1. Positive Behavior Support for At-Risk Students: An Overview Florida’s Positive Behavior Support Project University of South Florida 2003-2004

2. FL PBS Project: Targeted Interventions 2003-2004 Objectives Identify at-risk populations Recognize different approaches to supporting an at-risk population Identify the characteristics of your school’s at-risk population(s) Use data-based decision making to select an appropriate intervention(s) for your school’s at-risk population(s)

3. Adapted from the Center for Positive Behavior Interventions and Supports (2002) Designing Comprehensive Systems CONTINUUM OF POSITIVE BEHAVIOR SUPPORT (PBS)

4. FL PBS Project: Targeted Interventions 2003-2004 Why do we need to intervene? Instructional time Stress Learning environment Modeling Resources Test scores Attendance Suspensions Expulsions Grade retention SW not sufficient Skill deficiencies don’t remediate themselves

5. FL PBS Project: Targeted Interventions 2003-2004 Skill Deficits

6. State of Florida Suspensions

7. Critical Safety Issues

8. FL PBS Project: Targeted Interventions 2003-2004 Delinquency in the Schools In the Florida Youth Survey 2000, students reported that within the past 12 months, –15 percent had attacked someone with intent to harm; –6 percent were arrested; –1 percent took a handgun to school.

9. FL PBS Project: Targeted Interventions 2003-2004 Out of Proportion These students represent less than 25% of school enrollment They account for over 50% of behavioral incidents They consume significant amounts of time and resources

10. What is the “Middle Part” of the Triangle? ~15% of students Multiple referrals At-risk for developing more severe/chronic patterns of problem behaviors

11. Referrals per Student

12. FL PBS Project: Targeted Interventions 2003-2004 What it looks like… At Risk: –Disruptive –Talks out –Unprepared –Talks back to teacher –Uses inappropriate language –Tardy –Defiant –Refuses to do work –Difficulty taking turns –Refuses to share –Out of seat –Aggressive –Not dangerous or violent –May have low academic achievement Serious/Chronic: –Danger to self and/or others –Destructive General: – In line with expectations

13. FL PBS Project: Targeted Interventions 2003-2004 In general… Poor peer relations Low academic achievement Difficulty adjusting to school environment Chaotic home environment Low self-esteem

14. FL PBS Project: Targeted Interventions 2003-2004 Catch them before they fall: Intervention before age 9 is more likely to succeed Severity, stability, and risk Substance abuse School dropout

15. FL PBS Project: Targeted Interventions 2003-2004 Approaches to Intervention Behavior Education Program (BEP) Verbal De-escalation Training Social Skills Training Conflict Resolution Training Anger Management Training

16. FL PBS Project: Targeted Interventions 2003-2004 Responding to Problem Behavior in Schools: The Behavior Education Program A comprehensive book by Deanne A. Crone, Robert H. Horner, and Leanne S. Hawken. Guilford Publishing, Inc. ISBN 1-57320-940-7; Cat. #0940 List Price: $25.00 www.guilford.com

17. FL PBS Project: Targeted Interventions 2003-2004 Responding to Problem Behavior in Schools: The Behavior Education Program For teachers, staff Check-in/Check-out system Daily positive adult contact Daily report card - Increased attention to behavioral goals Home-School partnership For all school settings Crone, Horner & Hawken (in press). Guilford Publications, NY.

18. FL PBS Project: Targeted Interventions 2003-2004 BEP: Who Qualifies More than a minimum number of referrals Across several different settings Not dangerous to self/others Adult attention is reinforcing

19. FL PBS Project: Targeted Interventions 2003-2004 Example Behaviors –Disruptive –Talks out –Unprepared –Talks back to teacher –Uses inappropriate language –Tardy –Defiant –Refuses to do work –Difficulty taking turns –Refuses to share –Out of seat – Difficulty following directions – Frequent peer conflict – Low-grade aggression (pushing, tripping, etc…)

20. FL PBS Project: Targeted Interventions 2003-2004 Do Not Include: Dangerous/violent students Students who bring a weapon to school Students who injure/may injure themselves Students with a high number of referrals Students with referrals from only one setting, teacher, or time Students who find adult attention aversive

21. FL PBS Project: Targeted Interventions 2003-2004 Data-Based Decision The BEP is indicated when… –High percentage of students with multiple referrals (>15%) –Problem behaviors are not dangerous or violent –Problem behaviors are found in multiple locations throughout school, from multiple staff

22. Referrals by Problem Behavior

23. Referrals by Location

24. Referrals per Student

25. FL PBS Project: Targeted Interventions 2003-2004 Verbal De-Escalation Training (VDT) For Teachers, staff Learn comments, gestures, behaviors, and practices that help prevent individuals from escalating to aggressive or violent behavior Prevent disagreements from turning into crisis situations (or office referrals)

26. FL PBS Project: Targeted Interventions 2003-2004 VDT: Who can benefit New teachers Teachers with high referral rates Teachers who report frequent conflicts with students ESE teachers Teachers of at-risk/aggressive students Counselors, School Psychologists, Support Staff

27. FL PBS Project: Targeted Interventions 2003-2004 Example Behaviors Non-compliance, defiance Disrespectful comments to staff Intimidation/threats to staff Aggression towards staff Tantrums Student-Teacher power struggles Confronts teacher after a request is made

28. FL PBS Project: Targeted Interventions 2003-2004 Data-Based Decision VDT is indicated when: –High number of referrals for Disruption, Defiance/Disrespect, Abusive Language, Aggression towards staff –Need for more intensive problem-solving skills among staff –Situations with high student-teacher conflict –Frequent tantrums

29. Referrals by Problem Behavior

30. Referrals by Teacher

31. FL PBS Project: Targeted Interventions 2003-2004 Social Skills Training For teachers, to use in small groups Social skills are: –Socially acceptable learned behaviors that enable a person to interact with others in ways that elicit positive responses and avoid negative responses (Gresham & Elliott, 1984, 1990)

32. FL PBS Project: Targeted Interventions 2003-2004 Types of Social Skills Cooperation Assertion Responsibility Empathy Self-control Social problem solving Positive play Group entry Dealing with strong negative feelings Conversational skills Conflict resolution Listening Accepting feedback Making requests Responding to teasing Apologizing Disagreeing Resisting peer pressure Negotiating Dealing with an accusation

33. FL PBS Project: Targeted Interventions 2003-2004 Safe & Sound Programs Collaborative for Academic, Social, and Emotional Learning. (2003). Chicago, IL: Author. http://www.casel.org/projects_products/safeandsound.php Safe and Sound: An Educational Leader’s Guide to Evidence-Based Social and Emotional Learning (SEL) Programs.

34. FL PBS Project: Targeted Interventions 2003-2004 Sound Social Skill Programs Five essential SEL skill areas: –Self-awareness –Social awareness –Self-management –Relationship skills –Responsible decision making

35. FL PBS Project: Targeted Interventions 2003-2004 Sound Social Skill Programs Necessary components: –Skill modeling –Role play by students Components for better outcomes: –Discuss relevancy of skill –Provide for generalization across settings \ –Provide for maintenance over time

36. FL PBS Project: Targeted Interventions 2003-2004 Sound Social Skill Programs Evidence of effectiveness Professional development component Continuing performance-based assessment measures for students Guidelines and tools for implementation Coordination with school, family, and community Academic integration strategies

37. FL PBS Project: Targeted Interventions 2003-2004 SST: Who Can Benefit Students AND teachers Students with –Poor peer relations –Poor student/teacher interactions –High referrals for Fighting/Physical Aggression, Harassment, Defiance, Disruption, Abusive Language –Socially isolated students

38. FL PBS Project: Targeted Interventions 2003-2004 Example Behaviors –Disruptive –Talks out –Talks back to teacher –Uses inappropriate language –Defiant –Refuses to do work –Difficulty taking turns –Refuses to share –Out of seat –Difficulty following directions –Aggression –Disrespectful comments to staff –Intimidation/threats to staff –Aggression towards staff –Tantrums –Student-Teacher power struggles –Frequent peer conflict

39. FL PBS Project: Targeted Interventions 2003-2004 Data-Based Decision Social Skills Training is indicated when: –High number of referrals for Fighting/Physical Aggression, Harassment, Defiance, Disruption, Abusive Language –Referrals occur in multiple settings, from multiple staff –Detailed analysis of referrals indicates a need for more intensive problem-solving skills among students

40. Referrals by Problem Behavior

41. FL PBS Project: Targeted Interventions 2003-2004 Conflict Resolution Training (CRT) For teachers, to use in small groups Teach skills for effective conflict resolution –Negotiation –Cooperation –Listening –Turn taking –Perspective taking –Positive Attitude

42. FL PBS Project: Targeted Interventions 2003-2004 CRT: Who can Benefit Students with –Poor peer relations –Poor teacher relations –High referrals for Fighting/Physical Aggression, Disruption*, Abusive language*, Harassment*

43. FL PBS Project: Targeted Interventions 2003-2004 Example Behaviors Arguing Cursing out other people Physical Aggression Refusing to share Refusing to take turns Easily influenced by peer pressure Making threats in response to conflict*

44. FL PBS Project: Targeted Interventions 2003-2004 Data-Based Decision CRT is indicated when: –High number of referrals for Fighting/Physical Aggression –Detailed analysis of Disruption, Abusive Language, or Harassment referrals show conflict-centered incidents

45. Referrals by Problem Behavior

46. FL PBS Project: Targeted Interventions 2003-2004 Anger Management Training For teachers, support staff, to use in small groups To learn strategies and behaviors that will reduce the emotional experience of anger as well as the physiological arousal that anger causes.

47. FL PBS Project: Targeted Interventions 2003-2004 Anger Management Process Recognize when you’re angry Identify situations/events that cause anger Recognize negative consequences from intense expressions of anger Learn appropriate ways to express anger Teach social skills as needed

48. FL PBS Project: Targeted Interventions 2003-2004 Anger Management Strategies Self-talk Cognitive mediation/restructuring Relaxation training Behavior rehearsal Exposure to opportunities to control and manage negative feelings in a range of social settings

49. FL PBS Project: Targeted Interventions 2003-2004 AMT: Who Can Benefit Students who –Are easily angered –Are physically aggressive –Are verbally abusive –React to disappointments with anger –Are demanding/morally indignant –Withdraw/sulk when ‘things don’t go their way’

50. FL PBS Project: Targeted Interventions 2003-2004 Example Behaviors Cursing out/ranting at other people Physical aggression Damaging or destroying property Bringing weapons to school Fast-onset tantruming Responding to provocation without stopping to think about consequences Making frequent cynical/critical/hostile remarks Pouting when told “no”

51. FL PBS Project: Targeted Interventions 2003-2004 Data-Based Decision Anger management training may be indicated when: –High rates of referrals for Fighting/Physical Aggression, Disruption, Abusive Language, Harassment, Defiance, Vandalism, Weapons –Student interviews indicate repeated instances where students reacted in anger without thinking

52. Referrals by Problem Behavior

53. FL PBS Project: Targeted Interventions 2003-2004 Intervention Decision Worksheet Discipline data: –Referral reports –Referral documentation –Student/staff interviews –Staff surveys Use all available data to select the intervention most appropriate to your school’s needs

54. FL PBS Project: Targeted Interventions 2003-2004 Florida Positive Behavior Support Project FL-PBS Project –Phone: (813) 974-6440 –Fax: (813) 974-6115 –Email: flpbs@fmhi.usf.eduflpbs@fmhi.usf.edu –Website: http://flpbs.fmhi.usf.eduhttp://flpbs.fmhi.usf.edu RRTC-PBS –Website: http://www.rrtc.pbs.org OSEP Center on PBS –Website: http://www.pbis.org