Transcript Positive & Responsive School Environments: Getting Started George Sugai Center for Behavioral Education & Research OSEP Center on Positive Behavioral Interventions & Supports UConn Neag School of.

Positive & Responsive
School Environments:
Getting Started
George Sugai
Center for Behavioral Education & Research
OSEP Center on Positive Behavioral
Interventions & Supports
UConn Neag School of Education
www.pbis.org
[email protected]
Purpose
• Getting started positively &
effectively
• Review critical features &
essential practices of
behavior management
BIG IDEAS!!
• Attend to context
• Err on side of being positive
• Invest in what works
• Acknowledge regularly &
authentically
• Academic AND behavior
2001 Surgeon General’s Report on
Youth Violence: Recommendations
• Break up antisocial networks…change
social context
• Improve parent effectiveness
• Increase “commitment to school”
– Increase academic success
– Create positive school climates
• Teach & encourage individual skills &
competence
Lessons Learned: White House
Conference on School Safety
• Students, staff, & community must have means of
communicating that is immediate, safe, & reliable
• Positive, respectful, predictable, & trusting studentteacher-family relationships are important
• High rates of academic & social success are
important
• Positive, respectful, predictable, & trusting school
environment/climate is important for all students
• Metal detectors, surveillance cameras, & security
guards are insufficient deterrents
What is School-wide Positive
Behavior Support?
LOGIC: Successful individual
student behavior support is
linked to host environments or
school climates that are
effective, efficient, relevant, &
durable (Zins & Ponti, 1990)
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
Message
STUDENT
ACHIEVEMENT
Good Teaching
Behavior Management
Increasing District & State Competency and Capacity
Investing in Outcomes, Data, Practices, and Systems
Context Matters!
Examples
Individual Student
vs.
School-wide
“Reiko”
Assessments indicate that Reiko
performs in average to above
average range in most academic
areas. However, her teacher has
noticed Reiko’s frequent talking &
asking & answering questions without
raising her hand has become an
annoying problem to other students &
to teacher.
What would you do?
“Kiyoshi”
Kiyoshi is a highly competent student, but
has long history of antisocial behavior. He
is quick to anger, & minor events quickly
escalate to major confrontations. He has
few friends, & most of his conflicts occur
with peers in hallways & cafeteria & on
bus. In last 2 months, he has been given 8
days of in school detention & 6 days of out
of school suspension. In a recent event, he
broke glasses of another student.
What would you do?
“Mitch”
Mitch displays a number of stereotypic
(e.g., light filtering with his fingers, head
rolling) & self-injurious behaviors (e.g.,
face slapping, arm biting), & his
communications are limited to a verbal
vocabulary of about 25 words. When his
usual routines are changed or items are
not in their usual places, his rates of
stereotypic & self-injurious behavior
increase quickly.
What would you do?
“Rachel”
Rachel dresses in black every day, rarely interacts
with teachers or other students, & writes &
distributes poems & stories about witchcraft, alien
nations, gundams, & other science fiction topics.
When approached or confronted by teachers, she
pulls hood of her black sweatshirt or coat over her
head & walks away. Mystified by Rachel’s behavior,
teachers usually shake their heads & let her walk
away. Recently, Rachel carefully wrapped a dead
squirrel in black cloth & placed it on her desk. Other
students became frightened when she began talking
to it.
What would you do?
Fortunately, we have a science
that guides us to…
• Assess these situations
• Develop behavior intervention plans
based on our assessment
• Monitor student progress & make
enhancements
All in ways that can be culturally &
contextually appropriate
Crone & Horner, 2003
However, context
matters….
What factors influence our ability to
implement what we know with
accuracy, consistency, & durability
for students like Rachel, Reiko,
Mitch, & Kiyoshi?
“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
“Not me”
Middle school principal must
teach classes when teachers are
absent, because substitute
teachers refuse to work in a
school that is unsafe & lacks
discipline.
“Cliques”
During Advisory Class, the
“sportsters” sit in the back of the
room, & “goths” sit at the front.
Most class activities result in out of
seat, yelling arguments between
the two groups.
“Four corners”
Three rival gangs are
competing for “four corners.”
Teachers actively avoid the
area. Because of daily conflicts,
vice principal has moved her
desk to four corners.
“FTD”
On 1st day of school, a teacher
found “floral” arrangement on
his desk. “Welcome to the
neighborhood” was written on
the card
Questions!
• What would behavior support look
like if Mitch, Rachel, Kiyoshi, &
Reiko were in these classrooms &
schools?
• Are these environments safe,
caring, & effective?
Context Matters!
Worry!
“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 want 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…
consider FUNCTION
Non-examples of FunctionBased approach
“Function” = outcome, result, purpose,
consequence
• “Lantana, you skipped 2 school days, so
we’re going to suspend you for 2 more.”
• “Phloem, I’m taking your book away because
you obviously aren’t ready to learn.”
• “You want my attention?! I’ll show you
attention,…let’s take a walk down to the office
& have a little chat with the Principal.”
Redesign Learning &
Teaching Environment
Saying & doing it “Positively!”
Keep off the grass!
Employee Entrance at Tulsa
Downtown Doubletree
Teaching Academics &
Behaviors
ADJUST for
Efficiency
MONITOR &
ACKNOWLEDGE
Continuously
DEFINE
Simply
MODEL
PRACTICE
In Setting
Teaching Matrix Activity
Classroom
Lunchroom
Bus
Respect
Others
• Use inside
• Eat your own
• Stay in your
Respect
Environment
& Property
• Recycle
Respect
Yourself
• Do your best
•__________
Respect
Learning
voice
• ________
paper
•_________
• Have
materials
ready
•__________
food
•__________
• Return trays
•__________
• Wash your
hands
•__________
• Eat balanced
diet
•__________
seat
•_________
Hallway
• Stay to right
• _________
Assembly
• Arrive on
time to
speaker
•__________
• Keep feet on
• Put trash in
• Take litter
• Be at stop on
• Use your
• Listen to
floor
•__________
time
•__________
• Go directly
from bus to
class
•__________
cans
•_________
words
•__________
• Go directly
to class
•__________
with you
•__________
speaker
•__________
• Discuss topic
in class w/
others
•__________
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.
Character Education
• Easy to change moral knowledge.....
...difficult to change moral conduct
• To change moral conduct...
– Adults must model moral behavior
– Students must experience academic success
– Students must be taught social skills for
success
Essential Behavior &
Classroom Management
Practices
See Classroom Management SelfChecklist (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 behavioral expectations/rules.
• Teach 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 15
minutes
• Follow correction for rule violation
with positive reinforcer for rule
following
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
5. Maximize varied
opportunities to respond
• Vary individual v. group responding
• Vary response type
– Oral, written, gestural
• Increase participation
– 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
Note: Same in nonclassroom
settings!
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
How did I do?
8-10 “yes” = Super
5-7 “yes” = So So
<5 “yes” = Improvement needed
Establishing Classroom SWPBS
1.
Establish leadership team
2.
Examine SW data to establish action plan
3.
Link directly to school-wide effort
4.
Secure agreements
5.
Practice/review/remind continuously
6.
Train for highest implementation fidelity
7.
Monitor & celebrate improvement
8.
Individualize for non-responders
BIG IDEAS!!
• Attend to context
• Err on side of being positive
• Invest in what works
• Acknowledge regularly &
authentically
• Academic AND behavior
nd
2
Annual New England
PBS Conference
Nov 16, 2007
Norwalk, MA
Contact: Bob Putnam
May Institute
[email protected]
FRMS Total Office Discipline Referrals
Sustained Impact
3000
Total ODRs
2500
2000
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
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.
CONTACT INFO
[email protected]
[email protected]
www.pbis.org