School-Wide Positive Behavioral Interventions and Supports (SWPBIS)

1. School-Wide Positive Behavioral Interventions and Supports (SWPBIS) Northeast PBIS (NEPBIS) School-Wide Team Training Day 8 INSERT TRAINER NAMES with support from Brandi Simonsen, Jen Freeman, Susannah Everett, & George Sugai

2. Advance Organizer • Quick Recap of Day 7 Training • Celebrate Accomplishments • Tier 1: Class-Wide PBIS • Focus on practices • Focus on Systems • Action Planning

3. Tier 1 Leadership Team & Coaches Meetings • YEAR 1 • YEAR 2 • YEAR 3+ • Tier 2 Training will also be offered to schools implementing Tier 1 with fidelity.

4. MAIN TRAINING OBJECTIVES in YEAR 2 • Enhance leadership team • Maintain staff agreements • Enhance knowledge of SWPBIS outcomes, data, practices, and systems • Refine individualized action plan for SWPBIS • Enhance and sustain implementation in future years

5. Training Expectations: RESPECT…

6. Tools! School-wide PBIS Workbook and Appendices nepbis.org pbis.org Evaluation Plan Action Plan

7. Legend New Content Review Guidelines +Ex -Ex Activity Training Organization

8. Legend Section Header (I.A) Chapter Header (e.g., I)

9. Review of Day 7

10. Critical Features of PBIS We reviewed guidelines, examples, and did a self-check for critical implementation steps Supporting Culturally Equitable Social Competence & Academic Achievement OUTCOMES Supporting Culturally Knowledgeable Staff Behavior Supporting Culturally Valid Decision Making DATA SYSTEMS (Vincent, Randal, Cartledge, Tobin, & Swain-Bradway, 2011; Sugai, O’Keefe, & Fallon 2012 ab) PRACTICES Supporting Culturally Relevant Evidence-based Interventions I.C

11. We Previewed Two • New Tier 1 Topics: • Equity • Integrating Initiatives: Bully Prevention

12. Equity (adapted from Kent McIntosh)

13. Disproportionality in School Discipline (Losen & Skiba, 2010)

14. Definitions • Overt Bias • Conscious belief in superiority of a group • Explicit Bias • Conscious belief that some groups aspire to desirable traits more than others • Implicit Bias • Unconscious associations regarding some groups

15. A 5-point Intervention to Enhance Equity in School Discipline http://www.pbis.org/school/equity-pbis

16. 5-point Intervention to Enhance Equity in School Discipline • Use effective instruction to reduce the achievement gap • Implement SWPBIS to build a foundation of prevention • Collect, use, and report disaggregated student discipline data • Develop policies with accountability for disciplinary equity • Teach neutralizing routines for vulnerable decision points http://www.pbis.org/school/equity-pbis

17. Integrating Initiatives: Bully Prevention in PBIS (adapted from George Sugai, Aug 2010)

18. Doesn’t Work Works • Label student • Exclude student • Blame family • Punish student • Assign restitution • Ask for apology • Teach targeted social skills • Reward social skills • Teach all • Individual for non-responsive behavior • Invest in positive school-wide culture

19. www.pbis.org “Top 5”

20. PBIS Prevention Goals & Bullying Behavior

21. School “Show and Tell”

22. Activity:Show, Tell, and Ask • Work as team for 10 min • Review your action plan and identify • 1-2 accomplishments since last time we met • 1-2 questions or concerns shared by most members of team • You’ll have 3-5 min to show, tell, and ask!

23. Class-Wide PBIS: Focus on Practices

24. Critical Features ofEvidence-basedClassroom Management

25. Acknowledgements for this portion: Other Members of Research Team: Sarah Fairbanks, Amy Briesch, Diane Myers, & George Sugai www.pbis.org www.cber.org

26. SWPBS Systems School-wide Classroom Non-classroom Family Student

27. What “kind” of students can display problematic behavior? All students. Students with/without labels who are served in general/special education can display problematic behavior. This is not a special education issue. It is an education issue. We need to learn more about the 5 critical features of effective classroom management to be able to help all students.

28. Evidence Based Practices in Classroom Management • Maximize structure in your classroom. • Post, teach, review, monitor, and reinforce a small number of positively stated expectations. • Actively engage students in observable ways. • Establish a continuum of strategies to acknowledge appropriate behavior. • Establish a continuum of strategies to respond to inappropriate behavior. (Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008)

29. 1. Maximize structure in your classroom. • Develop Predictable Routines • Teacher routines • Student routines • Design environment to (a) elicit appropriate behavior and (b) minimize crowding and distraction: • Arrange furniture to allow easy traffic flow. • Ensure adequate supervision of all areas. • Designate staff & student areas. • Seating arrangements (groups, carpet, etc.)

30. 2. Post, Teach, Review, Monitor, and reinforce a small number of positively stated expectations.

31. Establish Behavioral expectations/Rules • Operationally define what the rules look like across all the routines and settings in your school. • One way to do this is in a matrix format. • This matrix should compliment your school-wide matrix, but be specific to your classroom setting.

32. Rules within Routines Matrix

33. Teach rules in the context of routines • Teach expectations directly. • Define rule in operational terms—tell students what the rule looks like within routine. • Provide students with examples and non-examples of rule-following within routine. • Actively involve students in lesson—game, role-play, etc. to check for their understanding. • Provide opportunities to practice rule following behavior in the natural setting.

34. Prompt or remind students of the rule • Provide students with visual prompts(e.g., posters, illustrations, etc). • Use pre-corrections, which include “verbal reminders, behavioral rehearsals, or demonstrations of rule-following or socially appropriate behaviors that are presented in or before settings were problem behavior is likely” (Colvin, Sugai, Good, Lee, 1997).

35. What happens when we prompt a student ONE time at the beginning of class? Student 1 (Faul, Stepensky, & Simonsen, under review)

36. It worked for the next student too! Student 2 (Faul, Stepensky, & Simonsen, under review)

37. Monitor students’ behavior in natural context • Active Supervision (Colvin, Sugai, Good, Lee, 1997): • Move around • Look around (Scan) • Interactwith students • Reinforce • Correct

38. Evaluate the effect of instruction • Collect data • Are rules being followed? • If there are errors, • who is making them? • where are the errors occurring? • what kind of errors are being made? • Summarize data (look for patterns) • Use data to make decisions

39. A lesson plan that prompts the critical features just described: Simonsen, Myers, Everett, Sugai, Spencer, & LaBreck (2012)

40. 2. RECAP: Post, Teach, Review, Monitor, and reinforce a small number of positively stated expectations.

41. 3. Actively engage students in observable ways. • Provide high rates of opportunities to respond • Consider various observable ways to engage students • Link engagement with outcome objectives

42. Range of evidence based practices that promote active engagement • Direct Instruction • Computer Assisted Instruction • Class-wide Peer Tutoring • Guided notes • Response Cards

43. 4. Establish a continuum of strategies to acknowledge appropriate behavior. • Specific and Contingent Praise • Group Contingencies • Behavior Contracts • Token Economies

44. Specific and Contingent Praise • Praise should be… • …contingent: occur immediately following desired behavior • …specific: tell learner exactly what they are doing correctly and continue to do in the future • “Good job” (not very specific) • “I like how you are showing me active listening by having quiet hands and feet and eyes on me” (specific)

45. Group Contingencies • Three types: • “All for one” (Interdependent Group Contingency) • “One for all” (DependentGroup Contingency • “To each his/her own” (Independent Group Contingency)

46. Behavioral Contracts • A written document that specifies a contingency for an individual student or in this case…whole class • Contains the following elements: • Operational definition of BEHAVIOR • Clear descriptions of REINFORCERS • OUTCOMES if student fails to meet expectations. • Special BONUSES that may be used to increase motivation or participation. (Wolery, Bailey, & Sugai, 1988)

47. Class Constitution In Mrs. Gaines’ class, we are respectfulto others, responsible for our selves, and create a safe environment. We will be recognized (with kind words and points) by Mrs. Gaines when we demonstrate these behaviors. When we forget, we will be reminded. If the whole class demonstrates these behaviors most of the time (earns X% of points) for X days, we will be able to choose a fun activity for Friday Fun. My signature shows that I understand and agree. Mrs. Gaines Abby Jacob Luis Roisin Caleb

48. Establishing a Token Economy • Determine and teach the target skills • Select tokens • Identify what will be back-up reinforcers • Identify the number of tokens required to receive back-up reinforcers • Define and teach the exchange and token delivery system • Define decision rules to change/fade the plan • Determine how the plan will be monitored (Guidelines from Sulzer-Azaroff & Mayer, 1991)

49. Considerations for Token Economies • A token can easily provide immediate feedback about student behavior, while delaying the presentation of the back-up reinforcer. • Allows you to avoid satiation of reinforcers. • Beware of counterfeiters. • Do you plan on only giving tokens for appropriate behavior? Or, will you implement a response cost procedure?

50. 5. Establish a continuum of strategies to respond to inappropriate behavior. • Error Corrections • Differential Reinforcement • Planned ignoring • Response Cost • Time out from reinforcement