School-Wide Positive Behavioral Interventions and Supports (SWPBIS)

School-Wide Positive Behavioral Interventions and Supports (SWPBIS)
Northeast PBIS (NEPBIS) School-Wide Team Training Day 5 INSERT TRAINER NAMES with support from Brandi Simonsen, Jen Freeman, Susannah Everett, & George Sugai Add trainer names for your event

Advance Organizer Quick Review of SWPBIS from Days 1-4
Function of Behavior Escalation and De-escalation Team Action Planning Wrap up

MAIN TRAINING OBJECTIVES
Establish leadership team Establish staff agreements Build working knowledge of SWPBIS outcomes, data, practices, and systems Develop individualized action plan for SWPBIS Organize for upcoming school year

Training Expectations:
RESPECT… Self-monitor (Are you participating? Engaged as a learner? Talking during allotted times?) Stretch, break, stand as needed SELF Cell phones (inaudible): Converse in lobbies and breaks Work as a team: Room for every voice, reinforce participation OTHERS Recycle Maintain neat working area ENVIRONMENT

School-wide PBIS Workbook and Appendices
Tools! nepbis.org pbis.org School-wide PBIS Workbook and Appendices Evaluation Plan Action Plan

Activity: Please Enter Attendance
1 min Please login on nepbis.org, go to the coaches’ tab, and click on the Team Training Attendance Link. Follow prompts to enter team attendance.

Overview & Getting Started with SWPBIS
QUICK Review Overview & Getting Started with SWPBIS (Days 1-4)

Overview of School-wide Positive Behavior Support (Chapter I)

Critical Features of SWPBIS
Supporting Culturally Equitable Social Competence & Academic Achievement OUTCOMES Supporting Culturally Knowledgeable Staff Behavior Supporting Culturally Valid Decision Making DATA SYSTEMS (Vincent, Randal, Cartledge, Tobin, & Swain-Bradway, 2011; Sugai, O’Keefe, & Fallon 2012 ab) Use data Focus on outcomes: Academic & behavior success On-going evaluation Ensure cultural and contextual fit Invest in systems Organize research-validated practices within a continuum Instructional & preventative approach Integration Tier 1 for all I.C PRACTICES Supporting Culturally Relevant Evidence-based Interventions

MTSS Academic Continuum Behavior Continuum Integrated Continuum
Mar

Getting started with School-wide Positive Behavior Support (Chapter II)

Getting Started with SWPBIS
Establish an effective leadership team Develop brief statement of behavioral purpose Identify positive SW behavioral expectations Develop procedures for teaching SW expectations Develop procedures for teaching class-wide expectations Develop continuum for strengthening appropriate behavior Develop continuum for discouraging violations of expectations Develop data-based procedures for monitoring Develop systems to support staff Build routines to ensure on-going implementation Day 3

II.B.vii PRACTICES Establish an effective leadership team Develop brief statement of behavioral purpose Identify positive SW behavioral expectations Develop procedures for teaching SW expectations Develop procedures for teaching class-wide expectations Develop continuum for strengthening appropriate behavior Develop continuum for discouraging violations of expectations Develop data-based procedures for monitoring Develop systems to support staff Build routines to ensure on-going implementation

~10 positive : 1 correction

II.B.viii DATA Establish an effective leadership team Develop brief statement of behavioral purpose Identify positive SW behavioral expectations Develop procedures for teaching SW expectations Develop procedures for teaching class-wide expectations Develop continuum for strengthening appropriate behavior Develop continuum for discouraging violations of expectations Develop data-based procedures for monitoring Develop systems to support staff Build routines to ensure on-going implementation

Steps for Selecting, Monitoring, and Evaluating SWPBIS Practices
Step 1: Develop evaluation questions. Step 2: Identify indicators or measures. Step 3: Develop methods for collecting and analyzing indicators. Step 4: Make decisions and action plan from analysis of indicators. What do you want to know? What information can be collected? How/when should information be gathered? II.B.viii How was the question answered and what should be done next?

Continuous Quality Improvement
Reassess and revise solution(s) as needed Identify problems with precision Monitor outcomes and compare to goal(s) Establish goal(s) DATA Trainer Note: We want to interrupt the traditional cycle of admiring the problem, by talking and talking about the problem before quickly launching into determining solutions. We can do this by building a system for improved decision making. Develop solution(s) Implement solution(s) with integrity and fidelity SWIS Facilitator Certification Training - Module 1

Improving Decision Making
Problem Solution Problem Problem Solving Solution Action Planning SWIS Facilitator Certification Training - Module 1

II.B.ix SYSTEMS Establish an effective leadership team Develop brief statement of behavioral purpose Identify positive SW behavioral expectations Develop procedures for teaching SW expectations Develop procedures for teaching class-wide expectations Develop continuum for strengthening appropriate behavior Develop continuum for discouraging violations of expectations Develop data-based procedures for monitoring Develop systems to support staff Build routines to ensure on-going implementation

Key Systems Features Team-based Implementation Clear Action Plan
Staff Buy-in Embedded Professional Development Staff Recognition for Implementation Build section numbers, color coding, and structure into ppt. I.C.iv

Apply the triangle to adult behavior!
SYSTEMS 80% Rule Tertiary Prevention: Specialized Individualized Systems for Staff with High-Risk Behavior ~5% Primary Prevention: Systems to support all staff: Professional development Reinforcement ~15% Apply the triangle to adult behavior! 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

II.B.x SYSTEMS Establish an effective leadership team Develop brief statement of behavioral purpose Identify positive SW behavioral expectations Develop procedures for teaching SW expectations Develop procedures for teaching class-wide expectations Develop continuum for strengthening appropriate behavior Develop continuum for discouraging violations of expectations Develop data-based procedures for monitoring Develop systems to support staff Build routines to ensure on-going implementation

SYSTEMS To start your semester/year off well, begin teaching and learning activities on the first day of semester/school CHAPTER II.B.X

3. SWPBIS Practices and Systems in Non-Classroom Settings (Chapter III)

Non-Classroom Settings: Basic Management
Considerations Practices Physical or environmental arrangements Routines & expectations Staff behavior Student behavior Teach directly expected behaviors and routines in context Actively supervise (scan, move, interact) Pre-correct and remind Positively reinforce expected behavior III.B

4. Classroom Management Practices and Systems (Chapter IV)

Evidence-Based Practices in Classroom Management
Minimize crowding & distraction Maximize structure & predictability State, teach, review, & reinforce positively stated expectations. Provide more acknowledgements 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. Annimation is out of order on this slide- I fixed on my computer but check on yours IV.A

Activity: Share Accomplishments
Talk as team for 5 min Discuss with your group and identify 1-2 accomplishments 1-2 questions or concerns shared by most members of team

5. Building Behavioral Capacity (Chapter V)

Understanding the Function of Behavior V.A

Function matters!

Function Based Support
Foundations in behavioral theory, ABA, and PBIS Attention to environmental context Emphasis on purpose (or history of reinforcement) of behavior Focus on teaching behaviors Attention to implementers (adult behaviors) & redesign of teaching & learning environments V.A

All Behavior Serves a Function:
get or obtain avoid or escape desired activities, tangible items, attention, or sensory stimulation aversive activities, tangible items, attention, or sensory stimulation V.A

What function?

I’m sending my whole class to the office!
What function?

Functions Pos Reinf Neg Reinf V.A

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

To Determine Function of Behavior
What typically precedes? What do the behaviors look like? What typically follows? Antecedent Behavior Consequence V.A Based on observing patterns across time, we can infer the probable function of behavior.

Let’s practice What Function? Get/obtain Attention
During teacher lecture, Martha repeatedly and loudly calls out (without raising her hand). Each time, the teacher gives her a look, a redirection, or occasionally calls on her. Teacher lecture (limited attention) Calling out repeatedly Teacher attention Antecedent? Behavior? Consequence? What Function? Get/obtain Attention

Let’s practice What Function? Escape Task
When given a difficult writing assignment Susannah regularly throws her pencil down, rips up her paper, and puts her head down. Her teacher ignores this behavior (and Susannah never completes her assignment). Difficult writing assignment Throw pencil, rip paper, head down Nothing (doesn’t do assignment) Antecedent? Behavior? Consequence? What Function? Escape Task

Peers laugh and pat on back
Let’s practice In the hallway with peers, Tim often teases, trips, or pushes a student who talks and walks a little slower than others. Each time, Tim’s peers laugh and pat him on the back. Transition with peers Teases, trips, pushes Peers laugh and pat on back Antecedent? Behavior? Consequence? What Function? Peer attention

Let’s practice What Function? Escape noise (stimulation)
When the environment gets too loud, Corey typically slaps his head with an open palm, rocks vigorously, and eventually runs out of the room. Teacher walks him to a quiet office. Loud environment Slaps head, rocks, runs out Moved to quiet office Antecedent? Behavior? Consequence? What Function? Escape noise (stimulation)

By understanding function, we can intervene more effectively.
How can we prevent? What should we teach the student to do instead? How do we respond to make sure the new skill “works”? Antecedent Behavior Consequence We can make simple tweaks to the antecedents, behaviors, and consequences, to prevent, teach, and respond, respectively. V.A

Let’s practice During teacher lecture, Martha repeatedly and loudly calls out (without raising her hand). Each time, the teacher gives her a look, a redirection, or occasionally calls on her. Provide attention ahead of lecture and frequent eye contact during Teach and prompt hand raising Call on her ONLY when she raises her hand (otherwise ignore) Prevent? Teach? Respond/Reinforce? Simple strategies like this are part of good “Tier 1” responses to minor disruptive behavior.

Let’s practice When given a difficult writing assignment Susannah regularly throws her pencil down, rips up her paper, and puts her head down. Her teacher ignores this behavior (and Susannah never completes her assignment) Modify writing assignment Teach and prompt her to ask for help/break Give immediate help/break when asked. Otherwise, redirect to task. Prevent? Teach? Respond/Reinforce? With these simple tweaks, we’ve made it less likely for her to engage in disruptive behavior to escape difficult tasks.

Let’s practice In the hallway with peers, Tim often teases, trips, or pushes a student who talks and walks a little slower than others. Each time, Tim’s peers laugh and pat him on the back. Increase prompts and active supervision in hallway Teach and prompt respectful behavior toward all peers Group contingency: peers reinforced for supporting good choices (and ignoring teasing) Prevent? Teach? Respond/Reinforce? With these strategies, we’ve (a) increased the likelihood of respectful behavior and (b) minimized attention for disrespectful behavior. (This may start to look like Tier 2.)

Teach to ask for quiet and/or headphones
Let’s practice When the environment gets too loud, Corey typically slaps his head with an open palm, rocks vigorously, and eventually runs out of the room. Teacher walks him to a quiet office. Implement strategies to decrease noise; Give access to noise canceling headphones Teach to ask for quiet and/or headphones Remove to quiet office or provide headphones immediately upon asking; Redirect to ask if he starts to slap. Prevent? Teach? Respond/Reinforce? With these strategies, we’ve (a) minimized noise when possible, (b) taught a skill to reduce noise, and (c) made that skill more effective. (This may start to look like Tier 3.)

Activity: Function of Behavior
Work as team for 15 min Consider a common problem behavior in your non-classroom or classroom settings (or a common challenge with staff!) Describe the “ABCs” Identify strategies to prevent, teach, and respond/reinforce Report (<1 min.) main features of your example

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 function-based (e.g., Ingram, Palmer, & Sugai, 2005). What did you say? Show you the data? Well…since you asked

(Ingram, Palmer, & Sugai, 2005)

TAKE AWAY MESSAGE We should consider the function of behavior when we design plans across all tiers of support.

Understanding Escalation and De-escalation
If your proactive strategies fail… Understanding Escalation and De-escalation V.B

Teacher Jason What assignment? Jason, please turn in your assignment.
The assignment you didn’t finish during class. I finished it. Great, please turn it in now. I don’t have it with me now. You have a choice…..turn it in or do it again. You never believe me. I guess you’ve made the choice to do it again. Make me. That’s disrespect…go to the office. F_____ you! Moves closer…& puts hand on J. shoulder. Pulls away, glares, & raises fist as if to strike. (Colvin & Sugai, 1989)

PURPOSE Enhance our understanding of and ways of responding to escalating behavior sequences. Student <=> Teacher Teacher <=> Teacher Teacher <=> Parent Child <=> Parent Teacher <=> Administrator Etc., etc., etc…. V.B (Colvin & Sugai, 1989)

ASSUMPTIONS Behavior is learned (function).
Behavior is lawful (function). Behavior is escalated through successive interactions (practice). Behavior can be changed through an instructional approach. V.B (Colvin & Sugai, 1989)

Remember, All Behavior Serves a Function
Pos Reinf Neg Reinf (Colvin & Sugai, 1989)

KEY STRATEGIES Identification of how to intervene early in an escalation. Identification of environmental factors that can be manipulated. Identification of replacement behaviors that can be taught (& serve same function as problem). V.B (Colvin & Sugai, 1989)

The MODEL High Peak Acceleration De-escalation Agitation Trigger Calm
Recovery Acceleration Agitation Trigger High Low V.B (Colvin & Sugai, 1989)

Calm: Description Student is cooperative. Accepts corrective feedback.
Follows directives. Sets personal goals. Ignores distractions. Accepts praise. V.B (Colvin & Sugai, 1989)

Calm: Intervention Intervention is focused on prevention.
Assess problem behavior. Triggers Function Academic & behavioral learning history Arrange for high rates of successful academic & social engagements. Use positive reinforcement. Teach social skills. Problem solving Relaxation strategy Self-management Communicate positive expectations. V.B (Colvin & Sugai, 1989)

Trigger: Description Student experiences a series of unresolved conflicts. Repeated failures Frequent corrections Interpersonal conflicts Timelines Low rates of positive reinforcement Or other antecedent for problem behavior identified in FBA V.B (Colvin & Sugai, 1989)

Trigger: Intervention
Intervention is focused on prevention & redirection. Consider function of problem behavior in planning/implementing response. Remove from or modify problem context. Increase opportunities for success. Reinforce what has been taught. V.B (Colvin & Sugai, 1989)

Agitation: Description
Student exhibits increase in unfocused behavior. Off-task Frequent start/stop on tasks Out of seat Talking with others Social withdrawal V.B (Colvin & Sugai, 1989)

Agitation: Intervention
Intervention is focused on reducing anxiety. Consider function of problem behavior in planning/implementing response. Make structural/environmental modifications. Provide reasonable options & choices. Involve in successful engagements. V.B (Colvin & Sugai, 1989)

Acceleration: Description
Student displays focused behavior. Provocative High intensity Threatening Personal V.B (Colvin & Sugai, 1989)

Acceleration: Intervention
Intervention is focused on safety. Remember: Escalations & self-control are inversely related. Escalation is likely to run its course. V.B (Colvin & Sugai, 1989)

Acceleration: Intervention
Remove all triggering & competing maintaining factors. Follow crisis prevention procedures. Establish & follow through with bottom line. Disengage from student. V.B (Colvin & Sugai, 1989)

Peak: Description Student is out of control & displays most severe problem behavior. Physical aggression Property destruction Self-injury Escape/social withdrawal Hyperventilation V.B (Colvin & Sugai, 1989)

Peak: Intervention Intervention is focused on safety.
Procedures like acceleration phase, except focus is on crisis response V.B (Colvin & Sugai, 1989)

De-escalation: Description
Student displays confusion but with decreases in severe behavior. Social withdrawal Denial Blaming others Minimization of problem V.B (Colvin & Sugai, 1989)

De-escalation: Intervention
Intervention is focused on removing excess attention. Don’t nag. Avoid blaming. Don’t force apology. Consider function of problem behavior. Emphasize starting anew. V.B (Colvin & Sugai, 1989)

Recovery: Description
Student displays eagerness to engage in non-engagement activities. Attempts to correct problem. Unwillingness to participate in group activities. Social withdrawal & sleep. V.B (Colvin & Sugai, 1989)

Recovery: Intervention
Follow through with consequences for problem behavior. Positively reinforce any displays of appropriate behavior. Intervention is focused on re-establishing routines activities. V.B (Colvin & Sugai, 1989)

Recovery: Debrief Debrief
Purpose of debrief is to facilitate transition back to program….not further negative consequence Debrief follows consequences for problem behavior. Goal is to increase more appropriate behavior. V.B (Colvin & Sugai, 1989)

Recovery: Problem Solving
Problem solving example: What did I do? Why did I do it? What could I have done instead? What do I have to do next? Can I do it? V.B (Colvin & Sugai, 1989)

Crisis Escalation & De-escalation
Calm Peak De-escalation Recovery Acceleration Agitation Trigger High Prevention Low V.B (Colvin & Sugai, 1989)

Teacher Jason What would you do? What assignment?
Jason, please turn in your assignment. The assignment you didn’t finish during class. I finished it. Great, please turn it in now. I don’t have it with me now. You have a choice…..turn it in or do it again. You never believe me. I guess you’ve made the choice to do it again. Make me. That’s disrespect…go to the office. F_____ you! Moves closer…& puts hand on J. shoulder. Pulls away, glares, & raises fist as if to strike. (Colvin & Sugai, 1989)

RECAP: 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. V.B (Colvin & Sugai, 1989)

FINAL THOUGHT 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.” (Colvin & Sugai, 1989)

Activity: Escalating/De-escalating Behavior
Work as team for 10 min Review features & steps of “Escalating Behavior” model Discuss extent to which escalating behavior is or could be issue in the settings in which you’ve worked Identify 2-3 strategies & systems for addressing escalating behavior Report 2-3 “big ideas” from your team discussion (1 min. reports)

Activity: Questions and Answers
Work as team for 15 min With your group brainstorm 2-3 questions that you still have. Share questions and solutions as a large group

SWPBIS Action Planning

Activity: Action Planning
Work as team for 105 min Return to your Action Plan Update each section based on what you’ve learned in today. In particular, make sure have a plan for sharing information with and gathering/using feedback from your school faculty! Present 2-3 “big ideas” from your group (1 min. reports)

Review of Day 5

Functions Pos Reinf Neg Reinf V.B

Crisis Escalation & De-escalation
Calm Peak De-escalation Recovery Acceleration Agitation Trigger High Prevention Low V.B (Colvin & Sugai, 1989)

Consider Tattoos! 4 SWPBIS Elements School Systems SWPBIS SYSTEMS
PRACTICES DATA Supporting Staff Behavior Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Decision Making Classroom Non-classroom Family Student School-wide SWPBIS 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%

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School-Wide Positive Behavioral Interventions and Supports (SWPBIS)

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