1. Positive Behavior Intervention and Support: RtI for Behavior Jim Artesani, Ed.D. University of Maine College of Education & Human Development James_Artesani@umit.maine.edu

2. Rationale and Overview Pre-referral Response to Intervention PBIS

3. Why RtI? Need for systematic pre-referral process (Special Education). Need for systematic pre-referral process (Special Education). Need to support students who are at risk for school failure (Regular Education). Need to support students who are at risk for school failure (Regular Education).

4. Activity Where do students learn their values and behavior? Where do students learn their values and behavior? Who and what have been the traditional the influences? Who and what have been the traditional the influences? How has this changed? How has this changed? Who and what are the influences now? Who and what are the influences now?

5. Social/Behavioral Curriculum Needed by ALL students

6. Improving classroom & school climate Decreasing reactive management Maximizing academic achievement Improving support for students w/ EBD Integrating academic & behavior initiatives PBIS is more than behavior management

7. Challenges  Competing Mandates  Limited Resources  Increasing Disruptive Behavior  Increased Competition for Students’ Values  Reactive approaches  Punishment as predictor

8. Antidotes  Address social/behavioral needs of all students.  Give priority to validated methods that demonstrate effectiveness, efficiency, and relevance.  Integrate academic and behavioral success  Emphasize prevention  Increase collaboration among multiple support systems  Utilize team and problem solving approaches

9. Work smarter, not harder! Goal

10. Universal Targeted Intensive All Some Few RTI A Continuum of Support for All

11. 1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Designing School-Wide Systems for Student Success Academic SystemsBehavioral Systems Circa 1996

13. Proactive,Prevention Logic for All Walker et al., 1996 Decrease development of new problem behaviors Prevent worsening of existing problem behaviors Redesign learning & teaching environments to eliminate triggers & maintainers of problem behaviors Teach, monitor, & acknowledge prosocial behavior

14. Misplaced focus on “Getting Tough” approach to responding to problem behavior Swimming Against the Current

15. Example: “Teaching” by Getting Tough Napoleon: “I hate this f____ing school, & you’re a dumbf_____.” Teacher: “That is disrespectful language. I’m sending you to the office so you’ll learn never to say those words again….starting now!”

16. Immediate & seductive solution….”Get Tough!” Clamp down & increase monitoring Clamp down & increase monitoring Re-re-re-review rules Re-re-re-review rules Extend continuum & consistency of punitive consequences Extend continuum & consistency of punitive consequences Establish “bottom line” Establish “bottom line”...Predictable individual responses

17. Reactive responses are predictable…. When we experience aversive situation, we select interventions that produce immediate relief: Remove student Remove student Remove ourselves Remove ourselves Assign responsibility for change to student &/or others Assign responsibility for change to student &/or others

18. When behavior doesn’t improve, we “Get Tougher!” Zero tolerance policies Zero tolerance policies Increased surveillance Increased surveillance Increased suspension & expulsion Increased suspension & expulsion In-service training by expert In-service training by expert - New program - Single shot Alternative programming Alternative programming …..Predictable systems response!

19. Erroneous assumption that student… Is inherently “bad” Is inherently “bad” Will learn more appropriate behavior through increased use of “aversives” Will learn more appropriate behavior through increased use of “aversives” Will be better tomorrow……. Will be better tomorrow…….

20. But….false sense of safety/security! Fosters environments of control Fosters environments of control Triggers & reinforces antisocial behavior Triggers & reinforces antisocial behavior Predicts increased problem behavior Predicts increased problem behavior Devalues child-adult relationship Devalues child-adult relationship Weakens relationship between academic & social behavior programming Weakens relationship between academic & social behavior programming

21. Science of behavior has taught us that students…. Are NOT born with “bad behaviors” Are NOT born with “bad behaviors” Do NOT learn when presented contingent aversive consequences Do NOT learn when presented contingent aversive consequences ……..Do learn better ways of behaving by being taught directly & receiving positive feedback.

22. Lessons Learned: White House Conference on School Safety Students, staff, & community must have means of communicating that is immediate, safe, & reliable Students, staff, & community must have means of communicating that is immediate, safe, & reliable Positive, respectful, predictable, & trusting student- teacher-family relationships are important Positive, respectful, predictable, & trusting student- teacher-family relationships are important High rates of academic & social success are important High rates of academic & social success are important Positive, respectful, predictable, & trusting school environment/climate is important for all students Positive, respectful, predictable, & trusting school environment/climate is important for all students Metal detectors, surveillance cameras, & security guards are insufficient deterrents Metal detectors, surveillance cameras, & security guards are insufficient deterrents

23. Lessons Learned: White House Conference on School Safety Early Correlates/Indicators Significant change in academic &/or social behavior patterns Significant change in academic &/or social behavior patterns Frequent, unresolved victimization Frequent, unresolved victimization Extremely low rates of academic &/or social success Extremely low rates of academic &/or social success Negative/threatening written &/or verbal messages Negative/threatening written &/or verbal messages

24. PBIS is based on behavioral and biomedical science. * Behavior is learned and can be taught * Behavior is lawful and predictable * Behavior is influenced by environmental factors that interact with biophysical characteristics of the individual * Understanding the relationship between physiological factors and environmental variables is a critical feature * Data collection and use for decision-making are needed for continuous intervention and system improvement.

25. 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 School-wide Systems

26. Important Websites http://www.mepbis.org/ http://www.mepbis.org/ http://www.mepbis.org/ http://www.pbis.org/ http://www.pbis.org/ http://www.pbis.org/ http://pbismaryland.org/ http://pbismaryland.org/ http://pbismaryland.org/ http://flpbs.fmhi.usf.edu/ http://flpbs.fmhi.usf.edu/ http://flpbs.fmhi.usf.edu/ http://www.pbisillinois.org/ http://www.pbisillinois.org/ http://www.pbisillinois.org/ http://pbismissouri.org/ http://pbismissouri.org/ http://pbismissouri.org/

27. Reference Many of the slides contained in the this presentation were adapted from: Many of the slides contained in the this presentation were adapted from: George Sugai Center for Behavioral Education and Research OSEP National Center on Positive Behavioral Interventions and Supports University of Connecticut