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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

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)
slide3

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,…..
slide4

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

  • Continuous self-assessment (e.g., priority, data, integration, effectiveness….)
  • Investments in nonclassroom settings
slide5

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

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)
slide10

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

slide11

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

slide12

RTI

Continuum of Support for ALL

Few

Some

All

Dec 7, 2007

slide13

SWPBS

Subsystems

School-wide

Classroom

Family

Non-classroom

Student

slide14

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

slide15

Non-classroom

  • Positive expectations & routines taught & encouraged
  • Active supervision by all staff
    • Scan, move, interact
  • Precorrections & reminders
  • Positive reinforcement
slide16

Romanowich,

Bourett, & Volmer,

2007

slide17

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
slide20

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
slide26
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.
slide29

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
slide30

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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