Transcript Beyond Classroom Management: School-based Mental Health & Positive Behavior Support George Sugai Center for Behavioral Education and Research Center on Positive Behavioral Interventions and Supports University of.

Beyond Classroom
Management: School-based
Mental Health & Positive
Behavior Support
George Sugai
Center for Behavioral Education and Research
Center on Positive Behavioral Interventions and Supports
University of Connecticut
www.pbis.org
[email protected]
March 30, 2007
Rose, L. C., & Gallup. A. M. (2005). 37th annual Phi Delta
Kappa/Gallup poll of the public’s attitudes toward the public
schools. Kappan, September, 41-59.
TOP FOUR 2005
• Lack of financial
support (since
2000)
• Overcrowded
schools
• Lack of discipline
& control
• Drug use
#1 SPOT
• >2000 lack of
financial support
• 1991-2000 drug use
• <1991 lack of
discipline
Do you want to….
• Improve general classroom & school climate
& community relations
• Decrease dependence on reactive
disciplinary practices
• Maximize impact of instruction to affect
academic achievement
• Improve behavioral supports for students with
emotional & behavioral challenges
• Improve efficiency of behavior related
initiatives
Purpose: 7 Lessons Learned
Review classroom
management practices from a
school-wide perspective…..
1.
•
•
Context Matters!
Successful individual student
behavior support is linked to host
environments or schools that are
effective, efficient, relevant, &
durable
Learning & teaching
environments must be
redesigned to increase the
likelihood of behavioral &
academic success
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.
5,100 referrals =
76,500 min @15 min =
1,275 hrs =
159 days @ 8 hrs
“Da place ta be”
During 4th period, in-school
detention room has so many
students that the overflow is
sent to the counselor’s office.
Most students have been
assigned for being in the
hallways after the late bell.
“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.
“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.
“FTD”
On 1st day of school, a
teacher found “floral”
arrangement on his desk.
“Welcome to the
neighborhood” was written
on the card
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!
Big worry is “Get Tough”
approach to responding to
problem behavior
Example:
“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 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
2.
behaving by being taught directly &
receiving positive feedback.
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 studentteacher-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
Lessons Learned: White House
Conference on School Safety
Early Correlates/Indicators
• Significant change in academic &/or social
behavior patterns
• Frequent, unresolved victimization
• Extremely low rates of academic &/or social
success
• Negative/threatening written &/or verbal
messages
Good teaching is one of our best
behavior management tools
STUDENT
ACHIEVEMENT
Good Teaching
Behavior Management
Increasing District & State Competency and Capacity
Investing in Outcomes, Data, Practices, and Systems
APPLY CONTINUUM OF
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
What is RtI?
EVIDENCE-BASED
INTERVENTIONS
DATA-BASED
DECISION MAKING &
PROBLEM SOLVING
STUDENT
PERFORMANCE
CONTINUOUS
PROGRESS MONITORING
RtI: Good “IDEA” Policy
• Approach to increase efficiency, accountability, &
impact
• NOT program, curriculum, strategy, intervention
• NOT limited to special education
• NOT new
–
–
–
–
–
Problem solving process
Diagnostic-prescriptive teaching
Curriculum based assessment
Precision teaching
Applied behavior analysis
• Demonstrations
– Systemic early literacy
– School-wide positive behavior support
RtI Applications
EARLY READING/LITERACY
SOCIAL BEHAVIOR
TEAM
General educator, special
educator, reading specialist, Title
1, school psychologist, etc.
General educator, special educator,
behavior specialist, Title 1, school
psychologist, etc.
UNIVERSAL
SCREENING
Curriculum based measurement
SSBD, record review, gating
PROGRESS
MONITORING
Curriculum based measurement
ODR, suspensions, behavior
incidents, precision teaching
EFFECTIVE
INTERVENTIONS
5-specific reading skills: phonemic
awareness, phonics, fluency,
vocabulary, comprehension
Direct social skills instruction, positive
reinforcement, token economy, active
supervision, behavioral contracting,
group contingency management,
function-based support, selfmanagement
DECISION
MAKING RULES
Core, strategic, intensive
Primary, secondary, tertiary tiers
Designing School-Wide Systems
for Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
1-5%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
5-10%
80-90%
1-5%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
Implications & Cautions
(E.g., Gresham, Grimes, Kratochwill, Tilly, etc.)
• Psychometric features of measures for student
outcomes & universal screening?
• Standardized measurement procedures?
• Valid & documented “cut” criteria for determining
responsiveness?
•
•
•
•
Interventions efficacy, effectiveness, & relevance?
Students with disabilities?
Professional development?
Applications across grades/schools & curriculum
areas?
• Treatment integrity & accountability?
• Functioning of general v. special education?
5.
Classroom
Setting Systems
School-wide
Systems
Link Classroom to
School-wide Positive
Behavior Support
Systems
School-wide 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
Classroom
Setting Systems
• Classroom-wide positive expectations taught
& encouraged
• Teaching classroom routines & cues taught &
encouraged
• Ratio of 6-8 positive to 1 negative adultstudent interaction
• Active supervision
• Redirections for minor, infrequent behavior
errors
• Frequent precorrections for chronic errors
• Effective academic instruction & curriculum
Nonclassroom
Setting Systems
• Positive expectations & routines
taught & encouraged
• Active supervision by all staff
–Scan, move, interact
• Precorrections & reminders
• Positive reinforcement
Individual Student
Systems
• Behavioral competence at school & district
levels
• Function-based behavior support planning
• Team- & data-based decision making
• Comprehensive person-centered planning &
wraparound processes
• Targeted social skills & self-management
instruction
• Individualized instructional & curricular
accommodations
Teach Social Behaviors Like
Academic Skills
ADJUST for
Efficiency
MONITOR &
ACKNOWLEDGE
Continuously
DEFINE
Simply
MODEL
PRACTICE
In Setting
Redesign Learning &
Teaching Environment
Few positive SW expectations defined,
taught, & encouraged
Reviewing Strive for
Five
• Be respectful.
• Be safe.
• Work peacefully.
• Strive for excellence.
• Follow directions.
McCormick Elem. MD 2003
SETTING
TEACHING
MATRIX
Expectations
All
Settings
Hallways
Playgrounds
Cafeteria
Library/
Computer
Lab
Eat all
your
food.
Select
healthy
foods.
Study,
read,
compute.
Sit in one
spot.
Watch for
your stop.
Use a quiet
voice.
Stay in
your seat.
Wipe your
feet.
Sit
appropriate
ly.
Assembly
Bus
Respect
Ourselves
Be on
task.
Give your
best
effort.
Be
prepared.
Walk.
Have a
plan.
Respect
Others
Be kind.
Hands/fe
et to self.
Help/shar
e with
others.
Use
normal
voice
volume.
Walk to
right.
Play safe.
Include
others.
Share
equipment.
Practice
good
table
manners
Whisper.
Return
books.
Listen/watc
h.
Use
appropriate
applause.
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
appropriate
ly.
Respect
Property
SETTING
TEACHING
MATRIX
Expectations
All
Hallways
Settings
Playgroun
ds
Cafeteri
a
Library/
Comput
er Lab
Assembly
Bus
Eat all
your food.
Select
healthy
foods.
Study,
read,
compute.
Sit in one
spot.
Watch for
your stop.
Use a quiet
voice.
Stay in
your seat.
Wipe your
feet.
Sit
appropriate
ly.
Respect
Ourselve
s
Be on
task.
Give your
best
effort.
Be
prepared.
Walk.
Have a
plan.
Respect
Others
Be kind.
Hands/fe
et to self.
Help/shar
e with
others.
Use
normal
voice
volume.
Walk to
right.
Play safe.
Include
others.
Share
equipment.
Practice
good
table
manners
Whisper.
Return
books.
Listen/watc
h.
Use
appropriate
applause.
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
appropriate
ly.
Respect
Property
RAH – at Adams City High School
(Respect – Achievement – Honor)
RAH
Classroom
Hallway/
Cafeteria
Bathrooms
Commons
Respect
Be on time; attend Keep location neat, Put trash in cans,
keep to the right, use push in your chair,
regularly; follow
appropriate lang.,
class rules
be courteous to all
monitor noise level,
staff and students
allow others to pass
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 interactions 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.
Remember you
are acting on
behalf of the
school at all times
and demonstrate
team honor/pride.
Cheer for
teammates.
P
R
I
D
E
Perseverance
Holding to a course
of action despite
obstacles
Respect
To show
consideration,
appreciation, and
acceptance
Integrity
Adherence to an
agreed upon code
of behavior
Discipline
Managing ones
self to achieve
goals and meet
expectations
Excellence
Being of finest
or highest
quality
• Strive for
consistency
• Attend class
daily; be on time
• Meet deadlines;
do your homework
• Do your
personal best
• Exceed
minimum
expectations
• Inspire
excellence in
others
• Stay positive
• Set goals
• Learn from
mistakes
• Respect yourself
• Respect others
• Demonstrate
appropriate language
and behavior
• Be responsible
• Do your own work
• Be trustworthy
and trust others
NEHS website, Oct. 26, 2004
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
Acknowledge & Recognize
Cougar Traits in the Community
Student Name __________________________________
Displayed the Cougar Trait of:
Respect
Responsibility
Caring
Citizenship
(Circle the trait you observed)
Signature _____________________________________________
If you would like to write on the back the details of what you observed
feel free! Thank you for supporting our youth.
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
Clever Variations
• Bus Bucks
• Super Sub Slips
What really matters
• Golden Plunger
is positive social
acknowledgement
• G.O.O.S.E.
& interaction!!
• First-in-Line
• Patriot’s Parking Pass
• Business Partner Discount
7.
Invest in
establishing
adequate staff
support
Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
T otal O ffic e D is c ipl ine R efer r al
Kennedy Middle School
1500
1200
900
600
300
0
95-96
96-97
97-98
School Years
98-99
FRMS Total Office Discipline Referrals
Sustained Impact
3000
Pre
Total ODRs
2500
2000
Post
1500
1000
500
0
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
ODR Admin. Benefit
Springfield MS, MD
2001-2002
2002-2003
2277
1322
= 955 42% improvement
= 14,325 min. @15 min.
= 238.75 hrs
= 40 days Admin. time
ODR Instruc. Benefit
Springfield MS, MD
2001-2002
2002-2003
2277
1322
= 955 42% improvement
= 42,975 min. @ 45 min.
= 716.25 hrs
= 119 days Instruc. time
4J School District
Change from 97-98 to 01-02
Elem With School-wide PBS
20
Eugene, Oregon
15
10
5
0
-5
1
2
3
4
5
6
7
8
9
10
11
12
13
Schools
Change from 97-98 to 01-02
Elem Without School-wide PBS
6
4
2
0
-2
-4
-6
1
2
3
4
Schools
5
6
Change in the
percentage of
students meeting
the state standard
in reading at grade
3 from 97-98 to 0102 for schools
using PBIS all four
years and those
that did not.
Mean ODRs per 100 students per school day
Illinois and Hawaii Elementary Schools 2003-04 (No Minors)
Schools using SW-PBS report a 25% lower rate of ODRs
Mean ODR/100/Day
1
0.8
0.6
0.4
.85
.64
0.2
0
N = 87
N = 53
Met SET 80/80
Did Not Meet SET
Illinois 02-03 Mean Proportion of Students Meeting ISAT Reading
Mean Percentage of 3rd graders
meeting ISAT Reading Standard
Standard
t test (df 119) p < .0001
70%
62.19%
60%
50%
46.60%
40%
30%
20%
10%
0%
PBIS NOT in place N = 69
PBIS IN place N = 52
Proportion of Students Meeting
Reading Standards
Proportion of 3rd Graders who meet or exceed state
reading standards (ISAT) in Illinois schools 02-03
t = 9.20; df = 27 p < .0001
1
0.8
0.6
0.4
0.2
N =23
N = 23
NN==88
0
Not Meeting SET
Meeting SET
Central Illinois Elem, Middle Schools
Triangle Summary 03-04
1
05%
Mean Proportion of
Students
11%
20%
0.8
22%
0.6
84%
58%
0.4
0.2
0
Met SET (N = 23)
Not Met SET (N =12)
6+ ODR
2-5 ODR
0-1 ODR
Major Office Discipline Referrals (05-06)
Mean Proportion of
Students0-1 '2-5 '6+
100%
90%
3%
8%
10%
11%
16%
18%
89%
74%
71%
80%
70%
60%
50%
40%
30%
20%
10%
0%
K=6 (N = 1010)
6-9 (N = 312)
9-12 (N = 104)
Major Office Discipline Referrals (05-06)
Percentage of ODRs by Student Group
'0-1
'2-5
'6+
100%
90%
32%
48%
45%
43%
37%
40%
25%
15%
15%
80%
70%
60%
50%
40%
30%
20%
10%
0%
K-6 (N = 1010)
6-9 (N = 312)
9-12 (N = 104)
http://rtckids.fmhi.usf.edu
Kutash, K., Duchnowski, A. J., & Lynn, N.
(2006). School-based mental health: An
empirical guide for decision makers.
Tampa, FL: University of South Florida.
Louis De la Parte Florida Mental Health
Institute, Department of Child & Family
Studies, Research & Training Center for
Children’s Mental Health.
References
•
•
•
•
•
•
•
•
•
Colvin, G., & Lazar, M. (1997). The effective elementary classroom: Managing
for success. Longmont, CO: Sopris West.
Colvin, G., Sugai, G., & Patching, W. (1993). Pre-correction: An instructional
strategy for managing predictable behavior problems. Intervention in School and
Clinic, 28, 143-150.
Darch, C. B., & Kameenui, E. J. (2003). Instructional classroom management: A
proactive approach to behavior management. (2nd ed.). White Plains, NY:
Longman.
Jones, V. F. & Jones, L. S. (2001). Comprehensive classroom management:
Creating communities of support and solving problems (6th ed.). Boston: Allyn &
Bacon.
Kameenui, E. J., & Carnine, D. W. (2002). Effective teaching strategies that
accommodate diverse learners (2nd ed.). Upper Saddle River, NJ: Merrill.
Latham, G. I. (1997). Behind the schoolhouse door: Eight skills every teacher
should have. Utah State University.
Latham, G. (1992). Interacting with at-risk children: The positive position.
Principal, 72(1), 26-30.
Martella, R. C., Nelson, J. R., & Marchand-Martella, N. E. (2003). Managing
disruptive behaviors in the schools: A schoolwide, classroom, and individualized
social learning approach. Boston, MA: Allyn & Bacon.
Paine, S. C., Radicchi, J., Rosellini, L. C., Deutchman, L., & Darch, C. B. (1983).
Structuring your classroom for academic success. Champaign, IL: Research
Press.
SETTING
Hallwa
ys
Playgroun
ds
Cafeter
ia
Librar
y/
Comp
uter
Lab
Assembl
y
Bus
Respect
Ourselv
es
Be on
task.
Give
your
best
effort.
Be
prepar
ed.
Walk.
Have a
plan.
Eat all
your
food.
Select
healthy
foods.
Study,
read,
comp
ute.
Sit in one
spot.
Watch
for your
stop.
Respect
Others
Be
kind.
Hands/
feet to
self.
Help/s
hare
with
others.
Use
normal
voice
volume
.
Walk to
right.
Play safe.
Include
others.
Share
equipment
.
Practic
e good
table
manner
s
Whisp
er.
Retur
n
books.
Listen/wa
tch.
Use
appropria
te
applause
.
Use a
quiet
voice.
Stay in
your
seat.
Respect
Property
Recycl
e.
Clean
up
after
self.
Pick up
litter.
Maintai
n
physica
l space.
Use
equipment
properly.
Put litter
in
garbage
can.
Replac
e trays
&
utensils
.
Clean
up
eating
area.
Push
in
chairs.
Treat
books
carefu
lly.
Pick up.
Treat
chairs
appropria
tely.
Wipe
your
feet.
Sit
appropri
ately.
All
Setting
s
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