School-Wide Positive Behavior Support: All Settings

1. School-Wide Positive Behavior Support: All Settings Terry Bigby, Ed.D. Brandi Schumacher, M.S. Based on the work of Brandi Simonsen, UConn & George Sugai, UConn

2. School-Wide Positive Behavior Support: All Settings • What do I expect my students to do in all settings? • How do I get them to do it? • What happens if they don’t do it?

3. Academic Systems Behavioral Systems • 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 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

4. SW PBS Practices SCHOOLWIDE • 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 CLASSROOM-WIDE • Classroom-wide positive expectations taught & encouraged • Teaching classroom routines & cues taught & 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 NONCLASSROOM SETTINGS • Positive expectations & routines taught & encouraged • Active supervision by all staff • Scan, move, interact • Precorrections & reminders • Positive reinforcement SECONDARY/TERTIARY INDIVIDUAL • 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

5. 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

6. School-Wide Positive Behavior Support: All Settings • Maximize Structure • Post, Teach, Review, Monitor, & Reinforce • Establish A Continuum of StrategiesAcknowledgeAppropriate Behavior • Establish A Continuum of Strategies to Respond to Inappropriate Behavior

7. 1) Maximize Structure • A) Physical Arrangement of the environment • Minimize crowding and distraction • B) Develop predictable routines • Teacher Routines • Student Routines • C) Teach Student Routines • Lesson Components

8. Minimize crowding & distraction Design environment to elicit appropriate behavior: • Arrange furniture to allow easy traffic flow. • Ensure adequate supervision of all areas. • Move • Scan • Interact • Remind/Precorrect • Positively Acknowledge • Designate staff & student areas. • Seating arrangements (group work, individual work)

9. Teacher Routines • Greeting students • Attention signal • Giving directions • Assigning class work and homework • Providing feedback • Providing correction • Escorting students to bus, cafeteria, etc. • Collecting student work • Keeping records

10. Student Routines • Entering the room • Beginning the school day • Sharpening pencils • Requesting assistance • Independent work • Passing in papers • Putting things away • Ending the school day • Making up missed work

11. “Routines” Lesson Components • Definition of procedure • Description of skill components • Model/demonstrations • Role play/behavioral rehearsal activities

12. I write in my journal. I go to the big group. I work at calendar time. I see the schedule for today.

13. 2) Establish/Post, Teach, Review, Monitor, & Reinforce Positively Stated Expectations • Establish behavioral expectations/rules. • Teach rules in context of routines. • Review or remind students of rule prior to entering natural context. • Monitor students behavior in natural context & provide specific feedback. • Reinforce using verbal and nonverbal responses

14. Clearly Define Expected Behaviors • Set of “expectations” • State positively and succinctly • Keep to five or fewer Process 1. List problem behaviors 2. Identify “replacement behaviors” {what do you want them to do instead} 3. Identify “general” set of replacement behaviors

15. Sample Expectations

16. Activity: • Identify common misbehaviors in your school. • Identify what you want your students to do instead, in other words, identify “replacement behaviors.” • Identify a general set of behaviors for the class.

17. Teaching Behavior…. Teach, practice, and give feedback all day, every day, all school year.

18. Procedures for Teaching Expected Behaviors • Social skill instruction • teach the expectation • demonstrate the skill • students practice the skill • review and test the skill • Embed in curriculum • Practice, Practice, Practice

19. Review or remind students of rule prior to entering natural context.Give Precorrects • Precorrects function as reminders • Opportunities to practice • Prompt for expected behavior • Especially helpful before teacher anticipates behavior learning errors

20. Monitoractively at all times • Move continuously • Scan continuously & overtly • Interact frequently & positively • Positively reinforce rule following behaviors

21. Reinforce using verbal and nonverbal responses • Positively interact with most students during the day • Vary type of contact • Physical, verbal, visual contact • Vary by individual & group • Mix instructional & social interactions

22. 3) Establish a Continuum of Reinforcement Strategies to Acknowledge Appropriate Behavior • Identify the “expectation” the student met and the specific behavior they displayed • Deliver Reinforcement • Tangible to Intrinsic • External to Internal • Frequent to Infrequent • Predictable to Variable

23. 3 Types of Contingencies • All for One • Whole group works for one reinforcer • One for All • One student works for a classwide reinforcer • To Each His Own • One student works for an individual reinforcer

24. Behavior Contract • Operationally define the behavior • Provide a clear description of the reinforcer • Identify the outcomes if the student doesn’t meet the expectations • Special Bonuses?

25. Establish a Token Economy • Determine and teach the Target Skills • Select the tokens • Identify back-up reinforcer(s) • Identify the number of tokens required to purchase the reinforcer(s) • Define how & when Tokens are Exchanged • Define the decision rule to change/fade the plan • Determine how the plan will be monitored (What data will you collect?)

26. 4) Establish a continuum of strategies to respond to inappropriate behavior(s). • Error Corrections • Quick • Specific • Tell what to do • Move on • Planned Ignoring • Only of behaviors supported by adult interaction • Time Out • Removal from reinforcing setting to one that is NOT reinforcing

27. Manage minor (low intensity/frequency) problem behaviors positively & quickly • Signal occurrence • State correct response • Ask student to restate/show • Disengage quickly & early

28. Follow procedures for chronic problem behaviors • Be consistent & business-like • Precorrect for next occurrence • Follow SW procedures for major behavioral incidents • Develop individualized plan for repeated incidents

29. In Summary • Create a regular, predictable, positive learning environment. • Teach, review, monitor, and reinforce appropriate behaviors - View problem behaviors as learning errors. • Establish a continuum of strategies to acknowledge appropriate behavior. • Look at the function of behavior and determine how to respond to inappropriate behavior.

30. References • Colvin, G., & Lazar, M. (1997). The effective elementary classroom: Managing for success. Longmont, CO: Sopris West. • Colvin, G., Sugai, G., & Patching, W. (1993). Pre-correction: An instructional strategy for managing predictable behavior problems. Intervention in School and Clinic, 28, 143-150. • Darch, C. B., & Kameenui, E. J. (2003). Instructional classroom management: A proactive approach to behavior management. (2nd ed.). White Plains, NY: Longman. • Jones, V. F. & Jones, L. S. (2001). Comprehensive classroom management: Creating communities of support and solving problems (6th ed.). Boston: Allyn & Bacon. • Kameenui, E. J., & Carnine, D. W. (2002). Effective teaching strategies that accommodate diverse learners (2nd ed.). Upper Saddle River, NJ: Merrill. • Latham, G. I. (1997). Behind the schoolhouse door: Eight skills every teacher should have. Utah State University. • Latham, G. (1992). Interacting with at-risk children: The positive position. Principal, 72(1), 26-30. • Martella, R. C., Nelson, J. R., & Marchand-Martella, N. E. (2003). Managing disruptive behaviors in the schools: A schoolwide, classroom, and individualized social learning approach. Boston, MA: Allyn & Bacon. • Paine, S. C., Radicchi, J., Rosellini, L. C., Deutchman, L., & Darch, C. B. (1983). Structuring your classroom for academic success. Champaign, IL: Research Press.