Positive Behavioral Interventions & Supports & Response-to-Intervention
Beyond Classroom Management: Implementing School-wide Positive Behavioral Supports George Sugai OSEP...
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Transcript of Beyond Classroom Management: Implementing School-wide Positive Behavioral Supports George Sugai OSEP...
Beyond Classroom Management: Implementing
School-wide Positive Behavioral Supports
George SugaiOSEP Center on Positive Behavioral
Interventions & Supports
Maryland February 2, 2001
www.PBIS.org
My job today…• To describe definition & features of
systems approach to positive behavioral interventions & supports…..moving beyond classroom & behavior management – Context
– Definition & elements
– Implementation features
Acknowledgements
• Students, Educators, administrators, staff, families
• Community of researchers, personnel preparers, staff developers,….
• Offices of Special Education Programs & Drug Free Schools, US Dept. of Ed.
C
Themes….• Consider school as unit of analysis
• Emphasize behavior of educators individually & collectively
• Build multi-level behavioral supports
• Give priority to agenda of primary prevention
“Big Idea”
Goal is to establish host environments that support adoption & sustain use of evidence-based practices
(Zins & Ponte, 1990)
Schools are important & good!
• Regular, predictable, positive learning & teaching environments
• Positive adult & peer models
• Regular positive reinforcement
• Academic & social behavior development & success
However,..context examples….
• Intermediate/senior high school with 880 students reported over 5,100 office discipline referrals in one academic year.
• Elementary school principal reported that over 100% of her office discipline referrals came from 8.7% of her total school enrollment, & 2.9% had 3 or more.
• Middle school principal must teach classes when teachers are absent, because substitute teachers refuse to work in a school that is unsafe & lacks discipline.
• Middle school counselor spends nearly 15% of his day “counseling” staff members who feel helpless & defenseless in their classrooms because of a lack of discipline & support.
• Elementary school principal found that over 45% of their behavioral incident reports were coming from the playground.
• At beginning of year, 31% of entering 6th graders read at fluency levels significantly below grade level.
• A principal indicates that 40% of kindergarteners are at serious risk for reading failure because they lack knowledge of the alphabet & are unable to produce individual sounds that make up a word.
• In one school, family members are requesting school transfers because their children are being verbally harassed by other students.
What is our “common” response?
• Clamp down on rule violators.
• Review rules & sanctions
• Extend continuum of aversive consequences
• Improve consistency of use of punishments
• Establish “bottom line”
Reactive responses are predictable….
• We experience aversive situation
• So, we select interventions that – Produce immediate relief from aversive
– Modify physical environment
– Assign responsibility for change to student &/or others
But….false sense of safety/security!
• Zero tolerance policies
• Security guards, student uniforms, metal detectors, video cameras
• Suspension/expulsion
• Exclusionary options (e.g., alternative programs)
2001 Surgeon General’s Report
• Decreases in youth violence?– Yes, for homicide
– No, for assaults & other antisocial behavior
• Risk factors– Antisocial peer networks
– Reinforced deviancy
• Recommendations (rearrange contingencies)
– Break up antisocial networks
– Increase academic success
– Create positive school climates
– Adopt primary prevention agenda
Challenge…how do schools achieve capacity to…
• Respond effectively, efficiently, & relevantly to range of behavioral challenges observed in schools
• Engage in team-based problem solving
• Adopt, fit, & sustain research-based behavioral practices
• Give priority to unified agenda of prevention
“Positive Behavioral Interventions & Supports”
Systematic organization of school environments & routines so educators have increased capacity to adopt, use, & sustain effective behavioral practices & processes for all students.
SYSTEMS
PRACTICES
DATA
SupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
Positive Behavior Support
6 PBIS Goals
1. Select & adapt technologies that are more effective, efficient, & relevant than reactive practices
2. Arrange opportunities to teach & practice evidence-based technologies
3. Remove conditions that occasion & maintain undesirable practices
4. Increase conditions that occasion & maintain desirable practices
5. Remove aversives that inhibit desirable practices
6. Establish systems & routines that support continuum of positive behavior supports
Specialized Individual Interventions(Individual StudentSystem)
Continuum of Effective BehaviorSupport
Specialized GroupInterventions(At-Risk System)
Universal Interventions (School-Wide SystemClassroom System)
Studentswithout SeriousProblemBehaviors (80 -90%)
Students At-Risk for Problem Behavior(5-15%)
Students withChronic/IntenseProblem Behavior(1 - 7%)
Primary Prevention
Secondary Prevention
Tertiary Prevention
All Students in School
Implementation Features
1. Establish EBS leadership team
2. Secure SW agreements & supports
3. Establish data-based action plan
4. Arrange for high fidelity implementation
5. Conduct formative data-based monitoring
1. Establish EBS Leadership Team
• Establish membership that enhances– Behavioral capacity
– Efficient communications & staff development
– Opportunities for administrative leadership
– Data-based decision making & problem solving
2. Secure SW Agreements & Supports
• Agreements– Prioritized data-based need & action
– 3-4 year commitment
– Proactive instructional approach
3. Establish Data-based Action Plan
• Review data– EBS Survey
– Behavioral incident data
• Consider multiple systems
• Adopt evidence-based practices
School-wide & Classroom 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
Effective Classroom Management
• Behavior management– Teaching routines
– Ratio of 6-8 positive to 1 negative adult-student interaction
• Instructional management– Curriculum & Instructional design
• Environmental management
Nonclassroom Systems
• Teaching expectations & routines
• Active supervision– Scan, move, interact
• Precorrections & reminders
• Positive reinforcement
Individual Student System
• Behavioral competence
• Function-based behavior support planning
• Comprehensive person-centered planning & wraparound processes
• Targeted social skills instruction– Self-management
• Individualized instructional & curricular accommodations
4. Arrange for High Fidelity Implementation
• Team-based leadership & implementation
• Use of research-validated practices
• Overt supports for staff implementation– Natural & systematic staff development
– Instructional scripts/prompts
– Positive reinforcement
5. Conduct formative data-based monitoring
• “Good” data for input
• Efficient data manipulation & summarization
– SWIS.org
• Guided data-based decision making
0
5
10
15
20
25
Avera
ge R
efe
rrals
per
Day
SeptOctNovDecJanFebMarAprMayJune
Months
FRMS Ref/Day/Month94-95;96-97;97-98;98-99,99-00,00-01
Pre- and Post- Scores from the School-wide Evaluation Tool (N = 7) 9/98 & 5/99
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A B C D E F G
School
Perc
ent of M
ean
s
Pre
Post
Percent Change in Discipline Referrals per Day per Student (1997-98 versus 1998-99)
-60
-40
-20
0
20
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a b c d e f g h I j k l
School
Pe
rce
nt
Gotchas & Level 1 per Day per Month
0
510
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2530
35
40
Sep Oct Nov Dec Jan Feb Mar Apr May Jun
Months
# p
er
Da
y
Gotchas
Level 1
Creating positive school climates: Some features
• Create continuum of behavior supports from a systems perspective
• Focus on behavior of adults in school as unit
• Establish behavioral competence
• Utilize effective, efficient, & relevant data-based decision making systems
• Give priority to academic success
• Invest in research validated practices
• Arrange environment for “working smarter”
“Working Smarter” means…
• Do less, but better
• Do it once, but for a long time
• Invest in clear outcomes
• Invest in sure thing
C
PIBS Goals• Arrange opportunities to teach & practice
desirable technologies
• Remove discriminative stimuli that occasion & reinforcers that maintain undesirable practices
• Increase discriminative stimuli that occasion & reinforcers that maintain desirable practices
• Remove aversives that inhibit desirable practices
• Establish systems & routines that support continuum of behavior supports