Transcript Document 7280248

Beyond the Basics: Going
Deeper into PBIS
Bruce Stiller, Ph.D.
Agenda
 Bully Prevention in Positive Behavior Support
 Intensive Positive Behavior Support (IPBS): A Systems
Approach to Secondary and Tertiary Behavior Supports
It’s way past time…
3
Scott Ross, University of Oregon
Adults
only
see the
tip of
the
iceberg.
Scott Ross, University of Oregon
Bullying & Harassment

30% of youth in the United States are estimated to be involved
in bullying as either a bully, a target, or both.

Staff are likely to underestimate the extent of harassment and
bullying. One study showed:

58% of students perceived teasing, spreading lies or rumors, or
saying mean things to be problems.
Only 25% of teachers perceived these behaviors to be
problems.

1Nansel
et al. (2001). Bullying Behaviors Among U.S. Youth. JAMA.
Literature Review of Existing Bully
Prevention Programs
Efficacy
data is sparse: Student knowledge
of what to do improves, but little evidence of
behavior changes
Efficiency
Most
a major issue
do not target behavior of bystanders
Core Features of Bully and Harassment
Prevention in Positive Behavior Support

Remove the reinforcements that maintain socially
aggressive behavior.

Student “Buy-In” is critical.

Impact Bystander behavior.

Teach all students to identify and label disrespectful
behavior.

School-wide Stop Signal students can use to interrupt
social aggression.
What “Rewards” Social
Aggression?

Attention from Bystanders (who may or may not be actually
present)

Reactions from the Recipient



Laughing it off
Overreacting
Access to items - tangibles; activities
Scott Ross, University of Oregon
Stop/Walk/Talk Program

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
One Primary Lesson -- 50 minutes -- delivered to all
students the same day
 Class discussion of disrespectful behavior
 Introduction of Stop Signal
 Role Playing
Follow Up Lessons as needed
 Gossip; Rumor Spreading
 Exclusion
 Cyberbullying
Coaching from supervisory personnel -- ongoing
Lesson Delivery: Teach Students the
“Stop Signal”

If someone is treating you disrespectfully, deliver the
Stop Signal

Bystanders are asked to help
Deliver the Stop Signal
Take the victim away from the situation



If disrespectful behavior continues, Walk Away and/or
Report
No means no. The
rule is: If
someone asks you
to stop, you stop
(regardless of
whether you think
you were being
disrespectful).
Scott Ross, University of Oregon
Coaching Students: Accepting Reports
When problem behavior is reported, adults follow a specific response:
Reinforce the student for reporting the problem behavior (i.e. "I'm
glad you told me.")
Ask who, what, when and where.
Ensure the student’s safety.

Is the problem still happening?

Assess severity of the incident

Assess likelihood of retaliation

Devise Safety Plan if needed
Ask the Student if he/she Used the Stop Signal -- Coach as
needed
Coaching Perpetrators

If the problem behavior included harassment or
physical assault, complete an Office
Discipline Referral and turn in to office

For chronic offenders, implement a reminder,
warning, consequence correction sequence
Baseline
Acquisition
Full BP-PBS Implementation
10
Rob
8
6
School 1
4
2
Number of Incidents of Bullying Behavior
0
10
Bruce
8
6
4
2
0
10
8
Cindy
6
School 2
4
2
0
10
Scott
8
6
4
2
0
10
8
Anne
6
School 3
4
2
0
10
8
Ken
6
4
2
0
15
3.14
School University
Days
Scott Ross,
of1.88
Oregon
.88
72%
Baseline
BP-PBS
50%
16
19% decrease
40% 28% increase
30%
20%
Scott Ross, University
BP-PBS, Scott
of Oregon
Ross
No Response
Negative
Response
(crying/fighting
back)
"Walk"
0%
Positive Response
(laughing/cheering)
10%
"Stop"
Probability of Response
Conditional Probabilities of Victim Responses to Problem
Behavior
Conditional Probabilities of Bystander Responses to
Problem Behavior
50%
40%
22% decrease
30%
20%
Scott Ross, University
BP-PBS, Scott
of Oregon
Ross
No Response
"Walk"
0%
Negative
Response
(crying/fighting
back)
10%
Positive Response
(laughing/cheering)
17
BP-PBS
21% increase
"Stop"
Probability of Response
Baseline
Fidelity Study - Spring 2009

Fidelity Study Spring 2009



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Playground observations
Interviews with staff and students
Student focus groups
Results:
 Students had learned the expected behaviors and could tell
researchers what they were supposed to do
 Adults couldn’t remember all of the coaching steps
 Students complained that the adults weren’t listening to
them
Eugene School District 4J Climate
Survey (Pilot): Overview


Pilot study designed by 4J School District to
assess harassment and bullying in schools
 24 questions about different types of
harassment; where & when bullying
occur; available resources and problemsolving strategies
1581 students assessed from 4 schools in
spring 2009
 1 high school; 3 middle schools
Safety and Respect*
Bullied or Harassed* (in past year)
Seeking Adult Help & Reporting Bullying
Problem-Solving Strategies for
Bullying and Harassment*
Harassment Observed on the
Bases of…*
*Data reported by
percent of responses.
Middle School: Expect Respect

Critical Features: Expect Respect

Student Driven

Removal of reinforcements that maintain social aggression

Tools to interrupt bullying/harassment: Catch phrase, stop
signal, etc.

On going effort: On staff meeting agendas; school-wide initiative
and staff buy-in necessary
Expect Respect: Creating the
Curriculum

8 contacts with students throughout the year

4 Adult-lead Lessons: Mix of discussion and
experiential lessons

4 Student Forums: All students invited, open forum
with a lesson or topic for discussion, “take-away”
point to share with classes
Expect Respect Lesson Plans

Lesson 1: Didactic/Discussion

Lesson 2: Simulation (Getting on the
Bus)

Lesson 3: YouTube Reflections

Lesson 4: Creating a Pledge
Supporting Social Competence &
Academic Achievement
Elements of
Intensive Positive
Behavior Support
Supporting
Staff Behavior
OUTCOMES
Not
Not new…its
specific practice
based on
or
Not limited to any
curriculum…it’s
long history of a
particular group of
behavioral
general approach
practices &
students…it’s
effective
to preventing
instructional
for all students
design
problem
& strategies
behavior
PRACTICES
Supporting
Student Behavior
Supporting
Decision
Making
Common Reasons for Failure of Interventions
 Interventions are not implemented with sufficient fidelity
 Interventions are not matched to the function of the problem
behaviors
 There is insufficient follow through to determine if modifications or
a more intense intervention are needed.
Intensive Positive Behavior Support:
The Big Ideas
 Do the easy stuff first (efficiency is a major goal)
 Processes (teaming; communication patterns) are as important as
practices
 Use of Evidence Based Practices -- based on findings from
behavioral science
 Administrative support is critical
 Data Based Decision Making
Core Features of IPBS
 Systematic Screening (Proactive)
 Tiered Interventions
 Function Based Behavioral Support
 Use of Progress Monitor Data
Old Model: SST/TAT
IPBS No-No’s
 Admiring the problem
 Blaming the student (or family)
 Extended discussions of interventions we
cannot deliver
Teams in Your School
 IPBS team
 Roles
 Tracking
 Monitoring
 Process for team meetings -- meet every two weeks
 Student-centered team
 IPBS team member who is trained in FBA; teacher(s); parent(s);
administrator
 Creates behavior support plan for student based on functional
assessment
 Meets two or more times
IPBS Team Roles
 Team Leader (organizes agenda; facilitates meeting)
 Process Monitor (someone whose role is to monitor
group processes)
 Screening Coordinator (someone who collects screening
data and brings it to the meeting
 Coordinators of Interventions -- CICO; Academic
Seminar/Strategies; MAPS (bring progress monitor data
to meetings)
 Note Taker
Student Team for Tier III Intervention
 Three types of knowledge represented:
 Knowledge about the student
 His/her behavior, interests, strengths, challenges, future
 Knowledge about the school program
 Instructional goals, curriculum, social contingencies, schedule,
physical setting.
 Knowledge about behavior change strategies
 Principles of behavior
 Intervention strategies
Leah
Administrative Support
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Attend meetings
Visible support for decision-making
process of teams
Resources allocated for training, meeting
times
District Support
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Attend meetings
Training provided on regular basis
Technical Assistance
Link to ESS if additional resources are
needed
Why Do People Behave?
Modeling? Accident? Instinct? Condition??
Why Do People Continue Behaving?
IT WORKS!
Maintaining Consequences
 By far, the most common functions of problem behavior in schools are
to:
 Obtain Adult Attention
 Obtain Peer Attention
 Avoid/Escape/Delay an Aversive Academic Task
Targeted Interventions:
Examples
 CICO
 Academic Seminar; Spy; Academic Intervention
 Counselor led Skill Groups
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Friendship Groups
Anger Management Groups
Mean Girls Groups
Shy Girls Groups
Lunch Bunch
Bully Prevention Forum
 Refocus Room
Tertiary Intervention
 Individualized Behavior Support Planning based on a
Functional Behavioral Assessment
 Efficient FBA at the school level
 FBA with assistance from behavior specialist
 Added resources/supports for plan implementation
Coordinator: _________
Date: ____/____/_____
Present:
IPBS Meeting Template
Recorder:___________
I. Review agenda, determine whether changes are needed (2 minutes)
II. Review task list from previous meeting, document status of tasks (10 minutes)
Who
What
When
Status
Not
started
Not
started
Not
started
Not
started
In
progress
In
progress
In
progress
In
progress
Done
Not
Needed
Done
Not
Needed
Done
Not
Needed
Done
Not
Needed
III. Targeted intervention summary (15 minutes)
a. Students on targ eted interventions
i. ____ on CICO
ii . _______ on (each ot her interve ntion)
b. For each in terve ntion
i. _____ students are meeting their daily or weekly goals
ii . Students not m eeting goals, determi ne problem and next steps
1. Possible problems: fi delity, in terven tion/ function misma tch, in terven tion needs to
be modif ied
2. Possible decisions: Me et with teacher, change inter vention, condu ct eff icie nt FBA
Student
Problem
Decision
Who is in charge and what
is the target date?
IV. Intensive intervention summary (15 minutes)
a. ____________ students on intensi ve in terventions
b. ____________ students me eting goals
c. Student s not m eeting goals, determi ne problem and next steps
i. Possible problems: fi delity, in terven tion/ function misma tch, in terven tion needs to be
modified
ii . Possible decisions: Me et with teacher, change inter vention, condu ct form al FBA
Student
Problem
Decision
Who is in char ge and what is
the tar get date?
V. New referrals to IPBS-10 minutes
a. Possible sources: SWIS data, req uest for assistance, beha vior goals added to IEP
Student
Referral
source
Decision
Continue
Formal
Monitoring
assessment
Continue
Formal
Monitoring
assessment
Continue
Formal
Monitoring
assessment
Continue
Formal
Monitoring
assessment
Who is in char ge and what is the
target date?
Begin targeted Efficient Academic
intervention
FBA
FBA
Begin targeted Efficient Academic
intervention
FBA
FBA
Begin targeted Efficient Academic
intervention
FBA
FBA
Begin targeted Efficient Academic
intervention
FBA
FBA
Data
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CICO Point Cards
ODR Data
Teacher Feedback Forms
Grades; Assignment Completion Data
Fidelity of Implementation Data
Consumer Satisfaction Data
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Sample survey
Goal Line
1/13
1/20
1/25
2/3
2/8
2/16
2/23
Weekly SM averages, across teachers, for AA
3/2
School District 4J IPBS Grant School Data
180
160
140
120
#'s of S's with X+
Referrals
3+ Referrals
4+ Referrals
5+ Referrals
6+ Referrals
100
80
60
40
20
0
Baseline
Year 1
Year 2
Year 3
40
Q1. The IPBS system was effective in helping my school build (or
refine existing) systems for responding to students with behavior
challenges.
35
Respondents
30
2008 (n=2)
2009 (n=58)
2010 (n=0)
25
20
15
10
Other (Please
specify):
5
0
Strongly
Disagree
Disagree
Neither
Agree nor
Disagree
Agree
Strongly
Agree
Other
(please
specify)
Contact Information


Bruce Stiller
(541)790-7816
[email protected]