Beyond the Basics: Going Deeper into PBIS Bruce Stiller, Ph.D.
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Transcript of Beyond the Basics: Going Deeper into PBIS Bruce Stiller, Ph.D.
Beyond the Basics: Going Deeper into PBIS
Beyond the Basics: Going Deeper into PBIS
Bruce Stiller, Ph.D.Bruce Stiller, Ph.D.Bruce Stiller, Ph.D.Bruce Stiller, Ph.D.
AgendaAgenda
Bully Prevention in Positive Behavior Support
Intensive Positive Behavior Support (IPBS): A Systems Approach to Secondary and Tertiary Behavior Supports
Bully Prevention in Positive Behavior Support
Intensive Positive Behavior Support (IPBS): A Systems Approach to Secondary and Tertiary Behavior Supports
Scott Ross, University of Oregon
It’s way past time…
Scott Ross, University of Oregon3
Scott Ross, University of Oregon
Adults only see the
tip of the
iceberg.
Bullying & Harassment
30% of youth in the United States are estimated to be involved in bullying as either a bully, a target, or both.
Staff are likely to underestimate the extent of harassment and bullying. One study showed:
58% of students perceived teasing, spreading lies or rumors, or
saying mean things to be problems. Only 25% of teachers perceived these behaviors to be
problems.
1Nansel et al. (2001). Bullying Behaviors Among U.S. Youth. JAMA.
Literature Review of Existing Bully Prevention Programs
Efficacy data is sparse: Student knowledge
of what to do improves, but little evidence of
behavior changes
Efficiency a major issue
Most do not target behavior of bystanders
Core Features of Bully and Harassment Prevention in Positive Behavior Support
Remove the reinforcements that maintain socially aggressive behavior.
Student “Buy-In” is critical.
Impact Bystander behavior.
Teach all students to identify and label disrespectful behavior.
School-wide Stop Signal students can use to interrupt social aggression.
What “Rewards” Social Aggression? Attention from Bystanders (who may or may not be actually
present)
Reactions from the Recipient Laughing it off Overreacting
Access to items - tangibles; activities
Scott Ross, University of Oregon
Stop/Walk/Talk Program
One Primary Lesson -- 50 minutes -- delivered to all students the same day Class discussion of disrespectful behavior Introduction of Stop Signal Role Playing
Follow Up Lessons as needed Gossip; Rumor Spreading Exclusion Cyberbullying
Coaching from supervisory personnel -- ongoing
Lesson Delivery: Teach Students the “Stop Signal”
If someone is treating you disrespectfully, deliver the Stop Signal
Bystanders are asked to help Deliver the Stop Signal Take the victim away from the situation
If disrespectful behavior continues, Walk Away and/or Report
Scott Ross, University of Oregon
No means no. The rule is: If someone asks
you to stop, you stop (regardless of whether you think you were
being disrespectful).
Coaching Students: Accepting Reports
When problem behavior is reported, adults follow a specific response:
Reinforce the student for reporting the problem behavior (i.e. "I'm glad you told me.")
Ask who, what, when and where.
Ensure the student’s safety. Is the problem still happening? Assess severity of the incident Assess likelihood of retaliation Devise Safety Plan if needed
Ask the Student if he/she Used the Stop Signal -- Coach as needed
Coaching Perpetrators
If the problem behavior included harassment or physical assault, complete an Office Discipline Referral and turn in to office
For chronic offenders, implement a reminder, warning, consequence correction sequence
Scott Ross, University of Oregon15
0
2
4
6
8
10
0
2
4
6
8
10
Baseline Acquisition Full BP-PBS Implementation
0
2
4
6
8
10
0
2
4
6
8
10
0
2
4
6
8
10
Num
ber
of
Inci
dents
of
Bully
ing
Behavio
r
School Days0
2
4
6
8
10
School 1
Rob
Bruce
Cindy
Scott
Anne
Ken
School 2
School 3
3.14 1.88 .88 72%
Scott Ross, University of OregonBP-PBS, Scott Ross 16
Conditional Probabilities of Victim Responses to Problem Behavior
0%
10%
20%
30%
40%
50%
"Sto
p"
"Wa
lk"
Po
sitiv
e R
esp
on
se(l
au
gh
ing
/ch
ee
rin
g)
Ne
ga
tive
Re
spo
nse
(cry
ing
/fig
htin
gb
ack
)
No
Re
spo
nse
Pro
bab
ilit
y o
f R
esp
on
seBaseline
BP-PBS
28% increase 19% decrease
Scott Ross, University of OregonBP-PBS, Scott Ross 17
Conditional Probabilities of Bystander Responses to Problem Behavior
0%
10%
20%
30%
40%
50%
"Sto
p"
"Wa
lk"
Po
sitiv
e R
esp
on
se(l
au
gh
ing
/ch
ee
rin
g)
Ne
ga
tive
Re
spo
nse
(cry
ing
/fig
htin
gb
ack
)
No
Re
spo
nse
Pro
bab
ilit
y o
f R
esp
on
seBaseline
BP-PBS
21% increase
22% decrease
Fidelity Study - Spring 2009
Fidelity Study Spring 2009 Playground observations Interviews with staff and students Student focus groups
Results: Students had learned the expected behaviors and could tell
researchers what they were supposed to do Adults couldn’t remember all of the coaching steps Students complained that the adults weren’t listening to
them
Eugene School District 4J Climate Survey (Pilot): Overview
Pilot study designed by 4J School District to assess harassment and bullying in schools 24 questions about different types of
harassment; where & when bullying occur; available resources and problem-solving strategies
1581 students assessed from 4 schools in spring 2009 1 high school; 3 middle schools
Safety and Respect*
Bullied or Harassed* (in past year)
Seeking Adult Help & Reporting Bullying
Problem-Solving Strategies for Bullying and Harassment*
Harassment Observed on the Bases of…*
*Data reported by percent of responses.
Middle School: Expect Respect
Critical Features: Expect Respect
Student Driven
Removal of reinforcements that maintain social aggression
Tools to interrupt bullying/harassment: Catch phrase, stop signal, etc.
On going effort: On staff meeting agendas; school-wide initiative and staff buy-in necessary
Expect Respect: Creating the Curriculum
8 contacts with students throughout the year
4 Adult-lead Lessons: Mix of discussion and experiential lessons
4 Student Forums: All students invited, open forum with a lesson or topic for discussion, “take-away” point to share with classes
Expect Respect Lesson Plans
Lesson 1: Didactic/Discussion
Lesson 2: Simulation (Getting on the Bus)
Lesson 3: YouTube Reflections
Lesson 4: Creating a Pledge
SYST
EMSPRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
Elements of Intensive Positive Behavior Support
Not limited to anyparticular group of
students…it’sfor all students
Not specific practice or curriculum…it’s ageneral approach
to preventing problem behavior
Not new…its based onlong history of
behavioral practices &effective instructionaldesign & strategies
Common Reasons for Failure of Interventions Common Reasons for Failure of Interventions
Interventions are not implemented with sufficient fidelity
Interventions are not matched to the function of the problem behaviors
There is insufficient follow through to determine if modifications or a more intense intervention are needed.
Interventions are not implemented with sufficient fidelity
Interventions are not matched to the function of the problem behaviors
There is insufficient follow through to determine if modifications or a more intense intervention are needed.
Intensive Positive Behavior Support: The Big Ideas
Intensive Positive Behavior Support: The Big Ideas
Do the easy stuff first (efficiency is a major goal)
Processes (teaming; communication patterns) are as important as practices
Use of Evidence Based Practices -- based on findings from behavioral science
Administrative support is critical
Data Based Decision Making
Do the easy stuff first (efficiency is a major goal)
Processes (teaming; communication patterns) are as important as practices
Use of Evidence Based Practices -- based on findings from behavioral science
Administrative support is critical
Data Based Decision Making
Core Features of IPBSCore Features of IPBS
Systematic Screening (Proactive)
Tiered Interventions
Function Based Behavioral Support
Use of Progress Monitor Data
Systematic Screening (Proactive)
Tiered Interventions
Function Based Behavioral Support
Use of Progress Monitor Data
Old Model: SST/TAT
Jeremy is just not making
progress. He is really defiant
and refuses to
follow direction.
He often seems really angry when he gets to school; do you think that plays into it?
Yes, I do. He has
mentioned that his
stepdad is really
mean and that his
parents fight a lot. I
bet that is really
bothering him. I bet it
is to
o. Also
,
doesn’t’
his older
sister h
ave ADHD?
Maybe he does too.
I bet he does. You know, Jeremy is in my afternoon class and he is really difficult there too. Do you know what he did last week….
I am in my happy place…
He is a handful. I
was thinking he
should be in my
mentoring group.
He would really
benefit from so
me
of that su
pport
Maybe, but you
know, I think that
he already gets too
much support; he
makes excuses for
his behavior. I was
thinking about in-
school detention.
ISS? Wow, I hadn’t
thought about that.
What if we started
an ADHD
evaluation? That
would help
wouldn’t it?
IPBS No-No’sIPBS No-No’s
Admiring the problem
Blaming the student (or family)
Extended discussions of interventions we cannot deliver
Admiring the problem
Blaming the student (or family)
Extended discussions of interventions we cannot deliver
Teams in Your SchoolTeams in Your School
IPBS team Roles
Tracking Monitoring
Process for team meetings -- meet every two weeks
Student-centered team IPBS team member who is trained in FBA; teacher(s); parent(s);
administrator Creates behavior support plan for student based on functional
assessment Meets two or more times
IPBS team Roles
Tracking Monitoring
Process for team meetings -- meet every two weeks
Student-centered team IPBS team member who is trained in FBA; teacher(s); parent(s);
administrator Creates behavior support plan for student based on functional
assessment Meets two or more times
IPBS Team RolesIPBS Team Roles
Team Leader (organizes agenda; facilitates meeting) Process Monitor (someone whose role is to monitor
group processes) Screening Coordinator (someone who collects screening
data and brings it to the meeting Coordinators of Interventions -- CICO; Academic
Seminar/Strategies; MAPS (bring progress monitor data to meetings)
Note Taker
Team Leader (organizes agenda; facilitates meeting) Process Monitor (someone whose role is to monitor
group processes) Screening Coordinator (someone who collects screening
data and brings it to the meeting Coordinators of Interventions -- CICO; Academic
Seminar/Strategies; MAPS (bring progress monitor data to meetings)
Note Taker
Student Team for Tier III InterventionStudent Team for Tier III Intervention
Three types of knowledge represented: Knowledge about the student
His/her behavior, interests, strengths, challenges, future
Knowledge about the school program Instructional goals, curriculum, social contingencies,
schedule, physical setting.
Knowledge about behavior change strategies Principles of behavior Intervention strategies
Three types of knowledge represented: Knowledge about the student
His/her behavior, interests, strengths, challenges, future
Knowledge about the school program Instructional goals, curriculum, social contingencies,
schedule, physical setting.
Knowledge about behavior change strategies Principles of behavior Intervention strategies Leah
Administrative SupportAdministrative Support
Attend meetings Visible support for decision-making
process of teams Resources allocated for training,
meeting times
Attend meetings Visible support for decision-making
process of teams Resources allocated for training,
meeting times
District SupportDistrict Support
Attend meetings Training provided on regular basis Technical Assistance Link to ESS if additional resources are
needed
Attend meetings Training provided on regular basis Technical Assistance Link to ESS if additional resources are
needed
Why Do People Behave?
Why Do People Behave?
Modeling? Accident? Instinct? Condition??
Why Do People Continue Behaving?
IT WORKS!
Maintaining ConsequencesMaintaining Consequences
By far, the most common functions of problem behavior in schools are to:
Obtain Adult Attention
Obtain Peer Attention
Avoid/Escape/Delay an Aversive Academic Task
By far, the most common functions of problem behavior in schools are to:
Obtain Adult Attention
Obtain Peer Attention
Avoid/Escape/Delay an Aversive Academic Task
Targeted Interventions: Examples
Targeted Interventions: Examples
CICO Academic Seminar; Spy; Academic Intervention Counselor led Skill Groups
Friendship Groups Anger Management Groups Mean Girls Groups Shy Girls Groups Lunch Bunch Bully Prevention Forum
Refocus Room
CICO Academic Seminar; Spy; Academic Intervention Counselor led Skill Groups
Friendship Groups Anger Management Groups Mean Girls Groups Shy Girls Groups Lunch Bunch Bully Prevention Forum
Refocus Room
Tertiary InterventionTertiary Intervention
Individualized Behavior Support Planning based on a Functional Behavioral Assessment
Efficient FBA at the school level
FBA with assistance from behavior specialist
Added resources/supports for plan implementation
Individualized Behavior Support Planning based on a Functional Behavioral Assessment
Efficient FBA at the school level
FBA with assistance from behavior specialist
Added resources/supports for plan implementation
Tier I School wide PBS
Classroom Systems Bully Prevention
Tier II Targeted Interventions
CICO; Social Skills Groups
Tier III Individualized BSP
from FBA
IPBS Meeting Template Coordinator: _________ Recorder:___________ Date: ____/____/_____ Present:
I. Review agenda, determine whether changes are needed (2 minutes) II. Review task list from previous meeting, document status of tasks (10 minutes)
Who What When Status Not In Done Not
started progress Needed Not In Done Not
started progress Needed Not In Done Not
started progress Needed Not In Done Not
started progress Needed
III. Targeted in tervention summary (15 minutes) a. Students on targeted interventions
i. ____ on CICO ii. _______ on (each other intervention)
b. For each intervention i. _____ students are meeting their daily or weekly goals
ii. Students not meeting goals, determine problem and next steps 1. Possible problems: fidelity, intervention/function mismatch, intervention needs to
be modified 2. Possible decisions: Meet with teacher, change intervention, conduct efficient FBA
Student Problem Decision Who is in charge and what is the target date?
IV. Intensive intervention summary (15 minutes) a. ____________ students on intensive interventions b. ____________ students meeting goals c. Students not meeting goals, determine problem and next steps
i. Possible problems: fidelity, intervention/function mismatch, intervention needs to be modified
ii. Possible decisions: Meet with teacher, change intervention, conduct formal FBA
Student Problem Decision Who is in charge and what is the target date?
V. New referrals to IPBS-10 minutes a. Possible sources: SWIS data, request for assistance, behavior goals added to IEP
Student Referral source
Decision Who is in charge and what is the target date?
Continue Begin targeted Efficient Academic Formal Monitoring intervention FBA assessment FBA
Continue Begin targeted Efficient Academic Formal Monitoring intervention FBA assessment FBA
Continue Begin targeted Efficient Academic Formal Monitoring intervention FBA assessment FBA
Continue Begin targeted Efficient Academic Formal Monitoring intervention FBA assessment FBA
DataData
CICO Point Cards ODR Data Teacher Feedback Forms Grades; Assignment Completion Data Fidelity of Implementation Data Consumer Satisfaction Data
CICO Point Cards ODR Data Teacher Feedback Forms Grades; Assignment Completion Data Fidelity of Implementation Data Consumer Satisfaction Data
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Sample survey
Weekly SM averages, across teachers, for AA
1/13 1/20 1/25 2/3 2/8 2/16 2/23 3/2
Goal Line
0
20
40
60
80
100
120
140
160
180
#'s of S's with X+ Referrals
Baseline Year 1 Year 2 Year 3
School District 4J IPBS Grant School Data
3+ Referrals
4+ Referrals
5+ Referrals
6+ Referrals
Other (Please specify):
Q1. The IPBS system was effective in helping my school build (or refine existing) systems for responding to students with behavior
challenges.
0
5
10
15
20
25
30
35
40
StronglyDisagree
Disagree NeitherAgree norDisagree
Agree StronglyAgree
Other(pleasespecify)
Res
po
nd
ents
2008 (n=2)2009 (n=58)2010 (n=0)
Contact Information
Bruce Stiller [email protected] (541)790-7816