk. Other students became frightened when she began talking to it. What would you do? Fortunately, we have a science that guides us to… • Assess these situations • Develop behavior intervention plans based on our assessment • Monitor student progress & make enhancements All in ways that can be culturally & contextually appropriate Crone & Horner, 2003 However, context matters…. What factors influence our ability to implement what we know with accuracy, consistency, & durability for students like Rachel, Reiko, Mitch, & Kiyoshi? “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 “Da place ta be” During 4th period, in-school detention room has so many students that the overflow is sent to the counselor’s office. Most students have been assigned for being in the hallways after the late bell. “Cliques” During Advisory Class, the “sportsters” sit in the back of the room, & “goths” sit at the front. Most class activities result in out of seat, yelling arguments between the two groups. “Four corners” Three rival gangs are competing for “four corners.” Teachers actively avoid the area. Because of daily conflicts, vice principal has moved her desk to four corners. “FTD” On 1st day of school, a teacher found “floral” arrangement on his desk. “Welcome to the neighborhood” was written on the card Questions! • What would behavior support look like if Mitch, Rachel, Kiyoshi, & Reiko were in these classrooms & schools? • Are these environments safe, caring, & effective? Context Matters! 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 & 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 want 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) • 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 Practices Classroom Non-classroom Student • Smallest # • Evidence-based Family • Biggest, durable effect SCHOOL-WIDE 1. 1. Leadership team 2. Behavior purpose statement 3. Set of positive expectations & behaviors 4. Procedures for teaching SW & classroomwide expected behavior CLASSROOM 1. All school-wide 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 EVIDENCEBASED INTERVENTION PRACTICES 2. Maximum structure & predictability in routines & environment 3. Positively stated expectations posted, taught, reviewed, prompted, & supervised. 4. Maximum engagement through high rates of opportunities to respond, delivery of evidencebased instructional curriculum & practices 5. Continuum of strategies to acknowledge displays of appropriate behavior. 6. Continuum of strategies for responding to inappropriate behavior. INDIVIDUAL STUDENT 1. Behavioral competence at school & district levels 2. Function-based behavior support planning 3. Team- & data-based decision making 4. Comprehensive person-centered planning & wraparound processes 5. 6. Targeted social skills & self-management instruction Individualized instructional & curricular accommodations FAMILY ENGAGEMENT NONCLASSROOM 1. 2. Positive expectations & routines taught & encouraged Active supervision by all staff (Scan, move, interact) 3. Precorrections & reminders 4. Positive reinforcement 1. Continuum of positive behavior support for all families 2. Frequent, regular positive contacts, communications, & acknowledgements 3. Formal & active participation & involvement as equal partner 4. 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 PBS Systems Implementation Logic PBS Implementatio Funding n Blueprint www.pbis.org Visibility Political Support Leadership Team Active & Integrated Coordination Training Coaching Evaluation Local School Teams/Demonstrations Approach 4 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 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 Responsiveness to Intervention Social Sciences Specials SWPBS Etc. Literacy & Writing Numeracy & Sciences 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 Intensive Targeted Universal Few Some All Dec 7, 2007 RTI Continuum of Support for ALL GENERAL IMPLEMENTATION PROCESS Team Agreements • Readiness agreements, prioritization, & investments • 3-4 year implementation commitment Data-based Action Plan • Local capacity for training, coordination, coaching, & evaluation • Systems for implementation integrity Evaluation Implementation Team-led Process Meetings Family Priority & Status Specialized Support Non-Teaching Behavioral Capacity Representation Administrator Team Data-based Decision Making Student Community Administrator Communications Teaching Start with Team that “Works.” 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 • 3-4 Year Commitment Top 3 SchoolWide Initiatives Coaching & Facilitation Statement of Behavior Purpose Agreements & Supports 3-Tiered Prevention Logic Administrative Participation Dedicated Resources & Time Self-Assessment Efficient Systems of Data Management Team-based Decision Making SWIS Data-based Action Plan EvidenceBased Practices Existing Discipline Data Multiple Systems Office Re fe rrals pe r Day pe r M onth A v e R efer r als per D ay Last Year and This Year 20 15 10 5 0 Sept Oct Nov Dec Jan Feb Mar School Months Apr May Jun Office Discipline Referrals • Definition – Kid-Teacher-Administrator interaction – Underestimation of actual behavior • Improving usefulness & value – Clear, mutually exclusive, exhaustive definitions – Distinction between office v. classroom managed – Continuum of behavior support – Positive school-wide foundations – W/in school comparisons N um ber of O ffic e R efer r als Referrals by Location 50 40 30 20 10 0 B ath R B us A B us C af C lass C omm Gym H all School Locations Libr P lay G S pec Other N um ber of R efer r als Referrals by Problem Re fe rr als pe r Prob Be havior Behavior 50 40 30 20 10 0 L a n g Ac h o l Ars o n Bo m bCo m b sDe f i a nDi s ru p tDre s sAg g / f g tT h e f tHa ra s sPro p D Sk i p T a rd y T o b a c Va n d W e a p Types of Problem Behavior Referrals per Location N um ber of O ffic e R efer r als Referrals by Location 50 40 30 20 10 0 B ath R B us A B us C af C lass C omm Gym H all School Locations Libr P lay G S pec Other N um ber of R efer r als per S tudent Referrals per Student 20 10 0 Students Referrals by Time of Day N um ber of R efer r als Re fe rrals by Tim e of Day 30 25 20 15 10 5 0 7 : 0 0 7 : 3 0 8 : 0 0 8 : 3 0 9 : 0 0 9 : 3 0 1 0 : 0 01 0 : 3 01 1 : 0 01 1 : 3 01 2 : 0 01 2 : 3 0 1 : 0 0 1 : 3 0 2 : 0 0 2 : 3 0 3 : 0 0 3 : 3 0 Time of Day 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 PBS – Respect & Responsibility 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) Cougar Traits in the Community Student Name __________________________________ Displayed the Cougar Trait of: Respect Responsibility Caring Citizenship (Circle the trait you observed) Signature _____________________________________________ If you would like to write on the back the details of what you observed feel free! Thank you for supporting our youth. Team Managed Staff Acknowledgements Effective Practices Implementation Continuous Monitoring Administrator Participation Staff Training & Support FCPS CO PBS Team-based Decision Making & Planning Relevant & Measurable Indicators Efficient Input, Storage, & Retrieval Evaluation Continuous Monitoring Effective Visual Displays Regular Review SWIS FRMS 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 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. www.pbis.org click “Research” “Evidence Base” Central Illinois Elem, Middle Schools Triangle Summary 03-04 1 05% Mean Proportion of Students 11% 20% 0.8 22% 0.6 84% 58% 0.4 0.2 0 Met SET (N = 23) Not Met SET (N =12) 6+ ODR 2-5 ODR 0-1 ODR PBIS Messages • Measurable & justifiable outcomes • On-going data-based decision making • Evidence-based practices • Systems ensuring durable, high fidelity of implementation