Understanding & Planning for Non- Responsive Behavior (Secondary/Tertiary Tier) George Sugai Center on Positive Behavioral Interventions & Supports University of Connecticut January 27, 2009

PURPOSE Review of practices & systems for non- responsive behavior Review of SWPBS Understanding non-responsive behavior Requirements for implementation integrity Features of effective practice

SWPBS is approach for….

Evidence-based Investments to Prevent Youth Violence 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

SWPBS Conceptual Foundations Behaviorism ABA PBS SWPBS Laws of Behavior Applied Behavioral Technology Social Validity All Students IDEA: Positive Behavioral Interventions & Supports

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

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

1.Leadership team 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 School-wide

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

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 Family

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 Individual Student

RtI Response to Intervention

All Some Few RTI Continuum of Support for ALL Dec 7, 2007

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 ALL SOME FEW

~80% of Students ~15% ~5% ESTABLISHING A CONTINUUM of SWPBS SECONDARY PREVENTION Check in/out Targeted social skills instruction Peer-based supports Social skills club TERTIARY PREVENTION Function-based support Wraparound/PCP Specially designed instruction PRIMARY PREVENTION Teach & encourage positive SW expectations Proactive SW discipline Effective instruction Parent engagement 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)

Remember

Agreements Team Data-based Action Plan ImplementationEvaluation GENERAL IMPLEMENTATION PROCESS

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

Function-based Logic

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

FBA LEVELS 1.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 MORE INFORMAL EASIER SIMPLE INDIRECT MORE DIRECT COMPLICATED DIFFICULT FORMAL

Ingram, Lewis-Palmer, & Sugai, 2005

School Days Percent of Intervals Engaged in Problem Behavior Class B Results

GOALS8:309:3010:3011:3012:301:30 1. RESPECT OTHERS MANAGE SELF SOLVE PROBLEMS RESPONSIBLY Name________________ Date ________ Rating Scale 2 = Great 1 = Ok 0 = Goal Not Met Goal _____ Pts Possible _____ Pts Received_____ % of Pts _____ Goal Met? Y N Check In/Out Pt Card

School Days Percent of Intervals Engaged in Problem Behavior Class B Results + Composite Peers Peer

Percent of Intervals Engaged in Problem Behavior Study 2 Results School Days

Percent of Intervals Engaged in Problem Behavior Peer Study 2 Results + Composite Peer

Kutash, K., Duchnowski, A. J., & Lynn, N. (2006). School-based mental health: An empirical guide for decision makers. Tampa, FL: University of South Florida. Louis De la Parte Florida Mental Health Institute, Department of Child & Family Studies, Research & Training Center for Children’s Mental Health. Crone, D. A., & Horner, R. H. (2003). Building positive behavior support systems in schools: Functional behavioral assessment. New York: Guildford Press. Crone, D. A., Horner, R. H., & Hawken, L. S. (2004). Responding to problem behavior in schools: The behavior education program. New York: Guilford Press.

1. Appropriate Behavior Look continuously for appropriate behavior Label appropriate behavior Appropriate positive reinforcement

2. Prompts for desired behavior Use effective signal/prompt Label display of expected behavior

3. Minor, non-interfering problem behavior Remove attention Wait for desired behavior, then reinforce Positively reinforce other-student displays of desired behavior Prompt expected behavior Use positive reinforcement

4. Minor, interfering problem behavior Signal error or problem behavior Remind ask student for expected behavior Display/practice expected behavior Positively reinforce 1 & 2

5. Repeated minor problem behavior Identify context/setting when problem behavior likely Conduct FBA Develop BIP 1 & 2

6. Classroom managed major Develop precorrection plan Teach/practice desired behavior Conduct FBA 1 & 2

PRECORRECTION Identify & analyze setting in which problem behavior most likely –Triggers & function –Expected & acceptable behaviors BEFORE –Modify setting –Check-in w/ student –(Re)teach & remind –Reinforce –Re-direct DURING –Monitor & reinforce –Re-direct AFTER –Reinforce –Revise, (re)teach, remind

7. Office managed problem behavior Follow school & district disciplinary procedures 1 & 2

REMEMBER Be business like; use “teaching” voice Stick to protocols, procedures, agreements Work as team w/ non-responders Use data for decisions Anticipate & pre-correct Reinforce at high rates, continuously