©scott, 2002 terrance m. scott, ph.d. university of florida systems of positive behavior support:...

©Scott, 2002

Terrance M. Scott, Ph.D.University of Florida

Systems of Positive Behavior

Support:

Expanding Concepts and Practices

©Scott, 2002

Expanding Concepts and Practices

Concepts (knowledge & understanding) The PBIS Concept The Challenges for Schools Recent Evidence

Practices (skills and procedures) School-Wide Collaboration (keep it simple) Effective Instruction Data-Based Evaluation

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CONCEPTS

The PBIS Concept

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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

POSITIVE BEHAVIORSUPPORT

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PBIS “Big Ideas”

PBIS is not a curriculum - it is a framework for systems to identify needs, develop strategies, and evaluate practice toward success

The goal of PBIS is to establish host environments that support adoption & sustain use of evidence-based practices

(Zins & Ponti, 1990)

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Guiding Principles1. Student misbehavior can be changed (taught)2. (Instructional) Environments can be created to

change behavior3. Changing environments requires change in

adult behavior (teaching)4. Adult behavior (teaching) must change in a

consistent and systematic manner5. Systems of support (effective instructional

environments) are necessary for both students and adults

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Discipline is….

The actions parents and teachers take to increase student success (Charles,

1980).

PreventionRules,

Routines, Arrangemen

ts

ReactionPositive and

Negative Consequence

s

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Discipline Works When ….

Prevention creates more Success than failure

FAILURESUCCESS 4 : 1

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Positive Behavior Support

Universal

School-Wide Assessment

School-Wide Prevention Systems

Targeted

Intensive

AnalyzeStudent Data

Interviews, Questionnaires, etc.

Observations and ABC Analysis

Multi-Disciplinary Assessment & Analysis

Simple Student Interventions

Group Interventions

Complex Individualized Interventions

Team-Based Wraparound Interventions

Inte

rven

tionAssessm

ent

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CONCEPTS

Challenges for Schools

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What Teachers Tell Us About Challenging Behaviors in

School Behavior is the most difficult issue we deal with on a

daily basis In our university preparation, dealing with problem

behaviors is the thing for which we were least prepared Punishing problem behaviors (without a proactive

support system) is associated with increases in (a) aggression, (b) vandalism, (c) truancy, and (d) dropping out Mayer, 1995 Mayer & Sulzar-Azaroff, 1991

Exclusion and punishment are the most common responses to conduct disorders in schoolsLane & Murakami, (1987) Rose, (1988)

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What we Know about PREDICTING Children with

Seriously Challenging Behaviors

History of poverty and illiteracy Hart & Risley, 1997

Rylance, 1997National Center for Educational Statistics, 1996Farnworth & Leiber, 1989Patterson, Reid & Dishion, 1992Rumberger, 1987

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Illinois

Illinois State Board of Education, 2000

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What we Know about PREDICTING Children with

Seriously Challenging Behaviors

History of poverty and illiteracy Below grade-level academic skills

Rylance, 1997Maguin & Loeber, 1996Winters, 1997Epstein, Kinder, & Bursuck, 1989

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Academic/Behavior Connection

Identified poor readers at fourth grade have a .88 probability of remaining a poor reader forever Juel, 1988

Nearly half of third graders in New York’s highminority public schools cannot read at all Adams, 1996

Students with a history of chronic and pervasive behavioral problems and associated academic deficits are more likely to go to jail than to graduate from high school Walker et al., 1995

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Students with academic failure and problem behaviors likely will drop out of school and:

be involved with the corrections system be single parents be involved with the social services system be unemployed be involved in automobile

accidents use illicit drugs

Centers for Disease Control, 1993Duncan, Forness, & Hartsough, 1995Carson, Sittlington, & Frank, 1995Wagner, D’Amico, Marder, Newman, Blackorby, 1992Jay & Padilla, 1987Bullis & Gaylord-Ross, 1991

The Prognosis

QuickTime™ and aYUV420 codec decompressor

are needed to see this picture.

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Time is an Enemy

Typical Students

At-Risk Students

Early childhood:4-5 years

Elementary/Middle:2-3 years

High School:1-2 years

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CONCEPTS

Recent Evidence

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0%

20%

40%

60%

80%

100%

Percent of Students

1

321 Elementary Schools 02-03; 143,404 students

6+

2-5

0-1

87% (10)

9% (6)

4% (5)

Schools Using PBIS

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81.9

10.5

8.0

0%

20%

40%

60%

80%

100%

1

N= 176 schools, 72,000 students, 70,500 ODRs

Elem U.S.: Mean Proportion of Students by ODR

6+

'2-5

0-1

2001-2002 Academic Year

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71.1

17.2

11.7

0%

20%

40%

60%

80%

100%

Academic Year 01-02, 51 Schools, 26,500students, 50,190 ODRs

Middle Schools U.S.: Mean % of Students

6+

2-5

0-1

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82.5

13.73.8

0%

20%

40%

60%

80%

100%

1

High Schools U.S. : Ave Proportion of StudentsN = 16, Academic Year 2001-02

6+

'2-5

0-1

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Collaboration, Consistency, & Individualization:

Case Example

High SchoolRural Illinois: Demographics

707 9th-12th graders 36.8% Free and Reduced lunch 28% Non-White 1600 Office Discipline Referrals

(ODR’S) for Tardy Behavior in a 90 day period

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Tardy Examples: Rules

Tardy rule is “must be inside room when bell rings” When the warning bell rings you must be moving

Routines Warning bell rings 30 seconds prior to the tardy bell

Arrangements Faculty and staff stand in doorways and hallways during

passing times Provide prompts to students to keep moving

Collaboration, Consistency,& Individualization:

Case Example

©Scott, 2002

Collaboration, Consistency,& Individualization:

Case Example

0

200

400

600

800

1000

1200

1400

1600

No PBS PBS Qtr. PBS Qtr. PBS Qtr.

Ref

erra

ls f

or T

ardy

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Combined Reading and Behavior Prevention Systems

Common Features Across Systems

• Systemic: owned and operated bystakeholders (faculty, staff, parents,community)

• Research-Based Practices: begin preventionwith practices that based on evidence of thebest chances for success

• Data-Driven: all decisions are based on clearobjectives and formative data collection

• Instructional: prevention and interventioninvolve effective instruction, prompts, cues,practice, and environmental arrangements

• Contextually Specific: all strategies andmeasures selected to fit individual systems(school/classroom/student)

(Scott & Lane, 2001 - adapted from Sugai & Horner, 2000)

1-5%

5-10%

80-90%

Reading Behavior

UniversalPreventions

Primary Prevention

Secondary Prevention

Tertiary Prevention

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Elem With School-wide PBS

-5

0

5

10

15

20

1 2 3 4 5 6 7 8 9 10 11 12 13

Schools

Change from 97-98 to 01-02

Elem Without School-wide PBS

-6

-4

-2

0

2

4

6

1 2 3 4 5 6

Schools

Change from 97-98 to 01-02

4J School District

Eugene, Oregon

Change in the percentage of students meeting the state standard in reading at grade 3 from 97-98 to 01-02 for schools using PBIS all four years and those that did not.

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Success for AllHarcourt Trophies

UFLI Small-Group InstructionCarbo Recorded Books

Read NaturallyWaterford Early Reading

ProgramIndividualized Tutoring

IndividualizedTutoringSpecial

Education LiteracyCenters

¸ Leveled books¸ Writi ng¸ Listening¸ Research

Reading Strategies

Evidence-Based Practices

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52

27

21

58

29

13

Sept. 03 Feb. 04

Terwilliger Elementary: Change in DIBELS Instructional Level K-3

Intensive

Strategic

Benchmark

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Referrals to ESE

28 27 28

20

26

0

5

10

15

20

25

30

J.W. Elementary M.T. Elementary

Percent Referrals

August 01 - March 02 August 02 - March 03 August 03 - March 04

29%

7%%

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Shady Spring Elementary97%

55%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

SET ScoreODR Reduction

467 ODR Reduction If one ODR = 15 minutes of admin time, then SSES recovered 16.75 hours or 19.4 days of admin time.

If one suspension = 45 minutes of missed instructional time, then SSES recovered 350.25 hours or 58.3 days of instructional time.

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Western Heights MS 100%

62%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

SET ScoreODR Reduction

1281 ODR Reduction If one ODR = 15 minutes of admin time, then WHMS recovered 320 hours or 53 days of admin time

If one suspension = 45 minutes of missed instructional time, then WHMS recovered 960.75 hours or 160 days of instructional time.

©Scott, 2002

Practices

School-Wide Collaboration(keep it simple)

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Consensus

Consensus means that I agree to:

provide input in determining what our school’s problems are and what our goals should be

make decisions about rules, expectations, and procedures in the commons areas of the school as a school community

Follow through with all school-wide decisions, regardless of my feelings for any particular decision

Commit to positive behavior support systems for a full year - allowing performance toward our goal to determine future plans

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Set-Up

•Where, when, what, and who of predictable problems . . . and then why?

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Groups Discuss

• Brainstorm in small groups (arranged by role in the school)

• Prompt to think about locations

• Usually takes about 20 minutes


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Define by Location

•Each group identifies a location and then describes the predictable problems

• Entire group then adds additional perspective


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Refine Problems

• Ask for locations and

then:

-time

-condition

-reason


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Predictable Problems Summary

Common BathroomWhen Who What Why

All day All Vandalism,disgusting behavior,bully, fight, verbal

-No supervision –can’t see-All in 1 room-Socially fun time-Don’t know howmany in at once

SidewalkWhen Who What Why

AM off of bus,Dismissal tobus/walk,transitions

All – more li kelywith older kids

Lose/steal numbersfor line-up, leaveline and wander,olooud, argue, run,jump, hang onwalls, unsafebehavior, lit ter

-unsupervised–unclear/inconsistentexpectations-long walk-problems spill overfrom bus,-bus drivers don’ tknow names

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Brainstorm Prevention

• Prompt to spend majority of time thinking proactively

• Brainstorm location by location

• Record all ideas


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Group Volunteers Solutions

• Record all ideas before discussing


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Record Solutions

• Record all solutions by location QuickTime™ and a

Sorenson Video decompressorare needed to see this picture.

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Define Suggested Solutions

• What does each mean?

• Would it work?

• Would we do it / Is it realistic?


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Discuss, Compromise, and Vote

• Prompt and facilitate group discussion and compromise to achieve consensus

•Consensus typically is defined as 80% vote


©Scott, 2002

Collaborative Solutions

SidewalksRules:

-hands and feet to self-stay in space in line-arm’s length behind next person-stay to the right-be quiet and respectful-walk-move directly to your destination

Routines and Arrangements:-Teachers pick-up students from table and not hallway-use hand signal as consistent signal for quiet-one teacher dismissal at a time from the lunchroom-reverse entry/ exit door order-lunch with adults at picnic table only – must be signed out-empower lunch aids-be sharp on arrival and dismissal times

Wait on these issues or do in the future: -students sit facing one another

-use video instructions-have an after-lunch recess-“Friendly Friday”

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Teaching Behaviors

No elbowing others No kicking No hitting No pinching No biting No scratching Etc. . .

2+2 is not 1 2+2 is not 2 2+2 is not 3 2+2 is not 5 2+2 is not 6 2+2 is not 7 Etc. . .

Behavior: Peer Relations

Academic Skill: Addition

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Teaching Behaviors

Hands and feet to self or

Respect others

2+2 = 4

Behavior: Peer Relations

Academic Skill: Addition

©Scott, 2002

EXAMPLE Teachable

Expectations

1. Respect Yourself-in the classroom (do your best)-on the playground (follow safety rules)

2. Respect Others-in the classroom (raise your hand to speak)-in the stairway (single file line)

3. Respect Property-in the classroom (ask before borrowing)-in the lunchroom (pick up your mess)

©Scott, 2002

School ExpectationsRespect Ourselves

Respect Others Respect Property

All Settings

• Be on task.• Give your best effort.

•Respect authority.•Be kind.•Hands and feet to selves.•Help others.•Share..

•Recycle.•Clean up after yourselves.•Use only what you need.•Care of your belongings.

Hallways and Walkways

•Walk. •Use appropriate voice level •Use whisper voices in halls.•Use quiet voice on walkways.

•Keep hallways and walkways clean.

Playground

•Have a plan. •Play safe.•Include others.•Share equipment.•Take turns.•No put-downs.

•Pick up litter.•Use equipment properly•Use garbage can for litter.

Bathrooms

•Wash your hands.•Respect privacy.

•Keep the bathroom clean.

Lunchroom

•Eat your own food. •Use soft voices.•Practice good table manners.

•Pick up & clean your table.•Stay seated, get up only with permission.

Library and Computer Lab

•Use whisper voices. •Take care of books, magazines & computers.•Push in chairs.

Assembly

•Sit in one spot. •Active listening.•Appropriate applause.

Buses

•Obey bus rules. •Obey bus rules. •Obey bus rules.

Behavior ExpectationsDurham Elementary, Edmonton, Alberta, Canada

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3.3

3.2

Critical Skills Instruction:Teaching Small Groups:

Anger Control Rule:• feel anger, • stop, • choose a better way





©Scott, 2002

Measure and Evaluate

Big Idea: The staff determine what they want to

answer, what data will answer the question, the simplest way to get that data, and then write an objective for where they want to be in the future.

©Scott, 2002

DISCIPLINE REFERRALEastside High SchoolBehavior Report Form

Date Student Grade Time

Referring Teacher Homeroom Teacher

LocationClassroom ( ) Cafeteria ( ) Hallway ( ) Bus ( ) Commons ( )

Parking Lot ( ) Other ( )

Incident **Formal referral required for violent, dangerous, or repetitive behaviors**Defiance ( ) Threat/Intimidate ( ) Bus ( ) Unsafe ( ) harassment ( )

Disruption ( ) Other ( )

Action **Formal referral after all of the following have been exhausted**Warning ( ) Teacher consequence ( ) Parent contact ( ) Referral ( )

Referral Outcome 8/03

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ProblemDate Student Name Reporting Staff Person Incident

X X X fighting disruptive theft other1/13 Harding, Tonya bus driver bob 11/13 Rider, Wynona mr diner 11/13 Rodman, Dennis coach whistle 11/13 Stalin, Joe ms stress 1

1/14 Blake, Robert mr diner 1

1/15 Rogers, Fred ms stress 1

1/15 Stewart, Martha ms stress 11/16 Harding, Tonya bus driver bob 11/16 North, Oliver mr. help 11/17 Harding, Tonya bus driver betty 11/17 Packwood, Bob mr. Clinton 11/17 Reubens, Paul mr. bush 1

Frequency of Incidents 3.00 3.00 3.00 3.00Proportion of Incidents 0.25 0.25 0.25 0.25

Date, Student, & Reporting Staff

ProblemDate Student Name Reporting Staff Person Incident

X X X fighting disruptive theft other1/14 Blake, Robert mr diner 1

1/17 Harding, Tonya bus driver betty 11/13 Harding, Tonya bus driver bob 11/16 Harding, Tonya bus driver bob 11/16 North, Oliver mr. help 11/17 Packwood, Bob mr. Clinton 11/17 Reubens, Paul mr. bush 11/13 Rider, Wynona mr diner 11/13 Rodman, Dennis coach whistle 11/15 Rogers, Fred ms stress 1

1/13 Stalin, Joe ms stress 1

1/15 Stewart, Martha ms stress 1Frequency of Incidents 3.00 3.00 3.00 3.00Proportion of Incidents 0.25 0.25 0.25 0.25

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Involve School in Evaluation

Big Idea: A representative group from across the school

monitor data in relation to objectives and report back to the entire school

TasksDivide faculty/staff into representative groups

(by position in school) and have each group select a representative to serve on the school climate committee

Determine regular team meeting schedule, procedures, and roles for team members.

©Scott, 2002

Shared Decision Making

1. Plan for weekly/monthly feedback to staff about status of school-wide discipline

2. Establish decision rules for evaluating effectiveness of strategies and processes school-wide, in specific settings, and for individual students

3. Tasks Evaluate progress toward school-wide goals Identify new hot spots Identify “at risk” students

©Scott, 2002

Summary:Keys to Positive Approaches

Prevention before reaction Team and systems-based

Logical and realistic plans IndividualizedConsistency across time, adults, settings, and

students

Founded on “Teaching” Goal setting and monitoring

©Scott, 2002

The University of FloridaDoctoral Program In Behavior

DisordersTerry ScottDept. of Special EducationPO Box 117050Gainesville, FL 32611-7050

(352) 392-0701 x [email protected]

©scott, 2002 terrance m. scott, ph.d. university of florida systems of positive behavior support:...

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