©Scott, 2006

Overview of PBS

©Scott, 2006

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%

STUDENT OUTCOME AND PREVENTION MODEL FOR SCHOOLS

©Terrance M. Scott, 2004

Predicting Problems:Academic and Behavior

Connections

©Scott, 2006

Time is an Enemy

Typical Students

At-Risk Students

Early childhood:4-5 years

Elementary/Middle:2-3 years

High School:1-2 years

©Scott, 2006

• Students with academic failure and problem behaviors likely will drop out of school and:

– be involved with the corrections system– be single parents– be involved with the social services system– be unemployed– be involved in

automobile accidents– use illicit drugs

Centers for Disease Control, 1993Duncan, Forness, & Hartsough, 1995Carson, Sittlington, & Frank, 1995Wagner, D’Amico, Marder, Newman, Blackorby, 1992Jay & Padilla, 1987Bullis & Gaylord-Ross, 1991

The Prognosis

QuickTime™ and aYUV420 codec decompressor

are needed to see this picture.

©Scott, 2006

teaching social behaviors in context teach specific skills using effective explicit instruction

Reviews of over studies involving children with the most challenging behaviors (Gottfredson, 1997;Lipsey, 1991; 1992;Tolan & Guerra, 1994; Elliott, Hamburg, Williams, 1998)

academic success effective explicit instruction (reading!!)

consistent contingencies ( pos+ & neg- ) consistent and effective use of reinforcement/punishment

Logical Solutions (realistic?):The Research

©Terrance M. Scott, 2004

Summative Effects of an Integrated

Reading/Behavior Model

An Emerging Model

RtI

R BR BR B

RtI & PBSPBS

Suc

cess

©Scott, 2006

Project PASS: Goals

Combined Reading and Behavior Prevention Systems

Common Features Across Systems

• Systemic: owned and operated bystakeholders (faculty, staff, parents,community)

• Research-Based Practices: begin preventionwith practices that based on evidence of thebest chances for success

• Data-Driven: all decisions are based on clearobjectives and formative data collection

• Instructional: prevention and interventioninvolve effective instruction, prompts, cues,practice, and environmental arrangements

• Contextually Specific: all strategies andmeasures selected to fit individual systems(school/classroom/student)

(Scott & Lane, 2001 - adapted from Sugai & Horner, 2000)

1-5%

5-10%

80-90%

Reading Behavior

UniversalPreventions

Primary Prevention

Secondary Prevention

Tertiary Prevention

©Terrance M. Scott, 2004

PBS:Prevention as a Solution

©Scott, 2006

Underlying Principles of 3-Tiered Prevention Models

4 ComponentsWhat are the predictable

failures? What can we do to prevent failure?

How will we maintain

consistency?How will we know if it’s working?

1

2

3

4

Same at Every Level!!

©Scott, 2006

Potential Solutions

Logical = would work if done by all

Realistic = can reasonably be done by all

• Just because it’s logical doesn’t mean it’s realistic

• Just because it’s realistic doesn’t mean it’s logical

©Scott, 2006

Establish Commitment; Establish and Maintain Team

©Scott, 2006

Systemic Organization, Structure, and Buy-In

1. be representative of staff and have active administrative involvement and support

2. gather baseline information about school climate and issues

3. present PBS to school stakeholders (staff, faculty, parents, etc.)

4. achieve agreement to move forward among critical mass of school (80% rule of thumb)

5. insure the availability of funds and resources to support the process

©Scott, 2006

Develop an Implementation Team

• Big Idea– A team from within the school takes the

lead in introducing school-wide support systems to their school.

• Tasks– Representative of stakeholders in school– Get support of an administrator– Meet and plan PBS implementation– Set goals and timelines

©Scott, 2006

Establish and Maintain Team

• A team exists to improve behavior support systems.

• The team is representative and includes an administrator

• The team has a scheduled meeting time– Every other week? Monthly?

• The team has efficient internal process– Agenda– Minutes

• Team has culture of care

©Scott, 2006

Initiative, Project,

Committee

Purpose Outcome Targeted Group

Staff Involved

Part of SIP?

Attendance Committee

Character Education

Safety Committee

School Spirit Committee

Discipline Committee

DARE Committee

EBS Work Group

Working Smarter

©Scott, 2006

Characterize Your School

• Tasks– Determine what information you will use to

characterize your school (what will you do?– What times, places, behaviors, or conditions

do staff report as problems?– What times, places, behaviors, or conditions

does data report as problems?– What other key information do you need to

characterize your school?

©Scott, 2006

• Purpose: Characterize school’s unique problem areas, times, and contexts– School-Wide Behavior Survey

– Assessing and Planning Behavior Support in Schools

– Essential Questions for School Safety Planning

©Scott, 2006

PBS InvolvementRemember:

• PBS involves all of us

– we decide what our focus will be– we decide how we will monitor– we decide what our goals are– we decide what we’ll do to get there– we evaluate our progress– we decide whether to keep going or change

©Scott, 2006

Obtain 80% Staff Consensus

A “YES” vote means that I agree to:Provide input in determining what our school’s

problems are and what our goals should beMake decisions about rules, expectations, and

procedures in the commons areas of the school as a school community

Follow through with all school-wide decisions, regardless of my feelings for any particular decision

Commit to positive behavior support systems for a full year - allowing performance toward our goal to determine future plans

©Scott, 2006

Establish, Define & Teach School-Wide Expectations

©Scott, 2006

Agree on Logical & Realistic Plans

• Tasks– Brainstorm where, when, who, what, and why

of predictable problems in the school– Brainstorm rules, routines, and physical

arrangements that might prevent predictable problems

– Create a system for teaching and reinforcing appropriate behavior

– Discuss and vote to achieve consensus on logical and realistic plans

©Scott, 2006

School-Wide Planning: Process Steps• Organize Staff

– all meet– have existing data

• Brainstorm Problems– by location and time

• Brainstorm Proactive Solutions– Rules, routines, arrangements + teaching and

reinforcement– Consistent consequences beginning with re-

teaching• Consensus• Create Climate Committee

©Scott, 2006

Predictable Problems Summary

Lunchroom When Who What Why

At arrival/ dismiss During lunch

All Running, yelling, pushing, messes, poor manners, no clean-up, loud

-Slow transitions mean back-ups -Table to lunch rush -Inconsistent lunchroom aid tolerance -All are punished for the actions of few

Hallways and Walkways

When Who What Why Transitions – homeroom to portables

All Run, trip, hit, wandering, slow, safety issue, don’t know which kids should be there

Insufficient supervision, no uniform routine

©Scott, 2006

• Rules– agreed upon by team - willing/able to enforce– posted, brief, positively stated

• Routines– avoid problem contexts, times, groupings, etc.– consistent

• Physical Arrangements– clear physical boundaries– supervision of all areas

Prevention Strategies

©Scott, 2006

Collaborative Solutions

Lunchroom Rules:

-eat your own food -remain seated -raise hand to move -use an inside voice -respect adults

Routines and Arrangements: -Teachers pick-up students from table and not hallway -use hand signal as consistent signal for quiet -one teacher dismissal at a time from the lunchroom -lunch with adults at picnic table only – must be signed out -empower lunch aids -be sharp on arrival and dismissal times

Wait on these issues or do in the future: -students sit facing one another

-use video instructions -“Friendly Friday”

©Scott, 2006

EFFECTIVE INSTRUCTION

©Scott, 2006

Instructional Sequence• Presentation - tell and model• Recitation - student Q & A• Individual Work - with teacher feedback

-make sure students get it• Group work

-activities, experiments, etc.-chance to discover application to real

world• Test

- Make sure they have skill fluency

©Scott, 2006

Characteristics of Effective Rules• Expected behaviors are explicit• Rules are stated positively

– Dead man’s test

• Rules are stated succinctly• Rules are stated in observable terms• Rules are made PUBLIC…easy to see• Ensure enforceability and consistency• Smaller numbers of rules (about 5)• Rules need to be taught and modeled

©Scott, 2006

DEVELOPING THE MATRIX

©Scott, 2006

EXAMPLE Teachable

Expectations

1. Respect Yourself-in the classroom (do your best)-on the playground (follow safety rules)

2. Respect Others-in the classroom (raise your hand to speak)-in the stairway (single file line)

3. Respect Property-in the classroom (ask before borrowing)-in the lunchroom (pick up your mess)

©Scott, 2006

Teaching RespectRespecting Others

WHAT YOU SAY TO OTHERSUse nice words and actions

Examples: please, thank you, may I, excuse meNon-Examples: put downs, name calling

HOW YOU SAY THINGSUse a pleasant tone and volume of voice

Examples: calm voice, quiet voice, explainNon-Examples: yelling, growling, arguing

WHAT YOU LOOK LIKEShow that you are calm and interested

Examples: open posture, nodding, eye contact, personal spaceNon-Examples: in someone’s face, rolling eyes, mad face, shaking head, fists

©Scott, 2006

Establish On-going System for Recognizing Behavioral

Expectations

©Scott, 2006

Art

ifici

al R

+

Ver

bal R

+

Nat

ural

R+

(suc

cess

)

Art

ifici

al R

+

Ver

bal R

+

Nat

ural

R+

(suc

cess

)

Acquisition Maintenance

©Scott, 2006

Gallup Poll: Positive Work Environments

Create working environments where employees

(Buckingham & Coffman 2002, Gallup)

1. Know what is expected2. Have materials & equipment to do job correctly3. Receive recognition each week for good work.4. Have supervisor who cares, & pays attention5. Receive encouragement to contribute & improve6. Can identify person at work who is “best friend.”7. Feel mission of organization makes them feel like their

jobs are important8. See people around them committed to doing good job9. Feel like they are learning new things (getting better)10. Have opportunity to do their job well.

1 million workers, 80,000 managers, 400 companies

©Scott, 2006

Continuum of Reinforcement

• Natural success• Nod, wink, etc.• “thanks”• Public acknowledgement• Token acknowledgement• Privileges• Tangibles

– Small to large

©Scott, 2006

Consistent Consequences• Reinforcement

– Continuum of reinforcers for different levels of success– Use the least amount necessary– Immediate and consistent to begin– Approximate and/or pair with natural reinforcers– Make part of routine and systems– Pre-plan and teach consequences– Fade

• Move toward more natural reinforcers

• Use more group contingencies

• Increase ratios of behavior to reinforcement

©Scott, 2006

Samples• High Fives, Gotchas• Traveling Passport• Super Sub Slips, Bus Bucks• Golden Plunger• Back/front of bus• Free homework coupon• Discount school store, grab bag• Early dismissal/Late arrival• First/last in Line• Video store coupon, free fries• Positive Office Referrals• Extra dessert • Class event• Cafeteria “Special Table”• Teacher Chair• Discounted Dance/Sporting

Event tickets

• G.O.O.S.E• 1-Free Period• Massage• File stuffer• Coffee Coupon• Golden Plunger• Give Em’ a Hand• Kudos• Gas Coupon• No meeting card

©Scott, 2006

Establish System for Responding to Behavioral

Violations

©Scott, 2006

Consistent Consequences• Responding to negative behavior

– Immediate and consistent– Try to keep with natural consequences– Use the least amount necessary to get desired behavior

Pre-plan and teach – Correction and re-teaching

• Use only with reinforcement for replacement behavior• Should defeat function of problem behavior

©Scott, 2006

Continuum of Negative Consequences

• Correction• Ignoring (extinction)• Response cost (ability to gain and lose)• Time out from reinforcement• Overcorrection

– Positive practice– Restitution

• Remove Privileges• Corporal Punishment

– Small to large

©Scott, 2006

ACTION PLANNING TIME

©Scott, 2006

Develop a School-Wide Monitoring System

©Scott, 2006

Key features ofdata systems that work

• The data are accurate• The data are very easy to collect (1% of staff

time)• Data are used for decision-making

– The data must be available when decisions need to be made (weekly?)

– Difference between data needs at a school building versus data needs for a district

– The people who collect the data must see the information used for decision-making.

©Scott, 2006

What data to collect for decision-making?

• USE WHAT YOU HAVE– Office Discipline Referrals/Detentions

• Measure of overall environment. Referrals are affected by (a) student behavior, (b) staff behavior, (c) administrative context

• An under-estimate of what is really happening• Office Referrals per Day per Month

– Attendance– Suspensions/Expulsions– Lifestyle change

©Scott, 2006

7 Basic Evaluation Questions

1. What does “it” look like now?2. Are we satisfied with how “it” looks?3. What would we like “it” to look like?4. What would we need to do to make “it” look like

that?5. How would we know if we’ve been successful

with “it”?6. What can we do to keep “it” like that?7. What can we do to make “it” more efficient &

durable?

©Scott, 2006

Formative Evaluation

©Scott, 2006

School-Wide Data Analysis:What are our Goals?

• What do we want?

• Is it happening?

• If Yes - what next?

• If No - what next?

Using Data

©Scott, 2006

Example Objectives

• By the end of the quarter, fights in the lunchroom will decrease to less than 1 per week.

• By holiday break, boys on the football team will decrease referrals to the principal from the gym.

• By end of the year, bus referrals will decrease by 50%

• By the end of the year, students will attend school at a rate 5% higher than last year.

• This year, reported incidents of vandalism will decrease by 50% from last year.

©Scott, 2006

Record-Keeping & Decision Making

1. Plan for weekly/monthly feedback to staff about status of school-wide discipline

2. Establish decision rules for evaluating effectiveness of strategies and processes school-wide, in specific settings, and for individual students

3. TasksEvaluate progress toward swchool-wide goalsIdentify new hot spotsIdentify “at risk” students

©Scott, 2006

General Approach: “Big 5”

• # referrals per day per month

• # referrals by student

• # referrals by location

• # kinds of problem behaviors

• # problem behaviors by time of day

©Scott, 2006

Using Data

• School-Wide– What’s happening?– Are we meeting our goals?– Are we doing what we said we would?

• Individual Students– What’s happening?– What do we do next?– Are we doing what we said we would?

©Scott, 2006

Keeping it Going

• District support– Coaches– Training

• Team-based

• Look at Data – data-based decision making

• Sharing data outcomes

©Scott, 2006

Doctoral Program In Behavior Disorders

Terry ScottCollege of Education and Human DevelopmentUniversity of LouisvilleLouisville, KY 40292t.scott@louisville.edu(502) 852-0576