School-Wide Positive Behavior Support: Overview

1. School-Wide Positive Behavior Support: Overview George Sugai & Rob Horner OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut October 7, 2008 www.pbis.org www.cber.org www.swis.org George.sugai@uconn.edu

2. 8 SWPBS is about….

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

4. Evaluation Criteria

5. K VIOLENCE PREVENTION • 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 & social success • Formal social skills instruction • Positive active supervision & reinforcement • Positive adult role models • Multi-component, multi-year school-family-community effort

6. 12 K SWPBS Practices School-wide Classroom • Smallest # • Evidence-based • Biggest, durable effect Family Non-classroom Student

7. 36 School-wide • Leadership team • Behavior purpose statement • Set of positive expectations & behaviors • Procedures for teaching SW & classroom-wide expected behavior • Continuum of procedures for encouraging expected behavior • Continuum of procedures for discouraging rule violations • Procedures for on-going data-based monitoring & evaluation

8. 69 Non-classroom • Positive expectations & routines taught & encouraged • Active supervision by all staff • Scan, move, interact • Precorrections & reminders • Positive reinforcement

9. 78 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

10. GH • 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

11. 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

12. Worry #2:“Train & Hope”

13. PBS Systems Implementation Logic Visibility PBS Implementation Blueprint www.pbis.org Funding Political Support Leadership Team Active & Integrated Coordination Training Evaluation Coaching Local School Teams/Demonstrations

14. Integrated Elements Supporting Social Competence & Academic Achievement 10-11 OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

15. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT FEW ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% SOME Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ALL ~80% of Students 15-17

16. 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%

17. 18-19 Response to Intervention RtI

18. 16 RTI Continuum of Support for ALL Few Some All Dec 7, 2007

19. 26-28 Team GENERAL IMPLEMENTATION PROCESS: “Getting Started” Agreements Data-based Action Plan Evaluation Implementation

21. Office Discipline Referrals • Definition • Kid-Teacher-Administrator interaction • Underestimation of actual behavior • Improving usefulness & value • Clear, mutually exclusive, exhaustive definitions • Distinction between office v. classroom managed • Continuum of behavior support • Positive school-wide foundations • W/in school comparisons

23. Referrals by Problem Behavior

24. Referrals per Location

25. Referrals per Student

26. Referrals by Time of Day

27. Few positive SW expectations defined, taught, & encouraged

28. Teaching Matrix Activity Classroom Lunchroom Bus Hallway Assembly Respect Others • Use inside voice • ________ • Eat your own food • __________ • Stay in your seat • _________ • Stay to right • _________ • Arrive on time to speaker • __________ Respect Environment & Property • Recycle paper • _________ • Return trays • __________ • Keep feet on floor • __________ • Put trash in cans • _________ • Take litter with you • __________ Respect Yourself • Do your best • __________ • Wash your hands • __________ • Be at stop on time • __________ • Use your words • __________ • Listen to speaker • __________ Respect Learning • Have materials ready • __________ • Eat balanced diet • __________ • Go directly from bus to class • __________ • Go directly to class • __________ • Discuss topic in class w/ others • __________

30. Teaching Academics & Behaviors

31. Acknowledge & Recognize

32. Acknowledging SW Expectations: Rationale • To learn, humans require regular & frequent feedback on their actions • Humans experience frequent feedback from others, self, & environment • Planned/unplanned • Desirable/undesirable • W/o formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors

33. Are “Rewards” Dangerous? “…our research team has conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.” • Cameron, 2002 • Cameron & Pierce, 1994, 2002 • Cameron, Banko & Pierce, 2001

34. Reinforcement Wisdom! • “Knowing” or saying “know” does NOT mean “will do” • Students “do more” when “doing works”…appropriate & inappropriate! • Natural consequences are varied, unpredictable, undependable,…not always preventive

35. George.sugai@uconn.edu Robh@uoregon.edu www.pbis.org