CT PBS Coaches’ Meeting Coaching SWPBS Basics

1. CT PBS Coaches’ MeetingCoaching SWPBS Basics April 21, 2009 Brandi Simonsen, Kari Sassu, & George Sugai

2. Advance Organizer Coaching SWPBS (Updates) Review of Role of Coach Basics of Classroom Management Advanced Skill Building: Function of Behavior Wrap-up

3. Objectives for Coaches By the end of today’s meeting, you will be able to… • …Describe your role as a coach. • …Articulate the basics of class-wide PBS • …Identify functions of behavior. • …Facilitate your team’s activities.

4. Coaching SWPBS

5. Supporting Social Competence & Academic Achievement 4 PBS Elements OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

6. Continuum of School-Wide Instructional & Positive Behavior Support Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~5% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~15% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~80% of Students

7. GENERAL IMPLEMENTATION PROCESS Team Agreements Data-based Action Plan • Who actually participated? • Administrator? • Parent? • Certified staff? • Non-certified staff? • Student (if HS or maybe MS)? Evaluation Implementation

8. SWPBS Practices School-wide • Smallest # • Evidence-based • Biggest, durable effect Classroom Non-classroom Family Student

9. Primary Prevention What are the critical features? 80% Buy-in Team Agreements Data-based Action Plan Evaluation Implementation 1. Common purpose & approach to discipline Common language, vision, and experience And when that fails….

10. 80% Rule Tertiary Prevention: Specialized Individualized Systems for Staff with High-Risk Behavior ~5% Apply the triangle to adult behavior! • Primary Prevention: • Systems to support • all staff: • Professional development • Reinforcement ~15% • Secondary Prevention: • Specialized Group • Systems for Staff who are “At-Risk” • Additional instruction • Increased support ~80% of Staff

11. Primary Prevention What are the critical features? 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

12. Coach TAKE AWAY MESSAGE Usedatato (a) identifyoutcomesand (b) select evidence-basedpractices. Invest insystemsto ensure sustained implementation with fidelity.

13. Role of a Coach

14. Roles of a Coach Facilitate Coaching Roles Communicate Content Knowledge • Team meetings • Activities at training events • Implementation • Share advanced content with team • Share information at faculty meetings • Local PBS expert • Positive “nag” • Link to resources (e.g., www.pbis.org)

15. What does this look like? • At least monthly • Ensure data are summarized in useful format • Facilitate team meeting using agenda and action plan • Give data-based updates to faculty • At least bi-weekly (or weekly) • Review action plan and prompt team members to complete tasks • Ensure your tasks are completed in a timely fashion (you’re a role model) • And…daily • Be an ambassador for PBS (look for opportunities to share info with others, etc.) • Model positive interactions and reinforcement with staff and students

16. Evidence-based Practices in Classroom Management* * Use this content in conjunction with the Classroom Management Self-Assessment in your notebook.

17. Evidence Based Practices in Classroom Management • Minimize crowding & distraction • Maximize structure & predictability • State, review, & reinforce positively stated expectations. • Provide more acknowledgement 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.

18. 1. Minimize crowding & distraction. • Design environment to (a) elicit appropriate behavior and (b) minimize crowding and distraction: • Arrange furniture to allow easy traffic flow. • Ensure adequate supervision of all areas. • Designate staff & student areas. • Seating arrangements (groups, carpet, etc.)

19. 2. Maximize structure & predictability. • Develop Predictable Routines • Teacher routines: volunteers, communications, movement, planning, grading, etc. • Student routines: personal needs, transitions, working in groups, independent work, instruction, getting materials, homework, etc.

20. 3. State, review, & reinforce positively stated expectations. • Establish behavioral expectations/rules. • Teach rules in context of routines. • Prompt or remind students of rule prior to entering natural context. • Monitor students’ behavior in natural context & provide specific feedback. • Evaluate effect of instruction - review data, make decisions, & follow up.

21. Establish Behavioral expectations/Rules • A small number (i.e., 3-5) of positively stated rules. Tell students what we want them to do, rather than telling them what we do not want them to do. • Publicly post the rules. • Should match SW Expectations

22. Establish Behavioral expectations/Rules • Operationally define what the rules look like across all the routines and settings in your school. • As we discussed in Chapter 2, one way to do this is in a matrix format.

23. Rules within Routines Matrix

24. Teach Rules in the Context of Routines • Teach expectations directly. • Define rule in operational terms—tell students what the rule looks like within routine. • Provide students with examples and non-examples of rule-following within routine. • Actively involve students in lesson—game, role-play, etc. to check for their understanding. • Provide opportunities to practice rule following behavior in the natural setting.

25. Prompt or Remind Students of the Rule • Provide students with visual prompts (e.g., posters, illustrations, etc). • Use pre-corrections, which include “verbal reminders, behavioral rehearsals, or demonstrations of rule-following or socially appropriate behaviors that are presented in or before settings were problem behavior is likely” (Colvin, Sugai, Good, Lee, 1997).

26. Monitor Students’ Behavior in Natural Context • Active Supervision(Colvin, Sugai, Good, Lee, 1997): • Move around • Look around (Scan) • Interactwith students • Provide reinforcement and specific praise to students who are following rules. • Catch errors early and provide specific, corrective feedback to students who are not following rules. (Think about how you would correct an academic error.)

27. Evaluate the effect of instruction • Collect data • Are rules being followed? • If there are errors, • who is making them? • where are the errors occurring? • what kind of errors are being made? • Summarize data (look for patterns) • Use data to make decisions

28. 4. Provide more acknowledgement for appropriate than inappropriate behaviors. • Maintain at least 4 to 1 ratio • Interact positively once every 5 min • Follow correction for violation of behavior expectations with positive reinforcement for rule following (once demonstrated)

29. 5. Maximize varied opportunities to respond. • Provide high rates of opportunities to respond • Vary individual vs. group responding • Vary Response type • Oral • Written • Gestural • Increase participatory instruction • Questioning • Materials

30. 6. Maximize active engagement. • Consider various observable ways to engage students • Written responses • Choral responding • Writing on individual white boards • Gestures • Other: ____________ • Specify observable engagements • Link engagement with outcome objectives

31. Range of evidence based practices that promote active engagement • Direct Instruction • Computer Assisted Instruction • Class-wide Peer Tutoring • Guided notes • Response Cards

32. 7. Actively & continuously supervise. • Move • Scan • Interact • Remind/pre-correct • Positively acknowledge

33. 8. Respond to inappropriate behaviors quickly, positively, & directly. • Respond efficiently • Attend to students who are displaying appropriate behavior • Follow school procedures for major problem behaviors objectively • Anticipate next occurrence

34. Multiple strategies for responding to inappropriate behavior may include.... • Error Corrections • Differential Reinforcement • Planned ignoring • Response Cost • Time outfrom reinforcement

35. Quick Error Corrections • Your error corrections should be… • …contingent: occur immediately after the undesired behavior • …specific: tell learner exactly what they are doing incorrectly and what they should do differently in the future • …brief: after redirecting back to appropriate behavior, move on

36. Types of Differential Reinforcement • DR…of lower rates of behavior (DRL) • DR…of other behaviors (DRO) • DR…of alternative behavior (DRA) • DR…of incompatible behavior (DRI)

37. Planned Ignoring Definition: • If a behavior is maintained by adult attention …consider planned ignoring (e.g., ignore behavior of interest) Example: • Taylor talks out in class and his teacher currently responds to him approximately 60% in the time (either + or -). • The teacher decides to ignore all talk outs and instead only call on him when his hand is raised.

38. Response Cost Definition: • The withdrawal of specific amounts of a reinforcer contingent upon inappropriate behavior. Examples: • A wrong answer results in a loss of points. • Come to class without a pencil, buy one for 5 points.

39. Time-out Definition: • A child (or class) is removed from a previously reinforcing environment or setting, to one that is not reinforcing Example: • Child throws a rock at another child on the playground. The child is removed to the office…. • REMEMBER the environment the child is removed to cannot be reinforcing!!! So, if the child receives adult attention in the office, which they find reinforcing, YOU have NOT put the child on time out

40. 9. Establish multiple strategies for acknowledging appropriate behavior. • Social vs. tangible vs. activity vs. … • Frequent vs. infrequent • Predictable vs. unpredictable • Immediate vs. delayed

41. Multiple strategies for acknowledging appropriate behavior may include... • Specific and Contingent Praise • Group Contingencies • Behavior Contracts • Token Economies

42. Specific and Contingent Praise • Praise should be… • …contingent: occur immediately following desired behavior • …specific: tell learner exactly what they are doing correctly and continue to do in the future • “Good job” (not very specific) • “I like how you are showing me active listening by having quiet hands and feet and eyes on me” (specific)

43. Group Contingencies • Three types: • “All for one” (Interdependent Group-Oriented Contingency) • “One for all” (DependentGroup Contingency) • “To each his/her own” (Independent Group Contingency)

44. Behavioral Contracts • A written document that specifies a contingency for an individual student or in this case…whole class • Contains the following elements: • Operational definition of BEHAVIOR • Clear descriptions of REINFORCERS • OUTCOMES if student fails to meet expectations. • Special BONUSES that may be used to increase motivation or participation. (Wolery, Bailey, & Sugai, 1988)

45. Establishing a Token Economy • Determine and teach the target skills • Select tokens • Identify what will be back-up reinforcers • Identify the number of tokens required to receive back-up reinforcers • Define and teach the exchange and token delivery system • Define decision rules to change/fade the plan • Determine how the plan will be monitored Guidelines from Sulzer-Azaroff & Mayer, 1991

46. 10. Generally provide specific feedback for errors & corrects. • Provide contingently • Always indicate correct behaviors • Link to context

47. Advanced Skill Building

48. Applied Behavior Analysis (ABA) Three major dimensions ABA: • Applied: socially important problems • Behavior: observable and measurable • Analytic: believable demonstration of effect Based on Baer, Wolf, & Risley (1968)

49. The Three Term Contingency • Antecedent: • Behavior: • Consequence: Any “ stimulus that precedes a behavior” “Any observable and measurable act of an individual (also called a response).” “Any stimulus presented contingent on a particular response” Alberto & Troutman (2006)

50. Reinforcement vs. Punishment • Reinforcement: when a consequence of a behavior functions to increase the likelihood of future occurrences of that behavior • Punishment: when a consequence of a behavior functions to decrease the likelihood of future occurrences of that behavior