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SWPBS and Bullying PPT G Sugai Perth 1 July 2011
 

SWPBS and Bullying PPT G Sugai Perth 1 July 2011

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    SWPBS and Bullying PPT G Sugai Perth 1 July 2011 SWPBS and Bullying PPT G Sugai Perth 1 July 2011 Presentation Transcript

    • Addressing Individual Challenging Behavior through Function-based Support
      George Sugai
      US Dept. of Educ.Centeron PBIS
      Center for Behavioral Education & Research
      University of Connecticut
      July 1 2011
      www.pbis.orgwww.cber.orgwww.swis.org
      George.sugai@uconn.edu
    • BIP Basics
    • Fundamental Rule!
      “You should not propose to reduce a problem behavior without also identifying alternative, desired behaviors person should perform instead of problem behavior”
      O’Neill et al., 1997, p. 71
    • Desired
      Alternative
      Typical
      Consequence
      Summary Statement
      Setting Events
      Triggering
      Antecedents
      Maintaining
      Consequences
      Problem
      Behavior
      Acceptable
      Alternative
    • Desired
      Alternative
      Typical
      Consequence
      Summary Statement
      Points,
      grades,
      questions,
      more work.
      Do work
      w/o
      complaints.
      Setting Events
      Triggering
      Antecedents
      Maintaining
      Consequences
      Problem
      Behavior
      Noncompliance,
      profanity,
      physical
      aggression,
      Lack of peer
      contact in 30
      minutes.
      Do difficult
      math
      assignment.
      Avoid task,
      remove from
      class.
      Function
      Acceptable
      Alternative
      Why is function important?
      Ask for
      break,
      ask for
      help.
      Because consequences
      compete!!
    • Desired
      Alternative
      Typical
      Consequence
      Summary Statement
      Setting Events
      Triggering
      Antecedents
      Maintaining
      Consequences
      Problem
      Behavior
      Acceptable
      Alternative
    • Desired
      Alternative
      Typical
      Consequence
      Summary Statement
      Setting Events
      Triggering
      Antecedents
      Maintaining
      Consequences
      Problem
      Behavior
      Acceptable
      Alternative
    • Setting Event
      Manipulations
      Antecedent
      Manipulations
      Consequence
      Manipulations
      Behavior
      Manipulations
    • Desired
      Alternative
      Typical
      Consequence
      Summary Statement
      Points,
      grades,
      questions,
      more work.
      Do work
      w/o
      complaints.
      Setting Events
      Triggering
      Antecedents
      Maintaining
      Consequences
      Problem
      Behavior
      Noncompliance,
      profanity,
      physical
      aggression,
      Lack of peer
      contact in 30
      minutes.
      Do difficult
      math
      assignment.
      Avoid task,
      remove from
      class.
      Function
      Acceptable
      Alternative
      Ask for
      break,
      ask for
      help.
    • Setting Event
      Manipulations
      Antecedent
      Manipulations
      Consequence
      Manipulations
      Behavior
      Manipulations
      Immediately reinforce entering class.
      Provide reinforcer w/in 1 min. of starting task (3 min., 5 min., 10 minutes)
      Give break & help
      Sit with preferred peer when done
      Teach options to problem behavior:
      1. Ask for break
      2. Ask for help
      3. Turn in assignment as is.
      Teach missing math skills
      Arrange for peer interaction before math class
      Provide positive adult contact
      Sit with preferred peer
      Introduce review type problem before difficult tasks
      Remind of alternative behaviors
      Do first problem together
    • Desired
      Alternative
      Typical
      Consequence
      Summary Statement
      Ignore &
      problem
      solve
      later
      Delayed
      teacher
      attention.
      Setting Events
      Triggering
      Antecedents
      Maintaining
      Consequences
      Problem
      Behavior
      Profanity
      Verbal
      protests
      Rides city
      bus
      Teacher
      corrects
      peers
      Teacher
      attention
      Function
      Acceptable
      Alternative
      Discuss
      in
      private
    • Setting Event
      Manipulations
      Antecedent
      Manipulations
      Consequence
      Manipulations
      Behavior
      Manipulations
      When J. engages in problem behavior immediately disengage from him, & engage peers.
      When J. engages in replacement behaviors provide adult attention (discussion)
      Teach J. how, when, & where to express verbal protest, & how to walk away from problem situations in transitions.
      On days city bus ridden, check in with counselor to review days schedule & walk with counselor to classroom
      Give >3 positive acknow-ledgements per min. to peers during transitions.
      Give private & quiet corrections to peers.
      Remind J. of acceptable & desired replacement behaviors
    • Do quiz without
      complaints.
      Discussion about
      answers & homework.
      On Mondays and/or
      when up all of the
      night before.
      Daily nongraded quiz
      on previous night’s
      homework
      Verbal protests, slump
      in chair, walks out of
      room.
      Avoids doing quiz &
      homework discussion.
      Turn in with name &
      sit quietly w/o
      interrupting.
    • Do quiz without
      complaints.
      Discussion about
      answers & homework.
      On Mondays and/or
      when up all of the
      night before.
      Daily nongraded quiz
      on previous night’s
      homework
      Verbal protests, slump
      in chair, walks out of
      room.
      Avoids doing quiz &
      homework discussion.
      Turn in with name &
      sit quietly w/o
      interrupting.
      + Give time to review
      homework.
      + Give quiet time before starting.
      + Give easy “warm-up” task before doing quiz.
      + Precorrect behavior options & consequences.
      + With first sign of problem behaviors, remove task, or
      request completion of task next period.
      + Remove task based on step in task analysis (STO).
      + Provide effective verbal praise & other reinforcers.
      Teach options to problem behavior:
      1. Turn in blank
      2. Turn in w/ name
      3. Turn in w/ name & first item done.
      4. Turn in w/ name & 50% of items done.
    • Add effective &
      & remove
      ineffective
      reinforcers
      Neutralize/
      eliminate
      setting
      events
      Add relevant
      & remove
      irrelevant
      triggers
      Teach
      alternative
      that is more
      efficient
    • 7. How quality of function-based behavior intervention plans be improved?
    • FBA/BIP Team Process Steps
    • Make
      consequences
      ineffective.
      Neutralize
      setting
      event
      Make triggers
      irrelevant.
      Make problem
      behavior
      inefficient.
    • 6 FBA Misrules
      Only one way to conduct FBA….
      FA process is basically same
      Methods for collecting data may vary
      Observe
      Ask
      Review records
      Test
      NO
    • Must do everything every time….
      • Base FBA activity on what you know
      • FBA is systematic planning process
      NO
    • Everyone has to know how to do a full FBA….
      • Small number of people must have high fluency
      • All people must know process & what to expect
      • Some individuals must work on sustainability
      NO
    • FBA is it…..
      • One component of comprehensive plan of behavior support
      academic, medical, vocational, mental health, etc.
      NO
    • FBA is only for students with disabilities…
      • Process for behavior of all individuals across multiple settings
      NO
    • 6. “Power,”“authority,”“control,” etc. are functions….
      2 research validated functions
      Pos. & Neg. Reinf.
      NO
    • Implementation Example: Bullying Prevention
    • Bullying Program Component Review Purpose
    • Preliminary Conclusions
      • Victim attention
      • Bystander attention
      • Self-delivered praise
      • Tangible access
    • PREVENTION
      De-emphasis on adding consequence for problem behavior
    • Initiator
      Target
      Context
      or
      Setting
      Continuum of Behavior Fluency
      Staff
      Bystander
    • Four basic strategies….if you do nuthin’ else….
    • Doesn’t Work
      Works
      Label student
      Exclude student
      Blame family
      Punish student
      Assign restitution
      Ask for apology
      Teach targeted social skills
      Reward social skills
      Teach all
      Individualize for non-responsive behavior
      Invest in positive school-wide culture
    • MUST…..
      • Be easy & do-able by all
      • Be contextually relevant
      • Result in early disengagement
      • Increase predictability
      • Be pre-emptive
      • Be teachable
      • Be brief
    • www.pbis.org
    • 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%
      Scott Ross, University of Oregon
      38
      School Days
    • 22% decrease
      21% increase
      Scott Ross, University of Oregon
      BP-PBS, Scott Ross
      39
    • Non-Classroom Management: Self-Assessment
    • Behavior Support Elements
      *Response class
      *Routine analysis
      *Hypothesis statement
      *Alternative behaviors
      *Competing behavior analysis
      *Contextual fit
      *Strengths, preferences, & lifestyle outcomes
      *Evidence-based interventions
      Problem Behavior
      Functional Assessment
      *Implementation support
      *Data plan
      • Team-based
      • Behavior competence
      Intervention & Support Plan
      *Continuous improvement
      *Sustainability plan
      Fidelity of Implementation
      Impact on Behavior & Lifestyle