Positive Behavior Positive Behavior Intervention and Intervention and Support: RtI for Support: RtI for
Behavior Behavior
Jim Artesani, Ed.D.Jim Artesani, Ed.D.University of MaineUniversity of Maine
College of Education & Human College of Education & Human DevelopmentDevelopment
Rationale and Rationale and OverviewOverview
Pre-referralPre-referral
Response to InterventionResponse to Intervention
PBISPBIS
Why RtI?Why RtI?
Need for systematic pre-referral Need for systematic pre-referral process (Special Education).process (Special Education).
Need to support students who are at Need to support students who are at risk for school failure (Regular risk for school failure (Regular Education).Education).
ActivityActivity
Where do students learn their values and Where do students learn their values and behavior?behavior?
Who and what have been the traditional the Who and what have been the traditional the influences?influences?
How has this changed?How has this changed?
Who and what are the influences now?Who and what are the influences now?
Social/Behavioral Social/Behavioral CurriculumCurriculum
Needed by Needed by ALLALL students students
ChallengesChallenges Competing MandatesCompeting Mandates Limited ResourcesLimited Resources Increasing Disruptive Increasing Disruptive
BehaviorBehavior Increased Competition for Increased Competition for
Students’ ValuesStudents’ Values Reactive approachesReactive approaches Punishment as predictorPunishment as predictor
AntidotesAntidotes Address social/behavioral needs of Address social/behavioral needs of
all students.all students. Give priority to validated methods Give priority to validated methods
that demonstrate effectiveness, that demonstrate effectiveness, efficiency, and relevance.efficiency, and relevance.
Integrate academic and behavioral Integrate academic and behavioral successsuccess
Emphasize preventionEmphasize prevention Increase collaboration among Increase collaboration among
multiple support systemsmultiple support systems Utilize team and problem solving Utilize team and problem solving
approachesapproaches
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Designing School-Wide Systems for Designing School-Wide Systems for Student SuccessStudent Success
Academic Systems Behavioral Systems
Circa 1996
Misplaced focus on Misplaced focus on “Getting Tough” “Getting Tough” approach to approach to responding to responding to problem behaviorproblem behavior
Swimming Against the Current
Example:Example:“Teaching” “Teaching” by Getting by Getting
ToughTough
NapoleonNapoleon: : “I hate this f____ing “I hate this f____ing school, & you’re a dumbf_____.”school, & you’re a dumbf_____.”
TeacherTeacher: : “That is disrespectful “That is disrespectful language. I’m sending you to language. I’m sending you to the office so you’ll learn never the office so you’ll learn never to say those words to say those words again….starting now!”again….starting now!”
Immediate & seductive Immediate & seductive solutionsolution….….””Get ToughGet Tough!”!”
Clamp down Clamp down & increase & increase monitoringmonitoring
Re-re-reRe-re-re-review rules-review rules
Extend continuum & consistency Extend continuum & consistency of of punitivepunitive consequencesconsequences
Establish “Establish “bottom linebottom line””
...Predictable individual responses...Predictable individual responses
Reactive responses are Reactive responses are predictable….predictable….
When we experienceWhen we experience aversiveaversive situation, we select situation, we select interventions that produce interventions that produce immediate relief:immediate relief:
Remove studentRemove student
Remove ourselves Remove ourselves
Assign responsibility for change to Assign responsibility for change to student &/or othersstudent &/or others
When behavior doesn’t When behavior doesn’t improve, we “improve, we “Get Get
TougherTougher!”!”Zero tolerance policiesZero tolerance policies
Increased surveillanceIncreased surveillance
Increased suspension & expulsionIncreased suspension & expulsion
In-service training by expertIn-service training by expert- New programNew program- Single shotSingle shot
Alternative programmingAlternative programming
……....Predictable systems response!Predictable systems response!
Erroneous assumption Erroneous assumption that student…that student…
Is Is inherentlyinherently “bad” “bad”
Will learn more appropriate Will learn more appropriate behavior through behavior through increasedincreased use of “use of “aversivesaversives””
Will be Will be better tomorrowbetter tomorrow…….…….
But….But….falsefalse sense of sense of safety/security!safety/security!
Fosters environments of Fosters environments of controlcontrol
Triggers & reinforces Triggers & reinforces antisocialantisocial behavior behavior
Predicts Predicts increasedincreased problem behavior problem behavior
DevaluesDevalues child-adult relationship child-adult relationship
WeakensWeakens relationship between relationship between academic & social behavior academic & social behavior programmingprogramming
Science of behavior has Science of behavior has taught us that taught us that
students….students….
Are Are NOTNOT born with “bad born with “bad behaviors”behaviors”
Do Do NOTNOT learn when presented learn when presented contingent aversive contingent aversive consequencesconsequences
…………..Do learn better ways of ..Do learn better ways of behaving by being behaving by being taught taught directly & receiving positive directly & receiving positive feedback.feedback.
Lessons Learned: White House Lessons Learned: White House Conference on School SafetyConference on School Safety
Students, staff, & community must have means of Students, staff, & community must have means of communicatingcommunicating that is immediate, safe, & reliable that is immediate, safe, & reliable
Positive, respectful, predictable, & trusting Positive, respectful, predictable, & trusting student-teacher-family student-teacher-family relationshipsrelationships are are importantimportant
High rates of High rates of academic & social success academic & social success are are importantimportant
Positive, respectful, predictable, & trusting Positive, respectful, predictable, & trusting school environment/climate school environment/climate is important for is important for allall studentsstudents
Metal detectors, surveillance cameras, & security Metal detectors, surveillance cameras, & security guards are guards are insufficient deterrents insufficient deterrents
Lessons Learned: White Lessons Learned: White House Conference on House Conference on
School SafetySchool SafetyEarly Correlates/IndicatorsEarly Correlates/Indicators
Significant change Significant change in academic &/or in academic &/or social behavior patternssocial behavior patterns
Frequent, unresolved Frequent, unresolved victimizationvictimization
Extremely low rates of Extremely low rates of academic academic &/or social success&/or social success
Negative/threatening written &/or Negative/threatening written &/or verbal verbal messagesmessages
PBIS is based on PBIS is based on behavioral and behavioral and
biomedical science.biomedical science.
* Behavior is learned and can be taught* Behavior is learned and can be taught
* Behavior is lawful and predictable* Behavior is lawful and predictable
* Behavior is influenced by environmental factors * Behavior is influenced by environmental factors that interact with biophysical characteristics that interact with biophysical characteristics of the individualof the individual
* Understanding the relationship between * Understanding the relationship between physiological factors and environmental physiological factors and environmental variables is a critical featurevariables is a critical feature
* Data collection and use for decision-making are * Data collection and use for decision-making are needed for continuous intervention and needed for continuous intervention and system improvement.system improvement.
1.1. Common Common purposepurpose & approach to & approach to disciplinediscipline
2.2. Clear set of Clear set of positive expectations & positive expectations & behaviorsbehaviors
3. Procedures for 3. Procedures for teachingteaching expected expected behaviorbehavior
4.4. Continuum of procedures for Continuum of procedures for encouragingencouraging expected behavior expected behavior
5. Continuum of procedures for 5. Continuum of procedures for discouragingdiscouraging inappropriate behavior inappropriate behavior
6. Procedures for on-going 6. Procedures for on-going monitoringmonitoring & & evaluationevaluation
School-wide Systems
Important WebsitesImportant Websites
http://www.mepbis.org/
http://www.pbis.org/
http://pbismaryland.org/
http://flpbs.fmhi.usf.edu/
http://www.pbisillinois.org/
http://pbismissouri.org/
ReferenceReference
Many of the slides contained in the this Many of the slides contained in the this presentation were adapted from:presentation were adapted from:
George SugaiGeorge SugaiCenter for Behavioral Education and ResearchCenter for Behavioral Education and Research
OSEP National Center on Positive Behavioral OSEP National Center on Positive Behavioral Interventions and SupportsInterventions and Supports
University of ConnecticutUniversity of Connecticut
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