Transcript SWPBS & Effective Behavior Management in Classroom & Nonclassroom Settings George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut January 12

SWPBS & Effective Behavior
Management in Classroom &
Nonclassroom Settings
George Sugai
OSEP Center on PBIS
Center for Behavioral Education & Research
University of Connecticut
January 12 2011
www.pbis.org www.cber.org www.swis.org
[email protected]
Applied Challenge: Getting Tough
Academic & behavior
success (failure) are
linked!
Teaching to Corner
SWPBS Logic!
Successful individual student
behavior support is linked to
host environments or school
climates that are effective,
efficient, relevant, durable,
salable, & logical for ALL
students
(Zins & Ponti, 1990)
SWPBS is
Framework for enhancing
adoption & implementation of
Continuum of evidencebased interventions to
achieve
Academically & behaviorally
important outcomes for
All students
Evidence-base
GP #1: Good teaching one of
our best behavior
management tools
STUDENT
ACHIEVEMENT
Good Teaching
Behavior Management
GP #2: Apply
multi-tiered
prevention logic
~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
“Early Triangle”
Walker et al. 1996
(Walker, ~1994)
Responsiveness to Intervention
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
Behavior
Continuum
Academic
Continuum
RTI
Integrated
Continuum
Mar 10 2010
Intensive
Targeted
Universal
Few
Some
All
Dec 7, 2007
RTI
Continuum of
Support for
ALL
Intensive
Continuum of
Support for
“Manuella”
Anger man.
Prob Solv
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 PREVENTION
• Function-based support
• Wraparound
• Person-centered planning
•
•
SECONDARY PREVENTION
• Check in/out
• Targeted social skills instruction
• Peer-based supports
• Social skills club
•
PRIMARY PREVENTION
• Teach SW expectations
• Proactive SW & classroom discipline
• Positive reinforcement
• Effective instruction
• Parent engagement
• Active supervision
~80% of Students
District-Region
School
SWPBS
Leadership
Team
Specialized Behavior
Support Team
SWPBS Tier 1
T1 Systems
T1 Practices
Group-based Tier 2
T2 Systems
T2 Practices
Individual Tier 3
T3 Systems
T3 Practices
Prevention
1
• Teach effective, efficient, relevant
social skills
2
• Remove triggers of problem
behavior
3
• Add triggers for social skills
4
• Remove consequences that
maintain problem behavior
5
• Add consequences that maintain
social skills
GP #3: Link classroom
to school-wide
• School-wide expectations
• Classroom v. office managed
rule violations
SWPBS
Subsystems
Classroom
Non-classroom
Student
Family
Organizational Features
Common
Vision
ORGANIZATION
MEMBERS
Common
Experience
Common
Language
GP #4: Teach academic
like social skills
ADJUST for
Efficiency
MONITOR &
ACKNOWLEDGE
Continuously
DEFINE
Simply
MODEL
PRACTICE
In Setting
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
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
GP #5: Build systems to support
sustained use of effective practices
Practices
Outcomes
Effective
Students
Evidence-based
practice
Training &
coaching
Relevant
Measurable
Implementation
fidelity
Evaluation
Progress
monitoring
Leadership
Efficient
Durable
Scalable
Educationally/soc
ially importance
Examples,
demonstrations, &
exemplars
Data
Systems
Political
support
Funding &
visibility
Policy
Host Environment Features
Effective
• Achieve desired outcome?
Efficient
• Doable by real implementer?
Relevant
• Contextual & cultural?
Durable
• Lasting?
Scalable
• Transportable?
Logical
• Conceptually Sound?
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
GENERAL
IMPLEMENTATION
PROCESS:
“Getting Started”
Team
Agreements
Data-based
Action Plan
Evaluation
Implementation
Funding
Visibility
Political
Support
Policy
SWPBS
Implementation LEADERSHIP TEAM
Blueprint
(Coordination)
www.pbis.org
Training
Coaching
Evaluation
Local School/District Implementation
Demonstrations
Behavioral
Expertise
SWPBS
Practices
Classroom
Non-classroom
Family
• Smallest #
• Evidence-based
• Biggest, durable effect
Student
SCHOOL-WIDE
CLASSROOM
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
Review Self-Assessment (7/8 min)
YN?
• Team w/ representative membership met at
least monthly
YN?
• >80% faculty endorsement of school-wide
PBIS
YN?
• Discipline data system in place & reviewed at
least monthly
YN?
• 1 year action plan developed based on data
YN?
• 3-5 SW behavioral expectations identified,
taught, monitored, & acknowledged
YN?
• Lesson plans for teaching, monitoring, &
recognizing SW expectations
YN?
• Coaching support & administrative
participation
Basic Meeting Structure
Operations
Verified
Need
Planning
Purpose &
Outcomes
Content
Before
See Appendices
Decisions &
Outcomes
During
Summary of
Outcomes &
Agreements
Follow-up
& Evaluation
After
Meetings
Preparing
• Purpose &
outcome
• Key members
• Contact
• Agenda
• Materials
• Precorrect
Conduct
After
• Outcomes
• Organizer
• Roles &
responsibilities
• Rules &
agreements
• Review
frequently
• Action planning
• Acknowledgem
ents
• Review
• Next meeting
• Follow-up
• Acknowledgem
ents
• Tasks &
responsibilities
• Impact &
outcomes
• Next meeting
Agreements & Routines
Solving problems & resolving conflicts
Achievement agreements & making decisions
Specifying measureable outcomes
Setting/modifying agenda & minutes
Establishing roles/responsibilities
Providing opportunities for participation &
contributions
How effective/efficient was your
last team meeting?
(7 mins)
Basic Meeting Structure
Operations
Verified
Need
Planning
Purpose &
Outcomes
Content
Before
See Appendices
Decisions &
Outcomes
During
Summary of
Outcomes &
Agreements
Follow-up
& Evaluation
After
SWPBS
Subsystems
Classroom
Family
Non-classroom
Student
Why formalize classroom
management?
Arrange environment to
maximize opportunities for
– Academic achievement
– Social success
– Effective & efficient teaching
Essential Behavior &
Classroom Management
Practices
See Classroom Management
Self-Checklist
Classroom Management: Self-Assessment
Teacher__________________________
Rater_______________________
Date___________
Instructional Activity
Time Start_______
Time End________
Tally each Positive Student
Contacts
Total #
Tally each Negative
Student Contacts
Ratio of Positives to Negatives: _____ to 1
Total #
Classroom Management Practice
Rating
1.
I have arranged my classroom to minimize crowding and distraction
Yes
No
2.
I have maximized structure and predictability in my classroom (e.g., explicit classroom
routines, specific directions, etc.).
Yes
No
3.
I have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (or rules).
Yes
No
4.
I provided more frequent acknowledgement for appropriate behaviors than inappropriate
behaviors (See top of page).
Yes
No
5.
I provided each student with multiple opportunities to respond and participate during
instruction.
Yes
No
6.
My instruction actively engaged students in observable ways (e.g., writing, verbalizing)
Yes
No
7.
I actively supervised my classroom (e.g., moving, scanning) during instruction.
Yes
No
8.
I ignored or provided quick, direct, explicit reprimands/redirections in response to
inappropriate behavior.
Yes
No
9.
I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g.,
class point systems, praise, etc.).
Yes
No
Yes
No
Self-Assessment
1. Consider your last classroom lesson
2. Rate yourself as we go through items
10. In general, I have provided specific feedback in response to social and academic behavior
errors and correct responses.
Overall classroom management score:
10-8 “yes” = “Super”
7-5 “yes” = “So-So”
# Yes___
<5 “yes” = “Improvement Needed”
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
Classroom Management: Self-Assessment
Teacher__________________________
Rater_______________________
Date___________
Instructional Activity
Time Start_______
Time End________
Tally each Positive Student
Contacts
Total #
Tally each Negative
Student Contacts
Ratio of Positives to Negatives: _____ to 1
Total #
Classroom Self-Assessment (15 min)
Determine what % of problem behaviors
reported from classroom settings
Based on those data, determine utility
of Classroom Self-Assessment
If need indicated, develop
implementation plan
SWPBS
Subsystems
Classroom
Family
Non-classroom
Student
Classroom v.
Nonclassroom
• Classroom
• Nonclassroom
– Teacher directed
– Student focused
– Instructionally focused
– Social focus
– Small # of predictable
students
– Large # of
unpredictable students
Management Features
(manipulable)
Physical
environment
Routines &
expectations
Staff
behavior
Student
behavior
Teach
Expectations &
Routines
Supervise Actively:
Scan, Move,
Interact
NONCLASSROOM
BASICS
Positively
Reinforce
Precorrect
(Remind Early)
Basics
“Active Supervision:
Self-Assessment”
YES or NO
Non-Classroom Management: Self-Assessment
Name______________________________
Date_____________
Setting □ Hallway □ Entrance □ Cafeteria
Time Start_________
□ Playground □
Other_______________
Time End _________
Tally each Positive Student Contacts
Total #
Tally each Negative Student Contacts
Total #
Ratio of Positives to Negatives: _____: 1
1. Did I have at least 4 positive for 1 negative student contacts?
Yes
No
2. Did I move throughout the area I was supervising?
Yes
No
3. Did I frequently scan the area I was supervising?
Yes
No
4. Did I positively interact with most of the students in the area?
Yes
No
5. Did I handle most minor rule violations quickly and quietly?
Yes
No
Yes
No
Yes
No
Yes
No
Self-Assessment
6. Did I follow school procedures for handling major rule violations?
1. Consider your last time in nonclassroom
7. Do I know our school-wide expectations (positively stated rules)?
2. Rate yourself as we go through items
8. Did I positively acknowledge at least 5 different students for
displaying our school-wide expectations?
Overall active supervision score:
7-8 “yes” = “Super Supervision”
5-6 “yes” = “So-So Supervision”
<5 “yes” = “Improvement Needed”
# Yes______
Non-Classroom Management: Self-Assessment
Name______________________________
Date_____________
Setting □ Hallway □ Entrance □ Cafeteria
Time Start_________
□ Playground □
Other_______________
Time End _________
Tally each Positive Student Contacts
Total #
Tally each Negative Student Contacts
Total #
Ratio of Positives to Negatives: _____: 1
<30 Seconds!
1. Signal
2. State appropriate
3. Ask student to indicate what they would do
next time
4. Acknowledge compliance
Behavior Management
Basics
+ Teach
•
•
•
•
•
Define
Model
Practice
Prompt
Feedback
+
Strengthen
• Monitor
• Prompt
• Reinforce
- Minors
• Monitor &
signal
• Prompt,
reteach &
redirect
• Reinforce
- Majors
• Monitor &
anticipate
• Precorrect
& remind
• Reinforce
Non-Classroom Self-Assessment (15 min)
Determine what % of problem behaviors
reported from non-classroom settings
Based on those data, determine utility
of Non-Classroom Self-Assessment
If need indicated, develop
implementation plan
Our Starting Point
Current efforts must be conceptually grounded
Research-evidence base should be examined
An operational/measurable definition of “bullying”
needs to be found/developed
Relevant & doable guidelines for responding to
bullying behavior are needed
Greater focus on all
students
Increased problem
awareness
Good “things” about
Bullying efforts
More curriculum
development &
research
More emphasis on
prevention
Labeling kids
Generic
intervention
responses
Too much attention
on student, not
enough on recipients
Non-data based
intervention
decisions
“Bullying”
Issues
Over-emphasis on
student
responsibility for
change
Limited
examination of
mechanism
OUR BEHAVIORAL
PERSPECTIVE
“Context” or
environment
Context
manipulation
Learning
history
“Do”
Data-based
decision
making
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
Doesn’t Work
• Label student
Works
• Exclude student
• Teach targeted
social skills
• Blame family
• Reward social skills
• Punish student
• Teach all
• Assign restitution
• Individualize for
non-responsive
behavior
• Ask for apology
• Invest in positive
school-wide culture
1. Teach
common
strategy
to all
• “Stop-Walk-Talk”
• “Talk-Walk-Squawk”
• “Whatever & Walk”
www.pbis.org
BP-PBS
• The use of the Bullying Prevention in Positive
Behavior Supports (BP-PBS) has resulted in
clear decreases in bullying behavior, as well
as increases in adaptive student responses to
bullying.
2. Precorrect
Before
•
•
•
•
•
•
Analyze problem setting
Describe problem behavior
Identify triggers & function
Identify acceptable alternative behavior
Modify setting to prevent
Check-in w/ student to remind of desired behavior
During
•
•
•
•
Monitor
Remind
Reinforce
Redirect
After
•
•
•
•
Correct
Reinforce approximations
Reteach
Remind
3. Actively
Supervise
• Move
• Scan
• Interact positively
• Model expectations
• Reward appropriate
behavior
• Remind & precorrect
PBIS Prevention Goals & Bullying Behavior
• Establish positive, predictable, consistent, rewarding
Goal 1 school culture for all across all settings
• Teach social skills that work at least as well as or better
than problem behavior
Goal 2
• Respond to nonresponsive behavior positively &
differently, rather than reactively & more of same
Goal 3
• Actively supervise & precorrect for problem behaviors &
settings, especially nonclassroom
Goal 4
Goal 5
• Individualize support based on responsiveness & effect