See below for example of “Get Tough” Sequence “GET TOUGH” BEHAVIOR RESPONSE Initial problem behavior Given initial “aversive” consequence, e.g., Say “no.” Remove “privilege Send to “think seat” Behavior of many students improve; however, for some their problem behavior continues Further occurrences of problem behavior Give additional and more “aversive” consequence, e.g., Scream “NO!” louder Move closer and point finger Complete office discipline referral Threaten and establish bottom line Send to in-school detention Behavior of a few more students improve; however, for a few individual students, their behavior continues Continued occurrences and increasing intensity of problem behavior Increase intensity, frequency, and duration of “aversive” consequences, e.g., Establish and enforce zero tolerance policies Increase monitoring and security Physically assist or intervene Give out of school suspension Behavior escalates in intensity, frequency, and duration to levels that severely interfere with teaching and learning
Why do we get tougher when student’s behavior does not improve? Because we… Assume the student is inherently bad, and stubborn behaviors require much more intensive consequences. Assume the student must “learn” to take responsibility for their own behavior, and prove that they deserve to be part of the classroom or group. Assume aversive consequences “teach” the student to behave better. The behavior of some students does improve….albeit short-lived; so, we get temporary relief. Learn “tougher” consequences remove the student with irritating behavior which brings relief in the immediate environment, and the student’s behavior will be better “tomorrow.” Experience an initial improvement in problem behavior, when the student responds. So, what’s wrong with a get tough approach? The research is clear that if the only thing we do is get tough and tougher when students display problem behavior, Environments of control are fostered Antisocial behavior is triggered and reinforced Shared accountability is shifted away from school and to the student, family, and/or community Child/youth-adult relationships are devalued and put at risk Link between academic achievement and social behavior programming is weakened So, what should we do? The science on human behavior has taught us that students…. Are not born with bad (or good) behavior Do not learn through the sole use of “aversive” consequences Learn better ways of behaving by being taught social skills directly and receiving positive feedback about what they are doing correctly or appropriately.
Practices and Systems by Prevention Tier and SWPBS Working Elements Prevention Tier Primary Secondary Tertiary SWPBS Working Elements Data Office discipline referrals (ODR) EBS SET Benchmarks of Quality School Safety Survey Academic performance Curriculum based measurement Office disciplinary referrals Points earned token economy Academic competence Curriculum based measurement FACTS FACTS FBA Academic competence Curriculum based measurement Outcomes ~80% of students with 0-1 major ODR ~1/500 students/day ~15% of students with 2-5 major ODR Individualized academic and behavior objectives ~5% of students with >6 major ODR Practices Teach and encourage small number of behavioral expectations and behaviors Continuum of consequences for violations of behavior expectations Active supervision Effective classroom management Universal screening Group social skills instruction Daily performance feedback Self-management instruction At least hourly positive reinforcement Family engagement Function-based Individualized behavior support plan Targeted social skills instruction Academic accommodations and supports Family participation
Practices Evaluation Chart Practices Evaluation Outcome Data Collected? Decision Rule? Implem. Fidelity Assessed? Effective? Decision Prevention Tier Primary Y ? N Y ? N Y ? N Y ? N Y ? N E I M S Y ? N Y ? N Y ? N Y ? N Y ? N E I M S Y ? N Y ? N Y ? N Y ? N Y ? N E I M S Y ? N Y ? N Y ? N Y ? N Y ? N E I M S Y ? N Y ? N Y ? N Y ? N Y ? N E I M S Secondary Y ? N Y ? N Y ? N Y ? N Y ? N E I M S Y ? N Y ? N Y ? N Y ? N Y ? N E I M S Y ? N Y ? N Y ? N Y ? N Y ? N E I M S Y ? N Y ? N Y ? N Y ? N Y ? N E I M S Y ? N Y ? N Y ? N Y ? N Y ? N E I M S Tertiary Y ? N Y ? N Y ? N Y ? N Y ? N E I M S Y ? N Y ? N Y ? N Y ? N Y ? N E I M S Y ? N Y ? N Y ? N Y ? N Y ? N E I M S
Example: Continuum of School-wide Positive Behavior Support Tertiary Function-based support Wraparound/person-centered planning Specialized & individualized instruction/intervention Crisis prevention & intervention Secondary Check in/out Targeted social skills training Peer-based tutoring Social skills club Behavioral contracting Cognitive-behavioral counseling Primary Teaching & rewarding positive school-wide behavioral expectations Proactive school-wide discipline Effective academic instruction/curriculum Parent engagement Active supervision What is the SWPBS Team-Based Implementation Process?
Yes No ? Use of 3-tiered prevention logic and continuum Yes No ? Administrator participation and membership Yes No ? On-going coaching and facilitation supports Yes No ? Dedicated resources and time Agreement about operating procedures for roles, agenda, meeting times, action planning, etc. Yes No ? Top three school-wide initiatives based on need Data-based Action Plan Yes No ? Regular self-assessment Yes No ? Review and use of existing discipline data Yes No ? Multiple subsystems of evidence-based behavioral interventions Yes No ? Team-based decision making and action planning Yes No ? Efficient system of data input, storage, and summarization
Develop Procedures and Supports for Implementation Action Plan with Fidelity and Durability Yes No ? Emphasis on evidence based practices and interventions Yes No ? Active administrator participation Yes No ? Continuous staff involvement in planning Yes No ? Efficient and effective support for staff training and implementation Yes No ? Continuous monitoring of fidelity of implementation and progress Yes No ? Regular and effective staff acknowledgements for participation and accomplishments Yes No ? Team coordinated and managed implementation Continuous Evaluation Fidelity of Implementation and Outcome Progress Yes No ? Team- and data-based decision making and planning Yes No ? Relevant and measurable outcome indicators Yes No ? Efficient input, storage, and retrieval of data Yes No ? Effective, efficient, and informative visual displays Yes No ? Regular data review Yes No ? Continuous monitoring of fidelity of implementation and progress Basic Action Planning
Yes No ? 2-3 sentences in length Yes No ? Supportive of academic achievement Yes No ? Contextually/culturally appropriate (e.g., age, level, language) Yes No ? Comprehensive in scope (school-wide – ALL students, staff, and settings) Yes No ? Agreement by >80% faculty and staff Yes No ? Communicated to stakeholders (e.g., families, community members, district administrators) Yes No ? Included in school publications (e.g., handbook, posters, newsletters) School-wide Behavior Purpose Statement Actions Needed for Developing Brief Statement of Behavior Purpose Action Person(s) Date
Yes No ? 1-3 words per expectation Yes No ? Positively stated Yes No ? Supportive of academic achievement Yes No ? Comprehensive in scope (school-wide – ALL students, staff, and settings) Yes No ? Mutually exclusive (minimal overlap) Yes No ? Contextually/culturally appropriate (e.g., age, level, language) Yes No ? Agreement by >80% faculty and staff Yes No ? Communicated to stakeholders (e.g., families, community members, district administrators) Yes No ? Included in school publications (e.g., handbook, posters, newsletters) School-wide Behavior Expectations
? Yes No ? Schedule for regular review, practice, and follow-up instruction Yes No ? Prompts, reminders, or precorrections for display of behaviors in natural contexts and settings Yes No ? Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts and settings Yes No ? Procedures for providing instruction to new faculty, staff, students Yes No ? Procedures for informing others (e.g. families, community, district administrators, substitute teachers & staff) Yes No ? Agreement by >80% faculty and staff Yes No ? Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching Yes No ? Procedures in place for identifying and supporting students whose behaviors do not respond to teaching school-wide behavior expectations Yes No ? Included in school publications (e.g., handbooks) School-Wide Teaching Matrix Typical Settings/ Contexts School-Wide Behavior Expectations 1. 2. 3. 4. 5.
Yes No ? Procedures for providing orientation to new faculty, staff, students Yes No ? Procedures for informing others (e.g. families, community, district administrators, substitute teachers & staff) Yes No ? Procedures in place for identifying and supporting students whose behaviors do not respond to school-wide acknowledgements Yes No ? Agreement by >80% faculty and staff Yes No ? Included in school publications (e.g., handbooks) Yes No ? Instructions and practice on how to pair acknowledgements with positive social acknowledgements Yes No ? Means for keeping track of number of acknowledgements versus number of disciplinary or corrective actions for violations of behavior expectations. Yes No ? Schedule and procedures for regular review and enhancement of acknowledgements. Acknowledgements Worksheet Consideration Type of Acknowledgement What When By Whom
Basic Management Considerations Basic Management Practices Physical/environmental arrangements Routines and expectations Staff behavior and practices Student behavior Teach directly expected behaviors and routines in context Actively supervise (scan, move, interact) Precorrect and remind Positively reinforce expected behavior When establishing a plan for implementing practices and systems in settings, consider the following guidelines: Guidelines Yes No ? Implementation is school-wide by all staff Yes No ? School-wide behavior expectations taught in context Yes No ? Administrator active member Yes No ? Context-specific expectations and routines taught directly and early in school year/term Yes No ? Regular opportunities for review, practice, & positive reinforcement Yes No ? Team –based review, action planning, and implementation coordination Yes No ? Data-based progress monitoring and action planning Yes No ? Regular review of accuracy of intervention implementation
for appropriate than inappropriate behavior Interact positively once every 5 minutes Follow correction for violation of behavior expectations with positive reinforcement for rule following Maximize varied opportunities to respond Vary individual v. group responding Vary response type Oral, written, gestural Increase participatory instruction Questioning, materials Maximize Active Engagement Vary format Written, choral, gestures Specify observable engagements Link engagement with outcome objectives Actively & Continuously Supervise Move Scan Interact Remind/precorrect Positively acknowledge Respond to Inappropriate Behavior Quickly, Positively, & Directly Respond efficiently Attend to students who are displaying appropriate behavior Follow school procedures for major problem behaviors objectively & anticipate next occurrence Establish Multiple Strategies for Acknowledging Appropriate Behavior Social, tangible, activity, etc. Frequent v. infrequent Predictably v. unpredictably Immediate v. delayed Generally Provide Specific Feedback for Errors & Provide contingently Always indicate correct behaviors Link to context