Transcript PBS – Respect & Responsibility School-Wide Positive Behavior Support: Overview George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August 10

PBS – Respect & Responsibility
School-Wide Positive
Behavior Support:
Overview
George Sugai
OSEP Center on PBIS
Center for Behavioral Education & Research
University of Connecticut
August 10 2009
www.pbis.org
www.cber.org
www.swis.org
Dr. Carl Cole, RMC Research, St. Thomas
[email protected]
•
•
•
•
Review
Features
Examples
Data
Tentative Agenda
August 10
August 11
11:00 SWPBS Features
8:40 SWPBS: Review of Big Ideas
12:00 Lunch
Data-based Decision Making
1:30
SWPBS Features
Continued
Individual Student Functionbased Support
2:30
Break
10:45 Break
2:45
SWPBS
Classroom &
NonClassroom
11:00 SWPBS: Individual Student
Continued
Adjourn
1:30 SWPBS: Summary &
Discussion
3:45
12:00 Lunch
2:30 Adjourn
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
What is School-wide
Positive Behavior
Support (SWPBS)?
SWPBS is framework for….
Improving
classroom &
school climate
Integrating
Decreasing
academic &
reactive
behavior
management
initiatives
Improving
support for
students w/
EBD
Maximizing
academic
achievement
What are the 4 working
elements of SWPBS?
Integrated
Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
What are the 3
prevention tiers of
SWPBS?
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
Intensive
Targeted
Universal
Few
Some
All
Dec 7, 2007
RTI
Continuum of
Support for
ALL
What are the 6 principles
of Response-toIntervention (RtI)?
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
What are the 5 practice
domains of SWPBS?
SWPBS
Practices
Classroom
Non-classroom
Student
• Smallest #
• Evidence-based
Family
• Biggest, durable effect
What are the 7 features
describe school-wide
SWPBS?
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.
Allday &
Pakurar (2007)
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
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
•
Why is team important to
SWPBS
implementation?
Worry
“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
Team
Agreements
• Readiness agreements, prioritization, &
investments
• 3-4 year implementation commitment
• Local capacity Data-based
for training, coordination,
Action Plan
coaching, & evaluation
• Systems for implementation integrity
• Data-based
decision making
Evaluation
Implementation
• Integrated behavioral initiatives
SWPBS Systems Implementation Logic
Funding
Visibility
Political
Support
Policy
LEADERSHIP TEAM
Training
www.pbis.org
“SWPBSImplementation
Blueprint”
Coaching
Evaluation
Coordination
Local School/District Implementation
Demonstrations
Team-led
Process
Behavioral
Capacity
Priority &
Status
Representation
Team
Data-based
Decision
Making
Administrator
Communications
Start with
Team that
“Works.”
Why is an audit or
review of existing
initiatives & committees
important when
considering SWPBS
implementation?
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
Team
GENERAL
IMPLEMENTATION
PROCESS
Agreements
Data-based
Action Plan
Evaluation
Implementation
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
Team
GENERAL
IMPLEMENTATION
PROCESS
Agreements
Data-based
Action Plan
Evaluation
Implementation
Self-Assessment
Efficient
Systems of Data
Management
Team-based
Decision
Making
SWIS
Data-based
Action Plan
EvidenceBased
Practices
Existing
Discipline
Data
Multiple
Systems
Self-Assessment
Efficient
Systems of Data
Management
Team-based
Decision
Making
SWIS
Data-based
Action Plan
EvidenceBased
Practices
Existing
Discipline
Data
Multiple
Systems
Why is using data
important for SWPBS
implementation?
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
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
Carmen Arace Intermediate, Bloomfield
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
Expectations
Expectations & behavioral skills are
taught & recognized in natural context
Teaching Matrix Activity
Classroom
Respect
Others
• Use inside
Respect
Environment
& Property
• Recycle
Respect
Yourself
• Do your best
•__________
Respect
Learning
voice
• ________
paper
•_________
• Have
materials
ready
•__________
Lunchroom
Bus
• Eat your own
• Stay in your
food
•__________
• Return trays
•__________
• Wash your
hands
•__________
• Eat balanced
diet
•__________
seat
•_________
Hallway
• Stay to right
• _________
Assembly
• Arrive on
time to
speaker
•__________
• Keep feet on
• Put trash in
• Take litter
• Be at stop on
• Use your
• Listen to
floor
•__________
time
•__________
• Go directly
from bus to
class
•__________
cans
•_________
words
•__________
• Go directly
to class
•__________
with you
•__________
speaker
•__________
• Discuss topic
in class w/
others
•__________
PBS – Respect & Responsibility
RAH – at Adams City High School
(Respect – Achievement – Honor)
RAH
Classroom
Hallway/
Cafeteria
Bathrooms
Commons
Respect
Be on time; attend
regularly; follow
class rules
Keep location neat,
keep to the right, use
appropriate lang.,
monitor noise level,
allow others to pass
Put trash in cans,
push in your chair,
be courteous to all
staff and students
Keep area clean, put
trash in cans, be
mindful of others’
personal space, flush
toilet
Achievement
Do your best on all
assignments and
assessments, take
notes, ask questions
Keep track of your
belongings, monitor
time to get to class
Check space before
you leave, keep track
of personal
belongings
Be a good example
to other students,
leave the room
better than you
found it
Honor
Do your own work;
tell the truth
Be considerate of
yours and others’
personal space
Keep your own
place in line,
maintain personal
boundaries
Report any graffiti
or vandalism
RAH – Athletics
RAH
Practice
Competitions
Eligibility
Lettering
Team Travel
Respect
Listen to coaches
directions; push
yourself and
encourage
teammates to excel.
Show positive
sportsmanship;
Solve problems in
mature manner;
Positive interactions with refs,
umps, etc.
Show up on time
for every practice
and competition.
Show up on time
for every practice
and competition;
Compete x%.
Take care of your
own possessions
and litter; be where
you are directed to
be.
Achievement
Set example in the
classroom and in
the playing field as
a true achiever.
Set and reach for
both individual and
team goals;
encourage your
teammates.
Earn passing
grades; Attend
school regularly;
only excused
absences
Demonstrate
academic
excellence.
Complete your
assignments missed
for team travel.
Honor
Demonstrate good
sportsmanship and
team spirit.
Suit up in clean
uniforms; Win with
honor and integrity;
Represent your
school with good
conduct.
Show team pride in
and out of the
school. Stay out of
trouble – set a good
example for others.
Suit up for any
competitions you
are not playing.
Show team honor.
Remember you are
acting on behalf of
the school at all
times and
demonstrate team
honor/pride.
Cheer for
teammates.
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
Reviewing Strive for
Five
• Be respectful.
• Be safe.
• Work peacefully.
• Strive for excellence.
• Follow directions.
McCormick Elem. MD 2003
“Traveling Passports”
• Precorrecting new kids in Tigard,
Oregon
• Procedures
– Meet with key adults
– Review expectations
– Go to class
Acknowledge & Recognize
Janney Jan 06
BUS BUCKS
• Springfield P.S., OR
• Procedures
–
–
–
–
–
Review bus citations
On-going driver meetings
Teaching expectations
Link bus bucks w/ schools
Acknowledging bus drivers
SUPER SUBSLIPS
• Empowering subs in
Cottage Grove, OR
• Procedures
– Give 5 per sub in subfolder
– Give 2 out immediately
POSITIVE
REFERRALS
• Balancing pos./neg.
adult/student contacts in
OR
• Procedures
–
–
Develop equivalent positive referral
Process like negative referral
Team
GENERAL
IMPLEMENTATION
PROCESS
Agreements
Data-based
Action Plan
Evaluation
Implementation
Team Managed
Staff
Acknowledgements
Effective
Practices
Implementation
Continuous
Monitoring
Administrator
Participation
Staff Training
& Support
FCPS
CO PBS
“GOLDEN PLUNGER”
• Involve custodian
• Procedure
– Custodian selects one classroom/
hallway each week that is clean &
orderly
– Sticks gold-painted plunger with
banner on wall
“G.O.O.S.E.”
• “Get Out Of School Early”
– Or “arrive late”
• Procedures
– Kids/staff nominate
– Kids/staff reward, then pick
“1 FREE PERIOD”
• Contributing to a safe,
caring, effective school
environment
• Procedures
–
–
–
Given by Principal
Principal takes over class for one hour
Used at any time
“DINGER”
• Reminding staff to have
positive interaction
• Procedures
– Ring timer on regular, intermittent
schedule
– Engage in quick positive interaction
Team
GENERAL
IMPLEMENTATION
PROCESS
Agreements
Data-based
Action Plan
Evaluation
Implementation
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
Key-to-Success Project
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
Elementary School
Suspension Rate
Elementary School
ODR Admin. Benefit
Springfield MS, MD
2001-2002
2277
2002-2003
1322
= 955 42% improvement
= 14,325 min. @15 min.
= 238.75 hrs
= 40 days Admin. time
ODR Instruc. Benefit
Springfield MS, MD
2001-2002
2277
2002-2003
1322
= 955 42% improvement
= 42,975 min. @ 45 min.
= 716.25 hrs
= 119 days Instruc. time
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
“Mom, Dad, Auntie, &
Jason”
In a school where over 45% of
400 elem. students receive
free-reduced lunch, >750 family
members attended Family Fun
Night.
I like workin’ at school
After implementing SW-PBS,
Principal at Jesse Bobo
Elementary reports that teacher
absences dropped from 414
(2002-2003) to 263 (20032004).
“I like it here.”
Over past 3 years, 0 teacher
requests for transfers
“She can read!”
With minutes reclaimed from
improvements in proactive SW
discipline, elementary school
invests in improving schoolwide literacy.
Result: >85% of students in 3rd
grade are reading at/above
grade level.
Central Illinois Elem, Middle Schools
Triangle Summary 03-04
Mean Proportion of
Students
1
05%
11%
20%
0.8
22%
0.6
84%
58%
0.4
0.2
6+ ODR
2-5 ODR
0-1 ODR
SWPBS schools are more preventive
0
Met SET (N = 23)
Not Met SET (N =12)
National ODR/ISS/OSS
July 2008
K-6
6-9
9-12
2409
# Sch
1756
476
177
# Std
781,546 311,725 161,182 1,254,453
# ODR 423,647 414,716 235,279 1,073,642
ISS
# Evnt
6
38
38
avg/100 # Day
12
49
61
OSS
# Evnt
6
30
24
avg/100 # Day
10
74
61
# Expl
0.03
0.29
0.39
July 2, 2008
% Students
3
100%
8
9
15
16
8
90%
80%
70%
60%
6+
50%
2-5
89
77
40%
0-1
74
30%
20%
10%
0%
K-6
6-9
9-12
School Level
ODR rates vary by level
% Major ODRs
100%
90%
33
45
80%
44
70%
60%
6+
50%
42
2-5
0-1
40%
38
38
17
18
30%
20%
26
10%
0%
K-6
6-9
School Level
July 2, 2008
9-12
Bethel School District Office Discipline Referrals 2001-2008
1000
900
800
Number of Referrals
700
600
2001-02
2002-03
2003-04
500
2004-05
2005-06
400
2006-07
2007-08
300
200
100
0
K
1
2
3
4
5
6
Grade Level
7
8
9
10
11
12
SWPBS
Subsystems
Classroom
Family
Non-classroom
Student
Positive
Behavior
Support
Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
Classroom v.
Nonclassroom
• Classroom
• Nonclassroom
– Teacher directed
– Student focused
– Instructionally focused
– Social focus
– Small # of predictable
students
– Large # of
unpredictable students
Teach
Expectations &
Routines
Supervise Actively:
Scan, Move,
Interact
NONCLASSROOM
BASICS
Positively
Reinforce
Precorrect
(Remind Early)
Basics
“Active Supervision:
Self-Assessment”
YES or NO
Non-Classroom Management: Self-Assessment
Name______________________________
Date_____________
Setting □ Hallway □ Entrance □ Cafeteria
□ Playground □ Other_______________
Time Start_________
Time End _________
Tally each Positive Student Contacts
Total #
Tally each Negative Student Contacts
Total #
Ratio of Positives to Negatives: _____: 1
1. Did I have at least 4 positive for 1 negative student contacts?
Yes
No
2. Did I move throughout the area I was supervising?
Yes
No
3. Did I frequently scan the area I was supervising?
Yes
No
4. Did I positively interact with most of the students in the area?
Yes
No
5. Did I handle most minor rule violations quickly and quietly?
Yes
No
6. Did I follow school procedures for handling major rule violations?
Yes
No
7. Do I know our school-wide expectations (positively stated rules)?
Yes
No
8. Did I positively acknowledge at least 5 different students for
displaying our school-wide expectations?
Yes
No
Overall active supervision score:
7-8 “yes” = “Super Supervision”
5-6 “yes” = “So-So Supervision”
<5 “yes” = “Improvement Needed”
# Yes______
~10 positive : 1 correction
2000-2001 Gotchas, Level 1, & ODR per Day per Month
# per Day
80
70
60
50
Gotchas
40
30
20
Level 1
ODR
10
0
Sep Oct Nov Dec Jan Feb Mar Apr May Jun
Months
“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
Douglas County S.D., CO 4-08
Douglas County S.D., CO 4-08
Douglas County S.D., CO 4-08
OMMS Business Partner Ticket
6
7
8
Date: ________________
Student Name __________________________________
For Demonstrating: Safety
Ethics
Respect
(Circle the trait you observed)
Comments: ___________________________________________
Authorized Signature: ____________________________________
Business Name: ________________________________________
Minnesota
Talk, Walk, Squawk
An elementary school principal
found that over 45% of their
behavioral incident reports were
coming from the playground.
Neighborhood Watch
A middle school secretary
reported that she was getting at
least one neighborhood
complaint daily about student
behavior on & off school
grounds.
Adopt-a-Bathroom
An high school nurse
lamented that “too many
students were asking to use
her restroom” during class
transitions.
1-Way Cones
At least 2 times/month,
police are called to settle
arguments by parents & their
children in parking lot
Music, Mags, Munchies
Over 50% of referrals
occurring on “buses” during
daily transitions.
Other examples
•
•
•
•
Recess then lunch
Numbers instead of alphabet
Movement between hallway & classroom
“Trash-Trays-n-Travel” & “Whisper While you
Walk”
• “Game Rule” cards
• Participation in assembly
•
•
SWPBS
Subsystems
Classroom
Non-classroom
Student
Family
Effective Academic
Instruction
Effective Behavioral
Interventions
=
Continuous & Efficient Databased Decision Making
Systems for Durable &
Accurate Implementation
POSITIVE,
EFFECTIVE
SCHOOL
CULTURE
(SWPBS)
Five Guiding Principles
GP #1: Remember that good
teaching one of our best
behavior management tools
GP #2: Apply
three tiered
prevention logic to
classroom setting
~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
GP #3: Link classroom
to school-wide
• School-wide expectations
• Classroom v. office managed
rule violations
GP #4: Teach academic
like social skills
ADJUST for
Efficiency
MONITOR &
ACKNOWLEDGE
Continuously
DEFINE
Simply
MODEL
PRACTICE
In Setting
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
GP #5: Build systems to support
sustained use of effective practices
OUTCOMES
PRACTICES
Team
GENERAL
IMPLEMENTATION
PROCESS
Agreements
Data-based
Action Plan
Evaluation
Implementation
Essential Behavior &
Classroom Management
Practices
See Classroom Management
Self-Checklist
Classroom Management: Self-Assessment
Teacher__________________________
Rater_______________________
Date___________
Instructional Activity
Time Start_______
Time End________
Tally each Positive Student
Contacts
Total #
Tally each Negative
Student Contacts
Ratio of Positives to Negatives: _____ to 1
Total #
Classroom Management Practice
Rating
1.
I have arranged my classroom to minimize crowding and distraction
Yes
No
2.
I have maximized structure and predictability in my classroom (e.g., explicit classroom
routines, specific directions, etc.).
Yes
No
3.
I have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (or rules).
Yes
No
4.
I provided more frequent acknowledgement for appropriate behaviors than inappropriate
behaviors (See top of page).
Yes
No
5.
I provided each student with multiple opportunities to respond and participate during
instruction.
Yes
No
6.
My instruction actively engaged students in observable ways (e.g., writing, verbalizing)
Yes
No
7.
I actively supervised my classroom (e.g., moving, scanning) during instruction.
Yes
No
8.
I ignored or provided quick, direct, explicit reprimands/redirections in response to
inappropriate behavior.
Yes
No
9.
I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g.,
class point systems, praise, etc.).
Yes
No
Yes
No
10. In general, I have provided specific feedback in response to social and academic behavior
errors and correct responses.
Overall classroom management score:
10-8 “yes” = “Super”
7-5 “yes” = “So-So”
# Yes___
<5 “yes” = “Improvement Needed”
How did I do?
8-10 “yes” = Super
5-7 “yes” = So So
<5 “yes” = Improvement needed
Allday &
Pakurar
(2007)
References
•
•
•
•
•
•
•
•
•
Colvin, G., & Lazar, M. (1997). The effective elementary classroom: Managing
for success. Longmont, CO: Sopris West.
Colvin, G., Sugai, G., & Patching, W. (1993). Pre-correction: An instructional
strategy for managing predictable behavior problems. Intervention in School and
Clinic, 28, 143-150.
Darch, C. B., & Kameenui, E. J. (2003). Instructional classroom management: A
proactive approach to behavior management. (2nd ed.). White Plains, NY:
Longman.
Jones, V. F. & Jones, L. S. (2001). Comprehensive classroom management:
Creating communities of support and solving problems (6th ed.). Boston: Allyn &
Bacon.
Kameenui, E. J., & Carnine, D. W. (2002). Effective teaching strategies that
accommodate diverse learners (2nd ed.). Upper Saddle River, NJ: Merrill.
Latham, G. I. (1997). Behind the schoolhouse door: Eight skills every teacher
should have. Utah State University.
Latham, G. (1992). Interacting with at-risk children: The positive position.
Principal, 72(1), 26-30.
Martella, R. C., Nelson, J. R., & Marchand-Martella, N. E. (2003). Managing
disruptive behaviors in the schools: A schoolwide, classroom, and individualized
social learning approach. Boston, MA: Allyn & Bacon.
Paine, S. C., Radicchi, J., Rosellini, L. C., Deutchman, L., & Darch, C. B. (1983).
Structuring your classroom for academic success. Champaign, IL: Research
Press.
Classroom Routine Lesson Plan
ROUTINE
#1
What does routine
look/sound like?
Where/when should
routine be used?
When will routine be
taught and for how
long?
How and when will
routine be practiced?
How will learning be
confirmed?
How, where, and how
often will displays of
routine be
acknowledged?
#2
#3
Remember PBIS Logic!
Successful individual student
support is linked to host
environments or school
climates that are effective,
efficient, relevant, integrated,
durable, & scalable for all
students
(Zins & Ponti, 1990)
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
Common Secondary Intervention Features
• Regular function-based screening
• Direct student orientation, training, practice, & review
• Link to SW expectations, routines, etc.
• Link to academic programming & expectations
• Daily-weekly monitoring, review, & evaluations with
adult
• Regular, overt, & frequent opportunities for positive
reinforcement
• Individualized academic & behavioral targets, &
accommodations
• Daily-weekly home-school communications
• Behavioral contracting
• Self-management strategies
Examples…
 “Behavior Education Program”
– Fern Ridge Middle School, OR
 “Check-in Check-out”
– Bethel School District, OR
 “H.U.G.”
– Tualatin Elementary School, OR
• “Social Skills Club”
– Missouri
• “Think Time”
– University of Nebraska
Referral,
Assessment,
& Orientation
BEP
Plan
FRMS Behavior Education
Plan (BEP)
(Hawkin, Horner, & March, 2002)
Morning
CheckIn
Home
CheckIn
Afterno
on
CheckIn
Weekly BEP
Meeting
9 Week Graph
Sent
Daily
Program
Teacher
Evaluation
Update
EXIT
Behavior Education Plan
Daily Progress Report
Goals
1/5
2/6
3/7
HR
4/8
Be respectful
2
1
0
2
1
0
2
1
0
2
1
0 2
1
0
Be responsible
2
1
0
2
1
0
2
1
0
2
1
0 2
1
0
Keep Hand &
Feet to Self
2
1
0
2
1
0
2
1
0
2
1
0 2
1
0
Follow Directions 2
1
0
2
1
0
2
1
0
2
1
0 2
1
0
Be There –
Be Ready
1
0
2
1
0
2
1
0
2
1
0 2
1
0
TOTAL POINTS
2
o f P o in t s
Daily Data Used for Decision Making
Ryan's BEP Performance
2000-2001
P e rc e n ta g e
100
80
60
40
20
0
03/07
03/08
03/09
03/12
Date
03/13
03/14
P e r c e n t a g e o f P o in t s
Daily Data Used for Decision Making
Rachelle's BEP Performance
2000-2001
100
80
60
40
20
0
02/05
02/08
02/13
Date
02/20
02/23
Check In/Out Pt Card
Name________________ Date ________
GOALS
9:30
10:30
11:30
1. RESPECT OTHERS 2 1 0
2 1 0
2 1 0
2 1 0
2 1 0 2 1 0
2. MANAGE SELF
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0 2 1 0
3. SOLVE
PROBLEMS
RESPONSIBLY
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0 2 1 0
Rating Scale
2 = Great
1 = Ok
0 = Goal Not Met
8:30
Goal _____
Pts Possible _____
Pts Received_____
% of Pts _____
Goal Met? Y N
12:30
1:30
Fairbanks,
Sugai, Gardino,
& Lathrop, 2007.
100
BL
CI/
CO
CI/CO
+75%
CI/CO
+80%
CI/CO
+90%
90
80
Helena
60
50
40
30
20
10
0
100
90
Jade
80
70
60
50
40
30
20
10
0
100
90
Farrell
80
70
60
50
40
30
20
10
Began
meds.
-O
ct
3N
o
16 v
-N
o
30 v
-N
ov
7D
ec
6Ja
n
13
-J
a
n
18
-J
a
n
27
-J
a
n
3F
eb
8F
e
17 b
-F
eb
25
-F
eb
4M
a
11 r
-M
a
30 r
-M
ar
5A
p
13 r
-A
p
29 r
-A
p
10 r
-M
a
19 y
-M
ay
0
26
Percent of Intervals Engaged in Problem Behavior
70
School Days
Class B
Results
100
BL
CI/
CO
90
CI/CO
+75%
CI/CO
+80%
CI/CO
+90%
80
Helena
70
60
Peer
50
40
30
20
10
0
100
90
Jade
80
70
60
Peer
50
40
30
20
10
0
100
90
Farrell
80
70
Peer
60
50
40
30
20
School Days
eb
4M
a
11 r
-M
a
30 r
-M
ar
5A
p
r
13
-A
pr
29
-A
p
10 r
-M
a
19 y
-M
ay
-F
25
17
-F
eb
eb
Began
meds.
8F
-O
ct
3N
ov
16
-N
ov
30
-N
ov
7D
ec
0
6Ja
n
13
-J
a
n
18
-J
a
n
27
-J
a
n
3F
eb
10
26
Percent of Intervals Engaged in Problem Behavior
Class B
Results
+
Compos
ite
Peers
100
BL
90
Study 2
Results
CI/
CO
CI/CO
75%
CI/CO
80%
FB
plan
FB
plan 2
80
Marce llus
70
60
50
40
30
20
10
0
100
80
Blair
70
60
50
40
30
20
10
0
100
90
80
Be n
70
60
50
40
30
20
10
0
100
90
80
Oliv ia
70
60
50
40
30
20
10
6Ja
n
13
-J
a
n
18
-J
a
n
27
-J
a
n
3F
e
b
8F
e
b
17
-F
e
b
25
-F
e
b
4M
a
11 r
-M
a
30 r
-M
ar
5A
p
r
13
-A
p
29 r
-A
p
10 r
-M
a
19 y
-M
ay
-O
ct
3N
ov
16
-N
o
30 v
-N
ov
7D
ec
0
26
Percent of Intervals Engaged in Problem Behavior
90
School Days
100
CI/
CO
CI/CO
75%
CI/CO
80%
FB
plan
FB
plan 2
80
Marce llus
70
60
Peer
50
40
30
20
10
0
100
90
80
Peer
Blair
70
60
50
40
30
20
10
0
100
90
80
Be n
70
60
Peer
50
40
30
20
10
0
100
90
80
70
Peer
Oliv ia
60
50
40
30
20
10
School Days
4M
a
11 r
-M
a
30 r
-M
ar
5A
p
r
13
-A
p
29 r
-A
p
10 r
-M
a
19 y
-M
ay
6Ja
n
13
-J
a
n
18
-J
a
n
27
-J
a
n
3F
eb
8F
eb
17
-F
e
25 b
-F
eb
-O
ct
3N
ov
16
-N
o
30 v
-N
ov
7D
ec
0
26
Percent of Intervals Engaged in Problem Behavior
Study 2
Results
+
Compo
site
Peer
BL
90
HUG: Hello, Update, Goodbye
Pam Hallvik, Nancy Ferguson, &
Sally Helton
Tigard-Tualatin Schools
H.U.G.
(Hello, Update, Goodbye)
Name: ____________________________
Date: ________________
Please indicate whether the student has met the goal during the time period indicated:
Meets = 2 pts
So, so = 1 point
Doesn’t meet = 0 pts
HUG Daily Goal
_____/_____
HUG Daily Score _____/_____
Teacher Comments: Please state briefly any specific behaviors or achievements that
demonstrate the student’s progress.
AM to
Recess
AM
Recess
Be Safe
J K L
J K L
J K L
J K L J K L
Be Kind
J K L
J K L
J K L
J K L J K L
Be Responsible
J K L
J K L
J K L
J K L J K L
Goals
AM Recess
to Lunch
Lunch
Recess
PM
Total Points
Teacher Initials
Parent’s Signature ___________________________________
Parent’s Comments _________________________________________________________
__________________________________________________________________________
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 class
*Routine analysis
*Hypothesis statement
Problem
Behavior
Functional
Assessment
Behavior Support Elements
*Alternative behaviors
*Competing behavior analysis
*Contextual fit
*Strengths, preferences, & lifestyle outcomes
*Evidence-based interventions
Intervention
& Support
Plan
• Team-based
*Implementation support
*Data plan
*Continuous improvement
Fidelity of *Sustainability plan
Implementation
• Behavior competence
Impact on
Behavior &
Lifestyle
What is Function Based Support?
• Foundations in behavioral theory, applied
behavior analysis, & positive behavior
support
• Attention to environmental context
• Emphasis on function of behavior
• Focus on teaching effective, efficient, &
relevant behaviors
• Attention to behavior of implementers
Functional approach logic
• Behaviors are maintained by consequence
events (function)
– Positive or negative reinforcement
• Behaviors are occasioned by antecedent events
– Relate antecedent to emission of behavior &
likelihood of consequence event
• Changing behaviors requires consideration of
maintaining consequences
What is FBA?
A systematic process for
developing statements about
factors that
– contribute to occurrence & maintenance
of problem behavior, &
– more importantly, serve as basis for
developing proactive & comprehensive
behavior support plans.
Testable Hypothesis or
Summary Statement
Setting Events
Fight in
hallway
during
transition
Triggering
Antecedent
Stimulus Class
Teacher
returns
graded
assignment
Response
Class
Cries,
complains to
neighbor,
leaves
room
ABA Basics
Maintaining
Consequence
Stimulus Class
Teacher
follows &
“counsels”
Only 2 Basic Functions
Problem
Behavior
Pos Reinf
Escape/
Avoid
Something
Obtain/Get
Something
Stimulation/
Sensory
Tangible/
Activity
Social
Adult
Neg Reinf
Peer
% 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
Ingram, Lewis-Palmer, & Sugai, 2005
% 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
Sessions
17
19
21
23
25
27
FBA LEVELS
MORE
 Archival Review
1. Informal INFORMAL
 Problem Solving Meeting
EASIER
SIMPLE
 Checklist
INDIRECT
2. Indirect
 FA Interview
 Routine Analysis
 A-B-C
MORE
3. Direct
DIRECT
 Structured, Planned
Observation
COMPLICATED
Observation
4. Planned DIFFICULT
 Experimental or
FORMAL
Manipulation
Functional Analysis
FUNCTIONAL
COMPETINGBEHAVIORAL
PATHWAYS
ASSESSMENT
BEHAVIOR SUPPORT
PLANNING
Neutralize/
eliminate
setting
events
Add relevant
& remove
irrelevant
triggers
Teach
alternative
that is more
efficient
Add
effective &
& remove
ineffective
reinforcers
Process Guidelines
1. Conducted by team
•
Behaviorally competent
•
Student-knowledgeable
2. Led by behavior specialist
3. Link behavioral strategies to summary
statement
4. Ensure that implementers are fluent
5. Monitor continuously & evaluate early
Messages
• Work as team for all
• Know your measurable outcomes
• Use relevant data for decision making
• Invest in developing effective, efficient, &
relevant continuum of evidence-based
practices
• Establish system-wide supports for
implementation integrity & maximum student
performance outcomes
FRMS Total Office Discipline Referrals
Sustained Impact
3000
Total ODRs
2500
2000
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
SETTING
All
Settings
Hallways
Playgrounds
Cafeteria
Library/
Comput
er Lab
Assembly
Bus
Respect
Ourselves
Be on
task.
Give
your
best
effort.
Be
prepare
d.
Walk.
Have a plan.
Eat all
your
food.
Select
healthy
foods.
Study,
read,
comput
e.
Sit in one
spot.
Watch for
your stop.
Respect
Others
Be kind.
Hands/f
eet to
self.
Help/sha
re with
others.
Use
normal
voice
volume.
Walk to
right.
Play safe.
Include
others.
Share
equipment.
Practice
good
table
manners
Whispe
r.
Return
books.
Listen/watc
h.
Use
appropriate
applause.
Use a quiet
voice.
Stay in
your seat.
Respect
Property
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
carefull
y.
Pick up.
Treat
chairs
appropriate
ly.
Wipe your
feet.
Sit
appropriat
ely.