Handouts for Effective Behavioral and Instructional Supports

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Handouts for Effective Behavioral and
Instructional Supports

• Overview and Rationale

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Purpose of Training

• Establish rationale for need
• Overview of the EBIS approach
• Initial development of school-wide and
  non-classroom systems
• Hear from pioneer schools
• Team action planning

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Acknowledgements

• Center on Positive Behavioral Interventions and
  Support
• Office of Special Education Programs (OSEP)
• Sugai Horner
• Researchers
• University of Oregon
• University of Kansas
• University of Missouri
• University of Kentucky
• University of South Florida
• University of North Carolina at Charlotte
• University of Florida
• Implementers
• Shepherd Pratt
• May Institute
• RCC
• Illinois State Department of Education
• Behavioral Intervention Program

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Georgia Pioneers

• Antioch, Cedar Grove, Monroe, Baldwin, East Broad
  Street Rossville Elementary Schools
• Adamson, A.Z. Kelsey, Babb, Baker, Chestnut Log,
  Early County, Forest Park, Griffin, Jonesboro,
  Kendrick, Lovejoy, Marshall, Morrow, Mount Zion,
  Mundys Mill, North Clayton, Pickens County,
  Pointe South, Riverdale, Roberts, Stephens
  County Middle Schools
• Hiram High School
• Risley Alternative Learning Center

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What does an EBIS school look like?

• 20-60 reduction in Office Discipline Referrals
• 3-5 Behavioral Expectations are posted, taught,
  modeled, practiced and rewarded.
• Administrator is an active participant on the
  EBIS team.
• Continuum of behavior support is available to all
  students.
• Children are caught being good.

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What does an EBIS school feel like?

• Students report feeling safer
• Teachers report higher moral and less turnover
  rate.
• Administrative staff report having more time to
  deal with students on a personal level and not on
  a behavioral level.
• Parents report feeling more positive about the
  school.
• People look forward to Mondays, and Tuesdays,
  and.

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What does an EBIS school sound like?

• Students receive at least 4 positive comments for
  every correction.
• Students greet adults who enter the building.
• Hallways are quieter.
• Lunchrooms are less noisy.
• Teachers are talking about academics instead of
  behaviors.

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Dont be confused!

• EBIS PBS PBIS EBS SWD SWPBS

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Why?

• Our training has been in the reactive mode.
• Parents
• Teachers
• Hard to override the wiring.

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Contributing Factors
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Essential Elements for EBIS

• 1. Invest in Prevention
• Teach, monitor and reward before resorting to
  punishment and exclusion.
• Focus first on the social culture of the school
• 2. Work smarter
• Identify clear outcomes
• Combine rather than add initiatives
• Make decisions based on data

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• 3. Create durable Systems of Support
• Select different systems based on the nature of
  the problems
• 4. Prepare an implementation plan to fit the
  unique characteristics of your school
• Self-assessment
• Different paths -- common outcomes
• 5. Gather and use information for on-going
  decision-making

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CONTINUUM OF SCHOOL-WIDE EFFECTIVE
BEHAVIORAL SUPPORT
5
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Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
80 of Students
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CONTINUUM OF SCHOOL-WIDE POSITIVE
BEHAVIOR SUPPORT
5
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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Tertiary Prevention Individualized Systems for
Students with High-Risk Behavior
CONTINUUM OF SCHOOL-WIDE EFFECTIVE
BEHAVIORAL SUPPORT
5
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 happens if we do not intervene?

• Three years after leaving school, 70 of
  antisocial youth have been arrested (Walker,
  Colvin, Ramsey, 1995)
• 82 of crimes are committed by people who have
  dropped out of school (APA Commission on Youth
  Violence, 1993)

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• The stability of aggression over a decade is very
  highabout the same as IQ (Walker et al., 1995)
• If antisocial behavior is not changed by the end
  of grade 3, it should be treated as a chronic
  condition much like diabetes. That is, it cannot
  be cured but managed with the appropriate
  supports and continuing interventions (Walker et
  al., 1995)

manage
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What are our common responses?

• Clamp down on rule violators.
• Review rules sanctions
• Extend continuum of aversive consequences
• Improve consistency of use of punishments
• Establish bottom line
• Notify and confer with parents (Lombardi et al.,
  1990)

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Reactive responses are predictable.

• Situations are aversive to us so we select
  interventions that
• Produce immediate relief from aversive
• Modify physical environment
• Assign responsibility for change to student /or
  others

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Typical reactive responses

• Zero tolerance policies
• Security guards, student uniforms, metal
  detectors, video cameras
• Suspension/expulsion
• Exclusionary options (e.g., alternative programs)

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But.false sense of safety/security!

• Fosters environments of control
• Occasions reinforces antisocial behavior
• Shifts accountability away from school
• Devalues child-adult relationship
• Weakens relationship between academic social
  behavior programming
• Research does not support effectiveness

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What doesnt work

• Reviews of over 600 studies on how to reduce
  school discipline problems indicate that the
  LEAST effective responses to school violence are
• Talking Therapies
• Psychotherapy
• Punishment
• associated with INCREASED aggression, vandalism,
  truancy, tardiness, dropouts
• (Elliott, Hamburg Williams, 1998 Gottfredson,
  1996 Lipsey, 1991, 1992 Mayer, 1995 Mayer
  Sulzer-Azeroff, 1990 Tolan Guerra, 1994)

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What does work

• Same research reviews indicate that the MOST
  effective response to school violence is a
  comprehensive approach that includes
• social skills training
• academic restructuring
• behavioral interventions

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Surgeon General adds

• Cooperative learning
• Building school capacity
• Continuous progress programs
• Problem solving skills training
• Home visitations
• (Youth Violence A Report of the Surgeon
  General, 2001)
• www.surgeongeneral.gov

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Recommendations

• Break up antisocial networks
• Increase academic success
• Create positive school climate
• Adopt primary agenda of prevention

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Challenge How do schools achieve capacity to

• Respond effectively, efficiently, relevantly to
  range of problem behaviors observed in schools
• Engage in team-based problem solving
• Adopt, fit, sustain research-based behavioral
  practices
• Give priority to unified agenda of prevention

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Major Ideas for Effective EBIS

• 1. Invest in Prevention
• Teach, monitor and reward before resorting to
  punishment and exclusion.
• Focus first on the social culture of the school
• 2. Work Smarter
• Combine rather than add initiatives
• Work smarter

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• 3. Create durable Systems of Support
• Select different systems based on the nature of
  the problem
• 4. Prepare an implementation plan to fit the
  unique characteristics of your school.
• Self-assessment
• Different paths -- common outcomes
• 5. Gather and use information for on- going
  decision-making

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Key Components

• Expectations for student behavior are defined by
  a building based team with input from all staff
• Appropriate student behavior is taught
• Positive behaviors are publicly acknowledged

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Key Components (contd)

• Problem behaviors have clear consequences
• Discipline is implemented consistently by staff
  and administration
• Student behavior is monitored and staff receive
  regular feedback

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Key Components (contd)

• Four levels of involvement
• Behavioral support strategies are designed to
  meet the needs of ALL students

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EBIS Systems Emphasis

• Arrangement of school organization, structures,
  routines to improve effectiveness, efficiency,
  relevance of child adult behavior
• Improvement of adoption sustained use of
  evidence based practices
• (3-5 years)

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Social Competence Academic Achievement
Supporting Decision Making
OUTCOMES
Supporting Staff Behavior
SYSTEMS
DATA
PRACTICES
Supporting Student Behavior
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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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Nonclassroom Systems

• Teaching expectations routines
• Active supervision
• Scan, move, interact
• Precorrections reminders
• Positive reinforcement

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Classroom Management

• Behavior management
• Teaching routines
• Ratio of 6-8 positive to 1 negative adult-student
  interaction
• Instructional management
• Curriculum Instructional design
• Environmental management

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Individual Student System

• Behavioral competence
• Function-based behavior support planning
• Comprehensive person-centered planning
  wrap-around processes
• Targeted social skills instruction
• Self-management
• Individualized instructional curricular
  accommodations

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Fern Ridge Middle School 1994-95

• Total Enrollment 530 (grades 6, 7 and 8)
• Total Office Discipline Referrals 2628
• 4.95 office referrals per student.
• 304 students (57) with 1 or more referrals
• 34 students (6) with 20 or more referrals
• Students with 20 referrals accounted for 52 of
  all referrals.

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EBIS YEAR ONE OUTCOMES

• Focus on school-wide and non-classroom systems
• Effective and efficient functioning of School
  Leadership Team
• prevention
• positive programming
• evidence-based decision making
• Self-assessment and on-going action planning