Positive Behavior Support for At-Risk Students: An Overview

1. Positive Behavior Support for At-Risk Students: An Overview Florida’s Positive Behavior Support Project University of South Florida 2003-2004

2. Objectives • Identify at-risk populations • Recognize different approaches to supporting an at-risk population • Identify the characteristics of your school’s at-risk population(s) • Use data-based decision making to select an appropriate intervention(s) for your school’s at-risk population(s)

3. Designing Comprehensive Systems CONTINUUM OF POSITIVE BEHAVIOR SUPPORT (PBS) Adapted from the Center for Positive Behavior Interventions and Supports (2002)

4. Instructional time Stress Learning environment Modeling Resources Test scores Attendance Suspensions Expulsions Grade retention SW not sufficient Skill deficiencies don’t remediate themselves Why do we need to intervene?

5. Skill Deficits

6. State of Florida Suspensions

7. Critical Safety Issues

8. Delinquency in the Schools • In the Florida Youth Survey 2000, students reported that within the past 12 months, • 15 percent had attacked someone with intent to harm; • 6 percent were arrested; • 1 percent took a handgun to school.

9. Out of Proportion • These students represent less than 25% of school enrollment • They account for over 50% of behavioral incidents • They consume significant amounts of time and resources

10. What is the “Middle Part” of the Triangle? • ~15% of students • Multiple referrals • At-risk for developing more severe/chronic patterns of problem behaviors

11. Referrals per Student

12. At Risk: Disruptive Talks out Unprepared Talks back to teacher Uses inappropriate language Tardy Defiant Refuses to do work Difficulty taking turns Refuses to share Out of seat Aggressive Not dangerous or violent May have low academic achievement Serious/Chronic: Danger to self and/or others Destructive What it looks like… • General: • In line with expectations

13. In general… • Poor peer relations • Low academic achievement • Difficulty adjusting to school environment • Chaotic home environment • Low self-esteem

14. Catch them before they fall: • Intervention before age 9 is more likely to succeed • Severity, stability, and risk • Substance abuse • School dropout

15. Approaches to Intervention • Behavior Education Program (BEP) • Verbal De-escalation Training • Social Skills Training • Conflict Resolution Training • Anger Management Training

16. Responding to Problem Behavior in Schools:The Behavior Education Program A comprehensive book by Deanne A. Crone, Robert H. Horner, and Leanne S. Hawken. Guilford Publishing, Inc. ISBN 1-57320-940-7; Cat. #0940List Price: $25.00 www.guilford.com

17. Responding to Problem Behavior in Schools:The Behavior Education Program Crone, Horner & Hawken (in press). Guilford Publications, NY. • For teachers, staff • Check-in/Check-out system • Daily positive adult contact • Daily report card - Increased attention to behavioral goals • Home-School partnership • For all school settings

18. BEP: Who Qualifies • More than a minimum number of referrals • Across several different settings • Not dangerous to self/others • Adult attention is reinforcing

19. Example Behaviors • Difficulty following directions • Frequent peer conflict • Low-grade aggression (pushing, tripping, etc…) • Disruptive • Talks out • Unprepared • Talks back to teacher • Uses inappropriate language • Tardy • Defiant • Refuses to do work • Difficulty taking turns • Refuses to share • Out of seat

20. Do Not Include: • Dangerous/violent students • Students who bring a weapon to school • Students who injure/may injure themselves • Students with a high number of referrals • Students with referrals from only one setting, teacher, or time • Students who find adult attention aversive

21. Data-Based Decision • The BEP is indicated when… • High percentage of students with multiple referrals (>15%) • Problem behaviors are not dangerous or violent • Problem behaviors are found in multiple locations throughout school, from multiple staff

22. Referrals by Problem Behavior

23. Referrals by Location

24. Referrals per Student

25. Verbal De-Escalation Training(VDT) • For Teachers, staff • Learn comments, gestures, behaviors, and practices that help prevent individuals from escalating to aggressive or violent behavior • Prevent disagreements from turning into crisis situations (or office referrals)

26. VDT: Who can benefit • New teachers • Teachers with high referral rates • Teachers who report frequent conflicts with students • ESE teachers • Teachers of at-risk/aggressive students • Counselors, School Psychologists, Support Staff

27. Example Behaviors • Non-compliance, defiance • Disrespectful comments to staff • Intimidation/threats to staff • Aggression towards staff • Tantrums • Student-Teacher power struggles • Confronts teacher after a request is made

28. Data-Based Decision • VDT is indicated when: • High number of referrals for Disruption, Defiance/Disrespect, Abusive Language, Aggression towards staff • Need for more intensive problem-solving skills among staff • Situations with high student-teacher conflict • Frequent tantrums

29. Referrals by Problem Behavior

30. Referrals by Teacher

31. Social Skills Training • For teachers, to use in small groups • Social skills are: • Socially acceptable learned behaviors that enable a person to interact with others in ways that elicit positive responses and avoid negative responses (Gresham & Elliott, 1984, 1990)

32. Cooperation Assertion Responsibility Empathy Self-control Social problem solving Positive play Group entry Dealing with strong negative feelings Conversational skills Conflict resolution Listening Accepting feedback Making requests Responding to teasing Types of Social Skills • Apologizing • Disagreeing • Resisting peer pressure • Negotiating • Dealing with an accusation

33. Safe & Sound Programs Safe and Sound: An Educational Leader’s Guide to Evidence-Based Social and Emotional Learning (SEL) Programs. Collaborative for Academic, Social, and Emotional Learning. (2003). Chicago, IL: Author. http://www.casel.org/projects_products/safeandsound.php

34. Sound Social Skill Programs • Five essential SEL skill areas: • Self-awareness • Social awareness • Self-management • Relationship skills • Responsible decision making

35. Sound Social Skill Programs • Necessary components: • Skill modeling • Role play by students • Components for better outcomes: • Discuss relevancy of skill • Provide for generalization across settings \ • Provide for maintenance over time

36. Sound Social Skill Programs • Evidence of effectiveness • Professional development component • Continuing performance-based assessment measures for students • Guidelines and tools for implementation • Coordination with school, family, and community • Academic integration strategies

37. SST: Who Can Benefit • Students AND teachers • Students with • Poor peer relations • Poor student/teacher interactions • High referrals for Fighting/Physical Aggression, Harassment, Defiance, Disruption, Abusive Language • Socially isolated students

38. Disruptive Talks out Talks back to teacher Uses inappropriate language Defiant Refuses to do work Difficulty taking turns Refuses to share Out of seat Difficulty following directions Aggression Disrespectful comments to staff Intimidation/threats to staff Aggression towards staff Tantrums Student-Teacher power struggles Frequent peer conflict Example Behaviors

39. Data-Based Decision • Social Skills Training is indicated when: • High number of referrals for Fighting/Physical Aggression, Harassment, Defiance, Disruption, Abusive Language • Referrals occur in multiple settings, from multiple staff • Detailed analysis of referrals indicates a need for more intensive problem-solving skills among students

40. Referrals by Problem Behavior

41. Conflict Resolution Training(CRT) • For teachers, to use in small groups • Teach skills for effective conflict resolution • Negotiation • Cooperation • Listening • Turn taking • Perspective taking • Positive Attitude

42. CRT: Who can Benefit • Students with • Poor peer relations • Poor teacher relations • High referrals for Fighting/Physical Aggression, Disruption*, Abusive language*, Harassment*

43. Example Behaviors • Arguing • Cursing out other people • Physical Aggression • Refusing to share • Refusing to take turns • Easily influenced by peer pressure • Making threats in response to conflict*

44. Data-Based Decision • CRT is indicated when: • High number of referrals for Fighting/Physical Aggression • Detailed analysis of Disruption, Abusive Language, or Harassment referrals show conflict-centered incidents

45. Referrals by Problem Behavior

46. Anger Management Training • For teachers, support staff, to use in small groups • To learn strategies and behaviors that will reduce the emotional experience of anger as well as the physiological arousal that anger causes.

47. Anger Management Process • Recognize when you’re angry • Identify situations/events that cause anger • Recognize negative consequences from intense expressions of anger • Learn appropriate ways to express anger • Teach social skills as needed

48. Anger Management Strategies • Self-talk • Cognitive mediation/restructuring • Relaxation training • Behavior rehearsal • Exposure to opportunities to control and manage negative feelings in a range of social settings

49. AMT: Who Can Benefit • Students who • Are easily angered • Are physically aggressive • Are verbally abusive • React to disappointments with anger • Are demanding/morally indignant • Withdraw/sulk when ‘things don’t go their way’

50. Example Behaviors • Cursing out/ranting at other people • Physical aggression • Damaging or destroying property • Bringing weapons to school • Fast-onset tantruming • Responding to provocation without stopping to think about consequences • Making frequent cynical/critical/hostile remarks • Pouting when told “no”