Beyond Classroom Management: School-based Mental Health

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Beyond Classroom Management School-based Mental
Health Positive Behavior Support

• George Sugai
• Center for Behavioral Education and Research
• Center on Positive Behavioral Interventions and
  Supports
• University of Connecticut
• www.pbis.org
• George.sugai_at_uconn.edu
• March 30, 2007

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pbis.org
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Rose, L. C., Gallup. A. M. (2005). 37th annual
Phi Delta Kappa/Gallup poll of the publics
attitudes toward the public schools. Kappan,
September, 41-59.

• TOP FOUR 2005
• Lack of financial support (since 2000)
• Overcrowded schools
• Lack of discipline control
• Drug use

• 1 SPOT
• gt2000 lack of financial support
• 1991-2000 drug use
• lt1991 lack of discipline

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Do you want to.

• Improve general classroom school climate
  community relations
• Decrease dependence on reactive disciplinary
  practices
• Maximize impact of instruction to affect academic
  achievement
• Improve behavioral supports for students with
  emotional behavioral challenges
• Improve efficiency of behavior related initiatives

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Purpose 7 Lessons Learned

• Review classroom management practices from a
  school-wide perspective..

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Look for 7 key points
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Context Matters!
1.

• Successful individual student behavior support is
  linked to host environments or schools that are
  effective, efficient, relevant, durable
• Learning teaching environments must be
  redesigned to increase the likelihood of
  behavioral academic success

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Examples

• Individual Student
• vs.
• School-wide

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Reiko

• Assessments indicate that Reiko performs in
  average to above average range in most academic
  areas. However, her teacher has noticed Reikos
  frequent talking asking answering questions
  without raising her hand has become an annoying
  problem to other students to teacher.

What would you do?
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Kiyoshi

• Kiyoshi is a highly competent student, but has
  long history of antisocial behavior. He is quick
  to anger, minor events quickly escalate to
  major confrontations. He has few friends, most
  of his conflicts occur with peers in hallways
  cafeteria on bus. In last 2 months, he has been
  given 8 days of in school detention 6 days of
  out of school suspension. In a recent event, he
  broke glasses of another student.

What would you do?
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Mitch

• Mitch displays a number of stereotypic (e.g.,
  light filtering with his fingers, head rolling)
  self-injurious behaviors (e.g., face slapping,
  arm biting), his communications are limited to
  a verbal vocabulary of about 25 words. When his
  usual routines are changed or items are not in
  their usual places, his rates of stereotypic
  self-injurious behavior increase quickly.

What would you do?
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Rachel

• Rachel dresses in black every day, rarely
  interacts with teachers or other students,
  writes distributes poems stories about
  witchcraft, alien nations, gundams, other
  science fiction topics. When approached or
  confronted by teachers, she pulls hood of her
  black sweatshirt or coat over her head walks
  away. Mystified by Rachels behavior, teachers
  usually shake their heads let her walk away.
  Recently, Rachel carefully wrapped a dead
  squirrel in black cloth placed it on her desk.
  Other students became frightened when she began
  talking to it.

What would you do?
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Fortunately, we have a science that guides us to

• Assess these situations
• Develop behavior intervention plans based on our
  assessment
• Monitor student progress make enhancements
• All in ways that can be culturally
  contextually appropriate
• Crone Horner, 2003

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However, context matters.

• What factors influence our ability to implement
  what we know with accuracy, consistency,
  durability for students like Rachel, Reiko,
  Mitch, Kiyoshi?

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141 Days!

• Intermediate/senior high school with 880
  students reported over 5,100 office discipline
  referrals in one academic year. Nearly 2/3 of
  students have received at least one office
  discipline referral.

Reiko is in this school!
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• 5,100 referrals
• 76,500 min _at_15 min
• 1,275 hrs
• 159 days _at_ 8 hrs

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Da place ta be

• During 4th period, in-school detention room has
  so many students that the overflow is sent to the
  counselors office. Most students have been
  assigned for being in the hallways after the late
  bell.

Kiyoshi is in this school!
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Cliques

• During Advisory Class, the sportsters sit in
  the back of the room, goths sit at the front.
  Most class activities result in out of seat,
  yelling arguments between the two groups.

Mitch is in this classroom!
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Four corners

• Three rival gangs are competing for four
  corners. Teachers actively avoid the area.
  Because of daily conflicts, vice principal has
  moved her desk to four corners.

Rachel is in this school!
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FTD

• On 1st day of school, a teacher found floral
  arrangement on his desk. Welcome to the
  neighborhood was written on the card

You are in this School!
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Questions!

• What would behavior support look like if Mitch,
  Rachel, Kiyoshi, Reiko were in these classrooms
  schools?
• Are these environments safe, caring, effective?
• Context Matters!

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Big worry is Get Tough approach to responding
to problem behavior
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ExampleTeaching by Getting Tough

• Runyon I hate this f____ing school, youre a
  dumbf_____.
• Teacher That is disrespectful language. Im
  sending you to the office so youll learn never
  to say those words again.starting now!

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Immediate seductive solution.Get Tough!

• Clamp down increase monitoring
• Re-re-re-review rules
• Extend continuum consistency of consequences
• Establish bottom line
• ...Predictable individual response

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Reactive responses are predictable.

• When we experience aversive situation, we select
  interventions that produce immediate relief
• Remove student
• Remove ourselves
• Modify physical environment
• Assign responsibility for change to student /or
  others

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When behavior doesnt improve, we Get Tougher!

• Zero tolerance policies
• Increased surveillance
• Increased suspension expulsion
• In-service training by expert
• Alternative programming
• ..Predictable systems response!

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Erroneous assumption that student

• Is inherently bad
• Will learn more appropriate behavior through
  increased use of aversives
• Will be better tomorrow.

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But.false sense of safety/security!

• Fosters environments of control
• Triggers reinforces antisocial behavior
• Shifts accountability away from school
• Devalues child-adult relationship
• Weakens relationship between academic social
  behavior programming

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Science of behavior has taught us that students.

• Are NOT born with bad behaviors
• Do NOT learn when presented contingent aversive
  consequences
• ..Do learn better ways of behaving by being
  taught directly receiving positive feedback.

2.
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Lessons Learned White House Conference on School
Safety

• Students, staff, community must have means of
  communicating that is immediate, safe, reliable
• Positive, respectful, predictable, trusting
  student-teacher-family relationships are
  important
• High rates of academic social success are
  important
• Positive, respectful, predictable, trusting
  school environment/climate is important for all
  students
• Metal detectors, surveillance cameras, security
  guards are insufficient deterrents

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Lessons Learned White House Conference on School
Safety

• Early Correlates/Indicators
• Significant change in academic /or social
  behavior patterns
• Frequent, unresolved victimization
• Extremely low rates of academic /or social
  success
• Negative/threatening written /or verbal messages

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Non-examples of Function-Based approach

• Function outcome, result, purpose,
  consequence
• Lantana, you skipped 2 school days, so were
  going to suspend you for 2 more.
• Phloem, Im taking your book away because you
  obviously arent ready to learn.
• You want my attention?! Ill show you
  attention,lets take a walk down to the office
  have a little chat with the Principal.

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Good teaching is one of our best behavior
management tools
3.
STUDENT ACHIEVEMENT
Good Teaching
Behavior Management
Increasing District State Competency and
Capacity
Investing in Outcomes, Data, Practices, and
Systems
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4.
Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
APPLY CONTINUUM OF INSTRUCTIONAL POSITIVE
BEHAVIOR SUPPORT
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Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
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Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
80 of Students
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What is RtI?
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RtI Good IDEA Policy

• Approach to increase efficiency, accountability,
  impact
• NOT program, curriculum, strategy, intervention
• NOT limited to special education
• NOT new
• Problem solving process
• Diagnostic-prescriptive teaching
• Curriculum based assessment
• Precision teaching
• Applied behavior analysis
• Demonstrations
• Systemic early literacy
• School-wide positive behavior support

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RtI Applications
EARLY READING/LITERACY SOCIAL BEHAVIOR
TEAM General educator, special educator, reading specialist, Title 1, school psychologist, etc. General educator, special educator, behavior specialist, Title 1, school psychologist, etc.
UNIVERSAL SCREENING Curriculum based measurement SSBD, record review, gating
PROGRESS MONITORING Curriculum based measurement ODR, suspensions, behavior incidents, precision teaching
EFFECTIVE INTERVENTIONS 5-specific reading skills phonemic awareness, phonics, fluency, vocabulary, comprehension Direct social skills instruction, positive reinforcement, token economy, active supervision, behavioral contracting, group contingency management, function-based support, self-management
DECISION MAKING RULES Core, strategic, intensive Primary, secondary, tertiary tiers
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Designing School-Wide Systems for Student Success
1-5
1-5
5-10
5-10
80-90
80-90
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Implications Cautions(E.g., Gresham, Grimes,
Kratochwill, Tilly, etc.)

• Psychometric features of measures for student
  outcomes universal screening?
• Standardized measurement procedures?
• Valid documented cut criteria for determining
  responsiveness?
• Interventions efficacy, effectiveness,
  relevance?
• Students with disabilities?
• Professional development?
• Applications across grades/schools curriculum
  areas?
• Treatment integrity accountability?
• Functioning of general v. special education?

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5.
Link Classroom to School-wide Positive Behavior
Support Systems
Classroom Setting Systems
Nonclassroom Setting Systems
Individual Student Systems
School-wide Systems
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School-wide Systems

• 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

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Classroom Setting Systems

• 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

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Nonclassroom Setting Systems

• Positive expectations routines taught
  encouraged
• Active supervision by all staff
• Scan, move, interact
• Precorrections reminders
• Positive reinforcement

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Individual Student Systems

• 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

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Teach Social Behaviors Like Academic Skills
6.
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Redesign Learning Teaching Environment
School Rules NO Food NO Weapons NO Backpacks NO
Drugs/Smoking NO Bullying
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Few positive SW expectations defined, taught,
encouraged
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Reviewing Strive for Five

• Be respectful.
• Be safe.
• Work peacefully.
• Strive for excellence.
• Follow directions.

McCormick Elem. MD 2003
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SETTING SETTING SETTING SETTING SETTING SETTING SETTING
All Settings Hallways Playgrounds Cafeteria Library/ Computer Lab Assembly Bus
Respect Ourselves Be on task. Give your best effort. Be prepared. Walk. Have a plan. Eat all your food. Select healthy foods. Study, read, compute. Sit in one spot. Watch for your stop.
Respect Others Be kind. Hands/feet to self. Help/share with others. Use normal voice volume. Walk to right. Play safe. Include others. Share equipment. Practice good table manners Whisper. Return books. Listen/watch. Use appropriate applause. Use a quiet voice. Stay in your seat.
Respect Property Recycle. Clean up after self. Pick up litter. Maintain physical space. Use equipment properly. Put litter in garbage can. Replace trays utensils. Clean up eating area. Push in chairs. Treat books carefully. Pick up. Treat chairs appropriately. Wipe your feet. Sit appropriately.
TEACHING MATRIX
Expectations

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SETTING SETTING SETTING SETTING SETTING SETTING SETTING
All Settings Hallways Playgrounds Cafeteria Library/ Computer Lab Assembly Bus
Respect Ourselves Be on task. Give your best effort. Be prepared. Walk. Have a plan. Eat all your food. Select healthy foods. Study, read, compute. Sit in one spot. Watch for your stop.
Respect Others Be kind. Hands/feet to self. Help/share with others. Use normal voice volume. Walk to right. Play safe. Include others. Share equipment. Practice good table manners Whisper. Return books. Listen/watch. Use appropriate applause. Use a quiet voice. Stay in your seat.
Respect Property Recycle. Clean up after self. Pick up litter. Maintain physical space. Use equipment properly. Put litter in garbage can. Replace trays utensils. Clean up eating area. Push in chairs. Treat books carefully. Pick up. Treat chairs appropriately. Wipe your feet. Sit appropriately.
TEACHING MATRIX
Expectations

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RAH at Adams City High School(Respect
Achievement Honor)
RAH Classroom Hallway/ Commons Cafeteria Bathrooms
Respect Be on time attend regularly follow class rules Keep location neat, keep to the right, use appropriate lang., monitor noise level, allow others to pass Put trash in cans, push in your chair, be courteous to all staff and students Keep area clean, put trash in cans, be mindful of others personal space, flush toilet
Achievement Do your best on all assignments and assessments, take notes, ask questions Keep track of your belongings, monitor time to get to class Check space before you leave, keep track of personal belongings Be a good example to other students, leave the room better than you found it
Honor Do your own work tell the truth Be considerate of yours and others personal space Keep your own place in line, maintain personal boundaries Report any graffiti or vandalism
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RAH Athletics
RAH Practice Competitions Eligibility Lettering Team Travel
Respect Listen to coaches directions push yourself and encourage teammates to excel. Show positive sportsmanship Solve problems in mature manner Positive inter-actions with refs, umps, etc. Show up on time for every practice and competition. Show up on time for every practice and competition Compete x. Take care of your own possessions and litter be where you are directed to be.
Achievement Set example in the classroom and in the playing field as a true achiever. Set and reach for both individual and team goals encourage your teammates. Earn passing grades Attend school regularly only excused absences Demonstrate academic excellence. Complete your assignments missed for team travel.
Honor Demonstrate good sportsmanship and team spirit. Suit up in clean uniforms Win with honor and integrity Represent your school with good conduct. Show team pride in and out of the school. Stay out of trouble set a good example for others. Suit up for any competitions you are not playing. Show team honor. Cheer for teammates. Remember you are acting on behalf of the school at all times and demonstrate team honor/pride.
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RRespectTo show consideration, appreciation,
and acceptance Respect yourself Respect
others Demonstrate appropriate language and
behavior
IIntegrityAdherence to an agreed upon code of
behavior Be responsible Do your own work
Be trustworthy and trust others
DDisciplineManaging ones self to achieve goals
and meet expectations Strive for consistency
Attend class daily be on time Meet deadlines
do your homework
PPerseveranceHolding to a course of action
despite obstacles Stay positive Set goals
Learn from mistakes
EExcellenceBeing of finest or highest
quality Do your personal best Exceed minimum
expectations Inspire excellence in others
    
NEHS website, Oct. 26, 2004
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Character Education

• Easy to change moral knowledge.....difficult to
  change moral conduct
• To change moral conduct...
• Adults must model moral behavior
• Students must experience academic success
• Students must be taught social skills for success

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Acknowledge Recognize
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Cougar Traits in the Community
Student Name __________________________________
Displayed the Cougar Trait of
Respect Responsibility Caring Citizenship (
Circle the trait you observed)Signature
_____________________________________________If
you would like to write on the back the details
of what you observed feel free! Thank you for
supporting our youth.
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Are Rewards Dangerous?

• our research team has conducted a series of
  reviews and analysis of (the reward) literature
  our conclusion is that there is no inherent
  negative property of reward. Our analyses
  indicate that the argument against the use of
  rewards is an overgeneralization based on a
  narrow set of circumstances.
• Cameron, 2002
• Cameron Pierce, 1994, 2002
• Cameron, Banko Pierce, 2001

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Clever Variations

• Bus Bucks
• Super Sub Slips
• Golden Plunger
• G.O.O.S.E.
• First-in-Line
• Patriots Parking Pass
• Business Partner Discount

What really matters is positive
social acknowledgement interaction!!
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7.
Social Competence Academic Achievement
Invest in establishing adequate staff support
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
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Pre
Post
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ODR Admin. BenefitSpringfield MS, MD

• 2001-2002 2277
• 2002-2003 1322
• 955 42 improvement
• 14,325 min. _at_15 min.
• 238.75 hrs
• 40 days Admin. time

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ODR Instruc. BenefitSpringfield MS, MD

• 2001-2002 2277
• 2002-2003 1322
• 955 42 improvement
• 42,975 min. _at_ 45 min.
• 716.25 hrs
• 119 days Instruc. time

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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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Schools using SW-PBS report a 25 lower rate of
ODRs
.85
.64
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N 23
N 8
N 8
N 23
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05
20
11
22
84
58
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Mean Proportion of Students
3 8 89
10 16 74
11 18 71
K6 (N 1010) 6-9 (N 312)
9-12 (N 104)
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32 43 25
48 37 15
45 40 15
K-6 (N 1010) 6-9 (N 312)
9-12 (N 104)
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Kutash, K., Duchnowski, A. J., Lynn, N. (2006).
School-based mental health An empirical guide
for decision makers. Tampa, FL University of
South Florida. Louis De la Parte Florida Mental
Health Institute, Department of Child Family
Studies, Research Training Center for
Childrens Mental Health.
http//rtckids.fmhi.usf.edu
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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.

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SETTING SETTING SETTING SETTING SETTING SETTING SETTING
All Settings Hallways Playgrounds Cafeteria Library/ Computer Lab Assembly Bus
Respect Ourselves Be on task. Give your best effort. Be prepared. Walk. Have a plan. Eat all your food. Select healthy foods. Study, read, compute. Sit in one spot. Watch for your stop.
Respect Others Be kind. Hands/feet to self. Help/share with others. Use normal voice volume. Walk to right. Play safe. Include others. Share equipment. Practice good table manners Whisper. Return books. Listen/watch. Use appropriate applause. Use a quiet voice. Stay in your seat.
Respect Property Recycle. Clean up after self. Pick up litter. Maintain physical space. Use equipment properly. Put litter in garbage can. Replace trays utensils. Clean up eating area. Push in chairs. Treat books carefully. Pick up. Treat chairs appropriately. Wipe your feet. Sit appropriately.

• CONTACT INFO
• George.sugai_at_uconn.edu
• Brandi.simonsen_at_uconn.edu
• www.pbis.org