Post on 24-Feb-2016
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Creating Connections: Healthy Schools, Successful Students
March 18, 2014
Delaware Positive Behavior Support
Debby BoyerCenter for Disabilities Studies
University of Delaware
For our Time Together
• Overview of DE-PBS and important data• What is PBS?• What are the elements of implementing SW-
PBS – Integration with SEL– Bullying Prevention
• Action Steps
The Delaware Positive Behavior Support Project (DE-PBS) is a collaboration between
the DE Department of Education, the University of Delaware’s
Center for Disabilities Studies, and Delaware Public Schools
The Challenge• Students with the most challenging behaviors in school need
pro-active comprehensive and consistent systems of support• School-wide discipline systems are typically unclear and
inconsistently implemented• Educators often lack skills to address significant problem
behavior• Pressure on schools to incorporate multiple initiatives. Many
often have clear defined outcomes without structures to reach or a framework for deciding what should be implemented when, for whom, and to what degree
Typical school response to problem behavior = “punishment” of misbehavior and/or seek out alternative placements.
The Danger….
“Punishing” problem behaviors (without a proactive support system) is associated with increases in (a) aggression, (b) vandalism, (c) truancy, and (d) dropping out. (Mayer, 1995, Mayer & Sulzar-Azaroff, 1991, Skiba & Peterson, 1999)
The Good News…
Research reviews indicate that the most effective responses to school violence are (Elliot, Hamburg, & Williams, 1998;Gottfredson, 1997; Lipsey, 1991, 1992; Tolan & Guerra, 1994):
• Social Skills Training• Academic Restructuring• Behavioral Interventions
“If a child doesn’t know how to read, we teach.”“If a child doesn’t know how to swim, we teach.”“If a child doesn’t know how to multiply, we teach.”“If a child doesn’t know how to drive, we teach.”“If a child doesn’t know how to behave, we…
...teach? …punish?” “Why can’t we finish the last sentence as automatically as
we do the others?”
Tom Herner (NASDE President ) Counterpoint 1998, p.2
School-wide Positive Behavior Support
SW-PBS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior
OSEP Center on PBIS
Delaware PBS Project Vision
The vision of the project is to create safe and caring learning environments that promote the social-emotional and academic development of all children.
Key Features of PBS in Delaware
• Recognize that a positive and safe school climate promotes not only positive behavior, but also academic, social, and emotional development.
• Recognize that ALL students benefit from positive behavioral supports. This includes students with and without behavior problems or disabilities, and requires sensitivity to individual and cultural differences.
• Recognize the critical importance of developing self-discipline.
– Schools teach such social and emotional competencies as positive peer relations, empathy, resisting peer pressure, conflict resolution, and social and moral responsibility.
Tier 1/School-wide/Universal School-Wide Assessment
School-Wide Prevention Systems
Check-in Check-out (CICO)
Groups with Individualized Features
Brief Functional Behavior Assessment/Behavior Intervention Planning (FBA/BSP)
Full FBA/BSP
Person Centered Planning
ODRs,Credits, Attendance, Tardies, Grades, DIBELS, etc.
Daily Progress Report (DPR) (Behavior and Academic Goals)
Functional Assessment Interviews or checklists
Relationship and Skill Building Groups
Positive Behavior Supports:Multi-tiered Model of Support
Adapted from Illinois PBIS Network, Revised Aug. 2013 Adapted from T. Scott, 2004
Tier 2/Secondary
Tier 3/Tertiary
Inte
rven
tionAssessm
en
t
Individual Student Data collection
DE-PBS SW Implementation• Program Development & Evaluation
– Problem-Solving/Leadership Team– Data– Professional Development & Resources
• Developing SW and Classroom Systems to Prevent Problem Behavior– Expectations, Recognition and Teaching– Positive relationships
• Correcting Problem Behaviors– Consistent and clear procedures– Disciplinary encounters used as learning opportunities to
teach problem solving strategies • Developing Self-Discipline
SWPBS is
Framework for enhancing adoption & implementation of
Continuum of evidence-based interventions to achieve
Academically & behaviorally important outcomes for
All students
Why Use SW-PBS?
• Research has demonstrated:– Reduction of problem behavior, discipline
referrals, and suspensions – Increase in math and reading scores – Improvements in overall school climate
(Lassen, Steele, & Sailor, 2006; Lewis et al., 2002; Luiselli, Putnam, and Sunderland, 2002; Todd et al., 1999)
System Development is Key!
Dean Fixsen, Karen Blase, Robert Horner, George Sugai, (2008)
• To scale up interventions we must first scale up implementation capacity
• Building implementation capacity is essential to maximizing the use of Positive Behavior Support and other innovations
Adapted from the Illinois PBIS Network
+ If many students are making same mistake, consider
changing systems ... not students
+ START by teaching, monitoring & recognizing success
…before increasing PUNISHMENT
Why is School Climate Important?• School Climate is linked to a wide range of
academic, behavioral, and social-emotional outcomes for students, including:– Increased academic achievement – Increased academic motivation and positive personal
attitudes – Higher attendance and decreased school avoidance– Lower rates of behavior problems, delinquency,
victimization – Greater sense of emotional well-being
School Climate is also important to Bully Prevention
Problematic school climate contributes to negative outcomes including:
• Bullying victimization• Attendance and school avoidance• Depression and self-esteem
NASP, 2/19/14
And School Climate is a federal focus
• USDOE Released in January 2014:
“Guiding Principles: A Resource Guide for Improving School Climate and Discipline from U.S. Department of Education”
http://www2.ed.gov/policy/gen/guid/school-discipline/index.html
High Suspension and Expulsion Rates Driven By Ineffective School Policies and Practices, not “Bad Kids”
“Far from making our schools safer or improving student behavior, the steadily increasing use of suspension and expulsion puts students – especially students of color and other targeted groups – at an increased risk of academic disengagement, dropout and contact with juvenile justice,”
Russell J. Skiba, director of Discipline Disparities Research-to-Practice Collaborative
Recommendation to eradicate disparities in school discipline
• Problem-solving approach to discipline– Understanding the context – Why the student is engaging in behavior and
understanding the teachers response– Providing opportunity for reflection and restoration– Providing additional interventions or services for students
with complex support needs
Our Data Sources
• School Climate• Suspension• ODR• Self-assessment• External Evaluation• Achievement
Subscales of Delaware School Climate Surveys 2013
Student Survey Teacher/Staff Survey Home Survey
Part I : School ClimateTeacher-Student Relations
Teacher-Student Relations
Teacher-Student Relations
Student-Student Relations
Student-Student Relations
Student-Student Relations
Respect for Diversity Respect for Diversity Respect for DiversityClarity of Expectations Clarity of Expectations Clarity of ExpectationsFairness of Rules Fairness of Rules Fairness of RulesSchool Safety School Safety School SafetyStudent Engagement School-wide
Student Engagement School-wide
Bullying School-wide Bullying School-wideTeacher-Home Communications
Teacher-Home Communications
Staff Relations
Total School Climate Total School Climate Total School Climate Parent Satisfaction
Part III: Bullying & IV: Engagement (Individual Level)
Student Survey Teacher/Staff Survey Home Survey
Bullying Victimization1
Physical Bullying Physical Bullying
Verbal Bullying Verbal Bullying
Social/Relational Bullying
Social/Relational Bullying
Cyberbullying2
Student Engagement
Cognitive & Behavioral
Cognitive & Behavioral
Emotional Emotional
1 Grades 6-12 only for the printed version. Optional for grades 4-5 with computer version. 2 Grades 6-12 only.
Summary of School Climate Results• In general, school climate is viewed favorably by students,
teachers/staff, and parents, but especially teachers/staff and parents. And school climate improved statewide from 2012-2013.
• Survey results also indicated some areas of concern:– Student perceptions of school climate decrease
markedly from elementary to middle school. For example, whereas 3/4ths of elementary school students like school, only half of middle school students and less than half of high school students like school.
– This decrease coincides with student perceptions of teachers/staff using more punitive techniques and fewer positive and SEL techniques.
Summary Continued– Relations among students is an area of particular
concern. Over half of all students report that bullying is a problem in their school and less than half agree that students get along with one another. Perceptions of student relations are most negative among African Americans.
– Perceived fairness of rules is another concern, especially among middle school and high school students.
Positive Behavior Supports• Application and extension of basic elements of applied behavior
analysis• Three-Tiered Prevention Model:
– Universal (all students in the environment)• 3-5 positively stated rules that are actively taught – applies to all students in
non-classroom areas– Targeted (for students for which tier one was not adequate to address
their behavior needs)• Group based supports, e.g., social skills instruction, check-in/check-out• Goal to prevent student’s behavior from becoming disruptive to the learning
environment– Intensive (students whose behavior is chronic)
• Functional behavior assessment maybe conducted• Implement a function-based intervention• May provide wrap around services
Emphasis on Prevention at Each Level• School-wide
Reduce new cases of problem behavior• Targeted
Reduce current cases of problem behavior• Intensive
Reduce complications, intensity, severity of current cases
Tier 2 Overview
– Interventions are efficient• Continuously available so students can receive support
quickly (optimally-within 2-3 days)– Minimal time commitment required from classroom teachers– Required skill sets needed by teachers easily learned– Aligned with school-wide expectations– Emphasis on intervention designed to support multiple
students simultaneously (e.g. Check-In/Check-Out, Social Skills Groups, etc.)
• Consistently implemented with most students, some flexibility
– Intervention selected matched to function of student behavior
Adapted from Rose Iovannone, Brief PTR
Tier 3 Overview
• Team formed which include those who have knowledge of the student• Systematic problem solving process is foundation• Target behaviors identified and defined• Antecedents (predictors) of problem behavior occurrence• Consequences/responses of others following problem behavior• Hypothesis generated by data• Function-based understanding of behavior• Multi-component intervention plan built and linked with hypothesis• Progress monitoring plan established• Fidelity measurement of intervention implementation developed and
scheduled• Follow-up meeting to make data-based decisions
Tier 3/Tertiary Interventions 1-5%•_____________________•_____________________•_____________________
1-5% Tier 3/Tertiary Interventions• ___________________________• ___________________________• ___________________________
Tier 2/Secondary Interventions 5-15%•___________________________•___________________________•___________________________•___________________________•___________________________•___________________________
5-15% Tier 2/Secondary Interventions• ____________________________• ____________________________• ____________________________• ____________________________• ____________________________• ____________________________
Tier 1/Universal Interventions 80-90%•________________________•________________________•________________________•________________________
80-90% Tier 1/Universal Interventions• ____________________________• ____________________________• ____________________________• ____________________________• ____________________________
Reflecting on your school tiers
Data and Support Staff
Tiered Supports / Practices
Adapted from Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm
Reflecting on your school tiers
Strategic Use of Praise and Rewards
• Use strategically to recognize and reinforce social and emotional competencies that underlie prosocial behavior – E.g., students routinely recognized with praise and rewards
for demonstrating empathy, caring, responsibility, and respect
– Pair reward with verbally labeled praise – Shoot for 3 to 1 ratio of positive to corrective feedback
Peg Dawson, Ed.D.
Effective Praise:1. is delivered immediately after the display of positive
behavior;2. specifies the particulars of the accomplishment (e.g., Thank
you for cleaning off your desk right away after I asked you); 3. provides information to the child about the value of the
accomplishment (e.g., When you get ready for the first activity quickly, it makes the morning go so smoothly!);
4. lets the child know that he worked hard to accomplish the task (e.g., I saw you working hard to control your temper!); and
5. orients the child to better appreciate their own task-related behavior and thinking about problem-solving (e.g., I like the way you thought about that and figured out a good solution to the problem).
Peg Dawson, Ed.D.
Use incentives to augment instruction.
Incentives make both the effort of learning a skill and the effort of performing a task less aversive.
Furthermore, putting an incentive after a task teaches delayed gratification.
Peg Dawson, Ed.D.
Simple Incentives• Give the child something to look forward to
doing when the effortful task is done (we call that Grandma’s Law).
• Alternate between preferred and non-preferred activities (use simple language: First…then, e.g., First work, then play).
• Build in frequent, short breaks (depending on the child’s attention span, breaks could come every 10 minutes and last 5 minutes).
• Use specific praise to reinforce the use of executive skills.
Positive Behavior Referral
Positive Relationships
Recognize the critical importance of preventing behavior problems. This is evident throughout school policies and evidence-based practices, especially in preventive classroom management, clear school-wide expectations, and school-wide teaching and recognition of positive behaviors. It also is seen in
• positive teacher-student, • student-student, and • school-family relations.
The Research on Positive Relationships
• Teachers with a more relational approach to discipline have less defiant behavior in their classrooms – which is explained by adolescent’s trust in authority (Gregory & Ripski, 2008)
• Teachers who show sensitivity, empathy and praise are most likely to establish strong relationships with students (Rey et al., 2007)
Relationship Building Reduces Problem Behaviors
• “teachers … trained using precorrection, reinforcement (catch them being goods) for appropriate behaviors, and active supervison … resulted in a 42% reduction in problem behaviors” (Oswald et al., 2005).
Activities for staff and student relationship building
• Supporting everyday relationship building:– Finding/asking about student interests/extracurricular
activities – Students providing 1-minute reports on areas of their
interest (i.e. sports, drama)– Attending extracurricular events– Highlighting student talents (i.e. bulletin board with
newspaper articles)
Activities for staff and student relationship building
• Community and service learning activities• Pep rallies• Students earn the chance for staff to do silly things• Staff and student team challenges
– Fund raisers– Hallway decorating– Sporting event attendance
Disciplinary encounters: 2-part problem solving process
• Part 1 focuses how the student might think and act differently
– Student centered: Guided by problem solving with student.
• Part 2 focuses on what the teacher or school should do, beyond punishment, to prevent the problem behavior from recurring and to foster self-discipline.
– Teacher (or school) centered: Guided by changes in the student’s environment.
PBS Key Feature
• Schools recognize the importance of developing self- discipline, implementing evidence based programs in character education and social and emotional learning, and/or infuse lessons throughout the curriculum that teach social-emotional competencies
2 Common School Approaches
Components of Comprehensive
School DisciplineTraditional
SWPBS SEL
Developing the social and emotional
competencies of self-discipline
Weakness Strength
Preventing behavior problems
Strength (more so for immediate environment)
Strength (more lasting effects)
Correcting behavior problems (short-term
goal)
Strength Weakness
Addressing Tier 2 and 3 Needs
Strength Weakness
What does the research say regarding integrating the two approaches, providing a more comprehensive approach?
• Best for achieving compliance • Best for promoting self-discipline and
resilience• Best for effective prevention and
correction• Best for school climate• Best for preventing bullying
What is Self-Discipline?
Consists of 5 key Social and Emotional Learning skills:
• Self-management skills • Social awareness and empathy • Social connectedness and relationship skills• Responsible decision making • Positive sense of self
Self-Discipline and School Climate, Part I, 11/08/11
Points to Ponder
Easy to change moral knowledge - - - - difficult to change moral conduct
• To change moral conduct . . . – Adults must model moral behavior– Students must experience academic success– Students must be taught social skills for success
(PBIS.org)
Incorporating Self-Discipline in Your SW PBS Program
– Relationship building– Schoolwide policies and activities – Student decision making– Social and Emotional Curriculum– Executive Functioning Skills
Self-Discipline & Expectations
Self-discipline is emphasized in behavioral expectations and rules. At the schoolwide and classroom levels, the importance of self-discipline is highlighted, such as the importance of regulating and accepting responsibility for one’s actions, respecting others, helping others, and exerting one’s best effort.
Strategic Use of Recognition to Develop Self-Discipline
When using praise and rewards, do so strategically such that you maximize their effectiveness in improving behavior
and developing self-discipline.
• Link the behaviors to underlying thoughts, emotions, and dispositions that that you hope to develop and to attributions of self-discipline.
– feelings of pride– empathy – autonomy – responsibility– caring, kindness, trustworthiness, and so forth
• Most of all: Avoid teaching students that the only, or most important, reason to act in a morally and socially responsible manner is to earn rewards or to be praised.
Impact of SEL on Achievement• Findings from a meta-analysis of 213 school-based,
universal social and emotional learning (SEL) programs involving 270,034 kindergarten through high school students. Compared to controls, SEL participants demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic performance that reflected an 11-percentile-point gain in achievement.
• Results from this review add to a growing body of research indicating that SEL programming enhances students’ connection to school, classroom behavior, and academic achievement (Zins et al., 2004)
School Climate’s
Relationship with
Bullying (and Self-Discipline)
is RECIPROCA
LThus, improving school climate is likely to reduce bullying and
develop self-discipline, and vice versa.
NASP, 2/19/14
“Bullying is a relationship problem that requires a relationship solution.”
National Center on Safe Supportive Learning Environments, Training Toolkit for Creating a Supportive Classroom Climate
10 Tips for Preventing and Reducing Bullying
1. Focus on the two key aspects of effective classroom management: Structure/Demandingness and Support/Responsiveness.
2. Respond immediately to all acts of bullying (verbal, physical, social, and cyberbullying).
3. Build and maintain positive and supportive relationships, including teacher-student, student-student, and family-school relationships.
4. Have clear, consistent school-wide and classroom rules and policies against all forms of bullying.
5. Teach “bystanders” important roles they can play in preventing bullying by not supporting it and actively stopping it (where appropriate and when it is safe to do so).
6. Teach students (including bystanders) how to respond when bullied.
7. Teach specific lessons on bullying including its effects on victims, bullies, and the general school climate.
8. Increase supervision and monitoring in places where bullying most often occurs, such as the playground, hallways, cafeteria, and bus.
9. Provide individual and small-group services and supports to bullies and their victims.
10. Overall, work toward establishing school-wide and classroom norms that prevent bullying.
Summary
• Systems support effective interventions. Each school must develop a system unique to their school community
• School Climate relates to numerous important outcomes.
• Your relationship with students impacts overall school climate and individual outcomes for students.
• We must teach behavior and SEL skills just as we teach academics.
Resources
• Delawarepbs.org• PBIS.org• http://www2
.ed.gov/policy/gen/guid/school-discipline/index.html
• CASEL.org• Stopbullying.gov• http://rtpcollaborative.indiana.edu/
– Discipline Disparities Research to Practice Collaborative
Questions?
www.delawarepbs.org Debby Boyer: dboyer@udel.edu
Thank you!
NASP, 2/19/14