Positive Behavioral Interventions & Supports

Positive Behavioral Interventions & Supports
A Program to Improve Student Outcomes Educational Programs and Interventions for Children

Positive Behavioral Interventions and Supports (PBIS) (Sugai, Sprague, Horner, & Walker, 2000)
Positive behavioral support…refers to the application of positive behavioral interventions and systems to achieve socially important behavior change Positive behavioral support is not a new intervention package…but an application of a behaviorally-based systems approach to enhancing the capacity of schools, families, and communities to design effective environments that improve the…link between research- validated practices and the environments in which teaching and learning occur. Attention is focused on creating…school environments that improve lifestyle results… for all children and youth by making problem behavior less effective, efficient, and relevant, and desired behavior more functional. In addition, the use of culturally appropriate interventions is emphasized. Educational Programs and Interventions for Children

Traditional Approaches to Discipline
Traditionally, educators have dealt with student misbehavior by responding to challenging behavior with punishment-based approaches Traditional approaches also include a few proactive measures: Classroom rules Designated consequences for breaking classroom or schoolwide rules Clearly defined prohibited behaviors and consequences for those behaviors. However, a system consisting simply of rules and consequences for breaking rules is apparently insufficient, given the widespread concerns about discipline. Educational Programs and Interventions for Children

Concerns with Traditional Approaches to Discipline
Traditional discipline methods are disproportionately applied to certain minority groups of students Disciplinary consequences are applied more often to minority students, particularly African-American students In addition to minority students, males, low-income students, and students with disabilities are more likely to receive exclusionary and more punitive consequences than are white, middle- or upper-class students No objective evidence suggest that students of color act out more, or are more disruptive than other students. Educational Programs and Interventions for Children

Concerns with Traditional Approaches to Discipline, cont’d.
Traditional (“push-out”) discipline practices place students at risk for involvement in the juvenile or adult criminal justice systems Zero tolerance policies Use of law enforcement for school discipline problems Repeated suspensions from school Most traditional disciplinary measures are reactive Responses to discipline problems occur only after the behavior has occurred Reactive measures are often time and resource intensive Each office disciplinary referral requires approximately 10 minutes of administrators’ time and 20 minutes of student time Educational Programs and Interventions for Children

Concerns with Traditional Approaches to Discipline, cont’d.
Reactive measures are often time and resource intensive Each office disciplinary referral requires approximately 10 minutes of administrators’ time and 20 minutes of student time Many discipline methods put educators in a position with students that are contrary to their reasons for entering the profession Studies show that discipline of student behavior continues to be at the forefront of teacher concerns, and one of the major reasons teachers leave the profession Educational Programs and Interventions for Children

“Teaching” by Getting Tough
Runyon: “I hate this ____ school, & you’re a dumb _____.” Teacher: “That is disrespectful language. I’m sending you to the office so you’ll learn never to say those words again….starting now!” Sugai, G. (2010) Educational Programs and Interventions for Children

Immediate & Seductive Solution…. “Get Tough!”
Clamp down & increase monitoring Re-re-re-review rules Extend continuum & consistency of consequences Establish “bottom line” ...Predictable individual response Sugai, G. (2010) Educational Programs and Interventions for Children

Reactive Responses are Predictable
When we experience aversive situation, we select interventions that produce immediate relief Remove student Remove ourselves Modify physical environment Assign responsibility for change to student &/or others Sugai, G. (2010) Educational Programs and Interventions for Children

When Behavior Doesn’t Improve… “Get Tougher!”
Zero tolerance policies Increased surveillance Increased suspension & expulsion In-service training by expert Alternative programming …..Predictable systems response Sugai, G. (2010) Educational Programs and Interventions for Children

Erroneous assumption that student…
Is inherently “bad” Will learn more appropriate behavior through increased use of “aversives” Will be better tomorrow……. Sugai, G. (2010) Educational Programs and Interventions for Children

False Sense of Safety or Security
Fosters environments of control Triggers & reinforces antisocial behavior Shifts accountability away from school De-values child-adult relationship Weakens relationship between academic & social behavior programming Sugai, G. (2010) Educational Programs and Interventions for Children

Science of behavior has taught us that students….
Are NOT born with “bad behaviors” Do NOT learn when presented contingent aversive consequences ……..Do learn better ways of behaving by being taught directly & receiving positive feedback Sugai, G. (2010) Educational Programs and Interventions for Children

Making Schools More Effective for all Students
U.S. Department of Education’s “Guiding Principles: A Resource Guide for Improving School Climate and Discipline” Create positive climates and focus on prevention Develop clear, appropriate, and consistent expectations and consequences Ensure fairness, equity, and continuous improvement PBIS A philosophy An array of research-based practices Educational Programs and Interventions for Children

Making Schools More Effective for all Students, cont
PBIS: A 3-tiered model of prevention/intervention Tier 1 Primary prevention (also called universal-level) Systems-level approaches for communicating and teaching appropriate behavior (80-90% of students) Tier 2 Secondary-level (also called targeted supports) Goals: identify problems quickly and provide efficient, effective supports to remediate problems and ensure behavior problems don’t become chronic or escalate to more serious forms (10-15% of students) Tier 3 Tertiary-level Individualized, intensive, possibly long-term supports that may involve services for the child and family from other mental health or social service agencies (1-5% of students) Educational Programs and Interventions for Children

Activity 1 Please work together to respond to Activity 1, we will resume in 5 minutes. Educational Programs and Interventions for Children

Behavior Assumption 1: Changing inappropriate student behavior requires changing teacher behavior.
Often, when faced with student behavior problems, we have a tendency to look for child- centered reasons for those problems However, many student behavior problems are related to how the teacher interacts with students, or how the teacher responds to students’ behavior This is good news! Small changes in the teacher’s behavior can produce significant positive changes in students’ behavior Educational Programs and Interventions for Children

Behavior Assumption 2: Some students require more time, attention, and structure than others.
What works for most students is sometimes not effective, or is insufficient, for students who exhibit chronic behavior challenges. Students with behavior challenges typically require: Differential management techniques More structure Perhaps more individualized instruction Educational Programs and Interventions for Children

Behavior Assumption 3: Students exhibit both desirable and undesirable behaviors for a reason.
When we understand the reason(s) for undesirable behavior, we are more likely to be able to: Design intervention strategies to address that reason Determine environmental factors that exacerbate problem behavior Educational Programs and Interventions for Children

Behavior Assumption 4: Many behavioral challenges reflect learning difficulties.
Some students engage in inappropriate behavior because they haven’t learned more appropriate social skills Behavior problems are also related to academic learning deficits The more academic failure that exists in any given classroom, the greater the likelihood of undesired behavior in that class Educational Programs and Interventions for Children

Behavior Assumption 5: Most inappropriate behavior is predictably linked to specific contexts and activities. Challenging behavior is not a random act: it typically occurs in the presence of certain predictable environmental events (external or internal). Internal Events Hunger Fatigue Illness External Events Working in small groups Transitions Working independently Educational Programs and Interventions for Children

Behavior Assumption 6: It is more efficient and more effective to use positive behavior change strategies than punitive strategies. Punishment is over-used in schools for many reasons Punishment is easy to use Usually works quickly with for students who do not exhibit high levels of challenging behaviors Reinforcing to teachers Zero tolerance policies Punishment-based discipline approaches are gradually evolving to PBIS-based approaches because of the efficacy of PBIS Resiliency The mediating effective of intrinsic protective traits Educational Programs and Interventions for Children

Behavior Assumption 7: It is more efficient and effective to use proactive strategies rather than relying on reactive strategies. Reactive strategies are seldom effective for students with chronic challenging behaviors Proactive, positive strategies are: More effective for individual students Associated with higher levels of teacher satisfaction Associated with improved school climate Educational Programs and Interventions for Children

Behavior Assumption 8: Students benefit when general educators and special educators work together to meet the needs of all students. By definition, special education teachers are expected to work with other educators on IEP teams Suggestions for effective collaboration Embrace the belief that you can learn from other professionals. Develop behavioral interventions collaboratively with the general education teachers who will be implementing the interventions. Listen carefully to general educators’ concerns and then take steps to address those concerns. Be an active member of any school group or committee to which you are assigned Be willing to step outside of your assigned duties in order to experience new groups and school activities. Volunteer to share behavior management ideas with your peers, perhaps during faculty meetings or other professional development venues. Educational Programs and Interventions for Children

Behavior Assumption 9: Students benefit when educators maintain close communication with parents to share information and collaboratively plan educational and home programs. Both IDEA and No Child Left Behind mandate specific types of family involvement in their children’s school experiences Parent involvement has been shown to positively affect grades, attendance, and challenging behavior Effective collaboration with families requires awareness of the diversity represented by students and their families. Educational Programs and Interventions for Children

Behavior Assumption 9, cont’d
Strategies For Facilitating Positive, Collaborative Teacher-Parent Relationships Initiate early contact with parents Provide daily or weekly reports about behavior when behavior is of concern Take steps to ensure that parents feel welcome in the educational setting Use active listening to listen to parent concerns Use lay terminology rather than educational jargon View parents as resources Ask for parents’ help when needed, but be specific in your requests Model effective practices Get to know your students’ parents and/or families Contact parents to share positive information more often than negative information Educational Programs and Interventions for Children

What is SW-PBIS? Schoolwide positive behavior support is a framework for enhancing adoption and implementation of a continuum of evidence-based interventions to achieve academically and behaviorally important outcomes for all students. OSEP, 2010 Educational Programs and Interventions for Children

What is SW-PBIS, cont PBIS is the integration of four theoretical elements: Operationally defined outcomes Foundation in behavioral and biomedical science Research-validated practices An emphasis on systems change Educational Programs and Interventions for Children

What is SW-PBIS, cont Operationally defined outcomes
Refers to specific, measurable indicators of behavior and learning outcomes, selected and evaluated by multiple sources of data Behavioral and biomedical sciences Refers to the assumptions of Applied Behavior Analysis. Research-validated practices Relying on intervention strategies that have documented evidence of effectiveness, according to the definition of scientific evidence Systems change Refers to reshaping organizational policies, administrative leadership, operational routines, and resources to facilitate sustained reliance on effective, efficient school management practices Educational Programs and Interventions for Children

Problem Statement “We give schools strategies & systems for developing positive, effective, achieving, & caring school & classroom environments, but implementation is not accurate, consistent, or durable. Schools need more than training.” Sugai, G. (2010) Educational Programs and Interventions for Children

SWPBS Logic Successful individual student behavior support is linked to host environments that are redesigned & supported to be effective, efficient, durable, & relevant for all students (Zins & Ponte, 1990) Educational Programs and Interventions for Children

Research Support for SW-PBIS
Schoolwide PBIS interventions have produced: Reductions in overall office discipline referrals Improvement in student behavior in specific areas of the schools Reductions in suspensions Improvements in academic achievement SW-PBIS is being extended to alternative settings Juvenile correctional facilities Alternative schools Educational Programs and Interventions for Children

SWPBS is about…. Improving classroom & school climate
Decreasing reactive management Maximizing academic achievement Improving support for students w/ EBD Integrating academic & behavior initiatives Sugai, G. (2010) Educational Programs and Interventions for Children

It’s not just about behavior! Sugai, G. (2010)
STUDENT ACHIEVEMENT Good Teaching Behavior Management Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems Educational Programs and Interventions for Children

Supporting Social Competence &
Basics: 4 PBS Elements Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior Educational Programs and Interventions for Children Sugai, G. (2010)

CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT
Sugai, G. (2010) Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings SAY: One of the most important organizing components of PBS is the establishment of a continuum of behavior support that considers all students and emphasizes prevention. This logic of this 3-tiered approach is derived from the public health approach to disease prevention. All students and staff should be exposed formally and in an on-going manner to primary prevention interventions. Primary prevention is provided to all students and focuses on giving students the necessary pro-social skills that prevents the establishment and occurrence of problem behavior. If done systemically and comprehensively, a majority of students are likely to be affected. Some students will be unresponsive or unsupported by primary prevention, and more specialized interventions will be required. One form of assistance is called secondary prevention, and is characterized by instruction that is more specific and more engaging. These interventions can be standardized to be applied similarly and efficiently across a small number of students. The goal of secondary prevention is to reduce/prevent the likelihood of problem behavior occurrences, and to enable these students to be supported by the school-wide PBS effort. If primary prevention is in place, a small proportion of students will require highly individualized and intensive interventions. The goal or tertiary level interventions is to reduce the intensity, complexity, and impact of the problem behaviors displayed by these students by providing supports that are (a) function-based, (b) contextually appropriate and person-centered, (c) strength-based and instructionally oriented, (d) continuously evaluated and enhanced, and (e) linked to the school-wide PBS approach. ~80% of Students Educational Programs and Interventions for Children

Features of Universal Interventions
Three-to-five schoolwide rules A few, positively stated overarching expectations developed Signs and other reminders posted throughout school Rule matrix to define rules for all areas of the school Expectations are defined according to specific behaviors for all areas of the school Systematic, planned instruction to teach the school rules Rules are actively taught and reviewed Acknowledgement systems to provide feedback to students for rule- following behaviors Rule-following student behavior receives more attention than inappropriate behavior Educational Programs and Interventions for Children

Features of Universal Interventions, cont
Differentiation of classroom-managed versus office-managed behavioral infractions “Minor” versus “major” infractions are defined to ensure consistency in responses A system of predetermined, consistent consequences for correcting minor rule infractions Educational Programs and Interventions for Children

Data Sources for Universal Level
Determine need and readiness for SW-PBIS EBS Survey (Sugai, Horner, & Todd, 2000) Informal survey Monitor effectiveness of universal-level interventions ODRs, disaggregated by critical variables Use data management program to facilitate review of ODR data Monitor fidelity of universal interventions Schoolwide Evaluation Tool (Todd et al., 2005) Benchmarks of Quality (Kincaid, Child, George, 2010) Identify students who are not responding to universal interventions Number of ODRs accumulated Schoolwide screener Systematic Screening for Behavioral Disorders (SSBD; Walker & Severson, 1992) Educational Programs and Interventions for Children

Something so simple as …..“Good morning, class!”
Teachers report that when students are greeted by an adult in morning, it takes less time to complete morning routines & get first lesson started. Sugai, G. (2010) Educational Programs and Interventions for Children

Reinforcement Wisdom! Sugai, G. (2010)
“Knowing” or saying “know” does NOT mean “will do” Students “do more” when “doing works”…appropriate & inappropriate! Natural consequences are varied, unpredictable, undependable,…not always preventive Educational Programs and Interventions for Children

Tier 1 - Primary Prevention
Effective for 80% to 90% of students Establish schoolwide expectations Teach expectations Address antecedent contributors to problem behaviors Use acknowledgement systems Ensure effective instruction Ensure consistent consequences for misbehavior Use data to guide decision-making Educational Programs and Interventions for Children

Tier 2 - Secondary Prevention (Targeted Level)
Needed by about 5% - 15% of students Increased reminders and feedback through structured programs Mentors Behavioral contracts Small group instruction in social skills Small group instruction in academic skills Close monitoring of behavioral progress Educational Programs and Interventions for Children

Tier 3 - Tertiary Interventions
Needed by about 1% - 5% of students Functional behavioral assessment, functional behavioral analysis, and/or structural analysis Individualized behavior support plans Close monitoring of target behaviors Team-based decision-making Wrap-around services Educational Programs and Interventions for Children

School-wide Classroom Non-classroom Family Student SWPBS Subsystems
Sugai, G. (2010) School-wide Classroom Non-classroom Family Student Educational Programs and Interventions for Children

School-wide 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 Sugai, G. (2010) Educational Programs and Interventions for Children

Non-Classroom Positive expectations & routines taught & encouraged
Active supervision by all staff Scan, move, interact Precorrections & reminders Positive reinforcement Sugai, G. (2010) Educational Programs and Interventions for Children

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 Sugai, G. (2010) Educational Programs and Interventions for Children

Individual Student 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 Sugai, G. (2010) Educational Programs and Interventions for Children

Family 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 Sugai, G. (2010) Educational Programs and Interventions for Children

GENERAL IMPLEMENTATION PROCESS: “Getting Started” Sugai, G. (2010)
Team GENERAL IMPLEMENTATION PROCESS: “Getting Started” Sugai, G. (2010) 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. Evaluation Implementation Educational Programs and Interventions for Children

Team-led Process Sugai, G. (2010)
Behavioral Capacity Representation Priority & Status Team Administrator Data-based Decision Making SAY: One of the most important steps is to establish or identify an existing group of individuals who can lead the establishment of a school-wide PBS approach. This team must be made of school staff who are respected, have effective communication skills and means, and can influence school policy, organization, and operations. An important factor in effective leadership teaming is ensuring that members of the team agree on how they will conduct business (e.g., agenda, problem solving, voting, etc.). The Conducting Leadership Team Meetings Checklist (see Appendix.1) can be used to assess for and establish agreements about how team meetings will be conducted. Communications Educational Programs and Interventions for Children

3-4 Year Commitment Top 3 School- Wide Initiatives 3-Tiered Prevention
Logic Agreements & Supports Coaching & Facilitation Administrative Participation Dedicated Resources & Time SAY: Although verbal behavior is a poor predictor of change in actual behavior, securing agreements and commitments from school staff establishes an understanding and priority for the school-wide PBS effort. Agreements must focus on a long term commitment to a prevention and action-based approach to system change. Administrator presence, and resources should be established before action plan implementation. If possible, frequent and regular external coaching or facilitation (prompting/reminding) should be arranged to keep school leadership teams on task and track. The “Team Implementation Checklist” can be used as a self-assessment tool by teams or a monitoring guide for facilitators. See Appendix 3. Sugai, G. (2010) Educational Programs and Interventions for Children

Self-Assessment Efficient Systems of Data Management Existing
Discipline Data Data-based Action Plan Team-based Decision Making Multiple Systems Evidence- Based Practices SAY: Team should work from a specific action plan that specifies (a) what needs to be achieved, (b) what needs to be done, (c) who needs to do the work, (d) what resources are needed to achieve the desired outcome, (e) when the outcomes need to be achieved, (f) how progress will be monitored. Data must be collected to specify the above features of an action. A variety of data sources should be considered: The EBS Survey allows staff members to give their perception of what is in place and the degree to which it needs to be improved. (Appendix 4). 2. Office discipline referrals are collected in most schools and represent an excellent source of information to determine the general effectiveness of the school-wide discipline systems. (See Academic achievement data also can be used to identify which students might need behavioral supports. Other information also might be available to guide how the action plan is developed and implemented, for example, (a) attendance/tardy patterns, (b) bus citations, (c) staff/parent recommendations. The Team Implementation Checklist (Appendix 3) can be used as an implementation self-monitoring tool, especially, w/r to systems level elements of school-wide PBS. Sugai, G. (2010) Educational Programs and Interventions for Children

Team Managed Staff Acknowledgements Effective Practices Implementation
Continuous Monitoring Administrator Participation Staff Training & Support SAY: School leadership teams and educational leaders should never implement an action plan until the people and resources are organized to support an initially successful implementation. As indicated previously, the effort must begin with agreements and commitments by a majority of the staff (>80%). However, maximizing accurate and consistent implementation of an action plan requires attention to these elements. Sugai, G. (2010) Educational Programs and Interventions for Children

Relevant & Measurable Indicators Efficient Input, Storage, & Retrieval
Team-based Decision Making & Planning Evaluation Continuous Monitoring Effective Visual Displays Regular Review SAY: No implementation effort should be conducted without a means of assessing for progress toward action plan goals and objectives. All data mentioned previously that are used for action planning should be included in an on-going data monitoring system for measuring progress. One of the most relevant and commonly available school data-bases is office discipline referrals. To be effective, office discipline referrals must have elements that are clearly defined, have been agreed upon by all staff, and have routines for regularly review and decision making. For more information about the features of high quality office discipline referral systems, see and Appendix 9 for Office Discipline Referral Forms and Checklists. Sugai, G. (2010) Educational Programs and Interventions for Children

Acknowledging SW Expectations: Rationale Sugai, G. (2010)
To learn, humans require regular & frequent feedback on their actions Humans experience frequent feedback from others, self, & environment Planned/unplanned Desirable/undesirable Without formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors Educational Programs and Interventions for Children

Steps in Planning and Implementing Schoolwide PBIS
Establish the need for PBIS. Organize a PBIS team. Ensure administrative leadership and commitment. Obtain commitment from staff. Gather data. Develop a long-term plan for PBIS. Develop schoolwide rules. Develop a rule matrix to define those rules for all areas of the school. Educational Programs and Interventions for Children

Steps in Planning and Implementing Schoolwide PBIS, cont
Assess environmental factors that need addressed. Develop plan for teaching rules. Develop acknowledgment systems for students. Develop acknowledgment systems for teachers. Teach the system to school staff. Meet regularly to evaluate progress and identify needs. Provide regular updates to all staff. Inform others about SW-PBIS program Educational Programs and Interventions for Children

Questions/Comments

Th-Th-Th-Th-Th-Th-Th-Th-Th-That's all folks!

Acknowledgements & References
. Acknowledgements & References George Sugai, Ph.D. (2010) Center for Behavioral Education and Research ( OSEP Center on Positive Behavioral Interventions and Supports ( Scheuermann, B. & Hall, J., (2015). Positive behavioral supports for the classroom. (3nd ed.). Upper Saddle River, NJ: Pearson Education Inc Educational Programs and Interventions for Children

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