Beyond the Basics: Going Deeper into PBIS

1. Beyond the Basics: Going Deeper into PBIS Bruce Stiller, Ph.D.

2. Agenda • Bully Prevention in Positive Behavior Support • Intensive Positive Behavior Support (IPBS): A Systems Approach to Secondary and Tertiary Behavior Supports

3. It’s way past time… 3 Scott Ross, University of Oregon Scott Ross, University of Oregon

4. Adults only see the tip of the iceberg. Scott Ross, University of Oregon

5. Bullying & Harassment 30% of youth in the United States are estimated to be involved in bullying as either a bully, a target, or both. Staff are likely to underestimate the extent of harassment and bullying. One study showed: 58% of students perceived teasing, spreading lies or rumors, or saying mean things to be problems. Only 25% of teachers perceived these behaviors to be problems. 1Nansel et al. (2001). Bullying Behaviors Among U.S. Youth. JAMA.

6. Literature Review of Existing Bully Prevention Programs Efficacy data is sparse: Student knowledge of what to do improves, but little evidence of behavior changes Efficiency a major issue Most do not target behavior of bystanders

7. Core Features of Bully and Harassment Prevention in Positive Behavior Support Remove the reinforcements that maintain socially aggressive behavior. Student “Buy-In” is critical. Impact Bystander behavior. Teach all students to identify and label disrespectful behavior. School-wide Stop Signal students can use to interrupt social aggression.

8. What “Rewards” Social Aggression? • Attention from Bystanders (who may or may not be actually present) • Reactions from the Recipient • Laughing it off • Overreacting • Access to items - tangibles; activities

9. Stop Talk & Walk Scott Ross, University of Oregon

10. Stop/Walk/Talk Program One Primary Lesson -- 50 minutes -- delivered to all students the same day Class discussion of disrespectful behavior Introduction of Stop Signal Role Playing Follow Up Lessons as needed Gossip; Rumor Spreading Exclusion Cyberbullying Coaching from supervisory personnel -- ongoing

11. Lesson Delivery: Teach Students the “Stop Signal” • If someone is treating you disrespectfully, deliver the Stop Signal • Bystanders are asked to help • Deliver the Stop Signal • Take the victim away from the situation • If disrespectful behavior continues, Walk Away and/or Report

12. No means no. The rule is: If someone asks you to stop, you stop (regardless of whether you think you were being disrespectful). Scott Ross, University of Oregon

13. Coaching Students: Accepting Reports When problem behavior is reported, adults follow a specific response: Reinforce the student for reporting the problem behavior (i.e. "I'm glad you told me.") Ask who, what, when and where. Ensure the student’s safety. Is the problem still happening? Assess severity of the incident Assess likelihood of retaliation Devise Safety Plan if needed Ask the Student if he/she Used the Stop Signal -- Coach as needed

14. Coaching Perpetrators If the problem behavior included harassment or physical assault, complete an Office Discipline Referral and turn in to office For chronic offenders, implement a reminder, warning, consequencecorrection sequence

15. 1.88 .88 3.14 Baseline Acquisition Full BP-PBS Implementation Rob School 1 Number of Incidents of Bullying Behavior Bruce Cindy School 2 Scott Anne School 3 Ken 72% 15 Scott Ross, University of Oregon School Days

16. 19% decrease 28% increase 16 Scott Ross, University of Oregon BP-PBS, Scott Ross

17. 22% decrease 21% increase 17 Scott Ross, University of Oregon BP-PBS, Scott Ross

18. Fidelity Study - Spring 2009 Fidelity Study Spring 2009 Playground observations Interviews with staff and students Student focus groups Results: Students had learned the expected behaviors and could tell researchers what they were supposed to do Adults couldn’t remember all of the coaching steps Students complained that the adults weren’t listening to them

19. Eugene School District 4J Climate Survey (Pilot): Overview Pilot study designed by 4J School District to assess harassment and bullying in schools 24 questions about different types of harassment; where & when bullying occur; available resources and problem-solving strategies 1581 students assessed from 4 schools in spring 2009 1 high school; 3 middle schools

20. Safety and Respect*

21. Bullied or Harassed* (in past year)

22. Seeking Adult Help & Reporting Bullying

23. Problem-Solving Strategies for Bullying and Harassment*

24. Harassment Observed on the Bases of…* *Data reported by percent of responses.

25. Middle School: Expect Respect • Critical Features: Expect Respect • Student Driven • Removal of reinforcements that maintain social aggression • Tools to interrupt bullying/harassment: Catch phrase, stop signal, etc. • On going effort: On staff meeting agendas; school-wide initiative and staff buy-in necessary

26. Expect Respect: Creating the Curriculum 8 contacts with students throughout the year 4 Adult-lead Lessons: Mix of discussion and experiential lessons 4 Student Forums: All students invited, open forum with a lesson or topic for discussion, “take-away” point to share with classes

27. Expect Respect Lesson Plans • Lesson 1: Didactic/Discussion • Lesson 2: Simulation (Getting on the Bus) • Lesson 3: YouTube Reflections • Lesson 4: Creating a Pledge

28. Supporting Social Competence & Academic Achievement Elements of Intensive Positive Behavior Support OUTCOMES Not new…its based on long history of behavioral practices & effective instructional design & strategies Not limited to any particular group of students…it’s for all students Not specific practice or curriculum…it’s a general approach to preventing problem behavior Supporting Decision Making SYSTEMS Supporting Staff Behavior DATA PRACTICES Supporting Student Behavior

29. Common Reasons for Failure of Interventions • Interventions are not implemented with sufficient fidelity • Interventions are not matched to the function of the problem behaviors • There is insufficient follow through to determine if modifications or a more intense intervention are needed.

30. Intensive Positive Behavior Support: The Big Ideas • Do the easy stuff first (efficiency is a major goal) • Processes (teaming; communication patterns) are as important as practices • Use of Evidence Based Practices -- based on findings from behavioral science • Administrative support is critical • Data Based Decision Making

31. Core Features of IPBS • Systematic Screening (Proactive) • Tiered Interventions • Function Based Behavioral Support • Use of Progress Monitor Data

32. Old Model: SST/TAT I am in my happy place… ISS? Wow, I hadn’t thought about that. What if we started an ADHD evaluation? That would help wouldn’t it? Yes, I do. He has mentioned that his stepdad is really mean and that his parents fight a lot. I bet that is really bothering him. Jeremy is just not making progress. He is really defiant and refuses to follow direction. I bet he does. You know, Jeremy is in my afternoon class and he is really difficult there too. Do you know what he did last week…. Maybe, but you know, I think that he already gets too much support; he makes excuses for his behavior. I was thinking about in-school detention. I bet it is too. Also, doesn’t’ his older sister have ADHD? Maybe he does too. He is a handful. I was thinking he should be in my mentoring group. He would really benefit from some of that support He often seems really angry when he gets to school; do you think that plays into it?

33. IPBS No-No’s • Admiring the problem • Blaming the student (or family) • Extended discussions of interventions we cannot deliver

34. Teams in Your School • IPBS team • Roles • Tracking • Monitoring • Process for team meetings -- meet every two weeks • Student-centered team • IPBS team member who is trained in FBA; teacher(s); parent(s); administrator • Creates behavior support plan for student based on functional assessment • Meets two or more times

35. IPBS Team Roles • Team Leader (organizes agenda; facilitates meeting) • Process Monitor (someone whose role is to monitor group processes) • Screening Coordinator (someone who collects screening data and brings it to the meeting • Coordinators of Interventions -- CICO; Academic Seminar/Strategies; MAPS (bring progress monitor data to meetings) • Note Taker

36. Student Team for Tier III Intervention • Three types of knowledge represented: • Knowledge about the student • His/her behavior, interests, strengths, challenges, future • Knowledge about the school program • Instructional goals, curriculum, social contingencies, schedule, physical setting. • Knowledge about behavior change strategies • Principles of behavior • Intervention strategies Leah

37. Administrative Support • Attend meetings • Visible support for decision-making process of teams • Resources allocated for training, meeting times

38. District Support • Attend meetings • Training provided on regular basis • Technical Assistance • Link to ESS if additional resources are needed

39. Why Do People Behave? Modeling? Accident?Instinct? Condition?? Why Do People Continue Behaving? IT WORKS!

40. Maintaining Consequences • By far, the most common functions of problem behavior in schools are to: • Obtain Adult Attention • Obtain Peer Attention • Avoid/Escape/Delay an Aversive Academic Task

41. Targeted Interventions: Examples • CICO • Academic Seminar; Spy; Academic Intervention • Counselor led Skill Groups • Friendship Groups • Anger Management Groups • Mean Girls Groups • Shy Girls Groups • Lunch Bunch • Bully Prevention Forum • Refocus Room

42. Tertiary Intervention • Individualized Behavior Support Planning based on a Functional Behavioral Assessment • Efficient FBA at the school level • FBA with assistance from behavior specialist • Added resources/supports for plan implementation

46. Data • CICO Point Cards • ODR Data • Teacher Feedback Forms • Grades; Assignment Completion Data • Fidelity of Implementation Data • Consumer Satisfaction Data

49. Sample survey

50. Goal Line 1/13 1/20 1/25 2/3 2/8 2/16 2/23 3/2 Weekly SM averages, across teachers, for AA