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?

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

SCHOOLWIDE

1 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

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

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

School-Wide Positive Behavior Support: All Settings

1) Maximize Structure

2) Post, Teach, Review, Monitor, & Reinforce

3) Establish A Continuum of Strategies Acknowledge Appropriate Behavior

4) 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

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)

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

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

“Routines” Lesson Components

• 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

Clearly Define Expected Behaviors

• Set of “expectations”• State positively and succinctly• Keep to five or fewerProcess1. List problem behaviors2. 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

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.

Teaching Behavior….

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

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

Monitor actively at all times

– 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

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

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

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?

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?)

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

Manage minor (low intensity/frequency) problem behaviors positively & quickly

– 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

In Summary1) Create a regular, predictable, positive

learning environment.2) Teach, review, monitor, and reinforce

appropriate behaviors - View problem behaviors as learning errors.

3) Establish a continuum of strategies to acknowledge appropriate behavior.

4) Look at the function of behavior and determine how to respond to inappropriate behavior.

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success. Longmont, CO: Sopris West.• Colvin, G., Sugai, G., & Patching, W. (1993). Pre-correction: An instructional strategy

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