SchoolWide Positive Behavior Support: All Settings

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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

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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 dont do it?

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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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SW PBS Practices

• SCHOOLWIDE
• 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

• 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

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

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Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
CONTINUUM OF SCHOOL-WIDE 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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School-Wide Positive Behavior Support All
Settings

• Maximize Structure
• Post, Teach, Review, Monitor, Reinforce
• Establish A Continuum of Strategies Acknowledge
  Appropriate Behavior
• Establish A Continuum of Strategies to Respond to
  Inappropriate Behavior

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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

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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)

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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

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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

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Routines Lesson Components

• Definition of procedure
• Description of skill components
• Model/demonstrations
• Role play/behavioral rehearsal activities

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I write in my journal.
I go to the big group.
I work at calendar time.
I see the schedule for today.
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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

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Clearly Define Expected Behaviors

• Set of expectations
• State positively and succinctly
• Keep to five or fewer
• Process
• 1. List problem behaviors
• 2. Identify replacement behaviors what do
• you want them to do instead
• 3. Identify general set of replacement
• behaviors

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Sample Expectations
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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.

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Teaching Behavior.

• Teach,
• practice,
• and give feedback
• all day,
• every day,
• all school year.

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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

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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

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Monitor actively at all times

• Move continuously
• Scan continuously overtly
• Interact frequently positively
• Positively reinforce rule following behaviors

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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

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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

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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

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Behavior Contract

• Operationally define the behavior
• Provide a clear description of the reinforcer
• Identify the outcomes if the student doesnt meet
  the expectations
• Special Bonuses?

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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?)

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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

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

• Signal occurrence
• State correct response
• Ask student to restate/show
• Disengage quickly early

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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

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In Summary

• Create a regular, predictable, positive learning
  environment.
• Teach, review, monitor, and reinforce appropriate
  behaviors - View problem behaviors as learning
  errors.
• Establish a continuum of strategies to
  acknowledge appropriate behavior.
• Look at the function of behavior and determine
  how to respond to inappropriate behavior.

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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
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  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
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