Lowell May : Slide Copies This PPT file contains slides from May 2-3 team training days: 1.Extra action planning info 2.Culture 3.Bullying Behavior 4.Colvin Escalating Behavior Please cite as source. Contact or for additional information.

ACTION PLANNING HANDOUTS

PBIS provides a framework for improving school climate & academic outcomes for all students Start by formally teaching & encouraging our 3 school-wide expectations Focus-activity & all day Hallway Success = 80% of students & staff Implementation support from team & administration

Outcomes: What is expected? End of 1 st Day End of 1 st Week End of 1 st Month End of Each Month End of Year Most Students Most Staff Most Families

Yr 2 Advance Organizer +++ Teams Coaches Coordinator Work ethic Optimism Tolerance Next Summer days School Visits Priorities Tier 1 w/ fidelity Tier 2/3 Data systems Other June district meeting

PBIS Leadership Chicago, IL17-18 Oct 2013 New England PBIS Norwell, MA15 Nov 2013 Northeast PBIS Leadership Cromwell, CT16-17 May 2013 Upcoming Events

CULTURE

________________ Your Name Individual Learning History & Context 1.Indicate 10 key life events/influences (you, students, parents, staff, etc.) 2.Summarize in 4 descriptors. 3.Describe how learning history affects how you describe & act on what you experience.

Culture = Group of individualsOvert/verbal behaviorShared learning history Differentiates 1 group from others Predicting future behavior Flexible, dynamic, & changed/shaped over time & across generations & setting. Collection of learned behaviors, maintained by similar social & environmental contingencies Sugai, O’Keeffe, & Fallon 2012

BULLYING BEHAVIOR

PURPOSE To improve our understanding of & responding to bullying behavior from perspective of school-wide positive behavior support.

Good “things” about Bullying efforts Increased problem awareness More emphasis on prevention More curriculum development & research Greater focus on all students

“Bullying” Concerns Labeling kids Limited assessment of context Generic intervention responses Limited examination of mechanism Over-emphasis on student responsibility for change Non-data based intervention decisions Under-emphasis on improvement of context

Main Points Avoid labeling & “demonizing” students….focus on behavior & context in which it occurs Use PBIS framework to address problem bullying behavior Examine data, outcomes, practices, & systems

SWIS Definition of Bullying Behavior

Bradshaw, C.P., Koth, C. W., Thornton, L. A., & Leaf, P. J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group- randomized effectiveness trial. Prevention Science, 10(2), Bradshaw, C. P., Koth, C. W., Bevans, K. B., Ialongo, N., & Leaf, P. J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, Bradshaw, C. P., Reinke, W. M., Brown, L. D., Bevans, K. B., & Leaf, P. J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, Bradshaw, C. P., Waasdorp, T. E., & Leaf, P. J. (2012). Effects of school-wide positive behavioral interventions and supports on child behavior problems. Pediatrics, 130(5), Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (2012). The impact of school-wide positive behavioral interventions and supports (SWPBIS) on bullying and peer rejection: A randomized controlled effectiveness trial. Archives of Pediatrics and Adolescent Medicine, 166(2), RCT & Group Design PBIS Studies Reduced major disciplinary infractions Improvement in aggressive behavior, concentration, prosocial behavior, & emotional regulation Improvements in academic achievement Enhanced perception of organizational health & safety Reductions in teacher reported bullying behavior & peer rejection Improved school climate

OUR BEHAVIORAL PERSPECTIVE “Do” Learning history “Context” or environment Context manipulation Data-based decision making

What is “bullying?” Remember “Label behavior, not people…’ So, say, “bully behavior” Behavior Verbal/physical aggression, intimidation, harassment, teasing, manipulation

Why do bully behavior? (Context) Get/obtain E.g., stuff, things, victim & bystander attention, status, money, activity, self- delivered praise, etc. Escape/avoid E.g., same…but less likely

2 Basic Functions Pos Reinf Neg Reinf Existing aversive condition identified

Why is “why” important? Teach effective, efficient, relevant alt. SS Remove triggers of BB Add triggers for alt. SS Remove conseq. that maintain BB Add conseq. that maintain SS PREVENTION De-emphasis on reactive consequence management Emphasis on function-based approach & antecedent management De-emphasis on reactive consequence management Emphasis on function-based approach & antecedent management

4 basic strategies….if you do nuthin’ else….

Give Priority to Effective Practices Less Effective Label StudentExclude StudentBlame FamilyPunish StudentAssign RestitutionRequire Apology More Effective Teach All Specific SSUse DataActively SuperviseReinforce Expect BehIndividualize for Non-RespInvest Prev Sch Culture

“Stop-Walk-Talk” “Talk-Walk-Squawk” “Whatever & Walk” 1. Teach common strategy to all MUST….. Be easy & do-able by all Be contextually relevant Result in early disengagement Increase predictability Be pre-emptive Be teachable Be brief

Analyze problem setting Reteach Anticipate, remind, & practice Replace triggers & maintainers Reinforce desired 2. Precorrec t Before, During, After

Move Scan Interact positively Model expectations Reward appropriate behavior Remind & precorrect 3. Actively Supervise

Specific Informative Frequent Effective Contextually relevant Sincere 4. Reinforce Taught Skills

Integrated PBIS Response to Bullying Bullying Requirements Bullying CoordinatorSchool ClimateData SystemsEvent ReportingResponse TeamSchool & CommunityStaff Prof DevEvid-base Practices PBIS features Coach/Team LeaderPreventive Tier ISWISContinuous SWISLeadership TeamSchool & FamilyLocal Behavior ExpertiseRCT & SSR Research

SERC CT Anti-Bullying Law Public Act SERC April 2012

Data-based Decision Making Data used to….. 1. Specify/define need 2. Select right evidence-based solution 3. Ensure implementation fidelity 4. Monitor progress 5. Improve implementation

ESCALATING BEHAVIOR

Responding to Non- Responsive Behavior: Managing Escalations Geoff Colvin & George Sugai OSEP Center on PBIS University of Connecticut

TeacherJason Jason, please turn in your assignment. What assignment? I finished it. I don’t have it with me now. You never believe me. F_____ you! Pulls away, glares, & raises fist as if to strike. The assignment you didn’t finish during class. Great, please turn it in now. You have a choice: turn it in or do it again. I guess you’ve made the choice to do it again. That’s disrespect…go to the office. Moves closer…& puts hand on J. shoulder. Make me.

PURPOSE Enhance understanding & ways of escalating behavior sequences Understanding Best practice Considerations Your action planning

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

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

Working Assumptions Behavior is learned (function). Behavior is lawful (function). Behavior is escalated through successive interactions (practice). Behavior can be changed through instructional approach (teaching).

2 Basic Functions Pos Reinf Neg Reinf Existing aversive condition identified

THREE KEY STRATEGIES Identify how to intervene early in an escalation. Identify environmental factors that can be manipulated. Identify replacement behaviors that can be taught & serve similar function.

The MODEL High Low Calm Peak De-escalation Recovery Acceleration Agitation Trigger

The MODEL High Low CALM 

1. Calm Looks like…. COOPERATIVE & ENGAGEABLE Accepts feedback Follows directions Sets personal goals Ignores distractions Accepts praise …… Strategies…. INVEST IN PREVENTION Conduct FBA-BIP Identify & manipulate triggers & maintainers Identify & teach competing alternative Engage in frequent successful interactions Teach social skills Problem solving Relaxation response (alternative) Reinforce positively Set high expectations

The MODEL High Low TRIGGER 

2. Trigger Looks like…. Responding to series of UNRESOLVED CONFLICTS or CHALLENGES Repeated failures Frequent corrections Interpersonal conflicts Tight timelines & schedules Low success & reinforcement …… DESCRIBED as Anxious Hyper Distracted Figidity ….. Strategies…. PREVENT & REDIRECT Remember function Modify context Remove from context Increase opportunities to succeed Reinforce social skills …….

The MODEL High Low AGITATION 

3. Agitation Looks like…. INCREASED UNFOCUSED BEHAVIOR Off task Frequent start-stop In-out seat Increased or decreased talking & interactions Social &/or academic w/drawal …… Strategies…. REDUCE ANXIETY Consider function Make structural/environmental changes Provide reasonable options & choices Involve in successful engagement Practice social skills ………

The MODEL High Low ACCELERATION

4. Acceleration Looks like…. Switch to intensive FOCUSED BEHAVIOR Non-compliance Provocation Harassment Threatening Personal …… Strategies…. Intervene w/ FOCUS ON SAFETY Remember “Escalation & self-control are inversely related” “Escalation is likely to run its course regardless…” SAFETY Remove all triggers & maintainers Follow PLANNED crisis prevention procedures Follow through with PLANNED bottom line Disengage from student Monitor continuously …….

The MODEL High Low PEAK

5. Peak Looks like…. OUT OF CONTROL MOST severe behavior Physical aggression Property destruction Self-injury Escape/social w/drawal Hyperventalation Running away ……. Strategies…. Focus on SAFETY Shift from crisis prevention to INTERVENTION Follow planned procedures

The MODEL High Low DECELERATION

6. De-escalation Looks like…. DECREASES in SEVERE BEHAVIOR Easily RE-ESCALATED CONFUSION Blaming others Denial Social & physical w/drawal Justification/minimization of situation …….. Strategies…. MINIMIZE DEMANDS & ATTENTION STRATEGIES Don’t nag Avoid blaming Don’t force apology Consider function & replacement behavior Emphasize start anew ……

The MODEL High Low RECOVERY 

7. Recovery Looks like…. Attempts to RE-ENGAGE, but NON-INTERACTIVE Attempts corrections Watch group activities Work alone Social w/drawal Sleep …….. Strategies…. RESTATE & FOLLOW- THROUGH w/ consequences Positively reinforce any displays of appropriate behavior Re-establish routines & activities Debrief ……

Recovery - continued DEBRIEFING Purpose = facilitate transition back to engagement NOT further punishment Follows consequences for problem behavior Promote more appropriate behavior Especially in problem context FACILITATING RETURN Guided problem solving What did I do? When? Why did I do it then? What could I have done instead/differently? What do I have to do next? Can I do it?

The MODEL High Low Calm Peak De-escalation Recovery Acceleration Agitation Trigger

FINAL THOUGHT “It is always important to remember that “if you inadvertently assist the student to escalate, do not be concerned; you will get another chance to do it right the next time around.” Geoff Colvin (1989) “It is always important to remember that “if you inadvertently assist the student to escalate, do not be concerned; you will get another chance to do it right the next time around.” Geoff Colvin (1989)