Preventing

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Preventing Responding to Problem Behavior
Review of Best Practice

• George Sugai, Brandi Simonsen, SERC Team
• Center on Positive Behavioral Interventions
  Supports
• University of Connecticut
• January 14, 2009

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PURPOSE Practices systems for responding to
norm violating problem behavior.

• Review of SWPBS
• Discipline Best Practices, Emphases,
  Considerations
• Understanding Managing Escalations
• Action Planning

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PBS Respect Responsibility
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Behavior Situations

• Jaimes all over the place. He touches other
  kids stuff, disrupts their concentration,
  always getting in fights. I dont know what to do
  with him!
• What can I do to reduce of kids who come to
  class late?
• A few kids in my 5th period class never raise
  their hands when they have a questionthey blurt
  out.
• When I tell Sasha what to do, Im ignored. When
  I repeat, Im ignored again. So, I repeat again
  tell her that if she doesnt answer, Im sending
  her to the office. She gets up leaves! I want
  compliance.
• Every other word out of Margindales mouth is
  sexually or culturally inappropriate.how do I
  get rid of her comments?

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Discussion Pre-requisites

• School-wide in place w/ integrity
• Team meets at least monthly
• Behavioral capacity in school
• gt80 staff participation
• Active administrator participation

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www.pbis.org
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www.CBER.org
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SWPBS is approach for.
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Evidence-based Investments to Prevent Youth
Violence

• Positive, predictable school-wide climate
• High rates of academic social success
• Formal social skills instruction
• Positive active supervision reinforcement
• Positive adult role models
• Multi-component, multi-year school-family-communit
  y effort

• Surgeon Generals Report on Youth Violence (2001)
• Coordinated Social Emotional Learning
  (Greenberg et al., 2003)
• Center for Study Prevention of Violence (2006)
• White House Conference on School Violence (2006)

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• SWPBS Conceptual Foundations

Behaviorism
Laws of Behavior
ABA
Applied Behavioral Technology
PBS
Social Validity
SWPBS
IDEA Positive Behavioral Interventions Supports
All Students
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Integrated Elements
Supporting Social Competence Academic
Achievement
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
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Evidence-based SWPBS Practices
School-wide
Classroom
Family
Non-classroom

• Smallest
• Evidence-based
• Biggest, durable effect

Student
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SCHOOL-WIDE Leadership team Behavior purpose statement Set of positive expectations behaviors Procedures for teaching SW classroom-wide expected behavior Continuum of procedures for encouraging expected behavior Continuum of procedures for discouraging rule violations Procedures for on-going data-based monitoring evaluation EVIDENCE-BASED INTERVENTIONPRACTICES CLASSROOM All school-wide Maximum structure predictability in routines environment Positively stated expectations posted, taught, reviewed, prompted, supervised. Maximum engagement through high rates of opportunities to respond, delivery of evidence-based instructional curriculum practices Continuum of strategies to acknowledge displays of appropriate behavior. Continuum of strategies for responding to inappropriate behavior.
INDIVIDUAL STUDENT 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 Positive expectations routines taught encouraged Active supervision by all staff (Scan, move, interact) Precorrections reminders Positive reinforcement FAMILY ENGAGEMENT Continuum of positive behavior support for all families Frequent, regular positive contacts, communications, acknowledgements Formal active participation involvement as equal partner Access to system of integrated school community resources
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Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL
POSITIVE BEHAVIOR SUPPORT
FEW
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Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
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SOME
Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
ALL
80 of Students
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Response to Intervention
RtI
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RTI Continuum of Support for ALL
Few
Some
All
Dec 7, 2007
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GENERAL IMPLEMENTATION PROCESS
Team
Agreements
Data-based Action Plan
Implementation
Evaluation
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Sustainability Guiding Principles
Is Student Affected Directly
Continuous Regeneration
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DisciplineHandout

• Steps, policies, or actions to support teaching
  learning environments so likelihood of student
  academic social success is promoted
• Increases in likelihood of occurrences of
  socially appropriate behavior
• Decreases in likelihood of occurrences of problem
  violating behavior
• Decreases in intensity, frequency, duration of
  severe problem behavior

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Discipline Emphases

• Teaching reinforcing context-appropriate social
  behaviors or skills.
• Removing antecedent factors that trigger
  occurrences of problem behavior.
• Adding antecedent factors that trigger
  occurrences of context appropriate social skills.
• Removing consequence factors that maintain
  (function) occurrences of problem behaviors.
• Adding consequence factors that maintain
  occurrences of context appropriate social
  behaviors.

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Considerations

1. Data
2. Benchmarks for measuring non-responsiveness
3. Discipline for academic success
4. Research validated practices
5. Prevention
6. Universal screening
7. Measurement for effectiveness
8. School-wide leadership team

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Other Guidelines

1. Behavior does not occur in vacuum environment is
   big deal
2. No pain, humiliation, injury
3. Punishment defined by decrease
4. More positives than negatives
5. Discipline is screening
6. Secondary/tertiary is about teaching more
   desirable behavior

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REMEMBER

• SW discipline is for 80
• SW discipline is screener for non-responders
• By definition, behaviors of non-responders are
  slow to change require specialized local
  supports
• SW discipline is preventive
• SW discipline is balanced response for problem
  expected behavior
• Getting tougher is ineffective for
  non-responders

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1. Appropriate Behavior

• Look continuously for appropriate behavior
• Label appropriate behavior
• Appropriate positive reinforcement

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2. Prompts for desired behavior

• Use effective signal/prompt
• Label display of expected behavior

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3. Minor, non-interfering problem behavior

• Remove attention
• Wait for desired behavior, then reinforce
• Positively reinforce other-student displays of
  desired behavior
• Prompt expected behavior
• Use positive reinforcement

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4. Minor, interfering problem behavior

• Signal error or problem behavior
• Remind ask student for expected behavior
• Display/practice expected behavior
• Positively reinforce
• 1 2

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5. Repeated minor problem behavior

• Identify context/setting when problem behavior
  likely
• Conduct FBA
• Develop BIP
• 1 2

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6. Classroom managed major

• Develop precorrection plan
• Teach/practice desired behavior
• Conduct FBA
• 1 2

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• PRECORRECTION
• Identify analyze setting in which problem
  behavior most likely
• Triggers function
• Expected acceptable behaviors
• BEFORE
• Modify setting
• Check-in w/ student
• (Re)teach remind
• Reinforce
• Re-direct

• DURING
• Monitor reinforce
• Re-direct
• AFTER
• Reinforce
• Revise, (re)teach, remind

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7. Office managed problem behavior

• Follow school district disciplinary procedures
• 1 2

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REMEMBER

• Be business like use teaching voice
• Stick to protocols, procedures, agreements
• Work as team w/ non-responders
• Use data for decisions
• Anticipate pre-correct
• Reinforce at high rates, continuously

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ESTABLISHING CONTINUUM of SWPBS

• TERTIARY PREVENTION
• Function-based support
• Wraparound
• Person-centered planning

• TERTIARY PREVENTION

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• SECONDARY PREVENTION
• Check in/out
• Targeted social skills instruction
• Peer-based supports
• Social skills club

• SECONDARY PREVENTION

• PRIMARY PREVENTION
• Teach SW expectations
• Proactive SW discipline
• Positive reinforcement
• Effective instruction
• Parent engagement

• PRIMARY PREVENTION

80 of Students
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ESTABLISHING A CONTINUUM of SWPBS

• TERTIARY PREVENTION
• Function-based support
• Wraparound/PCP
• Specially designed instruction

• Audit
• Identify existing practices by tier
• Specify outcome for each effort
• Evaluate implementation accuracy outcome
  effectiveness
• Eliminate/integrate based on outcomes
• Establish decision rules (RtI)

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• SECONDARY PREVENTION
• Check in/out
• Targeted social skills instruction
• Peer-based supports
• Social skills club

• PRIMARY PREVENTION
• Teach encourage positive SW expectations
• Proactive SW discipline
• Effective instruction
• Parent engagement

80 of Students