Implementation of Developmentally Appropriate Behavioral Supports in High Schools: Exposing the Myths Bruce Stiller, Ph.D.

Barriers to HS Implementation  Lack of successful models schools can copy  Most successful models are at elementary or middle school level, so the images and language are not developmentally appropriate  Multiple initiatives with heavy focus on academic achievement  More effort needed to Sustain  Communication systems more complex  More adults creates consistency challenge  More departments  Lack of successful models schools can copy  Most successful models are at elementary or middle school level, so the images and language are not developmentally appropriate  Multiple initiatives with heavy focus on academic achievement  More effort needed to Sustain  Communication systems more complex  More adults creates consistency challenge  More departments

Myths  Myth 1: High school students don’t like being rewarded or acknowledged  Myth 2: But they already know (or should know) what is expected!!!!  Myth 3: PBS is completely different in high schools  Myth 1: High school students don’t like being rewarded or acknowledged  Myth 2: But they already know (or should know) what is expected!!!!  Myth 3: PBS is completely different in high schools

Key Features of PBS in High Schools  Developmentally Appropriate  Administrative Support  Presence  Allocation of Resources  Representative Team (How is the school organized? Small schools? Departments?)  Student Voice (Student Team Member or Advisory Council)  Keep it Visible and Fun!!!  Ongoing Coaching  Address Issues that are important to Staff (attendance; classroom behavior/achievement)  Address Issues that are important to Students (harassment/bullying)  Developmentally Appropriate  Administrative Support  Presence  Allocation of Resources  Representative Team (How is the school organized? Small schools? Departments?)  Student Voice (Student Team Member or Advisory Council)  Keep it Visible and Fun!!!  Ongoing Coaching  Address Issues that are important to Staff (attendance; classroom behavior/achievement)  Address Issues that are important to Students (harassment/bullying)

School-Wide Systems Specific Setting System Classroom System Individual Student System

Reinforcers  PRIDE tickets (students hoarding them)  Highlander T-Shirts  CD’s  Positive Call Home  Tickets to Dance; Sporting Events  Coupons to local food chains (pizza; Burger King; Taco Bell; etc.)  PRIDE tickets (students hoarding them)  Highlander T-Shirts  CD’s  Positive Call Home  Tickets to Dance; Sporting Events  Coupons to local food chains (pizza; Burger King; Taco Bell; etc.)

Academic Learning Time: Typical School 1152 Instructional Hours in the School Year (6.4 hours x 180 days) - 64 Absenteeism (1 day/month x 10 months) = 1088 Attendance Time (Time in School) Non-instructional time (50 min./day for passing time, lunch, etc) = 938 Allocated Time (Time scheduled for teaching) (25% of allocated time for getting started, transition between instructional activities, discipline) = 704 Instructional time (time actually teaching) Time off task (Engaged 75% of time) = 528 Engaged Time (On task) Unsuccessful Engaged Time (Success Rate 80%) = Academic Learning Time 2.34 hrs. of instructionally productive time per day (422.4/180 days) Education Resources Inc., 2005 Efficiency Rating = 37%

Academic Learning Time: Effective School 1152 School Year (6.4 hours x 180 days) - 64 Absenteeism (1 day/month x 10 months) = 1088 Attendance Time (Time in School) Non-instructional time (50 minutes/day for passing time, lunch) = 938 Allocated Time (Time scheduled for teaching) (15% of allocated time for administration, transition, discipline -- 9 minutes/hour) = 797 Instructional time (actually teaching hrs. lost v. 234 hrs. lost) - 79 Time off task (Engaged 90% of time) = 718 Engaged Time (79 hrs. lost v. 176 hrs. lost) - 72 Unsuccessful Engaged Time (Success Rate 90% = 72 hrs. lost v. 105 hrs. lost at 80% Success Rate) = 646 Academic Learning Time (646 hrs. vs. 422 hrs.) Education Resources Inc., 2005 Efficiency Rating = 56%

The Difference: Typical vs. Effective Schools Unallocated Non-Instructional Time 75% vs. 85% = 93 more hours Difference in 15 minutes vs. 9 minutes/hour Teaching expectations, teaching transitions, managing appropriate and inappropriate behavior efficiently Engagement Rate 75% vs. 90% = 97 more hours Management of groups, pacing Success Rate 80% vs. 90% = 34 more hours Appropriate placement, effective teaching So what? 224 hours more instructionally productive hours (646 vs. 422) 34% more ALT 95 more days in school (based on 2.34 hours of instructionally productive time per day!!) Education Resources Inc., 2005

Basic Management Practices  Expectations and routines have been explicitly defined  Expectations and routines have been practiced to mastery  Scanning and movement strategies allow for maximum supervision  Students receive high rates of feedback  Frequent Review of Expectations --especially following a bad day  Pacing -- minimum of Dead Air allow for Think Time when appropriate  Academic Errors: Correct responses are taught before moving on  Expectations and routines have been explicitly defined  Expectations and routines have been practiced to mastery  Scanning and movement strategies allow for maximum supervision  Students receive high rates of feedback  Frequent Review of Expectations --especially following a bad day  Pacing -- minimum of Dead Air allow for Think Time when appropriate  Academic Errors: Correct responses are taught before moving on

Establish Routines: Build a Predictable Environment  Define and teach classroom routines  Entering the classroom  What to do if you do not have materials  What to do if you need help  What to do if you need to go to the bathroom  What to do if you are handing in late material  What to do if someone is bothering you.  Signals for moving through different activities.  Specific expectations for different activities (directed practice v. seatwork v. group work v. lab work, etc.)  How to determine if you are doing well in class  Exiting the classroom  Establish a signal for obtaining class attention  Teach effective transitions.

Entering the Classroom  Quiet Voices  Deposit homework in the homework basket  Quietly find your seat  Scan the whiteboard for warm-up activity instructions  Quiet Voices  Deposit homework in the homework basket  Quietly find your seat  Scan the whiteboard for warm-up activity instructions

When Finished with Work  Proof read completed work and correct any errors  Quietly deposit work in grading basket  Quietly read library selection  Proof read completed work and correct any errors  Quietly deposit work in grading basket  Quietly read library selection

Active Supervision  Movement (maximize visual contact at all times -- avoid routines that compromise scanning ex: five students at front of room waiting for T’s attention)  Scanning  Interaction/Differentiation/Scaffolding (especially when assignment is given, check in ASAP with learners who are likely to struggle with assignment)

Alpha vs. Beta COMMANDS  Alpha commands are short and clear; neutral tone (e.g., “Stay on topic -- Columbus Day”)  Beta commands are wordy, vague and often convey a feeling of frustration (e.g., If you won’t listen, you won’t learn a darn thing. You aren’t trying. Pay attention and keep up”)  Alpha commands are short and clear; neutral tone (e.g., “Stay on topic -- Columbus Day”)  Beta commands are wordy, vague and often convey a feeling of frustration (e.g., If you won’t listen, you won’t learn a darn thing. You aren’t trying. Pay attention and keep up”)

Points of Intervention  Prevention (before the problem behavior occurs)  Correction (after the problem behavior occurs)  Prevention (before the problem behavior occurs)  Correction (after the problem behavior occurs)

What Works  The two most powerful tools for changing behavior are:  Teaching  Reinforcement  The two most powerful tools for changing behavior are:  Teaching  Reinforcement  The least powerful tool for changing behavior is:  Punishment

Discipline Works When …. Prevention creates more Positive than negative consequences Punishment (Failure) Reinforcement (success) 4 : 1

Correction Strategies  Get privacy  Start with a positive statement (“thanks for stopping”)  State the appropriate behavior (“remember to speak respectfully at school” or “we’re trying hard to clean up the language -- help us out”)  If the student cooperates acknowledge compliance (“thanks” or “perfect” or thumbs up)  If the student escalates, review choices “We can solve this with a conference and some agreements if you are able to cooperate. Otherwise, consequences will be more severe and it will become a lot more complicated for both of us.”  If student becomes defiant (leaves without permission or continues to argue after the choice prompt is given -- Write a Level III Office Discipline Referral. Level of consequence to be determined by administrator based on specific circumstances  Get privacy  Start with a positive statement (“thanks for stopping”)  State the appropriate behavior (“remember to speak respectfully at school” or “we’re trying hard to clean up the language -- help us out”)  If the student cooperates acknowledge compliance (“thanks” or “perfect” or thumbs up)  If the student escalates, review choices “We can solve this with a conference and some agreements if you are able to cooperate. Otherwise, consequences will be more severe and it will become a lot more complicated for both of us.”  If student becomes defiant (leaves without permission or continues to argue after the choice prompt is given -- Write a Level III Office Discipline Referral. Level of consequence to be determined by administrator based on specific circumstances

Punishment  Reliance on Punishment as the primary behavior change strategy is unlikely to be effective.  The appropriate use of consequences has two potentially useful purposes:  To ensure that problem behavior is not rewarded  To minimize disruption to the educational environment  Reliance on Punishment as the primary behavior change strategy is unlikely to be effective.  The appropriate use of consequences has two potentially useful purposes:  To ensure that problem behavior is not rewarded  To minimize disruption to the educational environment

Bullying & Harassment  30% of youth in the United States are estimated to be involved in bullying as either a bully, a target.  Staff are likely to underestimate the extent of harassment and bullying. One study showed:  58% of students perceived teasing, spreading lies or rumors, or saying mean things to be problems.  Only 25% of teachers perceived these behaviors to be problems. 1 Nansel et al. (2001). Bullying Behaviors Among U.S. Youth. JAMA.

What “Rewards” Social Aggression?  Attention from Bystanders (who may or may not be actually present)  Reactions from the Recipient  Laughing it off  Overreacting  Access to items - tangibles; activities  Attention from Bystanders (who may or may not be actually present)  Reactions from the Recipient  Laughing it off  Overreacting  Access to items - tangibles; activities

Core Features - Bully Prevention  Remove the reinforcements that maintain socially aggressive behavior.  Student “Buy-In” is critical.  Impact Bystander behavior.  School-wide Stop Signal/Catch Phrase students use to interrupt social aggression.

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