CT PBS Coaches’ Meeting Coaching SWPBS Basics April 21, 2009 Brandi Simonsen, Kari Sassu, & George Sugai

Advance Organizer Coaching SWPBS (Updates) Review of Role of Coach Basics of Classroom Management Advanced Skill Building: Function of Behavior Wrap-up

Objectives for Coaches By the end of today’s meeting, you will be able to… …Describe your role as a coach. …Articulate the basics of class-wide PBS …Identify functions of behavior. …Facilitate your team’s activities.

Coaching SWPBS

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

Continuum of School-Wide Instructional & Positive Behavior Support Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~5% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~15% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~80% of Students

GENERAL IMPLEMENTATION PROCESS Team GENERAL IMPLEMENTATION PROCESS 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. Who actually participated? Administrator? Parent? Certified staff? Non-certified staff? Student (if HS or maybe MS)? Evaluation Implementation

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

What are the critical features? Primary Prevention What are the critical features? 1. Common purpose & approach to discipline Common language, vision, and experience Evaluation Implementation Data-based Action Plan Agreements Team 80% Buy-in SAY: Although most schools have a written conduct of conduct or discipline policy which is important, it tends to focus on procedures for processing rule violations (5.). Effective school-wide discipline systems have a matching and strong proactive component that teaches and encourages prosocial behavior, and provides an on-going progress monitoring system. The remaining five items are important but difficult to sustain without clear school-wide investments and structures in place. And when that fails….

Apply the triangle to adult behavior! 80% Rule Tertiary Prevention: Specialized Individualized Systems for Staff with High-Risk Behavior ~5% Apply the triangle to adult behavior! Primary Prevention: Systems to support all staff: Professional development Reinforcement ~15% Secondary Prevention: Specialized Group Systems for Staff who are “At-Risk” Additional instruction Increased support Good sequence on staff acknowledgements…..important one for teams to get ~80% of Staff

What are the critical features? Primary Prevention What are the critical features? 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 SAY: Although most schools have a written conduct of conduct or discipline policy which is important, it tends to focus on procedures for processing rule violations (5.). Effective school-wide discipline systems have a matching and strong proactive component that teaches and encourages prosocial behavior, and provides an on-going progress monitoring system. The remaining five items are important but difficult to sustain without clear school-wide investments and structures in place.

Invest in systems to ensure sustained implementation with fidelity. Coach TAKE AWAY MESSAGE Use data to (a) identify outcomes and (b) select evidence-based practices. Invest in systems to ensure sustained implementation with fidelity.

Role of a Coach

Roles of a Coach Coaching Roles Communicate Content Knowledge Facilitate Coaching Roles Team meetings Activities at training events Implementation Share advanced content with team Share information at faculty meetings Local PBS expert Positive “nag” Link to resources (e.g., www.pbis.org)

What does this look like? At least monthly Ensure data are summarized in useful format Facilitate team meeting using agenda and action plan Give data-based updates to faculty At least bi-weekly (or weekly) Review action plan and prompt team members to complete tasks Ensure your tasks are completed in a timely fashion (you’re a role model) And…daily Be an ambassador for PBS (look for opportunities to share info with others, etc.) Model positive interactions and reinforcement with staff and students

Evidence-based Practices in Classroom Management* * Use this content in conjunction with the Classroom Management Self-Assessment in your notebook.

Evidence Based Practices in Classroom Management Minimize crowding & distraction Maximize structure & predictability State, review, & reinforce positively stated expectations. Provide more acknowledgement for appropriate than inappropriate behaviors. Maximize varied opportunities to respond. Maximize active engagement. Actively & continuously supervise. Respond to inappropriate behaviors quickly, positively, & directly. Establish multiple strategies for acknowledging appropriate behavior. Generally provide specific feedback for errors & corrects.

1. Minimize crowding & distraction. Design environment to (a) elicit appropriate behavior and (b) minimize crowding and distraction: Arrange furniture to allow easy traffic flow. Ensure adequate supervision of all areas. Designate staff & student areas. Seating arrangements (groups, carpet, etc.)

2. Maximize structure & predictability. Develop Predictable Routines Teacher routines: volunteers, communications, movement, planning, grading, etc. Student routines: personal needs, transitions, working in groups, independent work, instruction, getting materials, homework, etc.

3. State, review, & reinforce positively stated expectations. Establish behavioral expectations/rules. Teach rules in context of routines. Prompt or remind students of rule prior to entering natural context. Monitor students’ behavior in natural context & provide specific feedback. Evaluate effect of instruction - review data, make decisions, & follow up. Sarah

Establish Behavioral expectations/Rules A small number (i.e., 3-5) of positively stated rules. Tell students what we want them to do, rather than telling them what we do not want them to do. Publicly post the rules. Should match SW Expectations

Establish Behavioral expectations/Rules Operationally define what the rules look like across all the routines and settings in your school. As we discussed in Chapter 2, one way to do this is in a matrix format.

Rules within Routines Matrix Entering Classroom Seat Work Small Group Activity Leaving Classroom Be Safe Be Respectful Be Responsible

Teach Rules in the Context of Routines Teach expectations directly. Define rule in operational terms—tell students what the rule looks like within routine. Provide students with examples and non-examples of rule-following within routine. Actively involve students in lesson—game, role-play, etc. to check for their understanding. Provide opportunities to practice rule following behavior in the natural setting.

Prompt or Remind Students of the Rule Provide students with visual prompts (e.g., posters, illustrations, etc). Use pre-corrections, which include “verbal reminders, behavioral rehearsals, or demonstrations of rule-following or socially appropriate behaviors that are presented in or before settings were problem behavior is likely” (Colvin, Sugai, Good, Lee, 1997).

Monitor Students’ Behavior in Natural Context Active Supervision (Colvin, Sugai, Good, Lee, 1997): Move around Look around (Scan) Interact with students Provide reinforcement and specific praise to students who are following rules. Catch errors early and provide specific, corrective feedback to students who are not following rules. (Think about how you would correct an academic error.)

Evaluate the effect of instruction Collect data Are rules being followed? If there are errors, who is making them? where are the errors occurring? what kind of errors are being made? Summarize data (look for patterns) Use data to make decisions

4. Provide more acknowledgement for appropriate than inappropriate behaviors. Maintain at least 4 to 1 ratio Interact positively once every 5 min Follow correction for violation of behavior expectations with positive reinforcement for rule following (once demonstrated)

5. Maximize varied opportunities to respond. Provide high rates of opportunities to respond Vary individual vs. group responding Vary Response type Oral Written Gestural Increase participatory instruction Questioning Materials

6. Maximize active engagement. Consider various observable ways to engage students Written responses Choral responding Writing on individual white boards Gestures Other: ____________ Specify observable engagements Link engagement with outcome objectives

Range of evidence based practices that promote active engagement Direct Instruction Computer Assisted Instruction Class-wide Peer Tutoring Guided notes Response Cards

7. Actively & continuously supervise. Move Scan Interact Remind/pre-correct Positively acknowledge

8. Respond to inappropriate behaviors quickly, positively, & directly. Respond efficiently Attend to students who are displaying appropriate behavior Follow school procedures for major problem behaviors objectively Anticipate next occurrence

Multiple strategies for responding to inappropriate behavior may include.... Error Corrections Differential Reinforcement Planned ignoring Response Cost Time out from reinforcement

Quick Error Corrections Your error corrections should be… …contingent: occur immediately after the undesired behavior …specific: tell learner exactly what they are doing incorrectly and what they should do differently in the future …brief: after redirecting back to appropriate behavior, move on

Types of Differential Reinforcement DR…of lower rates of behavior (DRL) DR…of other behaviors (DRO) DR…of alternative behavior (DRA) DR…of incompatible behavior (DRI)

Planned Ignoring Definition: If a behavior is maintained by adult attention …consider planned ignoring (e.g., ignore behavior of interest) Example: Taylor talks out in class and his teacher currently responds to him approximately 60% in the time (either + or -). The teacher decides to ignore all talk outs and instead only call on him when his hand is raised.

Response Cost Definition: The withdrawal of specific amounts of a reinforcer contingent upon inappropriate behavior. Examples: A wrong answer results in a loss of points. Come to class without a pencil, buy one for 5 points.

Time-out Definition: A child (or class) is removed from a previously reinforcing environment or setting, to one that is not reinforcing Example: Child throws a rock at another child on the playground. The child is removed to the office…. REMEMBER the environment the child is removed to cannot be reinforcing!!! So, if the child receives adult attention in the office, which they find reinforcing, YOU have NOT put the child on time out

9. Establish multiple strategies for acknowledging appropriate behavior. Social vs. tangible vs. activity vs. … Frequent vs. infrequent Predictable vs. unpredictable Immediate vs. delayed Amy

Multiple strategies for acknowledging appropriate behavior may include... Specific and Contingent Praise Group Contingencies Behavior Contracts Token Economies Amy

Specific and Contingent Praise Praise should be… …contingent: occur immediately following desired behavior …specific: tell learner exactly what they are doing correctly and continue to do in the future “Good job” (not very specific) “I like how you are showing me active listening by having quiet hands and feet and eyes on me” (specific)

Group Contingencies Three types: “All for one” (Interdependent Group-Oriented Contingency) “One for all” (Dependent Group Contingency) “To each his/her own” (Independent Group Contingency)

(Wolery, Bailey, & Sugai, 1988) Behavioral Contracts A written document that specifies a contingency for an individual student or in this case…whole class Contains the following elements: Operational definition of BEHAVIOR Clear descriptions of REINFORCERS OUTCOMES if student fails to meet expectations. Special BONUSES that may be used to increase motivation or participation. (Wolery, Bailey, & Sugai, 1988)

Establishing a Token Economy Determine and teach the target skills Select tokens Identify what will be back-up reinforcers Identify the number of tokens required to receive back-up reinforcers Define and teach the exchange and token delivery system Define decision rules to change/fade the plan Determine how the plan will be monitored Guidelines from Sulzer-Azaroff & Mayer, 1991

10. Generally provide specific feedback for errors & corrects. Provide contingently Always indicate correct behaviors Link to context

Advanced Skill Building

Applied Behavior Analysis (ABA) Three major dimensions ABA: Applied: socially important problems Behavior: observable and measurable Analytic: believable demonstration of effect Based on Baer, Wolf, & Risley (1968)

The Three Term Contingency Antecedent: Behavior: Consequence: Any “ stimulus that precedes a behavior” “Any observable and measurable act of an individual (also called a response).” Antecedents: Events that precede the behavior. SDs: A preceding event that triggers (or sets the occasion for the behavior) by letting learner know that reinforcement is available. Behavior: An action or event performed by the person Consequence: Event that follows the behavior. “Any stimulus presented contingent on a particular response” Alberto & Troutman (2006)

Reinforcement vs. Punishment Reinforcement: when a consequence of a behavior functions to increase the likelihood of future occurrences of that behavior Punishment: when a consequence of a behavior functions to decrease the likelihood of future occurrences of that behavior

Reinforcement and Punishment Give (+) Take (-) Action Effect Positive Negative Inc. ( )* Reinforcement Reinforcement Positive Negative Dec. ( )* Punishment Punishment * Future probability of behavior

Setting Events A setting event is an antecedent condition or event that temporarily alters the value of the consequence of a behavior. Timing Setting A B C SE Different SAME

Examples of Setting Events Lack of sleep decreases value of getting to school on time, increases value of going to Starbucks Lack of breakfast increases value of getting sent to office (by vending machines) for failing to follow directions. Having a fight with boyfriend decreases value of listening to lecture. Getting >50% of problem wrong decreases value of starting new worksheets.

More about Setting Events Setting events may be environmental, physiological, or social Setting events help explain variations in behavior

Coach TAKE AWAY MESSAGE You only know if a consequence is reinforcing or punishing by looking at the effect on future behavior.

What is function based support? Foundations in Behavioral Theory, Applied Behavior Analysis, & PBS Attention to environmental context Emphasis on “purpose” or function of behavior Focus on teaching behaviors Attention to implementers (adult behaviors) & redesign of teaching & learning environments.

Non-examples of Function-Based Approach “Lantana, you skipped 2 school days, so we’re going to suspend you for 2 more.” “Phloem, I’m taking your book away because you obviously aren’t ready to learn.” “You want my attention?! I’ll show you attention,…let’s take a walk down to the office & have a little chat with the Principal.” “Function” = outcome, result, purpose, consequence

Function of Behavior All behavior serves a function: Learners trying to get or obtain desired activities, tangible items, attention, or sensory stimulation. Learners trying to avoid or escape aversive activities, items, or attention, or sensory stimulation.

Functions Pos Reinf Neg Reinf

Look at the Function of Behavior When a student is exhibiting problematic behaviors, look at the context: What typically precedes the problematic behaviors? What typically follows the problematic behaviors? What function are the behaviors serving for the student?

Let’s practice… Hypothesizing Function A high school teacher is delivering a lesson on music theory. In the middle of the lecture, a student calls out repeatedly. Each time, the teacher calls on the student and allows them ask their question or share their opinion. Hypothesized function of the student’s behavior: ____________ A parent asks a child to clean up their room. The child begins to whine and scream. The parent gives up, and the child does not clean.

Why is function important? Function based behavior support plans are not only effective, they are more effective than similarly intensive and individualized plans that are not based on function (e.g., Ingram, Palmer, & Sugai, 2005).

Coach TAKE AWAY MESSAGE We should consider the function of behavior when we design programs for students and staff.

Big Ideas You should now be able to… …Describe your role as a coach. …Articulate the basics of class-wide PBS …Identify functions of behavior. …Facilitate your team’s activities

TAKE AWAY MESSAGE You’re a coach! Prepare for training events, and use your resources to guide your team’s activities (both at training and at school).

Opportunities for further training UConn offers a series of 4 courses in PBS Tier 1 (Classroom Management) Tiers 2 & 3 ABA Practicum In the future, this may be defined as a graduate certificate. For now, it’s a concentration or specialization that students take as a part of their program.