STEVE VITTO A CASE FOR PBIS

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Presented by: Steven Vitto, MA MAISD Fall,2006 POSITIVE APPROACHES: A CASE FOR PBIS Presented by: Steven Vitto, M.A., BTC., CCII.

Acknowledgements: 

Acknowledgements Rob Horner Goerge Sugai Steve Goodman Terrence Scott In Memory of my friend, Bernie Travnikar

The Problem: 

The Problem

The Grocery Store: 

The Grocery Store

Common Individual and System Responses to Problem Behavior: 

Common Individual and System Responses to Problem Behavior Clamp down on rule violators Extend continuum of aversive consequences Improve consistency of use of punishment Establish “bottom line” In-school suspension Zero tolerance policies Security guards, student uniforms, metal detectors, surveillance cameras Suspension/Expulsion Exclusionary options (e.g. Alternative programs)

According to Research, the LEAST EFFECTIVE responses to problem behavior are:: 

According to Research, the LEAST EFFECTIVE responses to problem behavior are: Counseling Psychotherapy Punishment (Gottfredson,1997; Lipsey, 1991; Lipsey & Wilson, 1993; Tolan & Guerra, 1994) Exclusion is the most common response for conduct-disordered, juvenile delinquent, and behaviorally disordered youth (Lane & Murakami, 1987) but it is largely ineffective .

Why Then, Do We Educators, Resource Officers, and Counselors Employ These Procedures?: 

Why Then, Do We Educators, Resource Officers, and Counselors Employ These Procedures? When WE experience aversive situations, we select interventions that produce immediate (rather than sustained) relief. We tend to focus on our concerns, not the student’s. Remove the student. Remove ourselves. Modify the physical environment. Assign responsibility for change to student and/or others.

What results from these responses?: 

What results from these responses? Punishing problem behaviors without a school-wide system of support is associated with increased: aggression vandalism truancy tardiness dropping out (Mayer, 1995; Mayer & Sulzer-Azaroff, 1991) Fosters environments of control Occasions and reinforces antisocial behavior Shifts ownership away from school Weakens child-adult relationship Weakens relationship between academic & social behavior programming

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Challenge #1

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Challenge #2

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Challenge #3

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Academic engagement & achievement maximized Respectful & responsible behaviors actively taught & encouraged Continuum of PBS available to all students Displays of prosocial behavior are more likely Rates of rule violating behavior minimized Positive School Climate Why invest in Positive School Climate?

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Social skills training Academic and curricular restructuring Mentoring Programs Behavioral interventions (Gottfredson, 1997; Lipsey, 1991, 1992; Lipsey & Wilson, 1993; Tolan & Guerra, 1994) According to Research, the MOST EFFECTIVE responses to problem behavior are:

School-wide Positive Behavior Support: A New Paradigm of School Discipline: 

Teaching and Prevention Vs. Controll Disruption and/or Exclude Troubling Students School-wide Positive Behavior Support: A New Paradigm of School Discipline

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SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior School-wide Positive Behavior Support OUTCOMES Social Competence & Academic Achievement

Summary of PBS “BIG IDEAS” : 

Summary of PBS “BIG IDEAS” 1. Systems (How things are done) Team based problem solving Data-based decision making Long term sustainability 2. Data (How decisions are made) On going data collection & use ODR’s (# per day per month, location, behavior, student) Suspension/expulsion, attendance, tardies 3. Practices (How staff interact with students) Direct teaching of behavioral expectations On-going reinforcement of expected behaviors

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Nonclassroom Setting Systems Classroom Setting Systems Individual Student Systems School-wide Systems Research to Practice

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Primary Preventions Whole School, Classroom, and Non-Classroom Systems for Students & Staff 80-90% of Students SYSTEMS OF SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT 3-Tiered Prevention Logic ALL STUDENTS

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Primary Preventions Whole School, Classroom, and Non-Classroom Systems for All Students & Staff 80-90% of Students Secondary Preventions Specialized Systems for Students with At-Risk Behavior 5-15% Tertiary Interventions Systems for Students with High-Risk Behavior 1-7% SYSTEMS OF SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT

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Features of Primary Preventions Identify & Define School-Wide Rules Teach Behavioral Expectations Associated with School-Wide Rules Develop a School-wide System for Encouraging/ Reinforcing “Rule Following” Develop an array of procedures for addressing violations to school-wide behavioral expectations Design environments for smooth transitions and routines. Nonclassroom Setting Systems Classroom Setting Systems Individual Student Systems School-wide Systems

TEACH EXPECTATIONS: 

TEACH EXPECTATIONS

Secondary Preventions: 

Secondary Preventions Focus on students who are at risk for engaging in more serious behavior problems/academic failures. Develop student assistance/problem-solving teams. Focus on settings that are problematic (hallway, cafeteria, bus). Focus on smaller groups of students having similar behavioral challenges. Teach appropriate social and/or study skills.

Individual Student System: 

Individual Student System 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 Tertiary Intervention Systems

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Nolan, 2002

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Nolan,2002

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Nolan,2002

Expectations are taught and integrated into classroom lessons: 

Expectations are taught and integrated into classroom lessons Change to what?

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Nolan,2002

Change to what?: 

Change to what? Clearly understood consequences schoolwide. Focus on consequences that teach. Focus on self-control replacing external control. Focus on restoration.

Change to what?: 

Change to what? A well written plan of support for students with chronic, challenging behaviors. BIP FBA PBS

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Nolan

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Nolan

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Nolan, 2003

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Parent WAVE Pamphlet THE PARENT PIECE

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What it's all about... Easily recognizable in the school building

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Learning about the W.A.V.E.

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A day for learning

Hallway/Breezeway: 

Hallway/Breezeway We are Responsible Walk directly to class Have a Hall Pass Always Respectful Quiet Voices and Feet Observe Personal Space Very Safe Walk Stay to Right Be Aware Excellent Attitude Be Friendly and Courteous

Library: 

Library We are Responsible Follow Library Rules Care for Books Return Books Always Respectful Active Listening Wait Patiently Very Safe Walk Observe Personal Space Excellent Attitude Be Excited About Reading

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The Library Wave

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The Wrong Way

Questions to Address: 

Questions to Address How do we create a safe and effective learning environment? How do we identify and teach students who need behavioral support? What do we need for an effective variety of interventions?

PBIS MISSION: 

PBIS MISSION To develop support systems and sustained implementation of a data-driven, problem solving model in elementary, middle, and high schools to help students acquire social skills necessary for success.

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States Implementing School-Wide Behavior Support

Schools & Programs in Muskegon Using School-wide Positive Behavior Supports (PBS): 

Schools & Programs in Muskegon Using School-wide Positive Behavior Supports (PBS) Holton Elementary Beechnau Elementary Orchard View Elementary Beach Elementary Reeths Puffer Elementary Lincoln Park Elementary Campbell Elementary Orchard View Elementary Orchard View Early Elementary Jolman Elementary Shettler Elementary Moon Elementary Oakview Elementary Marquette Elementary McGlughlin Elementary Martin Luther King Elementary Loftis Elementary Edgewood Elementary (Muskegon Heights) Nims Elementary Blufton Elementary Nelson Elementary Rosevelt Elementary Headstart (County Wide)

Where do we begin?: 

Where do we begin? Complete the staff survey. Establish a baseline. Utilize the behavioral referral form. Make data based decisions. Develop an action plan.

Designing School-Wide Systems for Student Success: 

Academic Systems Behavioral Systems 1-5% 1-5% 5-10% 5-10% 80-90% 80-90% 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

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PBS is a broad range of systemic & individualized strategies for achieving important social & learning outcomes while preventing problem behavior with all students. 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 Not new…its based on long history of behavioral practices & effective instructional design & strategies So,….what is PBS?

What does school-wide PBS look like in a school? : 

What does school-wide PBS look like in a school? >80% of students can tell you what is expected of them & give behavioral example because they have been taught, actively supervised, practiced, & acknowledged. Positive adult-to-student interactions exceed negative Function based behavior support is foundation for addressing problem behavior. Data- & team-based action planning & implementation are operating. Administrators are active participants. Full continuum of behavior support is available to all students

Historical Foundations of PBS: 

Historical Foundations of PBS Emerged in mid-late 1980s to address problem behaviors of children and adults with severe problem behaviors Inspirations: Concerns over aversive, intrusive, and stigmatizing treatments Movements toward least restrictive environments and de-institutionalization Research contributing to functional understanding of problem behavior

Current Status and Developments: 

Current Status and Developments PBS expanded beyond initial populations (1) EBD/SED (2) General education (3) Young children Initiatives in most states to build capacity Efforts to integrate PBS perspectives and strategies into additional systems (mental health, child protection, etc.) Development and implementation of School-wide PBS

School-wide model: 

School-wide model Whole school (universal) systems For all students, staff, settings Classroom and non-classroom systems For setting-specific routines (reflecting whole-school procedures and expectations) Targeted group (secondary) systems For at-risk students Individualized (tertiary) systems For students with existing, high-risk behavior problems

Features of School-wide PBS: 

Features of School-wide PBS Clear Statement of Purpose (& full staff commitment) Clearly defined expectations and rules – for all students and staff Procedures for teaching expected behaviors Procedures for acknowledging and encouraging expected behaviors Consequences and clearly stated procedures for correcting problem (challenging) behaviors Procedures for data collection and data-based decision making

Data Driven Decision Making: 

Data Driven Decision Making

Elementary School Administrative Savings from 2002-2003 and 2003-2004 Academic Year: 

Elementary School Administrative Savings from 2002-2003 and 2003-2004 Academic Year If an ODR consumes an average of 15 min of administrative time. School A School C Amount of ODR reduction 175 429 Number of 7 hour school days saved 6.3 15.3

Elementary School Instructional Savings from 2002-2003 and 2003-2004 Academic Year: 

Elementary School Instructional Savings from 2002-2003 and 2003-2004 Academic Year If an ODR consumes an average of 45 minutes of student time . School A School C Amount of ODR reduction 175 429 Number of 7 hour school days saved 18.8 46

Focus on School-Wide System if:: 

Focus on School-Wide System if: More than 35% of students receive 1 or more referral Average referrals per student is greater than 2.5

Focus on Non-Classroom Systems if: 

Focus on Non-Classroom Systems if More than 35% of referrals come from non-classroom settings More than 15% of students who receive a referral are referred from non-classroom settings.

Focus on Classroom Systems if : 

Focus on Classroom Systems if More than 50% of referrals are from classroom settings. More than 40% of referrals come from less than 10% of the classrooms.

Focus on Individual Student Systems: 

Focus on Individual Student Systems Targeted Group Interventions If 10 or more students have 2-5 referrals Example (check-in, check-out BEP) Target Individual Interventions Fewer than 10 students have 6 plus ODR’s Intense, individualized support Wrap Around Personal Futures Planning Functional Assessment

Features of School-wide PBS (2): 

Features of School-wide PBS (2) Procedures for family and community involvement Strategies for specific settings Strategies for targeted (at-risk) groups e.g., academic supports, social skills groups Strategies for intensive, comprehensive individual supports

Why use the EBS Survey: 

Why use the EBS Survey Annual action planning. Internal decision making. Assessment of change over time. Awareness building of staff. Team validation.

Who Completes the EBS Survey?: 

Who Completes the EBS Survey? Initially, the entire staff in a school completes the Survey. In subsequent years and as an on-going assessment and planning tool, the Survey can be completed in several ways: All staff at a staff meeting. Individuals from a representative group. Team member-led focus group.

When should the survey be conducted?: 

When should the survey be conducted? During initial planning Annually (Spring or Fall)

How is the Survey Completed?: 

How is the Survey Completed? Complete the survey independently. Schedule 20-30 minutes to complete the survey. Base your rating on your individual experiences in the school. If you do not work in classrooms, answer questions that are applicable to you.

Scoring: 

Scoring Mark (i.e., “  ” or “X”) on the left side of the page for current status and the right side of the page for the priority level for improvement For each feature of current status that is rated as partially in place or not in place, rate the degree to which the priority level for improvement is needed (i.e., high, medium, low )

School-Wide Systems: 

School-Wide Systems

Summarizing the Survey: 

Summarizing the Survey

Summarize the Results: Example 1c Add each columns. Provide separate total for Status and Improvement.: 

Totals 25 + 41 + 31 = 97 37 + 21 + 16 = 74 Summarize the Results: Example 1c Add each columns. Provide separate total for Status and Improvement .

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In place partial not School wide Systems In place partial not Nonclassroom Systems In place partial not Classroom Systems In place partial not Individual Systems % of total responses Current Status

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% of total responses High Med Low School wide Systems High Med Low Nonclassroom Systems High Med Low Classroom Systems High Med Low Individual Systems Priority for Improvement

Evidence Re: SW-PBS: 

Evidence Re: SW-PBS Extensive data showing decreases in Office Discipline Referrals Data indicating improvements in school culture Emerging data showing school-wide academic improvements

Why Don’t We Behave?: 

Why Don’t We Behave? “I don’t want to…” “I don’t know how to …” (or I don’t know how to do it well enough) Two Explanations PRODUCTION PROBLEM ACQUISITION PROBLEM

Escape Behavior: 

Escape Behavior

Some Strategies for Reducing Effort: 

Some Strategies for Reducing Effort Teach to fluency (automaticity) Establish and teach routines Develop scripts and “common language” Teach and rehearse principles and rules Guide implementation and skill use Involve many people (easier to flow downstream) Provide many examples (pictures, posters) Provide clear expectations Role play frequently Capitalize on behavioral momentum ACQUISITION PROBLEMS

Positive Affirmations: 

Positive Affirmations Penetration and density are frequently too low (many students and teachers may not receive them, especially the ones who are most at risk) Search for low-cost, functional rewards (individualized [e.g., recognition, self-determination, choice], but always with rationales) Utilize 5:`1 Reinforcement Level PRODUCTION PROBLEMS

The Horse Whisperer “I’ve heard you help people with horse problems”: 

The Horse Whisperer “I’ve heard you help people with horse problems” “Truth is, I help horses with people problems” Tom Booker, The Horse Whisperer 1998

HORSE SENSE?: 

HORSE SENSE? Many teachers and administrators believe their schools need help with student behavior problems. Truth is, our students need help with school problems.

Establishing a Relationship Based Approach: 

Establishing a Relationship Based Approach Reinforcement should be a celebration of effort

Contextual Factors that Contribute to Punitive School Environments and Promote Antisocial Behavior: 

Contextual Factors that Contribute to Punitive School Environments and Promote Antisocial Behavior Low student involvement in school activities Unclear rules for student deportment Weak or inconsistent administrative support Student academic failure Student deficiency in social and personal management skills Problems discriminating prosocial and antisocial behavior Consequences delivered inconsistently Inadvertent reinforcement of antisocial behavior Over reliance on punitive methods of control (Mayer, 1995; Similar to home-based contextual factors noted by Loeber, Stouthammer-Loeber & Green, 1987 and Reid & Patterson, 1991 )

Questions to ponder: 

Questions to ponder Does your current school climate positively support academic & social success for 70-80% of students? Are most staff at your school consistently proactive in their approach to supporting student social behavior Are effective & efficient supports in place for students whose behaviors are unresponsive to school-wide efforts?

Improving school climate is about….: 

Improving school climate is about…. Increasing staffs’ positive, active involvement in teaching & encouraging appropriate behavior Balancing use of consequences for rule violations w/ consequences for rule-following Discontinuing use of ineffective, non-outcome linked activities Increasing student & staff involvement, priority, & responsibility for establishing positive school climate Establishing continuum of positive supports for all students

Traditional Approaches to Dealing with Difficult Behavior: 

Traditional Approaches to Dealing with Difficult Behavior Punishment Exclusion

Why change?: 

Why change? Research validated indicators for change

Why change?: 

Why change? Academic and social goals are not being achieved. High rates of problem student behavior resulting in loss of academic time. Inconsistent response to behaviors across environments. Nobody is convinced that suspension, detention, expulsion, are real solutions. We are often just putting out fires instead of having a significant effect on long term social/emotional growth.

Change to what?: 

Change to what? Total school, home, and community commitment.

Clearly defined and communicated academic and behavioral expectations schoolwide.: 

Clearly defined and communicated academic and behavioral expectations schoolwide. Change to what?

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Traditional Behavior Management Views the person as the problem Attempts to “fix” the person Emphasizes reducing the problematic behavior Relies on punishment “Quick fix” expectations Designed by “expert” Positive Discipline Support Views the system, settings or skill deficiency as the problem Adjusts systems and setting and improves skills Identifies and teaches replacement skills and builds relationships Primarily relies on positive approaches Goal of sustained results over time Developed by a collaborative team

What does “Positive” mean?: 

What does “Positive” mean? Climate of Mutual Respect Relationship Driven Teaching and Guidance Developing Self Control Clear Expectations Focus on Prevention Acknowledge Desired Behaviors

The 1-7%: 

The 1-7% We take them home with us every day. Our family knows them without ever having met them. We dream about them. They learn how to push our buttons. They can take us down a road we don’t want to travel. They make us think that maybe we should have gone into marketing or real estate. They are extremely difficult to like at times…

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“If you know why, you can figure out how….” W. Edward Deming

Our most challenging children: 

Our most challenging children May not respond to traditional consequences Will require more support and change on our part Will need a significant positive relationship at school Will need another way to find acceptance in the school environment May be resistant to strategies to develop self control

To Reach the 1-7% : 

To Reach the 1-7% Abandon ineffective practices Resist inclination to exclude Separate what the child deserves from what he needs. Realize the child needs our support and forgiveness Reframe who they are Think “outside the box” Abandon expectation of a quick fix Use a 7:1 reinforcement ratio with meaningful incentives Use peer support. Undermine harmful mentors

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“If you know why, you can figure out how….” W. Edward Deming

Finding out why: 

Finding out why Is a journey In an investment Is a team effort Involves building trust Is a collaborative effort Involves behavioral legitimacy

What is a Behavior Problem?: 

What is a Behavior Problem? Interferes with that student’s learning or the learning of others Interferes with teaching Has the potential to cause harm to themselves, others or property Is the most efficient way a child knows to meet a particular need

Reactive Strategies: 

Reactive Strategies What to do when the behavior occurs. Should be: Effective at reducing the behavior Supportive and therapeutic Respectful and never degrade or humiliate Typically addresses staff behavior Focus on teaching and restoration

Focus on teaching replacement skills: 

Focus on teaching replacement skills

Helpful Consequences: 

Helpful Consequences Decrease the efficiency of the target behavior while maintaining dignity and an atmosphere of caring Never degrade or humiliate Logically relate to the target behavior Do not cause more of a problem than the problem they are addressing Establishes conditions for learning alternative skills Decreases the frequency, duration, and/or intensity of the target behaviors Should be individualized and data-based

Problems with Punishment: 

Problems with Punishment Focuses on external control Does little to teach internal control Does not teach the child how to meet needs previously being served by the target behavior Backfires with students who are oppositional and defiant Often triggers an escalation of behavior - may elicit tantrums and aggression Models a type of authority that resolves conflict by power and inflicting discomfort or pain Quick fix that takes much less time than to teach the child betters ways of behaving Has poor transferability Inconsistent with the concept of mutual respect Often excludes and isolates a child when teaching and support is needed most

Argument Against Suspension: 

Argument Against Suspension

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If a student doesn’t know how to read,we teach If a student doesn’t know how to swim,we teach If a student doesn’t know how to multiply, we teach If a student doesn’t know how to behave, we PUNISH John Herner

A New Wave Of Evidence:: 

A New Wave Of Evidence: The Impact of School, Family and Community Connections on Student Achievement

The Parent Piece: 

The Parent Piece There is an abundance of research supporting parent involvement as being a crucial variable in the success of school-wide initiatives.

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When family members are involved in their children’s education, children and youth do better, stay in school longer, and achieve more. Many schools only engage a small percentage of the families of their students. There is a good deal of misunderstanding between teachers and families about each others’ roles and responsibilities. Many families are involved in their children’s educations in ways that school personnel don’t know about, support, or foster. History, cultural differences, race, and SES all affect the quality of the relationships between school personnel and the families of their students. More productive relationships result when school personnel get involved with families and their communities, not just when families come to school. What We Know Schools Families

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Stereotypes about ... TEACHERS Parents Teacher as deity Teacher as babysitter Teacher as whiny bureaucrat Teacher as apathetic bureaucrat Teacher as surrogate parent Teacher as therapist Teacher as partner Parent as couch potato Parent as troublemaker Parent as enabler Parent as ostrich Parent as dropout Parent as advocate Parent as partner

Understanding : 

Understanding "The first step is to understand parents. It is only after we make an honest effort in this regard that we can really hope to employ practices to effectively deal with them,"

About the Studies: 

About the Studies Started with a group of 80 studies and literature reviews that focused on the influence of family and community involvement on academic achievement and other outcomes. Studies met these standards: Sound methodology Study findings matched the data collected

51 studies were selected: 

51 studies were selected Early childhood through high school All regions of the country Diverse populations Community as well as family involvement A variety of research methods Different sources of data

Overall Finding:: 

Overall Finding: Home-School Partnerships: There is a positive and convincing relationship between family involvement and benefits for students, including improved academic achievement. This relationship holds across families of all economic, racial/ethnic, and educational backgrounds and for students at all ages.

Impact of Home-School Partnerships: When parents and school staff work together to support learning, students:: 

Impact of Home-School Partnerships: When parents and school staff work together to support learning, students: Earn higher grades and test scores Enroll in higher level programs Be promoted and earn credits Adapt well to school and attend regularly Have better social skills and behavior Graduate and go on to higher education

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“To build trusting relationships, we need to communicate with the intent to learn from others, not control them. Trust is the glue that makes effective collaboration and teamwork possible. Without trust, people become competitive or defensive, and communication is distorted and unreliable.”