School-Wide Positive Behavior Support: Rationale, Readiness, Features George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August 20, 2008 www.pbis.org www.cber.org George.sugai@uconn.edu

Challenge

PURPOSE Review SWPBS rationale, features, & examples Review strategies for keeping SWPBS going

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

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

“141 Days!” Intermediate/senior high school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of students have received at least one office discipline referral.

5,100 referrals = 76,500 min @15 min = 1,275 hrs = 159 days @ 8 hrs

2 WORRIES Get Tough (practices) Train-&-Hope (systems)

Immediate & seductive solution….”Get Tough!” Clamp down & increase monitoring Re-re-re-review rules Extend continuum & consistency of consequences Establish “bottom line” ...Predictable individual response

Erroneous assumption that student… Is inherently “bad” Will learn more appropriate behavior through increased use of “aversives” Will be better tomorrow…….

But….false sense of safety/security! Fosters environments of control Triggers & reinforces antisocial behavior Shifts accountability away from school Devalues child-adult relationship Weakens relationship between academic & social behavior programming

Science of behavior has taught us that students…. Are NOT born with “bad behaviors” Do NOT learn when presented contingent aversive consequences ……..Do learn better ways of behaving by being taught directly & receiving positive feedback.

VIOLENCE PREVENTION? Positive, predictable school-wide climate Surgeon General’s Report on Youth Violence (2001) Coordinated Social Emotional & Learning (Greenberg et al., 2003) Center for Study & Prevention of Violence (2006) White House Conference on School Violence (2006) Positive, predictable school-wide climate High rates of academic & social success Formal social skills instruction Positive active supervision & reinforcement Positive adult role models Multi-component, multi-year school-family-community effort

Worry #2: “Train & Hope”

Supporting Social Competence & Academic Achievement 4 PBS Elements OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

Responsiveness-to-Intervention & SWPBS IMPLEMENTATION W/ FIDELITY CONTINUUM OF EVIDENCE-BASED INTERVENTIONS STUDENT PERFORMANCE CONTINUOUS PROGRESS MONITORING DATA-BASED DECISION MAKING & PROBLEM SOLVING

ESTABLISHING A CONTINUUM of SWPBS TERTIARY PREVENTION Function-based support Wraparound/PCP Special Education Audit Identify existing practices by tier Specify outcome for each effort Evaluate implementation accuracy & outcome effectiveness Eliminate/integrate based on outcomes Establish decision rules (RtI) ~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

GENERAL IMPLEMENTATION PROCESS: “Getting Started” Team GENERAL IMPLEMENTATION PROCESS: “Getting Started” Agreements Data-based Action Plan SAY: In general, the implementation of a school-wide PBS approach at the school level is built around five main implementation steps. Evaluation Implementation

SWPBS Subsystems School-wide Classroom Family Non-classroom Student

School-wide 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

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

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

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

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

Teaching Academics & Behaviors

Referrals by Problem Behavior

Referrals per Location

Referrals per Student

Referrals by Time of Day

Pre Post

PBS Systems Implementation Logic Visibility Funding Political Support Leadership Team Active & Integrated Coordination Training Coaching Evaluation Local School Teams/Demonstrations

Behavior Support Elements *Response class *Routine analysis *Hypothesis statement *Alternative behaviors *Competing behavior analysis *Contextual fit *Strengths, preferences, & lifestyle outcomes *Evidence-based interventions Problem Behavior Functional Assessment *Implementation support *Data plan Team-based Behavior competence Intervention & Support Plan *Continuous improvement *Sustainability plan Fidelity of Implementation Impact on Behavior & Lifestyle

Existing aversive condition identified Only 2 Basic Functions Pos Reinf Neg Reinf Existing aversive condition identified

Problem Solving Meeting MORE INFORMAL EASIER SIMPLE INDIRECT MORE DIRECT COMPLICATED DIFFICULT FORMAL FBA LEVELS Informal Archival Review Problem Solving Meeting 2. Indirect Checklist FA Interview Routine Analysis 3. Direct Observation A-B-C Structured, Planned Observation 4. Planned Manipulation Experimental or Functional Analysis

When has FBA been done? Clear & measurable definition of problem behaviors. Complete testable hypothesis or summary statement is provided. Statement of function (purpose) of behavior 3. Data (direct observation) to confirm testable hypothesis. Behavior intervention plan based on testable hypothesis Contextually appropriate supports for accurate implementation

STEP 4: Routine Analysis Schedule (Times) Activity Likelihood of Problem Behavior Specific Problem Behavior 8:00 Waiting to enter building Low High 1 2 3 4 5 6 See escalation described above 8:15 Advisory & Planning 1 2 3 4 5 6 Mostly teasing and touching property of others. Doesn’t escalate much further 9:15 Language Arts Occasional name calling/teasing 10:15 Recess 11:30 Math Occasional teasing 12:00 Lunch 12:35 Earth Science Minor verbal harassment 1:15 Art or Phy Ed 2:00 Reading Rarely a problem 2:50 Waiting for bus

Fundamental Rule! “You should not propose to reduce a problem behavior without also identifying alternative, desired behaviors person should perform instead of problem behavior” (O’Neill et al., 1997, p. 71).

Summary Statement Function Why is function important? Desired Alternative Typical Consequence Points, grades, questions, more work. Do work w/o complaints. Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Lack of peer contact in 30 min. Noncompli-ance, profanity, physical aggression Avoid task, remove from class. Do difficult math assignment. Function Acceptable Alternative Why is function important? Ask for break, ask for help. Because consequences compete!!

٭ Summary Statement Desired Alternative Typical Consequence Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Acceptable Alternative

Setting Event Manipulations Antecedent Manipulations Behavior Manipulations Consequence Manipulations

www.pbis.org www.cber.org SETTING All Settings Hallways Playgrounds Cafeteria Library/ Computer 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. George.sugai@uconn.edu Robh@uoregon.edu www.pbis.org www.cber.org