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].
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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] Challenge 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) “141 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 2 WORRIES • Get Tough (practices) • Train-&-Hope (systems) 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 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 ESTABLISHING A CONTINUUM of SWPBS TERTIARY PREVENTION • Function-based support • Wraparound/PCP • Special Education ~5% • 1. Identify • Audit existing practices by tier ~15% 2. Specify outcome for each SECONDARY PREVENTION • Check in/out 3. Evaluate implementation • Targeted social skills instruction • Peer-based supports accuracy & outcome • Social skills club effectiveness • effort 4. Eliminate/integrate based on PRIMARY PREVENTION • Teach & encourage positive outcomes SW expectations • Proactive SW discipline 5. Establish decision rules (RtI) • Effective instruction • Parent engagement • ~80% of Students 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 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 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 PBS Systems Implementation Logic Funding Visibility Political Support Leadership Team Active & Integrated Coordination Training Coaching Evaluation Local School Teams/Demonstrations *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 Only 2 Basic Functions Problem Behavior Pos Reinf Escape/ Avoid Something Obtain/Get Something Stimulation/ Sensory Tangible/ Activity Social Adult Neg Reinf Peer 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 When has FBA been done? 1. Clear & measurable definition of problem behaviors. 2. Complete testable hypothesis or summary statement is provided. • Statement of function (purpose) of behavior 3. Data (direct observation) to confirm testable hypothesis. 4. Behavior intervention plan based on testable hypothesis • Contextually appropriate supports for accurate implementation STEP 4: Routine Analysis Schedule (Times) Activity Likelihood of Problem Behavior Specific Problem Behavior 8:00 Waiting to enter building Low 1 2 High 5 6 See escalation described above 3 4 8:15 Advisory & Planning 1 2 3 4 5 6 Mostly teasing and touching property of others. Doesn’t escalate much further 9:15 Language Arts 1 2 3 4 5 6 Occasional name calling/teasing 10:15 Recess 1 2 3 4 5 6 See escalation described above 11:30 Math 1 2 3 4 5 6 Occasional teasing 12:00 Lunch 1 2 3 4 5 6 See escalation described above 12:35 Earth Science 1 2 3 4 5 6 Minor verbal harassment 1:15 Art or Phy Ed 1 2 3 4 5 6 See escalation described above 2:00 Reading 1 2 3 4 5 6 Rarely a problem 2:50 Waiting for bus 1 2 3 4 5 6 See escalation described above Fundamental Rule! “You should not propose to reduce a problem behavior without also identifying alternative, desired behaviors person should perform instead of problem behavior” (O’Neill et al., 1997, p. 71). Summary Statement Desired Alternative Do work w/o complaints. Setting Events Lack of peer contact in 30 min. Triggering Antecedents Problem Behavior Do difficult math assignment. Noncompliance, profanity, physical aggression Why is function important? Because consequences compete!! Acceptable Alternative Ask for break, ask for help. Typical Consequence Points, grades, questions, more work. Maintaining Consequences Avoid task, remove from class. Function ٭ Summary Statement Setting Events Triggering Antecedents Desired Alternative Typical Consequence Problem Behavior Maintaining Consequences Acceptable Alternative Setting Event Manipulations Antecedent Behavior Manipulations Manipulations Consequence Manipulations 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.