School wide positive behavior support year one
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School-Wide Positive Behavior Support: Year One . RI PBIS Team & George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut February 28, 2008 www.pbis.org www.cber.org www.swis.org [email protected] Report “Big Ideas”.

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School-Wide Positive Behavior Support: Year One

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School wide positive behavior support year one

School-Wide Positive Behavior Support:Year One

RI PBIS Team & George Sugai

OSEP Center on PBIS

Center for Behavioral Education & Research

University of Connecticut

February 28, 2008

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

[email protected]


Report big ideas

Report “Big Ideas”

  • Yr 1 Getting Started Year

  • PBIS NOT intervention…IS system framework for organizing “best” behavioral interventions practices

  • ALL staff (e.g., “para”)

  • Regular student family/staff communications & engagement

  • Data is big deal….Rx: formally invest (“19/700”, academic v. social)


School wide positive behavior support year one

  • Make “it” easy (efficient) but effective

  • Implementation variations in what, how, how much, ….but stay with essential elements (e.g., “Morning Meetings”)

  • Positively supporting adult behavior (“you are mean, so I’ll be mean….you are stupid, I swear to….”) by investing in majority, show data, active participation, staff acknowledgements,…..


School wide positive behavior support year one

  • Acknowledgements for student behavior (i.e., relevant, realistic, honest, informative, all)

  • Continuous self-assessment (e.g., priority, data, integration, effectiveness….)

  • Investments in nonclassroom settings


School wide positive behavior support year one

PURPOSE

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


Main outcome objectives

MAIN OUTCOME OBJECTIVES

  • Establish leadership team

  • Establish staff agreements

  • Build working knowledge of SW-PBS practices & systems

  • Develop individualized action plan for SW-PBS

    • Data: Discipline Data, EBS Self-Assessment Survey, Team Implementation Checklist

    • Presentation for school

  • Organize for upcoming school year


General implementation process getting started

Team

GENERAL IMPLEMENTATION PROCESS: “Getting Started”

Agreements

Data-based

Action Plan

Evaluation

Implementation


Swpbs is about

SWPBS is about….


What do we know about preventing violence

WHAT DO WE KNOW ABOUT PREVENTING VIOLENCE?

  • Positive, predictable school-wide climate

  • High rates of academic & social success

  • Formal social skills instruction

  • Early universal screening & intervention

  • Positive active supervision & reinforcement

  • Positive adult role models

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

  • 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)


School wide positive behavior support year one

Supporting Social Competence &

Academic Achievement

4 PBS Elements

OUTCOMES

Supporting

Decision

Making

Supporting

Staff Behavior

DATA

SYSTEMS

  • Durable

  • Effective

  • Efficient

  • Relevant

PRACTICES

Supporting

Student Behavior


School wide positive behavior support year one

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


School wide positive behavior support year one

RTI

Continuum of Support for ALL

Few

Some

All

Dec 7, 2007


School wide positive behavior support year one

SWPBS

Subsystems

School-wide

Classroom

Family

Non-classroom

Student


School wide positive behavior support year one

School-wide

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


School wide positive behavior support year one

Non-classroom

  • Positive expectations & routines taught & encouraged

  • Active supervision by all staff

    • Scan, move, interact

  • Precorrections & reminders

  • Positive reinforcement


School wide positive behavior support year one

Romanowich,

Bourett, & Volmer,

2007


School wide positive behavior support year one

Classroom

  • 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


School wide positive behavior support year one

Classroom Management: Self-Assessment


School wide positive behavior support year one

  • Individual Student

  • 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


Understanding responding to escalations

Understanding & Responding to Escalations

High

Peak

Acceleration

De-escalation

Agitation

Trigger

Calm

Recovery

Low

Colvin, 1989


Three key strategies

THREE KEY STRATEGIES

  • Identify how to intervene early in an escalation.

  • Identify environmental factors that can be manipulated.

  • Identify replacement behaviors that can be taught & serve similar function.


Final thought

FINAL THOUGHT

  • Geoff Colvin (1989):

    • It is always important to remember that “if you inadvertently assist the student to escalate, do not be concerned; you will get another chance to do it right the next time around.”


Compliant noncompliant behaviors

Compliant & Noncompliant Behaviors

  • Are learned.

  • Require more than one person.

  • Get better/worse with practice.

  • Linked to chains of behavior.

  • More likely to be displayed in future if effective, efficient, & relevant


Analyzing noncompliant defiant behavior

Analyzing Noncompliant/Defiant Behavior

What can happen when student engages in noncompliance?

  • Avoids/escapes request/activity

  • Gets new task/activity

  • Gains/escapes/avoids teacher attention

  • Gains/escapes/avoids peer attention

  • Loses academic engagement

  • More likely to display problem behavior


School wide positive behavior support year one

What can happen when teacher confronts noncompliant behavior?

  • Gets/escapes/avoids student attention

  • Removes problem behavior

  • Gains/escapes peer attention

  • Loses instructional minutes

  • Likely to experience problem again


Teaching compliance student must

Teaching Compliance: Student must….

  • Be fluent at expected behavior.

  • Be taught conditions under which the expected behavior is required.

  • Have multiple opportunities for high rates of successful academic & social engagement.

  • Receive or experience frequent & positive acknowledgments when expected behavior is exhibited.


Encouraging compliance

Encouraging Compliance

  • Have student’s attention, before presenting directive or making request.

  • Give clear, specific, positively stated directives.

  • Provide frequent & positive acknowledgments when expected behavior is exhibited.

  • Have established & taught consequence procedures for repeated noncompliance.


School wide positive behavior support year one

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


School wide positive behavior support year one

CONTINUUM of SWPBS

  • TERTIARY PREVENTION

  • Function-based support

  • Wraparound

  • Special Education

Audit

Identify existing efforts by tier

Specify outcome for each effort

Evaluate implementation accuracy & outcome effectiveness

Eliminate/integrate based on outcomes

Establish decision rules (RtI)

~5%

~15%

  • SECONDARY PREVENTION

  • Check in/out

  • Targeted social skills instruction

  • Peer-based supports

  • PRIMARY PREVENTION

  • Teach & encourage positive SW expectations

  • Proactive SW discipline

~80% of Students


Action planning guidelines

Action Planning: Guidelines

  • Agree upon decision making procedures

  • Align with school/district goals.

  • Focus on measurable outcomes.

  • Base & adjust decisions on data & local contexts.

  • Give priority to evidence-based programs.

  • Invest in building sustainable implementation supports (>80%)

  • Consider effectiveness, & efficiency, relevance, in decision making (1, 3, 5 rule)


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