Beyond Classroom Management: Implementing School-wide Positive Behavioral Supports

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Beyond Classroom Management Implementing
School-wide Positive Behavioral Supports

• George Sugai
• OSEP Center on Positive Behavioral Interventions
  Supports
• Maryland February 2, 2001
• www.PBIS.org

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My job today

• To describe definition features of systems
  approach to positive behavioral interventions
  supports..moving beyond classroom behavior
  management
• Context
• Definition elements
• Implementation features

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Acknowledgements

• Students, Educators, administrators, staff,
  families
• Community of researchers, personnel preparers,
  staff developers,.
• Offices of Special Education Programs Drug Free
  Schools, US Dept. of Ed.

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Themes.

• Consider school as unit of analysis
• Emphasize behavior of educators individually
  collectively
• Build multi-level behavioral supports
• Give priority to agenda of primary prevention

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Big Idea

• Goal is to establish host environments that
  support adoption sustain use of evidence-based
  practices
• (Zins Ponte, 1990)

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Schools are important good!

• Regular, predictable, positive learning
  teaching environments
• Positive adult peer models
• Regular positive reinforcement
• Academic social behavior development success

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However,..context examples.

• Intermediate/senior high school with 880 students
  reported over 5,100 office discipline referrals
  in one academic year.

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• Elementary school principal reported that over
  100 of her office discipline referrals came from
  8.7 of her total school enrollment, 2.9 had 3
  or more.

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• Middle school principal must teach classes when
  teachers are absent, because substitute teachers
  refuse to work in a school that is unsafe lacks
  discipline.

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• Middle school counselor spends nearly 15 of his
  day counseling staff members who feel helpless
  defenseless in their classrooms because of a
  lack of discipline support.

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• Elementary school principal found that over 45
  of their behavioral incident reports were coming
  from the playground.

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• At beginning of year, 31 of entering 6th graders
  read at fluency levels significantly below grade
  level.

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• In one school year, 13 year old Jason received 87
  office discipline referrals.

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• In one school year, a sixth grade teacher
  processed 273 office discipline referrals.

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• A principal indicates that 40 of kindergarteners
  are at serious risk for reading failure because
  they lack knowledge of the alphabet are unable
  to produce individual sounds that make up a word.

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• In one school, family members are requesting
  school transfers because their children are being
  verbally harassed by other students.

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• At an elementary school with 750, less than half
  of third graders could read at grade level.

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• A middle school leadership team discovered that
  nearly half of the schools office discipline
  referrals in one year came from about 6 of the
  total student enrollment.

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What is our common response?

• Clamp down on rule violators.
• Review rules sanctions
• Extend continuum of aversive consequences
• Improve consistency of use of punishments
• Establish bottom line

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Reactive responses are predictable.

• We experience aversive situation
• So, we select interventions that
• Produce immediate relief from aversive
• Modify physical environment
• Assign responsibility for change to student /or
  others

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But.false sense of safety/security!

• Zero tolerance policies
• Security guards, student uniforms, metal
  detectors, video cameras
• Suspension/expulsion
• Exclusionary options (e.g., alternative programs)

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2001 Surgeon Generals Report

• Decreases in youth violence?
• Yes, for homicide
• No, for assaults other antisocial behavior
• Risk factors
• Antisocial peer networks
• Reinforced deviancy

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• Recommendations (rearrange contingencies)
• Break up antisocial networks
• Increase academic success
• Create positive school climates
• Adopt primary prevention agenda

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Challengehow do schools achieve capacity to

• Respond effectively, efficiently, relevantly to
  range of behavioral challenges observed in
  schools
• Engage in team-based problem solving
• Adopt, fit, sustain research-based behavioral
  practices
• Give priority to unified agenda of prevention

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Positive Behavioral Interventions Supports

• Systematic organization of school environments
  routines so educators have increased capacity to
  adopt, use, sustain effective behavioral
  practices processes for all students.

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3 Main PBIS Elements
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Positive Behavior Support
Supporting Decision Making
Supporting Staff Behavior
DATA
SYSTEMS
PRACTICES
Supporting Student Behavior
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6 PBIS Goals

1. Select adapt technologies that are more
   effective, efficient, relevant than reactive
   practices
2. Arrange opportunities to teach practice
   evidence-based technologies

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1. Remove conditions that occasion maintain
   undesirable practices
2. Increase conditions that occasion maintain
   desirable practices

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1. Remove aversives that inhibit desirable practices
2. Establish systems routines that support
   continuum of positive behavior supports

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Implementation Features

1. Establish EBS leadership team
2. Secure SW agreements supports
3. Establish data-based action plan
4. Arrange for high fidelity implementation
5. Conduct formative data-based monitoring

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1. Establish EBS Leadership Team

• Establish membership that enhances
• Behavioral capacity
• Efficient communications staff development
• Opportunities for administrative leadership
• Data-based decision making problem solving

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Working Smarter
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
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2. Secure SW Agreements Supports

• Agreements
• Prioritized data-based need action
• 3-4 year commitment
• Proactive instructional approach

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• Supports
• Administrative leadership
• Prioritized resources
• Materials, personnel, etc.
• Time

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3. Establish Data-based Action Plan

• Review data
• EBS Survey
• Behavioral incident data
• Consider multiple systems
• Adopt evidence-based practices

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Systems Approach
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School-wide Classroom Systems

• 1. Common purpose approach to discipline
• 2. Clear set of positive expectations behaviors
• 3. Procedures for teaching expected behavior
• 4. Continuum of procedures for encouraging
  expected behavior
• 5. Continuum of procedures for discouraging
  inappropriate behavior
• 6. Procedures for on-going monitoring evaluation

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Effective Classroom Management

• Behavior management
• Teaching routines
• Ratio of 6-8 positive to 1 negative adult-student
  interaction
• Instructional management
• Curriculum Instructional design
• Environmental management

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Nonclassroom Systems

• Teaching expectations routines
• Active supervision
• Scan, move, interact
• Precorrections reminders
• Positive reinforcement

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Individual Student System

• Behavioral competence
• Function-based behavior support planning
• Comprehensive person-centered planning
  wraparound processes
• Targeted social skills instruction
• Self-management
• Individualized instructional curricular
  accommodations

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4. Arrange for High Fidelity Implementation

• Team-based leadership implementation
• Use of research-validated practices
• Overt supports for staff implementation
• Natural systematic staff development
• Instructional scripts/prompts
• Positive reinforcement

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5. Conduct formative data-based monitoring

• Good data for input
• Efficient data manipulation summarization
• SWIS.org
• Guided data-based decision making

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Creating positive school climates Some features

• Create continuum of behavior supports from a
  systems perspective
• Focus on behavior of adults in school as unit
• Establish behavioral competence

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• Utilize effective, efficient, relevant
  data-based decision making systems
• Give priority to academic success
• Invest in research validated practices
• Arrange environment for working smarter

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Working Smarter means

• Do less, but better
• Do it once, but for a long time
• Invest in clear outcomes
• Invest in sure thing

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EBS Process
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PIBS Goals

• Arrange opportunities to teach practice
  desirable technologies
• Remove discriminative stimuli that occasion
  reinforcers that maintain undesirable practices
• Increase discriminative stimuli that occasion
  reinforcers that maintain desirable practices
• Remove aversives that inhibit desirable practices
• Establish systems routines that support
  continuum of behavior supports