School wide positive behavior support features outcomes
Download
1 / 68

School-Wide Positive Behavior Support: Features Outcomes - PowerPoint PPT Presentation


  • 99 Views
  • Uploaded on

School-Wide Positive Behavior Support: Features & Outcomes. George Sugai & Rob Horner OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut March 18, 2009 www.pbis.org www.cber.org www.swis.org [email protected] PURPOSE

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'School-Wide Positive Behavior Support: Features Outcomes' - corin


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
School wide positive behavior support features outcomes

School-Wide Positive Behavior Support:Features & Outcomes

George Sugai & Rob Horner

OSEP Center on PBIS

Center for Behavioral Education & Research

University of Connecticut

March 18, 2009

www.pbis.org www.cber.org www.swis.org

[email protected]


PURPOSE

Enhance capacity of school teams to provide the best behavioral supports for all students and maximize academic & social achievement.

Your task: “Does SWPBS make sense for us?”

  • What is SWPBS?

  • What outcomes have been documented?


Kiyoshi
“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?


159 days
“159 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


Sw pbs logic

8

SW-PBS Logic!

Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable for all students

(Zins & Ponti, 1990)


2 worries ineffective responses to problem behavior
2 Worries & Ineffective Responses to Problem Behavior

  • Get Tough (practices)

  • Train-&-Hope (systems)


Worry 1 teaching by getting tough

10

Worry #1“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 predictable seductive solution get tough
Immediate, predictable, & seductive solution….”Get Tough!”

  • Clamp down & increase monitoring

  • Re-re-re-review rules

  • Extend continuum & consistency of consequences

  • Establish “bottom line”


When behavior doesn t improve we get tougher
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

12

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
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
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


Violence prevention

13

VIOLENCE PREVENTION

  • 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 climate

  • High rates of academic & social success

  • Formal social skills instruction

  • Positive active supervision & reinforcement

  • Positive adult role models

  • Multi-component, multi-year school-family-community effort


Swpbs is about

2

SWPBS is about….


Effective Academic Instruction

Effective Behavioral Interventions

POSITIVE, PREVENTIVE SCHOOL CULTURE

(SWPBS)

=

Continuous & Efficient Data-based Decision Making

Systems for Durable & Accurate Implementation


Integrated

Elements

Supporting Social Competence &

Academic Achievement

OUTCOMES

15

Supporting

Decision

Making

Supporting

Staff Behavior

DATA

SYSTEMS

PRACTICES

Supporting

Student Behavior


Tertiary Prevention:

Specialized

Individualized

Systems for Students with High-Risk Behavior

CONTINUUM OF

SCHOOL-WIDE

INSTRUCTIONAL &

POSITIVE BEHAVIOR

SUPPORT

FEW

~5%

Secondary Prevention:

Specialized Group

Systems for Students with At-Risk Behavior

~15%

SOME

Primary Prevention:

School-/Classroom-

Wide Systems for

All Students,

Staff, & Settings

23

ALL

~80% of Students


Designing school wide systems for student success

Academic Systems

Behavioral Systems

  • Intensive, Individual Interventions

  • Individual Students

  • Assessment-based

  • High Intensity

  • Intensive, Individual Interventions

  • Individual Students

  • Assessment-based

  • Intense, durable procedures

  • Targeted Group Interventions

  • Some students (at-risk)

  • High efficiency

  • Rapid response

  • Targeted Group Interventions

  • Some students (at-risk)

  • High efficiency

  • Rapid response

  • Universal Interventions

  • All students

  • Preventive, proactive

  • Universal Interventions

  • All settings, all students

  • Preventive, proactive

Designing School-Wide Systems for Student Success

1-5%

1-5%

5-10%

5-10%

80-90%

80-90%

25



23

RTI

Continuum of Support for ALL

Few

Some

All

Dec 7, 2007


17

SWPBS

Practices

School-wide

Classroom

  • Smallest #

  • Evidence-based

  • Biggest, durable effect

Family

Non-classroom

Student


18

School-wide

  • Leadership team

  • Behavior purpose statement

  • Set of positive expectations & behaviors

  • Procedures for teaching SW & classroom-wide expected behavior

  • Continuum of procedures for encouraging expected behavior

  • Continuum of procedures for discouraging rule violations

  • 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


Classroom

  • All school-wide

  • Maximum structure & predictability in routines & environment

  • Positively stated expectations posted, taught, reviewed, prompted, & supervised.

  • Maximum engagement through high rates of opportunities to respond, delivery of evidence-based instructional curriculum & practices

  • Continuum of strategies to acknowledge displays of appropriate behavior, including contingent & specific praise, group contingencies, behavior contracts, token economies

  • Continuum of strategies for responding to inappropriate behavior, including specific, contingent, brief corrections for academic & social behavior errors, differential reinforcement of other behavior, planned ignoring, response cost, & timeout.


  • 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


Worry 2 train hope

34

Worry #2:“Train & Hope”


General implementation process getting started

Team

35

GENERAL IMPLEMENTATION PROCESS: “Getting Started”

Agreements

Data-based

Action Plan

Evaluation

Implementation



Working Smarter

Are outcomes measurable?


Sample Teaming Matrix

Are outcomes measurable?


ESTABLISHING CONTINUUM of SWPBS

  • TERTIARY PREVENTION

  • TERTIARY PREVENTION

  • Function-based support

  • Wraparound

  • Person-centered planning

~5%

~15%

  • SECONDARY PREVENTION

  • SECONDARY PREVENTION

  • Check in/out

  • Targeted social skills instruction

  • Peer-based supports

  • Social skills club

  • PRIMARY PREVENTION

  • PRIMARY PREVENTION

  • Teach SW expectations

  • Proactive SW discipline

  • Positive reinforcement

  • Effective instruction

  • Parent engagement

~80% of Students


Redesign Learning & Teaching Environment

School Rules

NO Food

NO Weapons

NO Backpacks

NO Drugs/Smoking

NO Bullying




58

2. NATURAL CONTEXT

1. SOCIAL SKILL

Expectations

3. BEHAVIOR EXAMPLES



Expectations REACH)


Teaching academics behaviors

57 REACH)

Teaching Academics & Behaviors




Reinforcement wisdom
Reinforcement Wisdom! REACH)

  • “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
“Good morning, class!” REACH)

Teachers report that when students are greeted by an adult in morning, it takes less time to complete morning routines & get first lesson started.


Monitoring dismissal

McCormick Elementary School, MD REACH)

Monitoring Dismissal



Www pbis org
www.pbis.org REACH)

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/101007evidencebase4pbs.pdf.


Pre REACH)

Post


Set project reach how accurate is implementation
SET: Project REACH REACH)How accurate is implementation?


Key to success project 1999 2001
Key-to-Success Project REACH)1999-2001




N =23 REACH)

N = 8

N = 8

N = 23


LC Elementary School REACH)

Suspension Rate



Fc md trends in suspension rates for pbs schools implementing w fidelity maturity
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
FC, MD Trends in Black & Hispanic Suspension Rates for PBS Schools Implementing w/ Fidelity & Maturity


Odr admin benefit md middle school
ODR Schools Implementing w/ Fidelity & MaturityAdmin. BenefitMD Middle School

2001-2002 2277

2002-2003 1322

= 955 42% improvement

= 14,325 min. @15 min.

= 238.75 hrs

= 40 days Admin. time


Odr instruc benefit md middle school
ODR Schools Implementing w/ Fidelity & MaturityInstruc. BenefitMD Middle School

2001-2002 2277

2002-2003 1322

= 955 42% improvement

= 42,975 min. @ 45 min.

= 716.25 hrs

= 119 days Instruc. time


What does swpbs look like
What does SWPBS look like? Schools Implementing w/ Fidelity & Maturity

  • >80% of students (& staff) can tell you what is expected & behavioral example because they have been taught, actively supervised, practiced, & acknowledged

  • Positive adult-to-student interactions exceed negative

  • Function based behavior support is foundation for addressing problem behavior

  • Data- & team-based action planning & implementation are operating

  • High rates of continuous active supervision & positive reinforcement

  • Administrators are active participants.

  • Full continuum of behavior support is available to all students


Pbis messages
PBIS Messages Schools Implementing w/ Fidelity & Maturity

  • Measurable & justifiable outcomes

  • On-going data-based decision making

  • Evidence-based practices

  • Systems ensuring durable, high fidelity of implementation


[email protected] Schools Implementing w/ Fidelity & Maturity

[email protected]

www.pbis.org


ad