SWPBS: Sustainability, Classroom Management, Interventions for Individual Students

Celeste Dickey & George Sugai University of Oregon & Connecticut Center on Positive Behavioral Interventions & Supports August 15, 2007 www.pbis.org

Purpose

1. Implementation sustainability 2. Review of classroom management practices 3. Discussion individual student behavior support

Forum for Change

October 11-12 Rosemont, IL

2

nd

Annual New England PBS Conference Nov 15, 2007 Near Boston

Contact: Bob Putnam May Institute [email protected]

1. IMPLEMENTATION SUSTAINABILITY

Features of Successful Organizations

Common Vision ORGANIZATION MEMBERS Common Experience Common Language

4 PBS Elements Supporting Social Competence & Academic Achievement OUTCOMES Supporting Staff Behavior Supporting Decision Making PRACTICES Supporting Student Behavior

CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT Primary Prevention: School-/Classroom Wide Systems for All Students, Staff, & Settings ~5% ~15% Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~80% of Students

Designing School-Wide Systems for Student Success Academic Systems Behavioral Systems

Intensive, Individual Interventions •Individual Students •Assessment-based •High Intensity Targeted Group Interventions •Some students (at-risk) •High efficiency •Rapid response 5-10% 1-5% 1-5% 5-10% Intensive, Individual Interventions •Individual Students •Assessment-based •Intense, durable procedures Targeted Group Interventions •Some students (at-risk) •High efficiency •Rapid response Universal Interventions •All students •Preventive, proactive 80-90% 80-90% Universal Interventions •All settings, all students •Preventive, proactive

RtI: Defining Features

IMPLEMENTATION W/ FIDELITY DATA-BASED DECISION MAKING & PROBLEM SOLVING CONTINUUM OF EVIDENCE BASED INTERVENTIONS CONTINUOUS PROGRESS MONITORING STUDENT PERFORMANCE

Team GENERAL IMPLEMENTATION PROCESS: “Getting Started” Agreements Data-based Action Plan Evaluation Implementation

Classroom Setting Systems School-wide Positive Behavior Support Systems School-wide Systems

School-wide Systems 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 &

Nonclassroom Setting Systems • Positive expectations & routines taught & encouraged • Active supervision by all staff – Scan, move, interact • Precorrections & reminders • Positive reinforcement

Classroom Setting Systems • • • • • Classroom-wide positive expectations & encouraged taught • Teaching classroom routines & cues taught & encouraged • Ratio of 6-8 positive to 1 negative student interaction adult Active supervision Redirections for minor errors , infrequent behavior Frequent precorrections for chronic errors Effective academic instruction & curriculum

Individual Student Systems • Behavioral competence at school & district levels • Function-based behavior support planning • Team- & data-based decision making • Comprehensive person-centered wraparound processes planning & • Targeted social skills instruction & self-management • Individualized instructional & curricular accommodations

1. Emergence 2. Demonstration IMPLEMENTATION PHASES 4. Systems Adoption 3. Elaboration

Sustainability Suggestions       Maintain priority Monitor fidelity & outcomes continuously Keep data regular, easy, & relevant Strive for efficiency & economy Adopt evidence-based practices Celebrate successes & improvement

SUSTAINABLE IMPLEMENTATION & DURABLE RESULTS THROUGH CONTINUOUS REGENERATION Continuous Self-Assessment Valued Outcomes

Relevance Priority Efficacy Fidelity

Practice Implementation Effective Practices

Sustainability Activity

10 minutes • What practice is working well ?

• What is in place to sustain practice?

that • What is being done to increase efficiency

2. CLASSROOM MANAGEMENT

Classroom Management Basics • Research guided • Contextualized • Theory • Explicitly taught & practiced • Teach for generalization • Academic & behavior interaction • Data-based decision making

Main Message

Good Teaching

STUDENT ACHIEVEMENT

Behavior Management Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems

Essential Behavior & Classroom Management Practices

See

Classroom Management Self Checklist ( 7r)

1. Minimize crowding & distraction

Design environment

to elicit appropriate behavior: – Arrange

furniture

to allow easy traffic flow.

– Ensure adequate

supervision

of all areas.

– Designate staff & student

areas

.

–

Seating

arrangements (classrooms, cafeteria, etc.)

2. Maximize structure & predictability •

Teacher routines

: volunteers, communications, movement, planning, grading, etc.

•

Student routines

: personal needs, transitions, working in groups, independent work, instruction, getting, materials, homework, etc.

3. State, teach, review & reinforce positively stated expectations • • •

Establish Teach

behavioral expectations/rules.

rules in context of routines.

Prompt

or remind students of rule prior to entering natural context.

•

Monitor

students behavior in natural context & provide specific feedback.

•

Evaluate

effect of instruction - review data, make decisions, & follow up.

4. Provide more acknowledgements for appropriate than inappropriate behavior • Maintain at least 4 to 1 • Interact positively once every 5 minutes • Follow correction for rule violation with positive reinforcer for rule following

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 • Err on side of being positive

5. Maximize varied opportunities to respond • Vary individual v. group responding • Vary response type – Oral, written, gestural • Increase participatory instruction – Questioning, materials

6. Maximize Active Engagement • Vary format – Written, choral, gestures • Specify observable engagements • Link engagement with outcome objectives

7. Actively & Continuously Supervise • Move • Scan • Interact • Remind/precorrect • Positively acknowledge

8. Respond to Inappropriate Behavior Quickly, Positively, & Directly • Respond efficiently • Attend to students who are displaying appropriate behavior • Follow school procedures for major problem behaviors objectively & anticipate next occurrence

9. Establish Multiple Strategies for Acknowledging Appropriate Behavior • Social, tangible, activity, etc.

• Frequent v. infrequent • Predictably v. unpredictably • Immediate v. delayed

10. Generally Provide Specific Feedback for Errors & Corrects • Provide contingently • Always indicate correct behaviors • Link to context

Establishing Classroom SWPBS 1.

2.

3.

4.

5.

6.

7.

8.

Establish leadership team Examine SW data to establish action plan Link directly to school-wide effort Secure agreements Practice/review/remind continuously Train for highest implementation fidelity Monitor & celebrate improvement Individualize for non-responders

Classroom Activity

10 minutes • What school-wide classroom management practices are in place?

• Are they proactive ? Consistently implemented?

• What improvements needed?

3. INDIVIDUAL STUDENT BEHAVIOR SUPPORT

*Response class *Routine analysis *Hypothesis statement *Function Problem Behavior Behavior Support Elements *Alternative behaviors *Competing behavior analysis *Contextual fit *Strengths, preferences, & lifestyle outcomes *Evidence-based interventions Functional Assessment *Implementation support *Data plan Intervention & Support Plan *Continuous improvement Fidelity of *Sustainability plan Implementation • Team-based • Behavior competence Impact on Behavior & Lifestyle

Individual Student Basics

1.

2.

3.

4.

Establish at least one relevant & reinforcing adult (advocate) in school Make daily contact , especially a.m.

Provide at least daily reinforcer for progress/improvement Provide instruction that increases likelihood of academic success

5.

6.

7.

8.

9.

Directly teach & practice specific social skills Consider function by context Work as team Respond early to non-responders Establish in-school behavioral expertise

Individual Behavior Support Activity 10 minutes • What is being done daily for individual students with behavior needs?

• Who has specialized knowledge in school?

behavior • Does team meet regularly?

PBIS Messages

• Measurable & justifiable outcomes • On-going data-based decision making • Evidence-based practices • Systems ensuring durable, high fidelity of implementation