School-wide Positive Behavior Support: Discipline & Beyond

1. School-wide Positive Behavior Support: Discipline & Beyond George Sugai OSEP Center on PBIS Center for Behavioral Education and Research University of Connecticut July 28, 2008 www.pbis.org www.cber.org George.sugai@uconn.edu

2. Purpose Describe rationale, features, & outcomes of SWPBS (PBIS) • Prevention • Continuum of Evidence-based Practices • Academic-Behavior Link • Systems Capacity

3. 4 Challenges • Negative school-wide disciplinary climate • “Get Tough” discipline • “Train-n-Hope” professional development • Lack of effective minutes

4. SW-PBS Logic! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable (Zins & Ponti, 1990)

5. Non-responsive problem behavior….”Get Tough!”Disciplinary RtI • Clamp down & increase monitoring • Re-re-re-review rules • Extend continuum & consistency of consequences • Establish “bottom line”

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

7. But….false sense of safety/security! • Fosters environments of control • Triggers & reinforces antisocial behavior • Shifts accountability away from school • Devalues child-adult relationship • Weakens relationship between academic & social behavior programming

8. 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

9. Prevention

10. SWPBS is about….

11. WHAT DO WE KNOW ABOUT PREVENTING VIOLENCE? • Surgeon General’s Report on Youth Violence (2001) • Coordinated Social Emotional & Learning (Greenberg et al., 2003) • Center for Study & Prevention of Violence (2006) • White House Conference on School Violence (2006) • Positive, predictable school-wide climate • High rates of academic & socialsuccess • Formal social skills instruction • Positive active supervision & reinforcement • Positive adult role models • Multi-component, multi-year school-family-community effort

12. What is RtI? SWPBS detour

14. RtI

15. RtI: Good “IDEiA” Policy Approach or framework for redesigning & establishing teaching & learning environments that are effective, efficient, relevant, & durable for all students, families & educators • NOT program, curriculum, strategy, intervention • NOT limited to special education • NOT new

16. Quotable Fixsen • “Policy is • Allocation of limited resources for unlimited needs” • Opportunity, not guarantee, for good action” • “Training does not predict action” • “Manualized treatments have created overly rigid & rapid applications”

18. Where’d “triangle” come from….a PBIS perspective?

19. “Triangle” ?’s • Why triangle? • Why not pyramid or octagon? • Why not 12 tiers? 2 tiers? • What’s it got to do w/ education? • Where’d those %’s come from?

20. Tertiary (FEW) Reduce complications, intensity, severity of current cases Secondary (SOME) Reduce current cases of problem behavior Primary (ALL) Reduce new cases of problem behavior Public Health & Disease PreventionKutash et al., 2006; Larson, 1994

22. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

23. 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 Systems Behavioral Systems 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

24. RtI Application Examples

25. Responsiveness to InterventionAcademic+ Social Behavior

26. RTI Continuum of Support for ALL Few Some All Dec 7, 2007

28. SWPBS Features

30. Implementation Levels State District School Classroom Student

31. Behaviorism SWPBS Conceptual Foundations ABA PBS SWPBS

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

33. CONTINUUM of SWPBS • TERTIARY PREVENTION • Function-based support • Wraparound/PCP • Special Education Audit Identify existing practices by tier Specify outcome for each effort Evaluate implementation accuracy & outcome effectiveness Eliminate/integrate based on outcomes Establish decision rules (RtI) ~5% ~15% • SECONDARY PREVENTION • Check in/out • Targeted social skills instruction • Peer-based supports • Social skills club • PRIMARY PREVENTION • Teach & encourage positive SW expectations • Proactive SW discipline • Effective instruction • Parent engagement ~80% of Students

34. “Train & Hope”

35. PBS Systems Implementation Logic Visibility Funding Political Support Leadership Team Active & Integrated Coordination Training Evaluation Coaching Local School Teams/Demonstrations

36. GENERAL IMPLEMENTATION PROCESS: “Getting Started” Team Agreements Data-based Action Plan Evaluation Implementation

39. Referrals by Problem Behavior

40. Referrals per Location

41. Referrals per Student

42. Referrals by Time of Day

43. SWPBS Subsystems School-wide Classroom Family Non-classroom Student

44. 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

45. Non-classroom • Positive expectations & routines taught & encouraged • Active supervision by all staff • Scan, move, interact • Precorrections & reminders • Positive reinforcement

46. Classroom • Classroom-wide positive expectations taught & encouraged • Teaching classroom routines & cuestaught & 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

47. 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

48. 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

49. Who does SWPBS look like?

50. Pre Post