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Rationale and Overview

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. Rationale and Overview. Pre-referral Response to Intervention PBIS. Why RtI?.

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Rationale and Overview

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  1. Positive Behavior Intervention and Support: RtI for Behavior Jim Artesani, Ed.D.University of MaineCollege of Education & Human DevelopmentJames_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 to support students who are at risk for school failure (Regular Education).

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

  5. Social/Behavioral Curriculum Needed by ALL students

  6. 2 PBIS is more than behavior management

  7. Proven 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

  8. Goal Work smarter, not harder!

  9. 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% Circa 1996

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

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

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

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

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

  15. 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.

  16. 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.

  17. School-wide Systems 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

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

  19. Reference • 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

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