What is Positive Intervention Behavior Support: Overview

Transcription

1 What is Positive Intervention Behavior Support: Overview Tremekia K. Priester PBIS District Coach Richland County School District One *Credited to Dr. G. Sugai

2 SWPBS is about. Integrating academic & behavior initiatives Improving classroom & school climate Decreasing reactive management Improving support for students w/ EBD Maximizing academic achievement

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4 SW-PBS Logic! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable for all students (Zins & Ponti, 1990)

5 Evaluation Criteria Effective Efficient Relevant Durable Scalable Desired Outcomes? Doable? Contextual & Cultural? Lasting? Transportable?

6 Guiding Principles Data Academic & behavior success Outcomes Research-validated practices Instructional approach Prevention Integration Culture & context Continuum of behavior support School-wide for all Evaluate Team

7 2 Worries & Ineffective Responses to Problem Behavior Get Tough (practices) Train-&-Hope (systems)

8 Reactive responses are predictable. When we experience aversive situation, we want select interventions that produce immediate relief Remove student Remove ourselves Modify physical environment Assign responsibility for change to student &/or others

9 SWPBS Practices Classroom Non-classroom Smallest # Evidence-based Family Biggest, durable effect Student

10 1. Leadership team School-wide 2. Behavior purpose statement 3. Set of positive expectations & behaviors 4. Procedures for teaching SW & classroom-wide expected behavior 5. Continuum of procedures for encouraging expected behavior 6. Continuum of procedures for discouraging rule violations 7. Procedures for on-going data-based monitoring & evaluation

11 Positive expectations & routines taught & encouraged Active supervision by all staff Scan, move, interact Non-classroom Precorrections & reminders Positive reinforcement

12 Classroom-wide positive expectations taught & encouraged Teaching classroom routines & cues taught & encouraged Ratio of 6-8 positive to 1 negative adultstudent interaction Active supervision Classroom Redirections for minor, infrequent behavior errors Frequent precorrections for chronic errors Effective academic instruction & curriculum

13 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

14 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

15 Worry #2: Train & Hope WAIT for New Problem REACT to Problem Behavior Expect, But HOPE for Implementation Select & ADD Practice Hire EXPERT to Train Practice

16 Integrated Elements Supporting Social Competence & Academic Achievement OUTCOMES Supporting Staff Behavior Supporting Decision Making PRACTICES Supporting Student Behavior

17 Designing School-Wide Systems for Student Success Academic Systems Behavioral Systems Intensive, Individual Interventions Individual Students Assessment-based High Intensity Targeted Group Interventions Some students (at-risk) High efficiency Rapid response 1-5% 1-5% 5-10% 5-10% Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive 80-90% 80-90% Universal Interventions All settings, all students Preventive, proactive

18 PBIS & RTI UNIVERSAL SCREENING DATA-BASED DECISION MAKING & PROBLEM SOLVING IMPLEMENTATION W/ FIDELITY RtI CONTINUOUS PROGRESS MONITORING CONTINUUM OF EVIDENCE-BASED INTERVENTIONS STUDENT PERFORMANCE

19 Getting Started: STEP 1 - Establish Team Membership 1. Representative of demographics of school and community individuals with behavior/classroom management competence 3. Administrator active member 4. Schedule for presenting to whole staff at least monthly 5. Schedule for team meetings at least monthly 6. Integration with other behavior related initiatives and programs 7. Appropriate priority relative to school and district goals 8. Rules and agreements established regarding voting, confidentiality and privacy, conflict/problem solving, record-keeping, etc. 9. Schedule for annual self-assessments 1. EBS Self-Assessment Survey 2. Review Office Discipline Referrals 3. Benchmarks of Quality 4. School-wide Evaluation Tool 10.Coaching support (school and/or district/region)

20 TERTIARY PREVENTION Function-based support Wraparound/PCP Special Education ~5% ~15% SECONDARY PREVENTION Check in/out Targeted social skills instruction Peer-based supports Social skills club PRIMARY PREVENTION Teach & encourage positive SW expectations Proactive SW discipline Effective instruction Parent engagement ~80% of Students ESTABLISHING A CONTINUUM of SWPBS Audit 1. Identify existing practices by tier 2. Specify outcome for each effort 3. Evaluate implementation accuracy & outcome effectiveness 4. Eliminate/integrate based on outcomes 5. Establish decision rules (RtI)

21 STEP 1 Identify Positive SW Expectations 1. Linked to social culture of school (e.g., community, mascot). 2. Considerate of social skills and rules that already exists in number words per expectation 5. Positively stated 6. Supportive of academic achievement 7. Comprehensive in scope (school-wide ALL students, staff, and settings) 8. Mutually exclusive (minimal overlap) 9. Contextually/culturally appropriate (e.g., age, level, language) 10.Agreement by >80% faculty and staff 11.Communicated to stakeholders (e.g., families, community members, district administrators) 12.Included in school publications (e.g., handbook, posters, newsletters)

22 Sample Teaming Matrix Initiative, Committee Purpose Outcome Target Group Staff Involved SIP/SID Attendance Committee Increase attendance Increase % of students attending daily All students Eric, Ellen, Marlee Goal #2 Character Education Improve character Improve character All students Marlee, J.S., Ellen Goal #3 Safety Committee Improve safety Predictable response to threat/crisis Dangerous students Has not met Goal #3 School Spirit Committee Enhance school spirit Improve morale All students Has not met Discipline Committee Improve behavior Decrease office referrals Bullies, antisocial students, repeat offenders Ellen, Eric, Marlee, Otis Goal #3 DARE Committee Prevent drug use High/at-risk drug users Don EBS Work Group Implement 3-tier model Decrease office referrals, increase attendance, enhance academic engagement, improve grades All students Eric, Ellen, Marlee, Otis, Emma Goal #2 Goal #3

23 Expectations Teaching Matrix All Settings SETTING Hallways Playgrounds Cafeteria Library/ Compute r Lab Assembly Bus Respect Ourselves Be on task. Give your best effort. Be prepared. Walk. Have a plan. Eat all your food. Select healthy foods. Study, read, compute. Sit in one spot. Watch for your stop. Respect Others Be kind. Hands/feet to self. Help/share with others. Use normal voice volume. Walk to right. Play safe. Include others. Share equipment. Practice good table manners Whisper. Return books. Listen/watch. Use appropriate applause. Use a quiet voice. Stay in your seat. Respect Property Recycle. Clean up after self. Pick up litter. Maintain physical space. Use equipment properly. Put litter in garbage can. Replace trays & utensils. Clean up eating area. Push in chairs. Treat books carefully. Pick up. Treat chairs appropriately. Wipe your feet. Sit appropriately.

24 STEP 3 Develop Lesson Plan for Teaching SW & CW Positive Expectations 1. Considerate of main school settings and contexts (e.g., classroom, common areas, hallways, cafeteria, bus) 2. Considerate of lessons that already exists. 3. Specification of 2-3 positive observable behavior examples for each expectation and each setting/context. 4. Teach social behavior like academic skills. 5. Involvement by staff, students, families in development 6. Contextually/culturally appropriate (e.g., age, level, language) 7. Schedule for initial instruction in natural and typical contexts 8. Schedule for regular review, practice, and follow-up instruction 9. Prompts, reminders, or precorrections for display of behaviors in natural contexts and settings 10. Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts and settings 11. Procedures for providing instruction to new faculty, staff, students 12. Procedures for informing others (e.g. families, community, district administrators, substitute teachers & staff) 13. Agreement by >80% faculty and staff 14. Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching 15. Procedures in place for identifying and supporting students whose behaviors do not respond to teaching school-wide behavior expectations 16. Included in school publications (e.g., handbooks)

25 Typical Contexts/ Routines All Morning Meeting Classroom-Wide Rules/Expectations Respect Others Respect Property Respect Self Use inside voice. Recycle paper. Do your best. Raise hand to Put writing tools inside Ask. answer/talk. desk. Eyes on speaker. Give brief answers. Put announcements in desk. Keep feet on floor. Put check by my announcements. Homework Do own work. Turn in before lesson. Put homework neatly in box. Touch your work only. Turn in lesson on time. Do homework night/day before. Transition Use inside voice. Keep hands to self. Put/get materials first. Keep hands to self. Have plan. Go directly. I Need Assistance Teacher Directed Independent Work Problem to Solve Raise hand or show Assistance Card. Wait 2 minutes & try again. Eyes on speaker. Keep hands to self. Use inside voice. Keep hands to self. Stop, Step Back, Think, Act Have materials ready. Use materials as intended. Use materials as intended. Return with done. Stop, Step Back, Think, Act Have plan. Ask if unclear. Have plan. Ask. Use time as planned. Ask. Stop, Step Back, Think, Act

26 STEP 4 Develop Continuum of Procedures for Encouraging SW Expectations 1. School-wide action plan for classroom management practices and procedures based on results from Classroom Self-Assessment 2. Definitions and processes for responding to classroom versus office-managed (minor) or administrator-managed (major) violations of behavior expectations. 3. Teaching matrix, procedures, and schedules developed for teaching school-wide behavior expectations in typical classroom contexts and routines. 4. Data system in place to monitor office discipline referral that come from classrooms 5. Procedures in place for obtaining behavior support for students whose behaviors are not responsive to classroom-wide management 6. Prompts (reminders and precorrections) for display of behaviors in natural contexts and routines 7. Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts and routines 8. Involvement by staff, students, and families in development 9. Contextually/culturally appropriate (e.g., age, level, language) 10. Schedule for initial instruction 11. Schedule for regular review, practice, follow-up instruction 12. Agreement by >80% faculty and staff 13. Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching 14. Included in school publications (e.g., handbooks)

27 STEP 5 Develop Continuum of Procedures for Discouraging Behavior Rule Violations 1. Specification of Definitions for Violations of School-wide Behavior Expectations a. Contextually appropriate labels/names b. Definitions represent continuum of severity (e.g., minor, major, illegal) c. Definitions comprehensive in scope (school-wide) d. Definitions in measurable terms e. Mutually exclusive (minimal overlap) 2. Specification of Procedures for Processing Violations of School-wide Behavior Expectations a. Agreement regarding office staff versus teacher/staff responsibilities b. Office discipline form for tracking discipline events c. Agreement regarding options for continuum of consequences d. Data decision rules for intervention and support selection

28 STEP 6 Develop Continuum of Procedures for Discouraging Behavior Rule Violations cont. 3. Implementation of Procedures a. Use by all staff (e.g., office, security, supervisors, bus drivers) b. Schedule for teaching to students and staff members c. Schedule for regular review of use and effectiveness d. Procedures for providing orientation to new faculty, staff, students e. Procedures for informing others (e.g. families, community, district administrators, substitute teachers & staff) f. Agreement by >80% faculty and staff g. Included in school publications (e.g., handbooks) h. Means for keeping track of number of acknowledgements versus number of disciplinary or corrective actions for violations of behavior expectations. i. Schedule and procedures for regular review and enhancement of acknowledgements. j. Schedule for daily, weekly, monthly, quarterly feedback to students and staff k. Included in school publications (e.g., handbook, posters, newsletters) l. Procedures in place for identifying and supporting students whose behaviors do not respond to school-wide continuum of consequences for violations of behavior expectations

29 STEP 7 Develop Procedures for Data-Based Decision-Making & Monitoring 1. General data collection procedures a. Data collection procedures that are integrated into typical routines (e.g., office discipline referrals, attendance rolls, behavior incident reports). b. Data collection procedures regularly checked for accuracy of use c. Data collection limited to information that answers important student, classroom, and school questions d. Structures and routines for staff members to receive weekly/monthly data reports about the status of schoolwide discipline e. Decision rules for guiding data analysis and actions f. Schedule for daily, weekly, monthly, quarterly feedback to students and staff g. Data system managed by 2-3 staff members h. No more than 1% of time each day for managing data system. i. Efficient, timely, and graphic displays of data 2. Office discipline referral procedures a. Agreed upon definitions of violations of behavior expectations organized in a continuum of increasing intensity (see Step 7). b. A form for documenting noteworthy behavior incidents (e.g., office discipline referral form, behavior incident report) c. School-wide procedures for processing or responding to violations of behavior expectations. d. Efficient and user-friendly procedures for inputting and storing information e. Efficient and user-friendly procedures for summarizing and analyzing information. f. Efficient and user-friendly procedures for producing visual displays of the data. g. Procedures for presenting data to staff on routine basis. h. Procedures for making decisions and developing actions based on the data.

30 What does SWPBS look like? >80% of students can tell you what is expected of them & give behavioral example because they have been taught, actively supervised, practiced, & acknowledged. Positive adult-to-student interactions exceed negative Function based behavior support is foundation for addressing problem behavior. Data- & team-based action planning & implementation are operating. Administrators are active participants. Full continuum of behavior support is available to all students