Transcript School-wide Positive Behavior Supports: Where’s the Analysis? George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut Feb 17 2010 www.pbis.org www.cber.org www.swis.org.

School-wide Positive
Behavior Supports: Where’s
the Analysis?
George Sugai
OSEP Center on PBIS
Center for Behavioral Education & Research
University of Connecticut
Feb 17 2010
www.pbis.org
www.cber.org
www.swis.org
Alternate Subtitles
• “Taking Behavioral
Technology to Scale in
Schools”
• “Supporting Effective
Classroom & School
Behavioral
Organizations”
• “Establishing
Sustainable Behavioral
Capacity”
• “Be True to Your
School”
• “Confessions of a
Behavior Analyst”
• “What Would Rob
Say?”
SWPBS
Shaping
Features
ABA
Foundations
of SWPBS
Features of
SWPBS
Framework
Observations
& Directions
Purpose
Context
Behavior management is concern in schools
Effective applied technology exists
Technology is not fully embraced
Technology not implemented w/ accuracy,
fluency, or durability
Longstanding P.S. Challenges
Reactive, “gettough”
management
• Exclusionary
consequences
• Limited social
skills instruction
• Not assessment
based
• Not evidencebased
• Label & change
kid
•
Non-data-based
decision making
• Poor
intervention
selection
• Poor fidelity of
implementation
• Poor progress
monitoring
• No datadecision rules
• Non-functionbased decisions
•
Ineffective/Ineff
icient
organizations
• Lack of
common
language
• Limited
predictability
• Poor outcome
indicators
• Programmatic
discontinuity
• Poor resource
utilization
•
Limited
conceptual
framework
• Nonbehavioral
• No
explanatory
mechanism
•
6
SWPBS Foundations
Colvin, G., & Sugai, G. (1992). School-wide discipline: A behavior
instruction model. 1992 Oregon conference monograph. Eugene, OR:
University of Oregon.
Sugai, G., & Horner, R. (1994). Including students with severe behavior
problems in general education settings: Assumptions, challenges, and
solutions. In J. Marr, G. Sugai, & G. Tindal (Eds.). The Oregon conference
monograph (Vol. 6) (pp. 102-120). Eugene, OR: University of Oregon.
Colvin, G., Kame’enui, E. J., & Sugai, G. (1993). School-wide and
classroom management: Reconceptualizing the integration and
management of students with behavior problems in general education.
Education and Treatment of Children, 16, 361-381.
Walker, H. M., Horner, R. H., Sugai, G., Bullis, M., Sprague, J. R.,
Bricker, D., & Kaufman, M. J. (1996). Integrated approaches to
preventing antisocial behavior patterns among school-age children and
youth. Journal of Emotional and Behavioral Disorders, 4, 193-256.
Colvin, G., & Sugai, G. (1992). School-wide discipline: A
behavior instruction model. 1992 Oregon conference
monograph. Eugene, OR: University of Oregon.
Teach Behavior: Est. Stim Cont
School-wide as Context: Org. Beh.
Precorrections: Antecedent Manipulations
Performance Feedback: Pos. Reinf.
Discipline Referrals: Data Dec. Making
PROFESSIONAL CHALLENGE:
“Being respectful of your mentors” & “Being true to your school….”
Direct
v.
Indirect
Measure
Technical
v.
Applied
Language
Organism
v.
Organization
Science v.
Implementation
COMPETING
CONTINGENCIES
Colvin, G., Kame’enui, E. J., & Sugai, G. (1993). School-wide
& classroom management: Reconceptualizing the
integration & management of students with behavior
problems in general education. Education & Treatment of
Children, 16, 361-381.
“Changing Teacher Behavior is Not Easy”
Instruction Approach to Problem Behavior
Team-based Action Planning
ODR Data
Changing Adult Behavior: 3 Guiding
Principles for Professional Development
1.
“Change is
slow, difficult,
gradual
process for
teachers
Guskey, 1986, p. 59
2.
“Teachers
need to
receive regular
feedback on
student
learning
outcomes”
3.
“Continued
support &
follow-up are
necessary
after initial
training”
“Project PREPARE” Challenges
Establishing effective
leadership behavior
(interventionist)
Sustaining accurate & fluent
intervention implementation
Responding to nonresponsive
staff behavior
Continuous progress
monitoring & intervention
adjustments
Sugai, G., & Horner, R. (1994). Including students with severe
behavior problems in general education settings: Assumptions,
challenges, and solutions. In J. Marr, G. Sugai, & G. Tindal
(Eds.). The OR conference monograph (Vol. 6) (pp. 102-120).
Eugene, OR: University of Oregon.
Behavioral Challenges v. EBD
Effective Behavioral Support
Educational, Behavioral, & Organizational
Capacity
All as Foundation for Some
Specialized Behavioral Expertise
Walker, H. M., Horner, R. H., Sugai, G., Bullis, M., Sprague,
J. R., Bricker, D., & Kaufman, M. J. (1996). Integrated
approaches to preventing antisocial behavior patterns
among school-age children and youth. Journal of
Emotional and Behavioral Disorders, 4, 193-256.
Multi-tiered prevention framework
Schools as change agent
Universal screening
Continuous progress monitoring
Priority for evidence-based practices
PBS
1980s
Positive
Behavior
Support
ABA
1968
Applied
Behavior
Analysis
PBIS
1997
Positive Behavioral
Interventions &
Supports
SWPBS
SCHOOL-WIDE
POSITIVE
BEHAVIOR
SUPPORTS
Converging
Influences
1990s
Implementation
Science
RtI
1990s
ResponsetoIntervention
15
• Surgeon
General’s
Report on
Youth Violence
(2001)
• Coordinated
Social
Emotional &
Learning
(Greenberg et
al., 2003)
• Center for
Study &
Prevention of
Violence (2006)
• White House
Conference on
School
Violence (2006)
Positive
predictable
school-wide
Multi-component, climate
multi-year schoolfamily-community
effort
High rates
academic &
social success
VIOLENCE
PREVENTION
Positive adult
role models
Formal social
skills
Positive active instruction
supervision &
reinforcement
SWPBS is
Framework for enhancing
adoption & implementation of
Continuum of evidencebased interventions to
achieve
Academically & behaviorally
important outcomes for
All students
Integrated
Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
“Early
Triangle”
(p. 201)
Walker, Knitzer,
Reid, et al., CDC
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
IMPLEMENTATION
W/ FIDELITY
CONTINUUM OF
CONTINUOUS
EVIDENCE-BASED
PROGRESS
INTERVENTIONS
MONITORING
UNIVERSAL
SCREENING
RtI
DATA-BASED
DECISION MAKING
& PROBLEM
SOLVING
CONTENT
EXPERTISE &
FLUENCY
PREVENTION
& EARLY
INTERVENTION
Intensive
Targeted
Universal
Few
Some
All
Dec 7, 2007
Continuum of
Support for
ALL
Math
Intensive
Continuum of
Support for ALL
Science
Targeted
Spanish
Reading
Soc skills
Universal
Soc Studies
Basketball
Label behavior…not
people
Dec 7, 2007
Intensive
Anger man.
Continuum of
Support for ALL
Prob Sol.
Targeted
Ind. play
Adult rel.
Attend.
Universal
Coop play
Peer interac
Label behavior…not
people
Dec 7, 2007
ESTABLISHING CONTINUUM of SWPBS
~5%
~15%
TERTIARY
TERTIARY PREVENTION
PREVENTION
•• Function-based support
•• Wraparound
•• Person-centered planning
••
••
SECONDARY
SECONDARY PREVENTION
PREVENTION
•• Check in/out
•• Targeted social skills instruction
•• Peer-based supports
•• Social skills club
••
~80% of Students
PRIMARY
PRIMARY PREVENTION
PREVENTION
•• Teach SW expectations
•• Proactive SW discipline
•• Positive reinforcement
•• Effective instruction
•• Parent engagement
••
SWPBS
Practices
Classroom
Non-classroom
Student
• Smallest #
• Evidence-based
Family
• Biggest, durable effect
SCHOOL-WIDE
CLASSROOM
1.1. Leadership team
1.All school-wide
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
EVIDENCEBASED
INTERVENTION
PRACTICES
6.Continuum of procedures for discouraging rule
violations
INDIVIDUAL STUDENT
2.Function-based behavior support planning
3.Team- & data-based decision making
4.Comprehensive person-centered planning &
wraparound processes
5.Targeted social skills & self-management
instruction
6. Individualized instructional & curricular
accommodations
3.Positively stated expectations posted, taught,
reviewed, prompted, & supervised.
4.Maximum engagement through high rates of
opportunities to respond, delivery of evidencebased instructional curriculum & practices
5.Continuum of strategies to acknowledge displays
of appropriate behavior.
6.Continuum of strategies for responding to
inappropriate behavior.
7.Procedures for on-going data-based monitoring &
evaluation
1.Behavioral competence at school & district levels
2.Maximum structure & predictability in routines &
environment
NONCLASSROOM
1.Positive expectations & routines
taught & encouraged
FAMILY ENGAGEMENT
1.Continuum of positive behavior support for all
families
2.Frequent, regular positive contacts,
2.Active supervision by all staff (Scan, communications, & acknowledgements
move, interact)
3.Formal & active participation & involvement as
3.Precorrections & reminders
equal partner
4.Positive reinforcement
4.Access to system of integrated school &
community resources
Direct instruction for
academic & social behavior
ADJUST for
Efficiency
MONITOR &
ACKNOWLEDGE
Continuously
DEFINE
Simply
MODEL
PRACTICE
In Setting
Teaching
Matrix
All
Settings
Hallways
Playgrounds
Cafeteria
Library/
Compute
r Lab
Have a plan.
Eat all your
food.
Select
healthy
foods.
Study,
read,
compute.
Assembly
Bus
Sit in one
spot.
Watch for
your stop.
Be on task.
Give your
best effort.
Be
prepared.
Walk.
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.
Respect
Ourselves
Expectations
SETTING
Teaching directly in
context
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
Transfer of stimulus
control
SETTING
At home
Morning
Routine
Homework
Meal
Times
In Car
Play
Bedtime
4 Data Concerns
Student outcomes
Practice selection
Practice implementation
Systems integration
PRACTICE
“Making a
turn”
Effective
IMPLEMENTATION
Effective
Not Effective
Maximum
Student
Benefits
Not
Effective
Fixsen & Blase, 2009
35
Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.
36
Funding
Visibility
Political
Support
Policy
LEADERSHIP TEAM
(Coordination)
Training
Coaching
Evaluation
Local School/District Implementation
Demonstrations
Behavioral
Expertise
“Disproportionality
“Bullying
Behavior”
“Culture &
Cultural
Relevance”
Restraint &
Seclusion
Sustainability
& Scaling-up
School
Improvement
& Reform
Reconceptualizing Bullying from Behavior
Analytic Perspective for SWPBS
Emphasize overt observable behavior
Consider sets of behavior w/ similar function
Examine behavior in context
Specific relationship between behavior & context
Describe behavioral learning histories
Change context to change probability of behavior
What is “bullying?”
Remember
“Label
behavior, not
people…’
So, say, “bully
behavior”
Behavior
Verbal/physical
aggression,
intimidation,
harassment,
teasing,
manipulation
Why do bully behavior?
Get/obtain
Escape/avoid
E.g., stuff, things,
attention, status, money,
activity, attention, etc.
E.g., same…but less likely
Why is “why” important?
PREVENTION
Teach
effective,
efficient,
relevant
alt. SS
Remove
triggers
of BB
Add
triggers
for alt.
SS
Remove
conseq.
that
maintain
BB
De-emphasis on adding consequence
for problem behavior
Add
conseq.
that
maintain
SS
Target
Initiator
Continuum
of Behavior
Fluency
Context
or
Setting
Bystander
Staff
Is Behavior an Issue?
Step
1
• Implement SWPBS continuum w/ fidelity
• Review SW data at least monthly
Step
2
• Modify implementation plan based on data
• Implement modifications w/ fidelity
Step
3
• Monitor implementation fidelity
• Monitor student progress & responsiveness
• Modify as indicated by data
Implementation must be culturally
responsive & shaped
Horner, R. H., Sugai, G., & &
Anderson, C. M. (2010). Examining
the evidence base for school-wide
positive behavior support. Focus on
Exceptionality, 42(8), 1-14.
www.pbis.org
Reconceptualizing Culture from Behavior
Analytic Perspective for SWPBS
Emphasize overt observable behavior
Consider sets of behavior w/ similar function (response
class)
Examine behavior in context
Specific relationship between behavior & context
(antecedent & consequence events)
Describe behavioral learning histories (stimulus control)
Change context to change probability of behavior
Culture is the extent to which a group of
individuals engage in overt & verbal behavior
reflecting shared behavioral learning histories,
serving to differentiate the group from other
groups, & predicting how individuals within the
group act in specific setting conditions.
That is, culture reflects a
collection of common verbal
& overt behaviors that are
learned & maintained by a
set of similar social &
environmental contingencies
(i.e., learning history).
Emphasis is on applied
settings with recognition
that group membership is (a)
flexible & dynamic, & (b)
changed & shaped over
time, across generations, &
from one setting to another
Culturally &
contextually relevant is
used to describe &
consider the unique
variables,
characteristics, &
learning histories of
students, educators, &
family & community
members involved in
the implementation of
SWPBS.
A major assumption is
that effective
instructional practices
& behavior &
classroom
management
strategies exist
(Horner, Sugai, &
Anderson, 2010), &
consideration must be
given to culture &
context