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

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?

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?

Designing School-Wide Systems for Student Success 1-5% 1-5% 5-10% 5-10% 80-90% 80-90% 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

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

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 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

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

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

Maximize Structure

Post, Teach , Review, Monitor, & Reinforce

Establish A Continuum of Strategies Acknowledge Appropriate Behavior

Establish A Continuum of Strategies to Respond to Inappropriate Behavior

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

A) Physical Arrangement of the environment

Minimize crowding and distraction

B) Develop predictable routines

Teacher Routines

Student Routines

C) Teach Student Routines

Lesson Components

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)

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)

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

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

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

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

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

Definition of procedure

Description of skill components

Model/demonstrations

Role play/behavioral rehearsal activities

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

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

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

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

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

Sample Expectations All Settings Safe Keep hands, feet & objects to yourself Walk Respectful Positive Language Listen Responsible Follow Directions Do your work

Keep hands, feet & objects to yourself

Walk

Positive Language

Listen

Follow Directions

Do your work

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.

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.

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

Teach,

practice,

and give feedback

all day,

every day,

all school year.

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

Social skill instruction

teach the expectation

demonstrate the skill

students practice the skill

review and test the skill

Embed in curriculum

Practice, Practice, Practice

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

Precorrects function as reminders

Opportunities to practice

Prompt for expected behavior

Especially helpful before teacher anticipates behavior learning errors

Monitor activel y at all times Move continuously Scan continuously & overtly Interact frequently & positively Positively reinforce rule following behaviors

Move continuously

Scan continuously & overtly

Interact frequently & positively

Positively reinforce rule following behaviors

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

Positively interact with most students during the day

Vary type of contact

Physical, verbal, visual contact

Vary by individual & group

Mix instructional & social interactions

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

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

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

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

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?

Operationally define the behavior

Provide a clear description of the reinforcer

Identify the outcomes if the student doesn’t meet the expectations

Special Bonuses?

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?)

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?)

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

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

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

Signal occurrence

State correct response

Ask student to restate/show

Disengage quickly & early

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

Be consistent & business-like

Precorrect for next occurrence

Follow SW procedures for major behavioral incidents

Develop individualized plan for repeated incidents

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.

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.

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.

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.