Lowell May 2-3 2013: Slide Copies

1. Lowell May 2-3 2013:Slide Copies This PPT file contains slides from May 2-3 team training days: Extra action planning info Culture Bullying Behavior Colvin Escalating Behavior Please cite www.pbis.org as source. Contact www.pbis.org or George.sugai@uconn.edu for additional information.

2. ACTION PLANNING HANDOUTS

4. Outcomes: What is expected?

6. Yr 2 Advance Organizer

7. Upcoming Events

8. CULTURE

9. 2. 3. 4. 1.

10. Culture = Flexible, dynamic, & changed/shaped over time & across generations& setting. Collection of learned behaviors, maintained by similar social & environmental contingencies Sugai, O’Keeffe, & Fallon 2012

11. BULLYING BEHAVIOR

12. PURPOSE To improve our understanding of & responding to bullying behavior from perspective of school-wide positive behavior support.

15. Main Points

16. SWIS Definition of Bullying Behavior

17. RCT & Group Design PBIS Studies • Reduced major disciplinary infractions • Improvement in aggressive behavior, concentration, prosocial behavior, & emotional regulation • Improvements in academic achievement • Enhanced perception of organizational health & safety • Reductions in teacher reported bullying behavior & peer rejection • Improved school climate Bradshaw, C.P., Koth, C. W., Thornton, L. A., & Leaf, P. J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115 Bradshaw, C. P., Koth, C. W., Bevans, K. B., Ialongo, N., & Leaf, P. J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473. Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148. Bradshaw, C. P., Reinke, W. M., Brown, L. D., Bevans, K. B., & Leaf, P. J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26. Bradshaw, C. P., Waasdorp, T. E., & Leaf, P. J. (2012). Effects of school-wide positive behavioral interventions and supports on child behavior problems. Pediatrics, 130(5), 1136-1145. Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145. Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14. Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (2012). The impact of school-wide positive behavioral interventions and supports (SWPBIS) on bullying and peer rejection: A randomized controlled effectiveness trial. Archives of Pediatrics and Adolescent Medicine, 166(2), 149-156.

21. 2 Basic Functions Pos Reinf Neg Reinf Existing aversive condition identified

22. PREVENTION • De-emphasis on reactive consequence management • Emphasis on function-based approach & antecedent management

23. 4 basic strategies….if you do nuthin’ else….

24. Give Priority to Effective Practices

25. MUST….. • Be easy & do-able by all • Be contextually relevant • Result in early disengagement • Increase predictability • Be pre-emptive • Be teachable • Be brief

26. www.pbis.org

30. Integrated PBIS Response to Bullying

31. CT Anti-Bullying Law Public Act 11-232 SERC April 2012 SERC

33. ESCALATING BEHAVIOR

34. Responding to Non-Responsive Behavior: Managing Escalations Geoff Colvin & George Sugai OSEP Center on PBIS University of Connecticut www.pbis.org www.cber.org

35. www.pbis.org

36. Jason, please turn in your assignment. What assignment? The assignment you didn’t finish during class. I finished it. Great, please turn it in now. I don’t have it with me now. You have a choice: turn it in or do it again. You never believe me. I guess you’ve made the choice to do it again. Make me. That’s disrespect…go to the office. F_____ you! Pulls away, glares, & raises fist as if to strike. Moves closer…& puts hand on J. shoulder.

37. PURPOSE Enhance understanding & ways of escalating behavior sequences • Understanding • Best practice • Considerations • Your action planning

38. Integrated Elements Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

39. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT FEW ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% SOME Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ALL ~80% of Students

40. Working Assumptions

41. 2 Basic Functions Pos Reinf Neg Reinf Existing aversive condition identified

42. THREE KEY STRATEGIES

43. The MODEL High Peak Acceleration De-escalation Agitation Trigger Calm Recovery Low

44. The MODEL High Low CALM 

45. 1. Calm

46. The MODEL High TRIGGER  Low

47. 2. Trigger

48. The MODEL High AGITATION  Low

49. 3. Agitation

50. The MODEL High ACCELERATION Low