Lowell May 2-3 2013:Slide Copies

This PPT file contains slides from May 2-3 team training days:1.Extra action planning info2.Culture3.Bullying Behavior4.Colvin Escalating Behavior

Please cite www.pbis.org as source. Contact www.pbis.org or George.sugai@uconn.edu for additional information.

ACTION PLANNING HANDOUTS

Outcomes: What is expected?

End of 1st Day

End of 1st Week

End of 1st Month

End of Each

Month

End of Year

Most Students

Most Staff

Most Families

Yr 2 Advance Organizer

Upcoming Events

CULTURE

1.1.

2.2.3.3.

4. 4.

Individual Learning History & Context

1. Indicate 10 key life events/influences (you, students, parents, staff, etc.)2. Summarize in 4 descriptors.3. Describe how learning history affects how you describe & act on what you experience.

Culture = Flexible, dynamic, & changed/shaped over time & across generations & setting.

Flexible, dynamic, & changed/shaped over time & across generations & setting.

Collection of learned behaviors, maintained by similar social & environmental contingencies

Collection of learned behaviors, maintained by similar social & environmental contingencies

Sugai, O’Keeffe, & Fallon 2012

BULLYING BEHAVIOR

PURPOSE

To improve our understanding

of & responding to bullying

behavior from perspective of

school-wide positive behavior

support.

Main Points

SWIS Definitio

n of Bullying Behavior

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.

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

2 Basic FunctionsProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

SocialTangible/Activity

Adult

Stimulation/Sensory

Peer

Pos Reinf Neg Reinf

Existing

aversive

condition

identified

PREVENTION

• De-emphasis on reactive consequence management

• Emphasis on function-based approach & antecedent management

• De-emphasis on reactive consequence management

• Emphasis on function-based approach & antecedent management

4 basic strategies….if

you do nuthin’ else….

Give Priority to Effective Practices

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

www.pbis.org

Integrated PBIS Response to Bullying

SERC

CT Anti-Bullying LawPublic Act 11-232 SERC April 2012

ESCALATING BEHAVIOR

Responding to Non-Responsive Behavior: Managing Escalations

Geoff Colvin & George SugaiOSEP Center on PBIS

University of Connecticut

www.pbis.org www.cber.org

www.pbis.org

Teacher JasonJason, please turn in your assignment.

What assignment?

I finished it.

I don’t have it with me now.

You never believe me.

F_____ you!

Pulls away, glares, & raises fist as if to strike.

The assignment you didn’t finish during class.

Great, please turn it in now.You have a choice: turn it in or do it again.

I guess you’ve made the choice to do it again.That’s disrespect…go to the office.Moves closer…& puts hand on J. shoulder.

Make me.

PURPOSE

Enhance understanding &

ways of escalating

behavior sequences

• Understanding• Best practice• Considerations• Your action planning

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

IntegratedElements

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

ALL

SOME

FEW

Working Assumptions

2 Basic FunctionsProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

SocialTangible/Activity

Adult

Stimulation/Sensory

Peer

Pos Reinf Neg Reinf

Existing

aversive

condition

identified

THREE KEY STRATEGIES

Time

Be

hav

ior

Inte

ns

ity

The MODEL

High

LowCalm

Peak

De-escalation

Recovery

Acceleration

Agitation

Trigger

Time

Be

hav

ior

Inte

ns

ity

The MODEL

High

Low CALM

1. Calm

Time

Be

hav

ior

Inte

ns

ity

The MODEL

High

LowTRIGGER

2. Trigger

Time

Be

hav

ior

Inte

ns

ity

The MODEL

High

Low

AGITATION

3. Agitation

Time

Be

hav

ior

Inte

ns

ity

The MODEL

High

Low

ACCELERATION

4. Acceleration

Time

Be

hav

ior

Inte

ns

ity

The MODEL

High

Low

PEAK

5. Peak

Time

Be

hav

ior

Inte

ns

ity

The MODEL

High

Low

DECELERATION

6. De-escalation

Time

Be

hav

ior

Inte

ns

ity

The MODEL

High

Low RECOVERY

7. Recovery

Recovery - continued

Time

Be

hav

ior

Inte

ns

ity

The MODEL

High

LowCalm

Peak

De-escalation

Recovery

Acceleration

Agitation

Trigger

FINAL THOUGHT

“It is always important to remember that “if you inadvertently assist the student to escalate, do not be concerned; you will get another chance to do it right the next time around.”

Geoff Colvin (1989)

“It is always important to remember that “if you inadvertently assist the student to escalate, do not be concerned; you will get another chance to do it right the next time around.”

Geoff Colvin (1989)