positive & responsive school environments: getting started george sugai center for behavioral...
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Positive & Responsive School Environments:
Getting StartedGeorge Sugai
Center for Behavioral Education & Research
OSEP Center on Positive Behavioral Interventions & Supports
UConn Neag School of Education
www.pbis.org
pbis.org
Purpose
• Getting started positively & effectively
• Review critical features & essential practices of behavior management
BIG IDEAS!!• Attend to context
• Err on side of being positive
• Invest in what works
• Acknowledge regularly & authentically
• Academic AND behavior
2001 Surgeon General’s Report on Youth Violence: Recommendations
• Break up antisocial networks…change social context
• Improve parent effectiveness
• Increase “commitment to school”– Increase academic success
– Create positive school climates
• Teach & encourage individual skills & competence
Lessons Learned: White House Conference on School Safety
• Students, staff, & community must have means of communicating that is immediate, safe, & reliable
• Positive, respectful, predictable, & trusting student-teacher-family relationships are important
• High rates of academic & social success are important
• Positive, respectful, predictable, & trusting school environment/climate is important for all students
• Metal detectors, surveillance cameras, & security guards are insufficient deterrents
What is School-wide Positive Behavior Support?
LOGIC: Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable (Zins & Ponti, 1990)
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
4 PBS Elements
Primary Prevention:School-/Classroom-Wide Systems forAll Students,Staff, & Settings
Secondary Prevention:Specialized GroupSystems for Students with At-Risk Behavior
Tertiary Prevention:Specialized IndividualizedSystems for Students with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIORSUPPORT
Message
Good Teaching Behavior Management
STUDENT ACHIEVEMENT
Increasing District & State Competency and Capacity
Investing in Outcomes, Data, Practices, and Systems
Context Matters!
Examples
Individual Student
vs.
School-wide
“Reiko”
Assessments indicate that Reiko performs in average to above average range in most academic areas. However, her teacher has noticed Reiko’s frequent talking & asking & answering questions without raising her hand has become an annoying problem to other students & to teacher.
What would you do?
“Kiyoshi”Kiyoshi is a highly competent student, but has long history of antisocial behavior. He is quick to anger, & minor events quickly escalate to major confrontations. He has few friends, & most of his conflicts occur with peers in hallways & cafeteria & on bus. In last 2 months, he has been given 8 days of in school detention & 6 days of out of school suspension. In a recent event, he broke glasses of another student.
What would you do?
“Mitch”
Mitch displays a number of stereotypic (e.g., light filtering with his fingers, head rolling) & self-injurious behaviors (e.g., face slapping, arm biting), & his communications are limited to a verbal vocabulary of about 25 words. When his usual routines are changed or items are not in their usual places, his rates of stereotypic & self-injurious behavior increase quickly.
What would you do?
“Rachel”Rachel dresses in black every day, rarely interacts with teachers or other students, & writes & distributes poems & stories about witchcraft, alien nations, gundams, & other science fiction topics. When approached or confronted by teachers, she pulls hood of her black sweatshirt or coat over her head & walks away. Mystified by Rachel’s behavior, teachers usually shake their heads & let her walk away. Recently, Rachel carefully wrapped a dead squirrel in black cloth & placed it on her desk. Other students became frightened when she began talking to it.
What would you do?
Fortunately, we have a science that guides us to…
• Assess these situations
• Develop behavior intervention plans based on our assessment
• Monitor student progress & make enhancements
All in ways that can be culturally & contextually appropriate
Crone & Horner, 2003
However, context matters….
What factors influence our ability to implement what we know with accuracy, consistency, & durability for students like Rachel, Reiko, Mitch, & Kiyoshi?
“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.
Reiko is in this
school!
5,100 referrals =
76,500 min @15 min =
1,275 hrs =
159 days @ 8 hrs
“Not me”
Middle school principal must teach classes when teachers are absent, because substitute teachers refuse to work in a school that is unsafe & lacks discipline.
Kiyoshi is in this
school!
“Cliques”
During Advisory Class, the “sportsters” sit in the back of the room, & “goths” sit at the front. Most class activities result in out of seat, yelling arguments between the two groups.
Mitch is in this
classroom!
“Four corners”
Three rival gangs are competing for “four corners.” Teachers actively avoid the area. Because of daily conflicts, vice principal has moved her desk to four corners.
Rachel is in this
school!
“FTD”
On 1st day of school, a teacher found “floral” arrangement on his desk. “Welcome to the neighborhood” was written on the card
You are in this
School!
Questions!
• What would behavior support look like if Mitch, Rachel, Kiyoshi, & Reiko were in these classrooms & schools?
• Are these environments safe, caring, & effective?
Context Matters!
Worry!“Teaching” by Getting Tough
Runyon: “I hate this f____ing school, & you’re a dumbf_____.”
Teacher: “That is disrespectful language. I’m sending you to the office so you’ll learn never to say those words again….starting now!”
Immediate & seductive solution….”Get Tough!”
• Clamp down & increase monitoring
• Re-re-re-review rules
• Extend continuum & consistency of consequences
• Establish “bottom line”
...Predictable individual response
Reactive responses are predictable….
When we experience aversive situation, we want select interventions that produce immediate relief– Remove student
– Remove ourselves
– Modify physical environment
– Assign responsibility for change to student &/or others
When behavior doesn’t improve, we “Get Tougher!”
• Zero tolerance policies
• Increased surveillance
• Increased suspension & expulsion
• In-service training by expert
• Alternative programming
…..Predictable systems response!
Erroneous assumption that student…
• Is inherently “bad”
• Will learn more appropriate behavior through increased use of “aversives”
• Will be better tomorrow…….
But….false sense of safety/security!
• Fosters environments of control
• Triggers & reinforces antisocial behavior
• Shifts accountability away from school
• Devalues child-adult relationship
• Weakens relationship between academic & social behavior programming
Science of behavior has taught us that students….
• Are NOT born with “bad behaviors”
• Do NOT learn when presented contingent aversive consequences
……..Do learn better ways of behaving by being taught directly & receiving positive feedback… consider FUNCTION
Non-examples of Function-Based approach
“Function” = outcome, result, purpose, consequence
• “Lantana, you skipped 2 school days, so we’re going to suspend you for 2 more.”
• “Phloem, I’m taking your book away because you obviously aren’t ready to learn.”
• “You want my attention?! I’ll show you attention,…let’s take a walk down to the office & have a little chat with the Principal.”
School Rules
NO FoodNO Weapons
NO Backpacks
NO Drugs/Smoking
NO Bullying
Redesign Learning & Teaching Environment
Saying & doing it “Positively!”
Keep off the grass!
Employee Entrance at TulsaDowntown Doubletree
Teaching Academics & Behaviors
DEFINESimply
DEFINESimply
MODELMODEL
PRACTICEIn Setting
PRACTICEIn Setting
ADJUST forEfficiency
ADJUST forEfficiency
MONITOR &ACKNOWLEDGE
Continuously
MONITOR &ACKNOWLEDGE
Continuously
Teaching Matrix Activity
Classroom Lunchroom Bus Hallway Assembly
Respect Others
• Use inside voice• ________
• Eat your own food•__________
• Stay in your seat•_________
• Stay to right• _________
• Arrive on time to speaker•__________
Respect Environment & Property
• Recycle paper•_________
• Return trays•__________
• Keep feet on floor•__________
• Put trash in cans•_________
• Take litter with you•__________
Respect Yourself
• Do your best•__________
• Wash your hands•__________
• Be at stop on time•__________
• Use your words•__________
• Listen to speaker•__________
Respect Learning
• Have materials ready•__________
• Eat balanced diet•__________
• Go directly from bus to class•__________
• Go directly to class•__________
• Discuss topic in class w/ others•__________
RAH – at Adams City High School(Respect – Achievement – Honor)
RAH Classroom Hallway/
Commons
Cafeteria Bathrooms
Respect Be on time; attend regularly; follow class rules
Keep location neat, keep to the right, use appropriate lang., monitor noise level, allow others to pass
Put trash in cans, push in your chair, be courteous to all staff and students
Keep area clean, put trash in cans, be mindful of others’ personal space, flush toilet
Achievement
Do your best on all assignments and assessments, take notes, ask questions
Keep track of your belongings, monitor time to get to class
Check space before you leave, keep track of personal belongings
Be a good example to other students, leave the room better than you found it
Honor Do your own work; tell the truth
Be considerate of yours and others’ personal space
Keep your own place in line, maintain personal boundaries
Report any graffiti or vandalism
RAH – Athletics
RAH Practice Competitions
Eligibility Lettering Team Travel
Respect Listen to coaches directions; push yourself and encourage teammates to excel.
Show positive sportsmanship; Solve problems in mature manner; Positive inter-actions with refs, umps, etc.
Show up on time for every practice and competition.
Show up on time for every practice and competition; Compete x%.
Take care of your own possessions and litter; be where you are directed to be.
Achievement
Set example in the classroom and in the playing field as a true achiever.
Set and reach for both individual and team goals; encourage your teammates.
Earn passing grades; Attend school regularly; only excused absences
Demonstrate academic excellence.
Complete your assignments missed for team travel.
Honor Demonstrate good sportsmanship and team spirit.
Suit up in clean uniforms; Win with honor and integrity; Represent your school with good conduct.
Show team pride in and out of the school. Stay out of trouble – set a good example for others.
Suit up for any competitions you are not playing. Show team honor.
Cheer for teammates.
Remember you are acting on behalf of the school at all times and demonstrate team honor/pride.
Character Education
• Easy to change moral knowledge..... ...difficult to change moral conduct
• To change moral conduct...
– Adults must model moral behavior
– Students must experience academic success
– Students must be taught social skills for success
Essential Behavior & Classroom Management
Practices
See Classroom Management Self-Checklist (7r)
1. Minimize crowding & distraction
Design environment to elicit appropriate behavior:– Arrange furniture to allow easy traffic flow.
– Ensure adequate supervision of all areas.
– Designate staff & student areas.
– Seating arrangements (classrooms, cafeteria, etc.)
2. Maximize structure & predictability
• Teacher routines: volunteers, communications, movement, planning, grading, etc.
• Student routines: personal needs, transitions, working in groups, independent work, instruction, getting, materials, homework, etc.
3. State, teach, review & reinforce positively stated
expectations• Establish behavioral expectations/rules.
• Teach rules in context of routines.
• Prompt or remind students of rule prior to entering natural context.
• Monitor students behavior in natural context & provide specific feedback.
• Evaluate effect of instruction - review data, make decisions, & follow up.
4. Provide more acknowledgements for
appropriate than inappropriate behavior
• Maintain at least 4 to 1
• Interact positively once every 15 minutes
• Follow correction for rule violation with positive reinforcer for rule following
Are “Rewards” Dangerous?
“…our research team has conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.”– Cameron, 2002
• Cameron & Pierce, 1994, 2002
• Cameron, Banko & Pierce, 2001
Reinforcement Wisdom!
• “Knowing” or saying “know” does NOT mean “will do”
• Students “do more” when “doing works”…appropriate & inappropriate!
• Natural consequences are varied, unpredictable, undependable,…not always preventive
5. Maximize varied opportunities to respond
• Vary individual v. group responding
• Vary response type – Oral, written, gestural
• Increase participation– Questioning, materials
6. Maximize Active Engagement
• Vary format
– Written, choral, gestures
• Specify observable engagements
• Link engagement with outcome objectives
7. Actively & Continuously Supervise
• Move
• Scan
• Interact
• Remind/precorrect
• Positively acknowledge
Note: Same in nonclassroom settings!
8. Respond to Inappropriate Behavior Quickly,
Positively, & Directly
• Respond efficiently
• Attend to students who are displaying appropriate behavior
• Follow school procedures for major problem behaviors objectively & anticipate next occurrence
9. Establish Multiple Strategies for Acknowledging Appropriate
Behavior
• Social, tangible, activity, etc.
• Frequent v. infrequent
• Predictably v. unpredictably
• Immediate v. delayed
10. Generally Provide Specific Feedback for Errors &
Corrects
• Provide contingently
• Always indicate correct behaviors
• Link to context
How did I do?
8-10 “yes” = Super
5-7 “yes” = So So
<5 “yes” = Improvement needed
Establishing Classroom SWPBS
1. Establish leadership team
2. Examine SW data to establish action plan
3. Link directly to school-wide effort
4. Secure agreements
5. Practice/review/remind continuously
6. Train for highest implementation fidelity
7. Monitor & celebrate improvement
8. Individualize for non-responders
BIG IDEAS!!• Attend to context
• Err on side of being positive
• Invest in what works
• Acknowledge regularly & authentically
• Academic AND behavior
2nd Annual New England PBS Conference
Nov 16, 2007
Norwalk, MA
Contact: Bob Putnam
May Institute
FRMS Total Office Discipline ReferralsSustained Impact
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
Academic Years
Tota
l ODR
s
CONTACT INFO
www.pbis.org
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 appropriatel
y.
Wipe your feet.Sit
appropriately.