Responsiveness-toIntervention & Positive Behavior Interventions & Supports George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut November 18, 2008 www.pbis.org www.cber.org www.swis.org [email protected].
Download ReportTranscript Responsiveness-toIntervention & Positive Behavior Interventions & Supports George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut November 18, 2008 www.pbis.org www.cber.org www.swis.org [email protected].
Responsiveness-toIntervention & Positive Behavior Interventions & Supports George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut November 18, 2008 www.pbis.org www.cber.org www.swis.org [email protected] • RtI Context/Review • PBIS Basics • Applications & Examples Responsivenessto-Intervention RtI: Good “IDEiA” Policy Approach or framework for redesigning & establishing teaching & learning environments that are effective, efficient, relevant, & durable for all students, families & educators • NOT program, curriculum, strategy, intervention • NOT limited to special education • NOT new 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 Quotable Fixsen “Policy is allocation of limited resources for unlimited needs – Opportunity, not guarantee, for good action” “Training does not predict action” – “Manualized treatments have created overly rigid & rapid applications” Responsiveness to Intervention Academic Systems Intensive, Individual Interventions •Individual Students •Assessment-based •High Intensity 1-5% 5-10% Targeted Group Interventions •Some students (at-risk) •High efficiency •Rapid response Universal Interventions •All students •Preventive, proactive Behavioral Systems 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 “Triangle” ?’s • Why triangle? • Why not pyramid or octagon? • Why not 12 tiers? 2 tiers? • What’s it got to do w/ education? • Where’d those %’s come from? Public Health & Disease Prevention Kutash et al., 2006; Larson, 1994 • Tertiary (FEW) – Reduce complications, intensity, severity of current cases • Secondary (SOME) – Reduce current cases of problem behavior • Primary (ALL) – Reduce new cases of problem behavior Continuum of Effective Behavior Support Students with Chronic/Intense Problem Behavior (1 - 7%) Specialized Individual Interventions (Individual Student System) Tertiary Prevention Secondary Prevention Specialized Group Interventions (At-Risk System) Students At-Risk for Problem Behavior (5-15%) Students without Serious Problem Behaviors (80 -90%) Primary Prevention All Students in School Universal Interventions (School-Wide System Classroom System) Circa 1994 Designing School-Wide Systems for Student Success Academic Systems Intensive, Individual Interventions •Individual Students •Assessment-based •High Intensity Circa 1996 1-5% 5-10% Targeted Group Interventions •Some students (at-risk) •High efficiency •Rapid response Universal Interventions •All students •Preventive, proactive Behavioral Systems 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 RtI Application Examples EARLY READING/LITERACY SOCIAL BEHAVIOR TEAM General educator, special educator, reading specialist, Title I, school psychologist, etc. General educator, special educator, behavior specialist, Title I, school psychologist, etc. UNIVERSAL SCREENING Curriculum based measurement SSBD, record review, gating PROGRESS MONITORING Curriculum based measurement ODR, suspensions, behavior incidents, precision teaching EFFECTIVE INTERVENTIONS 5-specific reading skills: phonemic awareness, phonics, fluency, vocabulary, comprehension Direct social skills instruction, positive reinforcement, token economy, active supervision, behavioral contracting, group contingency management, function-based support, selfmanagement DECISION MAKING RULES Core, strategic, intensive Primary, secondary, tertiary tiers Responsiveness to Intervention Academic + Social 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 Intensive Targeted Universal Dec 7, 2007 Few Some All RTI Continuum of Support for ALL Has triangle been useful? Yes, PBIS!! Need for…. Improving classroom & school climate Integrating Decreasing academic & reactive behavior management initiatives Improving support for Maximizing academic students w/ behavior achievement disorders “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 = MESSAGE: Context 1,275 hrsMatters = 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) Host Environment Evaluation Criteria Effective • Desired Outcomes? Efficient • Doable? Relevant • Contextual & Cultural? Durable • Lasting? Scalable • Transportable? What is School-wide Positive Behavior Support (PBIS)? Integrated Elements Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior PRACTICES Supporting Student Behavior SWPBS Conceptual Foundations Behaviorism ABA Laws of Behavior Applied Behavioral Technology PBS Social Validity SWPBS All Students 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 “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 Data-based Action Plan Evaluation Implementation 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. 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 Franzen, K., & Kamps, D. (2008). 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 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 What does SWPBS/PBIS look like? 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 Team GENERAL IMPLEMENTATION PROCESS Agreements Data-based Action Plan Evaluation Implementation Team-led Process Challenge 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 ESTABLISHING CONTINUUM of SWPBS ~5% ~15% • • • • • • •• • • • ~80% of Students • • • • • • TERTIARY PREVENTION PREVENTION TERTIARY • Function-based support • Wraparound • Person-centered planning • • SECONDARY PREVENTION PREVENTION SECONDARY • Check in/out Targeted social skills instruction • Peer-based supports • Social skills club • PRIMARY PREVENTION PREVENTION PRIMARY • Teach SW expectations • Proactive SW discipline • Positive reinforcement • Effective instruction • Parent engagement • 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 Team GENERAL IMPLEMENTATION PROCESS Agreements Data-based Action Plan Evaluation Implementation Top 3 SchoolWide Initiatives Coaching & Facilitation 3-4 Year Commitment Agreements & Supports Dedicated Resources & Time 3-Tiered Prevention Logic Administrative Participation Sample Behavior Statements Ex. 1 Ex. 2 G. Ikuma School is a community of learners and teachers. We are here to learn, grow, and become good citizens. At Abrigato School, we treat each other with respect, take responsibility for our learning, and strive for a safe and positive school for all! 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 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 Redesign Learning & Teaching Environment Few positive SW expectations defined, taught, & encouraged Saying & doing it “Positively!” Keep off the grass! Employee Entrance at Tulsa Downtown Doubletree Expectations Expectations & behavioral skills are taught & recognized in natural context 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 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. LC: Expected behaviors are visible throughout Middle School LC: Expected behaviors are visible LC: Expectations & behavioral skills are taught & recognized in natural context 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 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 McCormick Elementary School, MD “Lucky winner is . . .” All students have equal opportunity, but some kids might need more! 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: ________________________________________ Colorado 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 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 “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 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 “80% Rule” • Apply triangle to adult behavior! • Regularly acknowledge staff behavior • Individualized intervention for nonresponders – Administrative responsibility Data & Examples 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 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 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 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. http://www.pbis.org/files/101007eviden cebase4pbs.pdf. PBIS Messages • Measurable & justifiable outcomes • On-going data-based decision making • Evidence-based practices • Systems ensuring durable, high fidelity of implementation