Transcript School-wide Positive Behavior Support: Features, Practices, & Outcomes George Sugai & Rob Horner OSEP Center on PBIS University of Connecticut March 30, 2009 www.pbis.org www.cber.org www.swis.org [email protected] www.pbismaryland.org.

School-wide Positive
Behavior Support: Features,
Practices, & Outcomes
George Sugai & Rob Horner
OSEP Center on PBIS
University of Connecticut
March 30, 2009
www.pbis.org www.cber.org www.swis.org
[email protected]
www.pbismaryland.org
Challenge
Our
Challenges…….
5. SWPBS
COMPETING INITIATIVES
is framework for….
•SW discipline
3. NEGATIVE SCHOOL
•Class management
CLIMATE
•Social skills programs• Bullying & harassment
•Character education • 447 teacher abs yr
•Bully proofing
• Staff/parents unsafe
•Life skills
1.REACTIVE
5.
COMPETING
•Anger management
MANAGEMENT
INITIATIVES
•HIV/AID education
•5100 ref/yr
••Conflict
SW discipline
management
•Marcus 14 days det.
••Drug-free
Class manage
• Social engagement
skills program
•Parent
•School spirit
2. POOR
4. INEFFECTIVE
•Violence
prevention SPED
ACHIEVEMENT
• 25%prevention
on IEPS
•Dropout
• 25% 3rd at grade
• EBD sent
to Alt school
•Relaxation
room
• >50% 9th 2+ “F”
• Tasha spends
day w/
•Afterschool
peer support
nursebased mental health
•School
clinic……
Improving
classroom &
school climate
Integrating
Decreasing
academic &
reactive
behavior
management
initiatives
Improving
support for
students w/
EBD
Maximizing
academic
achievement
“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
BIG IDEA
Successful individual student
behavior support is linked to
host environments or school
climates that are effective,
efficient, relevant, durable, &
scalable
(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 & 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)
• 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
Integrated
Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
www.pbis.org
Horner, R., & Sugai, G. (2007). 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”
90-School Study
Horner et al., in press
• Schools that receive technical assistance from
typical support personnel implement SWPBS
with fidelity
• Fidelity SWPBS is associated with
▫ Low levels of ODR
▫ .29/100/day v. national mean .34
▫ Improved perception of safety of the school
▫ reduced risk factor
▫ Increased proportion of 3rd graders who meet state
reading standard.
Project Target: Preliminary Findings
Bradshaw & Leaf, in press
• PBIS (21 v. 16) schools reached & sustained high
fidelity
• PBIS increased all aspects of organizational health
• Positive effects/trends for student outcomes
– Fewer students with 1 or more ODRs (majors + minors)
– Fewer ODRs (majors + minors)
– Fewer ODRs for truancy
– Fewer suspensions
– Increasing trend in % of students scoring in advanced &
proficient range of state achievement test
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
Intensive
Targeted
Universal
Few
Some
All
Dec 7, 2007
RTI
Continuum of
Support for
ALL
Effective Academic
Instruction
Effective Behavioral
Interventions
=
Continuous & Efficient Databased Decision Making
Systems for Durable &
Accurate Implementation
POSITIVE,
PREVENTIVE
SCHOOL
CULTURE
(SWPBS)
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
Office Referrals per Day per M
Last Y ear and This Y ear
Ave Referrals per Day
20
15
10
5
0
Sept Oct Nov Dec Jan Feb Mar Apr May Jun
School Months
Referrals by Locati
Number of Office Referrals
50
40
30
20
10
0
B ath RB us A B us
Caf
Class Comm Gym
Hall
Libr P lay G S pec Other
School Locations
Referrals by Problem
Referrals
per Prob Behavior
Behavior
Number of Referrals
50
40
30
20
10
0
L a n gAc h o lArs o nBo m b
Co m bDe
s fi aDi
n s ru pDre
t
ss
Ag g /fgTh
t e ft
Ha ra s Pro
s
p DSk i p Ta rd yTo b a cVa n dWe a p
Ty pes of Problem Behav ior
Referrals per Location
Referrals by Location
Number of Office Referrals
50
40
30
20
10
0
B ath RB us A
B us
Caf
Class Comm Gym
Hall
Libr P lay G S pec Other
School Locations
Number of Referrals per Student
Referrals per Student
20
10
0
Students
Referrals by Time of Day
Referrals by Time of Day
30
Number of Referrals
25
20
15
10
5
0
7 :0 0 7 :3 0 8 :0 0 8 :3 0 9 :0 0 9 :3 01 0 :0 01 0 :3 01 1 :0 01 1 :3 01 2 :0 01 2 :3 01 :0 0 1 :3 0 2 :0 0 2 :3 0 3 :0 0 3 :3 0
Time of Day
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
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
Redesign Learning &
Teaching Environment
Saying & doing it “Positively!”
Keep off the grass!
Few positive SW expectations defined,
taught, & encouraged
Employee Entrance at Tulsa
Downtown Doubletree
Reviewing Strive for
Five
• Be respectful.
• Be safe.
• Work peacefully.
• Strive for excellence.
• Follow directions.
McCormick Elem. MD 2003
LC: Expected behaviors are
visible throughout Middle School
LC: Expected behaviors are visible
Expectations & behavioral skills are
taught & recognized in natural context
Teaching Academics &
Behaviors
ADJUST for
Efficiency
MONITOR &
ACKNOWLEDGE
Continuously
DEFINE
Simply
MODEL
PRACTICE
In Setting
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.
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
carefully.
Pick up.
Treat chairs
appropriately.
Wipe your
feet.
Sit
appropriately.
SETTING
TEACHING
MATRIX
Expectations
All
Settings
Hallways
Playgrounds
Cafeteria
Library/
Computer
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
Acknowledging SW
Expectations: Rationale
• To learn, humans require regular &
frequent feedback on their actions
• Humans experience frequent feedback
from others, self, & environment
– Planned/unplanned
– Desirable/undesirable
• W/o formal feedback to encourage
desired behavior, other forms of
feedback shape undesired behaviors
Acknowledge & Recognize
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: ________________________________________
Grand Junction CO 5/06
Are “Rewards” Dangerous?
“…our research team has conducted a series
of reviews and analysis of (the reward)
literature; our conclusion is that there is no
inherent negative property of reward. Our
analyses indicate that the argument against
the use of rewards is an overgeneralization
based on a narrow set of circumstances.”
– Cameron, 2002
• Cameron & Pierce, 1994, 2002
• Cameron, Banko & Pierce, 2001
McCormick Elementary School, MD
Actively Supervising Dismissal
FRMS Total Office Discipline Referrals
Sustained Impact
3000
Pre
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
Total Office Discipline Referrals
Kennedy Middle Schoo
1500
1200
900
600
300
0
95-96
96-97 97-98 98-99
School Y ears
SET: Project REACH
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
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
Elementary School
Suspension Rate
Elementary School
Middle School
Office Referrals
531
600
346
500
400
300
200
100
0
2004-05
2005-06
Middle School
Suspension Rate
Middle School
Trends in Suspension Rates for PBS Schools
Implementing with Fidelity & Maturity
Trends in Black & Hispanic Suspension Rates for
PBS Schools Implementing with 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.
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
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
North Illinois Schools (Elem, Middle)
Triangle Summary 03-04
Mean Proportion of
Students
1
0.8
04%
08%
14%
17%
0.6
88%
69%
0.4
0.2
0
Met SET N = 28
Not Met SET N = 11
6+ ODR
2-5 ODR
0-1 ODR
ESTABLISHING CONTINUUM of SWPBS
~5%
~15%
TERTIARY
PREVENTION
TERTIARY
PREVENTION
•• Function-based support
•• Wraparound
•• Person-centered planning
••
••
SECONDARY
PREVENTION
SECONDARY
PREVENTION
•• Check in/out
•• Targeted social skills instruction
•• Peer-based supports
•• Social skills club
••
~80% of Students
PRIMARY
PREVENTION
PRIMARY
PREVENTION
•• Teach SW expectations
•• Proactive SW discipline
•• Positive reinforcement
•• Effective instruction
•• Parent engagement
••