Program ComparisonSEL, SWPBIS, Zero Tolerance, Character Education

What Programs will we be comparing? The basics

Zero-Tolerance

Primary Aim: Short term management of student behavior; created in an attempt to make schools safer

Methods: Behavior problems corrected immediately and swiftly; relies primarily on punitive techniques

Strengths: Behavior corrected in the short term

Weaknesses: Change in behavior does not extend beyond the school or to other environments

Research: APA suggests this method is ineffective and needs to be replaced or reformed

Non-SEL Character Education Programs These are either official programs or those presented by a school

counselor with the aim of improving student behavior and/or character

Explicit teaching of “character traits” (e.g. courage, kindness, respect, etc.)

Anecdotally, I have not seen this to be effective, but have not looked into the research

Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) Primary Aim: The adult management of student behavior using a positive rather than punitive approach (more focused on short term)

Methods: Direct teaching of behavioral expectations Positive reinforcement of appropriate behavior

(e.g. tangible rewards, verbal praise, etc.) System for responding to inappropriate behavior Extensive use of research and data:

Use research-validated practices Collect data for decision making (e.g. Suspensions

data, office referrals, academic outcomes, etc)

Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) Strengths:

evidenced-based targeted for intervention ongoing use of data values prevention over correction clear teacher-directed techniques for managing student behavior Good for chaotic classrooms

Weaknesses: no explicit attempt to develop cognitions, emotions and behaviors of self-

discipline Methods may not lead to lasting change in student behavior (since behavior

tends to stop once consequences no longer present)

Social and Emotional Learning (SEL) Programs Primary Aim: The long-term development of social and emotional

competencies so students can govern themselves Methods:

Explicit instruction of SEL skills (the five-competencies) Promotion of positive school climate Warm and supportive relationships Structure of support

Social and Emotional Learning (SEL) Programs Strengths:

Evidence-based Develops cognitions, emotions, and behaviors of self-discipline Values prevention over correction Associated with a variety of positive outcomes (improved grades,

behavior, etc.) Weaknesses:

Lack of explicit behavioral management techniques Few SEL programs have built-in strategies that guide teachers in

deescalating challenging behaviors

SEL or SWPBIS?

How SEL and SWPBIS Can Work Together

How SEL and SWPBIS Can Work Together

Use reinforcement (SWPBIS) and discussion/reflection (SEL) Use external rewards sparingly, as “a bridge”

Especially in regards to teamwork Rewarding the underlying emotions/cognitions Caution: Potential harms to intrinsic motivation if used incorrectly

For negative consequences, follow up with reflection Ex: Student puts student in time-out then follows-up with the

student by talking about his/her behavior and how to manage similar experiences differently

For positive reinforcement, follow up with discussion Ex: Give a student a token for helping a peer, but then discuss with

him/her why that action was valuable outside of the reinforcement (e.g. made the peer feel happy)

http://www.nytimes.com/2016/02/13/nyregion/success-academy-teacher-rips-up-student-paper.html

Discussion Questions

Do you agree or disagree with the research? Why? Which method do you tend to agree with? (We may be a biased

sample! :D ) Is there a time and place for zero-tolerance or never? If you have worked in a school or similar environment, have you seen

any of these programs in action? What did it look like? Do you think that SEL and SWPBIS are compatible?

References

APA Zero Tolerance Task Force (2008) - Are Zero Tolerance Policies Effective in Schools?

Joseph A. Durlak - Handbook of Social and Emotional Learning (Chapter 30)