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SWPBS: Sustainability, Classroom Management, Interventions for Individual Students

SWPBS: Sustainability, Classroom Management, Interventions for Individual Students. Celeste Dickey & George Sugai University of Oregon & Connecticut Center on Positive Behavioral Interventions & Supports August 15, 2007 www.pbis.org. Purpose. Implementation sustainability

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SWPBS: Sustainability, Classroom Management, Interventions for Individual Students

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  1. SWPBS:Sustainability, Classroom Management, Interventions for Individual Students Celeste Dickey & George Sugai University of Oregon & Connecticut Center on Positive Behavioral Interventions & Supports August 15, 2007 www.pbis.org

  2. Purpose • Implementation sustainability • Review of classroom management practices • Discussion individual student behavior support

  3. pbis.org

  4. Forum for Change October 11-12 Rosemont, IL

  5. 2nd Annual New England PBS Conference Nov 15, 2007 Near Boston Contact: Bob Putnam May Institute bputnam@mayinstitute.org

  6. 1. IMPLEMENTATION SUSTAINABILITY

  7. Features of Successful Organizations Common Vision ORGANIZATION MEMBERS Common Experience Common Language

  8. Supporting Social Competence & Academic Achievement 4 PBS Elements OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

  9. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

  10. 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%

  11. RtI: Defining Features

  12. Team GENERAL IMPLEMENTATION PROCESS: “Getting Started” Agreements Data-based Action Plan Evaluation Implementation

  13. School-wide Positive Behavior Support Systems Classroom Setting Systems Nonclassroom Setting Systems Individual Student Systems School-wide Systems

  14. School-wide Systems 1. Common purpose & approach to discipline 2. Clear set of positive expectations & behaviors 3. Procedures for teaching expected behavior 4. Continuum of procedures for encouraging expected behavior 5. Continuum of procedures for discouraging inappropriate behavior 6. Procedures for on-going monitoring & evaluation

  15. Nonclassroom Setting Systems • Positive expectations & routines taught & encouraged • Active supervision by all staff • Scan, move, interact • Precorrections & reminders • Positive reinforcement

  16. Classroom Setting Systems • Classroom-wide positive expectations taught & encouraged • Teaching classroom routines & cuestaught & encouraged • Ratio of 6-8 positive to 1 negative adult-student interaction • Active supervision • Redirections for minor, infrequent behavior errors • Frequent precorrections for chronic errors • Effective academic instruction & curriculum

  17. Individual Student Systems • 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

  18. 1. Emergence 2. Demonstration IMPLEMENTATION PHASES 3. Elaboration 4. Systems Adoption

  19. Sustainability Suggestions • Maintain priority • Monitor fidelity & outcomes continuously • Keep data regular, easy, & relevant • Strive for efficiency & economy • Adopt evidence-based practices • Celebrate successes & improvement

  20. SUSTAINABLE IMPLEMENTATION & DURABLE RESULTS THROUGH CONTINUOUS REGENERATION Continuous Self-Assessment Relevance Priority Efficacy Fidelity Valued Outcomes Effective Practices Practice Implementation Local Implementation Capacity

  21. Sustainability Activity10 minutes • What practice is working well? • What is in place to sustain that practice? • What is being done to increase efficiency

  22. 2. CLASSROOM MANAGEMENT

  23. Classroom Management Basics • Research guided • Contextualized • Theory • Explicitly taught & practiced • Teach for generalization • Academic & behavior interaction • Data-based decision making

  24. Main Message STUDENT ACHIEVEMENT Good Teaching Behavior Management Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems

  25. Essential Behavior & Classroom Management Practices SeeClassroom Management Self-Checklist (7r)

  26. 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.)

  27. 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.

  28. 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.

  29. 4. Provide more acknowledgements for appropriate than inappropriate behavior • Maintain at least 4 to 1 • Interact positively once every 5 minutes • Follow correction for rule violation with positive reinforcer for rule following

  30. 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 • Err on side of being positive

  31. 5. Maximize varied opportunities to respond • Vary individual v. group responding • Vary response type • Oral, written, gestural • Increase participatory instruction • Questioning, materials

  32. 6. Maximize Active Engagement • Vary format • Written, choral, gestures • Specify observable engagements • Link engagement with outcome objectives

  33. 7. Actively & Continuously Supervise • Move • Scan • Interact • Remind/precorrect • Positively acknowledge

  34. 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

  35. 9. Establish Multiple Strategies for Acknowledging Appropriate Behavior • Social, tangible, activity, etc. • Frequent v. infrequent • Predictably v. unpredictably • Immediate v. delayed

  36. 10. Generally Provide Specific Feedback for Errors & Corrects • Provide contingently • Always indicate correct behaviors • Link to context

  37. Establishing Classroom SWPBS • Establish leadership team • Examine SW data to establish action plan • Link directly to school-wide effort • Secure agreements • Practice/review/remind continuously • Train for highest implementation fidelity • Monitor & celebrate improvement • Individualize for non-responders

  38. Classroom Activity10 minutes • What school-wide classroom management practices are in place? • Are they proactive? Consistently implemented? • What improvements needed?

  39. 3. INDIVIDUAL STUDENT BEHAVIOR SUPPORT

  40. *Response class *Routine analysis *Hypothesis statement *Function Behavior Support Elements *Alternative behaviors *Competing behavior analysis *Contextual fit *Strengths, preferences, & lifestyle outcomes *Evidence-based interventions Problem Behavior Functional Assessment *Implementation support *Data plan • Team-based • Behavior competence Intervention & Support Plan *Continuous improvement *Sustainability plan Fidelity of Implementation Impact on Behavior & Lifestyle

  41. Individual Student Basics • Establish at least one relevant & reinforcing adult (advocate) in school • Make daily contact, especially a.m. • Provide at least daily reinforcer for progress/improvement • Provide instruction that increases likelihood of academic success

  42. Directly teach & practice specific social skills • Consider function by context • Work as team • Respond early to non-responders • Establish in-school behavioral expertise

  43. Individual Behavior Support Activity 10 minutes • What is being done daily for individual students with behavior needs? • Who has specialized behavior knowledge in school? • Does team meet regularly?

  44. PBIS Messages • Measurable & justifiable outcomes • On-going data-based decision making • Evidence-based practices • Systems ensuring durable, high fidelity of implementation

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