Response to Intervention for Positive Behaviour

Jean BaconPositive Behaviour Support Consultant

August 30, 2013306-651-7304 jeanbacon@sasktel.net

Based on the presentation: Responsiveness-to-Intervention & School-wide Positive behaviour Support (George Sugai, OSEP Center on PBIS, Center for

behavioural Education and Research, University of Connecticut, 2008)www.pbis.org www.cber.org

PURPOSE

Describe how response to

intervention logic is

represented in

implementation of positive

behavioural interventions &

supports for EVERYONE in

school.• RtI Context/Review• PBIS Basics• Applications & Examples

IMPLEMENTATION W/ FIDELITY

CONTINUUM OF EVIDENCE-BASEDINTERVENTIONS

STUDENTPERFORMANCE

CONTINUOUSPROGRESS

MONITORING

DATA-BASEDDECISION MAKING

& PROBLEM SOLVING

UNIVERSAL SCREENING

RtI

Response to Intervention

RtI is an ….approach or framework for redesigning

& establishing teaching & learning environments that are effective,

efficient, relevant, & durable for all students, families & educators.

• NOT program, curriculum, strategy, intervention

• NOT limited to special education• NOT new

Univeral Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Targeted Prevention & Intervention:

Specialized GroupSystems for Students who

are At-Risk

Individual/Intensive Prevention & Intervention

Specialized Individualized

Systems for Students with Intensive Needs

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

Academic & BehaviourSUPPORT

ALL

SOME

FEW

Academics and Social Behaviour

RtI Application Examples

EARLY READING/LITERACY SOCIAL behaviour

TEAMGeneral educator, special

educator, reading specialist, Title I, school psychologist, etc.

General educator, special educator, behaviour specialist, Title I, school

psychologist, etc.

UNIVERSAL SCREENING Curriculum based measurement record review of behaviour incidents

PROGRESS MONITORING Curriculum based measurement behaviour incidents, suspensions,

etc.

EFFECTIVE INTERVENTIONS

5-specific reading skills: phonemic awareness, phonics, fluency, vocabulary, comprehension

Direct social skills instruction, positive reinforcement, token economy, active supervision, behavioural contracting,

group contingency management, function-based support, self-

management

DECISION MAKING RULES Core, strategic, intensive Primary, secondary, tertiary tiers

Collect and Use

Data

Review Status and

Identify Problems

Develop andRefine

Hypotheses

Discuss andSelect

Solutions

Develop andImplementAction Plan

Evaluate andRevise

Action Plan

Problem Solving Foundations

Team Initiated Problem Solving (TIPS) Model

Horner & Todd

Universal

Targeted

Intensive

All

Some

FewRTI

Continuum of Support for

ALL

Dec 7, 2007

School-wide Positive

behaviour Support & RtI

Need for….Improving

classroom & school climate

Decreasing reactive

management

Maximizing academic

achievement

Improving support for students w/ behaviour disorders

Integrating academic & behaviour initiatives

“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.

5,100 referrals =

76,500 min @15 min =

1,275 hrs =

159 days @ 8 hrs

BIG IDEASuccessful individual student behaviour support is linked to host environments or school climates that are effective, efficient, relevant, durable, & scalable.(Zins & Ponti, 1990)

A Canadian ExampleEcole Central Middle School (CMS) AB implemented Bully

Prevention – Positive Behaviour Support with a School-Wide PBS Approach.

• Implementation of the school-wide approach at the beginning of the 2007-08 school year.

• Implementation of Bully Prevention during the rest of that school year.

• Students were included in each step of the implementation and contributed to the program by presenting to other students.

• The year after, total problem behaviours decreased by 41%.

Pro

mis

ing

Pra

ctic

es, V

olum

e 3,

Iss

ue 1

Kel

m/M

cInt

osh

15

Staff Survey1. Have you noticed improved behaviours of students since we

started PBIS?2. Do students know what the 3 behaviour expectations are?3. Do you think the PBIS lessons help students learn how to

behave?

16Ross & Horner, 2012

Pro

mis

ing

Pra

ctic

es, V

olum

e 3,

Iss

ue 1

Kel

m/M

cInt

osh

SYST

EMS

PRACTICES

DATASupportingStaff behaviour

SupportingStudent behaviour

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

IntegratedElements

SYST

EMS

PRACTICES

DATASupportingStaff Behaviour

Supporting Student Behaviour

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

Four IntegratedElements

(Sugai, 2011)

Cultural/Contextual Sensitivity

18

Cultural/Contextual Sensitivity

• Is ensured through the use of processes that engage students, families, and communities to create practices that meet the diverse needs of specific students and their families.

• Includes sensitivity to issues related to culture, gender, appearance, sexual orientation, abilities, and/or language.

19(Sugai, 2011)

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

GENERAL IMPLEMENTATION

PROCESS

• School-wide agreements

• District investment

• 3-4 year training commitment

• Local coordination, coaching, & evaluation

Initiative, Project,

Committee

Purpose Outcome Target Group

Staff Involved

SIP/SID/etc

Attendance Committee

Character Education

Safety Committee

School Spirit Committee

Discipline Committee

DARE Committee

EBS Work Group

Working Smarter

Initiative, Committee

Purpose Outcome Target Group

Staff Involved

SIP/SID

Attendance Committee

Increase attendance

Increase % of students attending daily

All students Eric, Ellen, Marlee

Goal #2

Character Education

Improve character

Improve character All students Marlee, J.S., Ellen

Goal #3

Safety Committee

Improve safety Predictable response to threat/crisis

Dangerous students

Has not met Goal #3

School Spirit Committee

Enhance school spirit

Improve morale All students Has not met

Discipline Committee

Improve behaviour

Decrease office referrals

Bullies, antisocial students, repeat offenders

Ellen, Eric, Marlee, Otis

Goal #3

DARE Committee

Prevent drug use High/at-risk drug users

Don

EBS Work Group Implement 3-tier model

Decrease office referrals, increase attendance, enhance academic engagement, improve grades

All students Eric, Ellen, Marlee, Otis, Emma

Goal #2

Goal #3

Sample Teaming Matrix

Are outcomes

measurable?

WHAT DO WE KNOW ABOUT PREVENTING VIOLENCE?

• Surgeon General’s 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)

• 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-community effort

Classroom

SWPBSPractices

Non-classroom Family

Student

School-w

ide

• Smallest #• Evidence-based• Biggest, durable effect

A strategy designed to pro-actively:

Explicitly teach the students, regardless of their age, what we want them to know and do; and,

Reinforce their positive display of the behaviour, ensuring that the reinforcers are important from the view of the students, not the adults.

A Cool ToolI do … We do … You do

26(Scott, 2003)

REINFORCEMENT

SYSTEM

Cool Tool for Teaching a Procedure (Norm)

Procedure: What to do when another person is talking to the class.

What is taught: When others are talking to the whole class, we close our mouths and wait our turn to speak. We raise our hand so the teacher will know we want to say something.

How the rule is taught: A Cool Tool1. Talk about the need for the rule.

2. Role play a non-example with another adult.

3. Role play a positive example with another adult or a student

4. Explain what will happen when positive examples of the rule are observed (e.g., Beans in a Bean Jar, Caught-You-Being-Good ticket, etc.)

Terry Scott, April 2008

27(Scott, 2003)

REINFORCEMENT

SYSTEM

Teaching a Procedure

How the rule is encouraged:

1. Before group discussions, remind students of the rule.

2. Stand near students who struggle with the rule.

3. Compliment students who are following the rule.

Terry Scott, April 2008

28(Scott, 2003)

1. Leadership team

2. behaviour purpose statement

3. Set of positive expectations & behaviours

4. Procedures for teaching SW & classroom-wide expected behaviour

5. Continuum of procedures for encouraging expected behaviour

6. Continuum of procedures for discouraging rule violations

7. Procedures for on-going data-based monitoring & evaluation

School-wide

Teaching Matrix

SETTING

All Settings

Hallways Playgrounds CafeteriaLibrary/

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.

Exp

ecta

tions 1. S

OCIAL SKILL2. NATURAL

CONTEXT

3. behaviour

EXAMPLES

0

500

1000

1500

2000

2500

3000

94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06

To

tal O

DR

s

Academic Years

FRMS Total Office Discipline Referrals

SUSTAINED IMPACTPre

Post

Bernard ElementaryChilliwack School District

Positive Behaviour Support Program

BC PBS Website, July 2012

32

BC PBS Website, July 2012

33

BC PBS Website, July 2012

Sugai etal., 2012

School Rules

NO Outside Food

NO Weapons

NO Backpacks

NO Drugs

NO Bullying

36

BC PBS Website, July 2012

37

38

• Positive expectations & routines taught & encouraged

• Active supervision by all staff– Scan, move, interact

• Precorrections & reminders• Positive reinforcement

Non-classroom

Define Expectations by Setting

• Transform broad school-wide expectations into specific, observable actions

• Clear examples of what is and what is not expected

• Take care in defining culturally responsive expectations

BC PBS Website, July 2012

40

Franzen, K., & Kamps, D. (2008).

• 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 behaviour

errors• Frequent precorrections for chronic errors• Effective academic instruction & curriculum

Classroom

Allday & Pakurar (2007)

Typical Contexts/ Routines

Classroom-Wide Rules/ExpectationsRespect Others Respect Property Respect Self

AllUse inside voice.

Raise hand to answer/talk.

Recycle paper.Put writing tools inside

desk.

Do your best.Ask.

Morning Meeting Eyes on speaker.Give brief answers.

Put announcements in desk.

Keep feet on floor.

Put check by my announcements.

Homework Do own work.Turn in before lesson.

Put homework neatly in box.

Touch your work only.

Turn in lesson on time.Do homework

night/day before.

Transition Use inside voice.Keep hands to self.

Put/get materials first.Keep hands to self.

Have plan.Go directly.

“I Need Assistance”

Raise hand or show “Assistance Card”.

Wait 2 minutes & try again.

Have materials ready. Have plan.Ask if unclear.

Teacher Directed Eyes on speaker.Keep hands to self.

Use materials as intended.

Have plan.Ask.

Independent Work Use inside voice.Keep hands to self.

Use materials as intended.

Return with done.

Use time as planned.Ask.

Problem to Solve Stop, Step Back, Think, Act

Stop, Step Back, Think, Act

Stop, Step Back, Think, Act

1. SOCIAL SKILL

2. NATURAL

CONTEXT

3. behaviour

EXAMPLES

Five Components of Self-Regulation (Baumeister & Vohs, 2004)

Individual Self-

Regulation

Regulation of Arousal

Emotional Regulation

Behavioral Regulation

Social Regulation

& Co-Regulation

Academic Regulation

• Regulation of Arousal – The ability to attain, maintain, and change one’s level of arousal appropriately for a task or situation.

• Emotional Regulation – The ability to control’s one’s emotion.

• Behavioral Regulation – The ability to formulate a goal, monitor goal progress, & adjust one’s behaviors.

• Social & Co-Regulation - The ability to manage social interactions, to co-regulate.

• Academic self-regulation – To be aware of one’s academic strengths and weaknesses, and have a repertoire of strategies to tackle day to day challenges of academic tasks - Louise Burridge & Brenda Whittam-Neary, SK Ministry of Education 2012

45

Components of the Classroom Environment

Naturalness• Lighting• Colour• Temperature• Acoustics• Air quality• Access to nature

Individualization

• Flexibility• Provision of

choice• Student

furnishings to optimize comfort

• Access to Sensorimotor Tools

Appropriate Level of

Stimulation• Seating

Arrangements• Creation of

classroom zones• Displays,

Classroom Organization & Storage

• Development of Routines

- Louise Burridge & Brenda Whittam-Neary, SK Ministry of Education 2012

46

• Continuum of positive behaviour 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

Family

Family Teaching

Matrix

SETTING

At homeMorning Routine

HomeworkMeal Times

In Car Play Bedtime

Respect Ourselves

Respect Others

Respect Property

Exp

ecta

tions 1. S

OCIAL SKILL

2. NATURAL

CONTEXT

3. behaviour

EXAMPLES

City rewards youths for following the law

YORKTON

Regina Leader-Post – February 4, 2009

• “The city of Yorkton is the only place in Saskatchewan where young people can be ticketed for following the law … the only city in the province implementing the Positive Ticketing program.”

• “A lot of time we focus on the 2% of young people who may be getting into trouble and we don’t focus on the 98% that are doing really good things.” (Andrew Sedley, Health Promotion coordinator for the Sunrise HR.)

• Richmond BC was one of the first cities to implement it and after 3 years … youth crime had decreased by 41%.

• Yorkton looked at this as a way to build better relationships with • youth as well as reduce crime in the city.

• Behavioural competence at school & district levels

• Function-based behaviour support planning • Team- & data-based decision making• Comprehensive person-centered planning &

wraparound processes• Targeted social skills & self-management

instruction• Individualized instructional & curricular

accommodations

Individual Student

SYST

EMS

PRACTICES

DATASupportingStaff Behaviour

SupportingDecision-Making

SupportingStudent Behaviour

4 Integrated Elements

of PBISOUTCOMES

Social Competence,Academic Achievement, and Safety

Systems: Ways of organizing processes and procedures so everyone is on the same page and resources are used efficiently and effectively.

Practices, to the greatest extent possible, must be evidence-based; however, they must be adaptable to fit the local context (e.g., culture, community, demographics).

51

What Does PBS Look Like?

Universal

(SW-PBS or Primary)• >80% of students can tell you what is

expected of them and give behavioral example because they have been taught, actively supervised, practiced, and acknowledged.

• Positive adult-to-student interactions exceed negative.

• Function-based behavior support is foundation for addressing problem behavior.

• Data and team-based action planning and implementation are operating.

• Administrators are active participants.• Full continuum of behavior support is

available to all students.

Targeted and Intensive (Secondary and Tertiary)

• Team-based coordination and problem-solving occurs.

• Local specialized behavioral capacity is built.

• Function-based behavior support planning occurs.

• Person-centered, contextually and culturally relevant supports are provided.

• Division/Prvincial behavioral capacity is built.

• Supports are instructionally oriented.• SW-PBS practices and systems are

linked.• School-based comprehensive supports

are implemented.

52

~80% of Students

~15%

~5%

CONTINUUM of SWPBS

TARGETED PREVENTION & INTERVENTION

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

INTENSIVE PREVENTION & INTERVENTION

• Function-based support• Wraparound/PCP• Special Education•

UNIVERSAL PREVENTION• Teach & encourage positive

SW expectations• Proactive SW discipline• Effective instruction• Parent engagement•

Audit

1. Identify existing practices by tier

2.Specify outcome for each effort

3.Evaluate implementation accuracy & outcome effectiveness

4.Eliminate/integrate based on outcomes

5.Establish decision rules (RtI)

Overview

Agreements• Values

• Problem behaviours that are managed by the staff member only (minor) vs. problem behaviours managed by the staff member and the principal (major)

• Processes for responding to problem behaviour

• Processes for reinforcing expected behaviour

ResourcesWebsites: • The website for the PBIS-SCP Canada Network (French and

English)

– http://pbisscpcanada.wordpress.com/pbis-scp-team/

• British Columbia Positive Behaviour Support Website including the information for the Making Connections Conference

– Richmond, BC November, 2013

First PBIS-SCP Canada Network Conference

– bcpbs.wordpress.com

• University of British Columbia Positive Behaviour Support website (includes the PBS newsletters “Promising Practices” among other resources)

– promisingpractices.research.educ.ubc.ca

BC PBS Website, July 2013

ResourcesWebsites:

• Technical Assistance Center for PBIS in Oregon

– www.pbis.org

• Maryland

– http://www.pbismaryland.org/

• Florida PBS

– http://flpbs.fmhi.usf.edu/

• Illinois PBIS

– http://www.pbisillinois.org/

• Technical Assistance Centre on Social Emotional Intervention for Young Children: Lots of great resources including the free download of the kit on display at the STF Summer Short Course

– http://www.challengingbehavior.org/do/resources/teaching_tools/ttyc_toc.htm#turtle

• Website for the Association for Positive Behavior Support

– www.apbs.orgBC PBS Website, July 2013

Thank You! It’s been a treat!

www.pbis.org www.pbssurveys.org

www.swis.org

Sugai etal., 2012

Thank you! It’s Been a Treat!

www.pbis.org https://www.pbisapps.org/Applications/Pages/SWIS-Suite.aspx#swis

https://www.pbisapps.org/Pages/Default.aspx