School-Wide Positive Behavior Support: All Settings Terry Bigby, Ed.D. Brandi Schumacher, M.S. Based on the work of Brandi Simonsen, UConn & George Sugai, UConn

School-Wide Positive Behavior Support: All Settings What do I expect my students to do in all settings? How do I get them to do it? What happens if they don’t do it?

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

SCHOOLWIDE 1Common 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 CLASSROOM-WIDE 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 NONCLASSROOM SETTINGS Positive expectations & routines taught & encouraged Active supervision by all staff –Scan, move, interact Precorrections & reminders Positive reinforcement SECONDARY/TERTIARY INDIVIDUAL 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 SW PBS Practices

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

School-Wide Positive Behavior Support: All Settings 1)Maximize Structure 2)Post, Teach, Review, Monitor, & Reinforce 3)Establish A Continuum of Strategies Acknowledge Appropriate Behavior 4)Establish A Continuum of Strategies to Respond to Inappropriate Behavior

1) Maximize Structure A) Physical Arrangement of the environment * Minimize crowding and distraction B) Develop predictable routines * Teacher Routines * Student Routines C) Teach Student Routines * Lesson Components

Minimize crowding & distraction Design environment to elicit appropriate behavior: –Arrange furniture to allow easy traffic flow. –Ensure adequate supervision of all areas. Move Scan Interact Remind/Precorrect Positively Acknowledge –Designate staff & student areas. –Seating arrangements (group work, individual work)

Teacher Routines Greeting students Attention signal Giving directions Assigning class work and homework Providing feedback Providing correction Escorting students to bus, cafeteria, etc. Collecting student work Keeping records

Student Routines Entering the room Beginning the school day Sharpening pencils Requesting assistance Independent work Passing in papers Putting things away Ending the school day Making up missed work

“Routines” Lesson Components Definition of procedure Description of skill components Model/demonstrations Role play/behavioral rehearsal activities

I write in my journal. I go to the big group. I work at calendar time. I see the schedule for today.

2) Establish/Post, Teach, Review, Monitor, & Reinforce Positively Stated Expectations Establish behavioral expectations/rules. Teach rules in context of routines. Review or remind students of rule prior to entering natural context. Monitor students behavior in natural context & provide specific feedback. Reinforce using verbal and nonverbal responses

Clearly Define Expected Behaviors Set of “expectations” State positively and succinctly Keep to five or fewer Process 1. List problem behaviors 2. Identify “replacement behaviors” {what do you want them to do instead} 3. Identify “general” set of replacement behaviors

Sample Expectations All Settings SafeKeep hands, feet & objects to yourself Walk RespectfulPositive Language Listen ResponsibleFollow Directions Do your work

Activity: Identify common misbehaviors in your school. Identify what you want your students to do instead, in other words, identify “replacement behaviors.” Identify a general set of behaviors for the class.

Teaching Behavior…. Teach, practice, and give feedback all day, every day, all school year.

Procedures for Teaching Expected Behaviors Social skill instruction –teach the expectation –demonstrate the skill –students practice the skill –review and test the skill Embed in curriculum Practice, Practice, Practice

Review or remind students of rule prior to entering natural context. Give Precorrects Precorrects function as reminders Opportunities to practice Prompt for expected behavior Especially helpful before teacher anticipates behavior learning errors

Monitor actively at all times – Move continuously – Scan continuously & overtly – Interact frequently & positively – Positively reinforce rule following behaviors

Reinforce using verbal and nonverbal responses Positively interact with most students during the day –Vary type of contact Physical, verbal, visual contact –Vary by individual & group –Mix instructional & social interactions

3) Establish a Continuum of Reinforcement Strategies to Acknowledge Appropriate Behavior Identify the “expectation” the student met and the specific behavior they displayed Deliver Reinforcement –Tangible to Intrinsic –External to Internal –Frequent to Infrequent –Predictable to Variable

3 Types of Contingencies All for One –Whole group works for one reinforcer One for All –One student works for a classwide reinforcer To Each His Own –One student works for an individual reinforcer

Behavior Contract Operationally define the behavior Provide a clear description of the reinforcer Identify the outcomes if the student doesn’t meet the expectations Special Bonuses?

Establish a Token Economy Determine and teach the Target Skills Select the tokens Identify back-up reinforcer(s) Identify the number of tokens required to purchase the reinforcer(s) Define how & when Tokens are Exchanged Define the decision rule to change/fade the plan Determine how the plan will be monitored (What data will you collect?)

4) Establish a continuum of strategies to respond to inappropriate behavior(s). Error Corrections –Quick –Specific –Tell what to do –Move on Planned Ignoring –Only of behaviors supported by adult interaction Time Out –Removal from reinforcing setting to one that is NOT reinforcing

Manage minor (low intensity/frequency) problem behaviors positively & quickly – Signal occurrence – State correct response – Ask student to restate/show – Disengage quickly & early

Follow procedures for chronic problem behaviors – Be consistent & business-like – Precorrect for next occurrence – Follow SW procedures for major behavioral incidents – Develop individualized plan for repeated incidents

In Summary 1)Create a regular, predictable, positive learning environment. 2)Teach, review, monitor, and reinforce appropriate behaviors - View problem behaviors as learning errors. 3)Establish a continuum of strategies to acknowledge appropriate behavior. 4)Look at the function of behavior and determine how to respond to inappropriate behavior.

References Colvin, G., & Lazar, M. (1997). The effective elementary classroom: Managing for success. Longmont, CO: Sopris West. Colvin, G., Sugai, G., & Patching, W. (1993). Pre-correction: An instructional strategy for managing predictable behavior problems. Intervention in School and Clinic, 28, Darch, C. B., & Kameenui, E. J. (2003). Instructional classroom management: A proactive approach to behavior management. (2nd ed.). White Plains, NY: Longman. Jones, V. F. & Jones, L. S. (2001). Comprehensive classroom management: Creating communities of support and solving problems (6th ed.). Boston: Allyn & Bacon. Kameenui, E. J., & Carnine, D. W. (2002). Effective teaching strategies that accommodate diverse learners (2nd ed.). Upper Saddle River, NJ: Merrill. Latham, G. I. (1997). Behind the schoolhouse door: Eight skills every teacher should have. Utah State University. Latham, G. (1992). Interacting with at-risk children: The positive position. Principal, 72(1), Martella, R. C., Nelson, J. R., & Marchand-Martella, N. E. (2003). Managing disruptive behaviors in the schools: A schoolwide, classroom, and individualized social learning approach. Boston, MA: Allyn & Bacon. Paine, S. C., Radicchi, J., Rosellini, L. C., Deutchman, L., & Darch, C. B. (1983). Structuring your classroom for academic success. Champaign, IL: Research Press.