Response to Intervention for Positive Behaviour

1. Response to Intervention for Positive Behaviour Jean Bacon Positive Behaviour Support Consultant August 30, 2013 306-651-7304 jeanbacon@sasktel.net Based on the presentation: Responsiveness-to-Intervention & School-wide Positive behaviour Support (George Sugai, OSEP Center on PBIS, Center for behavioural Education and Research, University of Connecticut, 2008) www.pbis.org www.cber.org

2. PURPOSE Describe how response to intervention logic is represented in implementation of positive behavioural interventions & supports for EVERYONE in school. • RtI Context/Review • PBIS Basics • Applications & Examples

4. Response to Intervention RtI

5. RtI is an …. approach or framework for redesigning & establishing teaching & learning environments that are effective, efficient, relevant, & durable for all students, families & educators. • NOT program, curriculum, strategy, intervention • NOT limited to special education • NOT new

6. Individual/Intensive Prevention & Intervention Specialized Individualized Systems for Students with Intensive Needs CONTINUUM OF SCHOOL-WIDE Academic & Behaviour SUPPORT FEW ~5% ~15% SOME Targeted Prevention & Intervention: Specialized Group Systems for Students who are At-Risk Univeral Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ALL ~80% of Students Academics and Social Behaviour

7. RtI Application Examples

8. Review Status and Identify Problems Team Initiated Problem Solving (TIPS) Model Develop and Refine Hypotheses Evaluate and Revise Action Plan Collect and Use Data Discuss and Select Solutions Develop and Implement Action Plan Problem Solving Foundations Horner & Todd

9. RTI Continuum of Support for ALL Few Some All Dec 7, 2007

10. School-wide Positive behaviour Support & RtI

11. Need for….

12. “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.

13. 5,100 referrals = 76,500 min @15 min = 1,275 hrs = 159 days @ 8 hrs

14. BIG IDEA Successful individual student behaviour support is linked to host environments or school climates that are effective, efficient, relevant, durable, & scalable. (Zins & Ponti, 1990)

15. A Canadian Example Ecole Central Middle School (CMS) AB implemented Bully Prevention – Positive Behaviour Support with a School-Wide PBS Approach. • Implementation of the school-wide approach at the beginning of the 2007-08 school year. • Implementation of Bully Prevention during the rest of that school year. • Students were included in each step of the implementation and contributed to the program by presenting to other students. • The year after, total problem behaviours decreased by 41%. Promising Practices, Volume 3, Issue 1 Kelm/McIntosh

16. Staff Survey1. Have you noticed improved behaviours of students since we started PBIS?2. Do students know what the 3 behaviour expectations are?3. Do you think the PBIS lessons help students learn how to behave? Promising Practices, Volume 3, Issue 1 Kelm/McIntosh Ross & Horner, 2012

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

18. Four Integrated Elements Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behaviour DATA SYSTEMS PRACTICES Cultural/Contextual Sensitivity Supporting Student Behaviour (Sugai, 2011)

19. Cultural/Contextual Sensitivity • Is ensured through the use of processes that engage students, families, and communities to create practices that meet the diverse needs of specific students and their families. • Includes sensitivity to issues related to culture, gender, appearance, sexual orientation, abilities, and/or language. (Sugai, 2011)

20. GENERAL IMPLEMENTATION PROCESS Team Agreements • School-wide agreements • District investment • 3-4 year training commitment • Local coordination, coaching, & evaluation Data-based Action Plan Evaluation Implementation

21. Working Smarter

22. Sample Teaming Matrix Are outcomes measurable?

23. WHAT DO WE KNOW ABOUT PREVENTING VIOLENCE? • Surgeon General’s Report on Youth Violence (2001) • Coordinated Social Emotional & Learning (Greenberg et al., 2003) • Center for Study & Prevention of Violence (2006) • White House Conference on School Violence (2006) • Positive, predictable school-wide climate • High rates of academic & socialsuccess • Formal social skills instruction • Positive active supervision & reinforcement • Positive adult role models • Multi-component, multi-year school-family-community effort

24. SWPBS Practices School-wide Classroom • Smallest # • Evidence-based • Biggest, durable effect Family Non-classroom Student

25. A strategy designed to pro-actively: • Explicitly teach the students, regardless of their age, what we want them to know and do; and, • Reinforce their positive display of the behaviour, ensuring that the reinforcers are important from the view of the students, not the adults. • A Cool Tool • I do … We do … You do (Scott, 2003)

26. SYSTEM REINFORCEMENT • Cool Tool for Teaching a Procedure (Norm) • Procedure: What to do when another person is talking to the class. • What is taught:When others are talking to the whole class, we close our mouths and wait our turn to speak. We raise our hand so the teacher will know we want to say something. • How the rule is taught: A Cool Tool • Talk about the need for the rule. • Role play a non-example with another adult. • Role play a positive example with another adult or a student • Explain what will happen when positive examples of the rule are observed (e.g., Beans in a Bean Jar, Caught-You-Being-Good ticket, etc.) (Scott, 2003) Terry Scott, April 2008

27. SYSTEM REINFORCEMENT • Teaching a Procedure • How the rule is encouraged: • Before group discussions, remind students of the rule. • Stand near students who struggle with the rule. • 3. Compliment students who are following the rule. (Scott, 2003) Terry Scott, April 2008

28. School-wide • Leadership team • behaviour purpose statement • Set of positive expectations & behaviours • Procedures for teaching SW & classroom-wide expected behaviour • Continuum of procedures for encouraging expected behaviour • Continuum of procedures for discouraging rule violations • Procedures for on-going data-based monitoring & evaluation

29. 2. NATURAL CONTEXT 1. SOCIAL SKILL Expectations 3. behaviour EXAMPLES

30. Pre Post

31. Bernard ElementaryChilliwack School DistrictPositive Behaviour Support Program BC PBS Website, July 2012

32. BC PBS Website, July 2012

33. BC PBS Website, July 2012

34. Sugai etal., 2012

35. School Rules NOOutside Food NOWeapons NOBackpacks NODrugs NOBullying

36. BC PBS Website, July 2012

37. BC PBS Website, July 2012

38. Non-classroom • Positive expectations & routines taught & encouraged • Active supervision by all staff • Scan, move, interact • Precorrections & reminders • Positive reinforcement

39. Define Expectations by Setting • Transform broad school-wide expectations into specific, observable actions • Clear examples of what is and what is not expected • Take care in defining culturally responsive expectations BC PBS Website, July 2012

40. Franzen, K., & Kamps, D. (2008).

41. Classroom • Classroom-wide positive expectations taught & encouraged • Teaching classroom routines & cuestaught & encouraged • Ratio of 6-8 positive to 1 negative adult-student interaction • Active supervision • Redirections for minor, infrequent behaviour errors • Frequent precorrections for chronic errors • Effective academic instruction & curriculum

42. Allday & Pakurar (2007)

43. 1. SOCIAL SKILL 2. NATURAL CONTEXT 3. behaviour EXAMPLES

44. Five Components of Self-Regulation (Baumeister & Vohs, 2004) • Regulation of Arousal – The ability to attain, maintain, and change one’s level of arousal appropriately for a task or situation. • Emotional Regulation – The ability to control’s one’s emotion. • Behavioral Regulation – The ability to formulate a goal, monitor goal progress, & adjust one’s behaviors. • Social & Co-Regulation - The ability to manage social interactions, to co-regulate. • Academic self-regulation – To be aware of one’s academic strengths and weaknesses, and have a repertoire of strategies to tackle day to day challenges of academic tasks - Louise Burridge & Brenda Whittam-Neary, SK Ministry of Education 2012

45. Components of the Classroom Environment - Louise Burridge & Brenda Whittam-Neary, SK Ministry of Education 2012

46. Family • Continuum of positive behaviour support for all families • Frequent, regular positive contacts, communications, & acknowledgements • Formal & active participation & involvement as equal partner • Access to system of integrated school & community resources

47. 1. SOCIAL SKILL 2. NATURAL CONTEXT Expectations 3. behaviour EXAMPLES

48. YORKTON Regina Leader-Post – February 4, 2009 City rewards youths for following the law • “The city of Yorkton is the only place in Saskatchewan where young people can be ticketed for following the law … the only city in the province implementing the Positive Ticketing program.” • “A lot of time we focus on the 2% of young people who may be getting into trouble and we don’t focus on the 98% that are doing really good things.” (Andrew Sedley, Health Promotion coordinator for the Sunrise HR.) • Richmond BC was one of the first cities to implement it and after 3 years … youth crime had decreased by 41%. • Yorkton looked at this as a way to build better relationships with • youth as well as reduce crime in the city.

49. Individual Student • Behavioural competence at school & district levels • Function-based behaviour support planning • Team- & data-based decision making • Comprehensive person-centered planning & wraparound processes • Targeted social skills & self-management instruction • Individualized instructional & curricular accommodations

50. 4 Integrated Elements of PBIS Social Competence, Academic Achievement, and Safety OUTCOMES Supporting Decision- Making Supporting Staff Behaviour DATA SYSTEMS Systems: Ways of organizing processes and procedures so everyone is on the same page and resources are used efficiently and effectively. Practices, to the greatest extent possible, must be evidence-based; however, they must be adaptable to fit the local context (e.g., culture, community, demographics). PRACTICES Supporting Student Behaviour