beyond the basics: going deeper into pbis bruce stiller, ph.d

Beyond the Basics: Going Deeper into PBIS

Beyond the Basics: Going Deeper into PBIS

Bruce Stiller, Ph.D.Bruce Stiller, Ph.D.Bruce Stiller, Ph.D.Bruce Stiller, Ph.D.

AgendaAgenda

Bully Prevention in Positive Behavior Support

Intensive Positive Behavior Support (IPBS): A Systems Approach to Secondary and Tertiary Behavior Supports

Bully Prevention in Positive Behavior Support

Intensive Positive Behavior Support (IPBS): A Systems Approach to Secondary and Tertiary Behavior Supports

Scott Ross, University of Oregon

It’s way past time…

Scott Ross, University of Oregon3

Scott Ross, University of Oregon

Adults only see the

tip of the

iceberg.

Bullying & Harassment

30% of youth in the United States are estimated to be involved in bullying as either a bully, a target, or both.

Staff are likely to underestimate the extent of harassment and bullying. One study showed:

58% of students perceived teasing, spreading lies or rumors, or

saying mean things to be problems. Only 25% of teachers perceived these behaviors to be

problems.

1Nansel et al. (2001). Bullying Behaviors Among U.S. Youth. JAMA.

Literature Review of Existing Bully Prevention Programs

Efficacy data is sparse: Student knowledge

of what to do improves, but little evidence of

behavior changes

Efficiency a major issue

Most do not target behavior of bystanders

Core Features of Bully and Harassment Prevention in Positive Behavior Support

Remove the reinforcements that maintain socially aggressive behavior.

Student “Buy-In” is critical.

Impact Bystander behavior.

Teach all students to identify and label disrespectful behavior.

School-wide Stop Signal students can use to interrupt social aggression.

What “Rewards” Social Aggression? Attention from Bystanders (who may or may not be actually

present)

Reactions from the Recipient Laughing it off Overreacting

Access to items - tangibles; activities

Scott Ross, University of Oregon

Stop/Walk/Talk Program

One Primary Lesson -- 50 minutes -- delivered to all students the same day Class discussion of disrespectful behavior Introduction of Stop Signal Role Playing

Follow Up Lessons as needed Gossip; Rumor Spreading Exclusion Cyberbullying

Coaching from supervisory personnel -- ongoing

Lesson Delivery: Teach Students the “Stop Signal”

If someone is treating you disrespectfully, deliver the Stop Signal

Bystanders are asked to help Deliver the Stop Signal Take the victim away from the situation

If disrespectful behavior continues, Walk Away and/or Report

Scott Ross, University of Oregon

No means no. The rule is: If someone asks

you to stop, you stop (regardless of whether you think you were

being disrespectful).

Coaching Students: Accepting Reports

When problem behavior is reported, adults follow a specific response:

Reinforce the student for reporting the problem behavior (i.e. "I'm glad you told me.")

Ask who, what, when and where.

Ensure the student’s safety. Is the problem still happening? Assess severity of the incident Assess likelihood of retaliation Devise Safety Plan if needed

Ask the Student if he/she Used the Stop Signal -- Coach as needed

Coaching Perpetrators

If the problem behavior included harassment or physical assault, complete an Office Discipline Referral and turn in to office

For chronic offenders, implement a reminder, warning, consequence correction sequence

Scott Ross, University of Oregon15

0

2

4

6

8

10

0

2

4

6

8

10

Baseline Acquisition Full BP-PBS Implementation

0

2

4

6

8

10

0

2

4

6

8

10

0

2

4

6

8

10

Num

ber

of

Inci

dents

of

Bully

ing

Behavio

r

School Days0

2

4

6

8

10

School 1

Rob

Bruce

Cindy

Scott

Anne

Ken

School 2

School 3

3.14 1.88 .88 72%

Scott Ross, University of OregonBP-PBS, Scott Ross 16

Conditional Probabilities of Victim Responses to Problem Behavior

0%

10%

20%

30%

40%

50%

"Sto

p"

"Wa

lk"

Po

sitiv

e R

esp

on

se(l

au

gh

ing

/ch

ee

rin

g)

Ne

ga

tive

Re

spo

nse

(cry

ing

/fig

htin

gb

ack

)

No

Re

spo

nse

Pro

bab

ilit

y o

f R

esp

on

seBaseline

BP-PBS

28% increase 19% decrease

Scott Ross, University of OregonBP-PBS, Scott Ross 17

Conditional Probabilities of Bystander Responses to Problem Behavior

0%

10%

20%

30%

40%

50%

"Sto

p"

"Wa

lk"

Po

sitiv

e R

esp

on

se(l

au

gh

ing

/ch

ee

rin

g)

Ne

ga

tive

Re

spo

nse

(cry

ing

/fig

htin

gb

ack

)

No

Re

spo

nse

Pro

bab

ilit

y o

f R

esp

on

seBaseline

BP-PBS

21% increase

22% decrease

Fidelity Study - Spring 2009

Fidelity Study Spring 2009 Playground observations Interviews with staff and students Student focus groups

Results: Students had learned the expected behaviors and could tell

researchers what they were supposed to do Adults couldn’t remember all of the coaching steps Students complained that the adults weren’t listening to

them

Eugene School District 4J Climate Survey (Pilot): Overview

Pilot study designed by 4J School District to assess harassment and bullying in schools 24 questions about different types of

harassment; where & when bullying occur; available resources and problem-solving strategies

1581 students assessed from 4 schools in spring 2009 1 high school; 3 middle schools

Safety and Respect*

Bullied or Harassed* (in past year)

Seeking Adult Help & Reporting Bullying

Problem-Solving Strategies for Bullying and Harassment*

Harassment Observed on the Bases of…*

*Data reported by percent of responses.

Middle School: Expect Respect

Critical Features: Expect Respect

Student Driven

Removal of reinforcements that maintain social aggression

Tools to interrupt bullying/harassment: Catch phrase, stop signal, etc.

On going effort: On staff meeting agendas; school-wide initiative and staff buy-in necessary

Expect Respect: Creating the Curriculum

8 contacts with students throughout the year

4 Adult-lead Lessons: Mix of discussion and experiential lessons

4 Student Forums: All students invited, open forum with a lesson or topic for discussion, “take-away” point to share with classes

Expect Respect Lesson Plans

Lesson 1: Didactic/Discussion

Lesson 2: Simulation (Getting on the Bus)

Lesson 3: YouTube Reflections

Lesson 4: Creating a Pledge

SYST

EMSPRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

Elements of Intensive Positive Behavior Support

Not limited to anyparticular group of

students…it’sfor all students

Not specific practice or curriculum…it’s ageneral approach

to preventing problem behavior

Not new…its based onlong history of

behavioral practices &effective instructionaldesign & strategies

Common Reasons for Failure of Interventions Common Reasons for Failure of Interventions

Interventions are not implemented with sufficient fidelity

Interventions are not matched to the function of the problem behaviors

There is insufficient follow through to determine if modifications or a more intense intervention are needed.

Interventions are not implemented with sufficient fidelity

Interventions are not matched to the function of the problem behaviors

There is insufficient follow through to determine if modifications or a more intense intervention are needed.

Intensive Positive Behavior Support: The Big Ideas

Intensive Positive Behavior Support: The Big Ideas

Do the easy stuff first (efficiency is a major goal)

Processes (teaming; communication patterns) are as important as practices

Use of Evidence Based Practices -- based on findings from behavioral science

Administrative support is critical

Data Based Decision Making

Do the easy stuff first (efficiency is a major goal)

Processes (teaming; communication patterns) are as important as practices

Use of Evidence Based Practices -- based on findings from behavioral science

Administrative support is critical

Data Based Decision Making

Core Features of IPBSCore Features of IPBS

Systematic Screening (Proactive)

Tiered Interventions

Function Based Behavioral Support

Use of Progress Monitor Data

Systematic Screening (Proactive)

Tiered Interventions

Function Based Behavioral Support

Use of Progress Monitor Data

Old Model: SST/TAT

Jeremy is just not making

progress. He is really defiant

and refuses to

follow direction.

He often seems really angry when he gets to school; do you think that plays into it?

Yes, I do. He has

mentioned that his

stepdad is really

mean and that his

parents fight a lot. I

bet that is really

bothering him. I bet it

is to

o. Also

,

doesn’t’

his older

sister h

ave ADHD?

Maybe he does too.

I bet he does. You know, Jeremy is in my afternoon class and he is really difficult there too. Do you know what he did last week….

I am in my happy place…

He is a handful. I

was thinking he

should be in my

mentoring group.

He would really

benefit from so

me

of that su

pport

Maybe, but you

know, I think that

he already gets too

much support; he

makes excuses for

his behavior. I was

thinking about in-

school detention.

ISS? Wow, I hadn’t

thought about that.

What if we started

an ADHD

evaluation? That

would help

wouldn’t it?

IPBS No-No’sIPBS No-No’s

Admiring the problem

Blaming the student (or family)

Extended discussions of interventions we cannot deliver

Admiring the problem

Blaming the student (or family)

Extended discussions of interventions we cannot deliver

Teams in Your SchoolTeams in Your School

IPBS team Roles

Tracking Monitoring

Process for team meetings -- meet every two weeks

Student-centered team IPBS team member who is trained in FBA; teacher(s); parent(s);

administrator Creates behavior support plan for student based on functional

assessment Meets two or more times

IPBS team Roles

Tracking Monitoring

Process for team meetings -- meet every two weeks

Student-centered team IPBS team member who is trained in FBA; teacher(s); parent(s);

administrator Creates behavior support plan for student based on functional

assessment Meets two or more times

IPBS Team RolesIPBS Team Roles

Team Leader (organizes agenda; facilitates meeting) Process Monitor (someone whose role is to monitor

group processes) Screening Coordinator (someone who collects screening

data and brings it to the meeting Coordinators of Interventions -- CICO; Academic

Seminar/Strategies; MAPS (bring progress monitor data to meetings)

Note Taker

Team Leader (organizes agenda; facilitates meeting) Process Monitor (someone whose role is to monitor

group processes) Screening Coordinator (someone who collects screening

data and brings it to the meeting Coordinators of Interventions -- CICO; Academic

Seminar/Strategies; MAPS (bring progress monitor data to meetings)

Note Taker

Student Team for Tier III InterventionStudent Team for Tier III Intervention

Three types of knowledge represented: Knowledge about the student

His/her behavior, interests, strengths, challenges, future

Knowledge about the school program Instructional goals, curriculum, social contingencies,

schedule, physical setting.

Knowledge about behavior change strategies Principles of behavior Intervention strategies

Three types of knowledge represented: Knowledge about the student

His/her behavior, interests, strengths, challenges, future

Knowledge about the school program Instructional goals, curriculum, social contingencies,

schedule, physical setting.

Knowledge about behavior change strategies Principles of behavior Intervention strategies Leah

Administrative SupportAdministrative Support

Attend meetings Visible support for decision-making

process of teams Resources allocated for training,

meeting times

Attend meetings Visible support for decision-making

process of teams Resources allocated for training,

meeting times

District SupportDistrict Support

Attend meetings Training provided on regular basis Technical Assistance Link to ESS if additional resources are

needed

Attend meetings Training provided on regular basis Technical Assistance Link to ESS if additional resources are

needed

Why Do People Behave?

Why Do People Behave?

Modeling? Accident? Instinct? Condition??

Why Do People Continue Behaving?

IT WORKS!

Maintaining ConsequencesMaintaining Consequences

By far, the most common functions of problem behavior in schools are to:

Obtain Adult Attention

Obtain Peer Attention

Avoid/Escape/Delay an Aversive Academic Task

By far, the most common functions of problem behavior in schools are to:

Obtain Adult Attention

Obtain Peer Attention

Avoid/Escape/Delay an Aversive Academic Task

Targeted Interventions: Examples

Targeted Interventions: Examples

CICO Academic Seminar; Spy; Academic Intervention Counselor led Skill Groups

Friendship Groups Anger Management Groups Mean Girls Groups Shy Girls Groups Lunch Bunch Bully Prevention Forum

Refocus Room

CICO Academic Seminar; Spy; Academic Intervention Counselor led Skill Groups

Friendship Groups Anger Management Groups Mean Girls Groups Shy Girls Groups Lunch Bunch Bully Prevention Forum

Refocus Room

Tertiary InterventionTertiary Intervention

Individualized Behavior Support Planning based on a Functional Behavioral Assessment

Efficient FBA at the school level

FBA with assistance from behavior specialist

Added resources/supports for plan implementation

Individualized Behavior Support Planning based on a Functional Behavioral Assessment

Efficient FBA at the school level

FBA with assistance from behavior specialist

Added resources/supports for plan implementation

Tier I School wide PBS

Classroom Systems Bully Prevention

Tier II Targeted Interventions

CICO; Social Skills Groups

Tier III Individualized BSP

from FBA

IPBS Meeting Template Coordinator: _________ Recorder:___________ Date: ____/____/_____ Present:

I. Review agenda, determine whether changes are needed (2 minutes) II. Review task list from previous meeting, document status of tasks (10 minutes)

Who What When Status Not In Done Not

started progress Needed Not In Done Not

started progress Needed Not In Done Not

started progress Needed Not In Done Not

started progress Needed

III. Targeted in tervention summary (15 minutes) a. Students on targeted interventions

i. ____ on CICO ii. _______ on (each other intervention)

b. For each intervention i. _____ students are meeting their daily or weekly goals

ii. Students not meeting goals, determine problem and next steps 1. Possible problems: fidelity, intervention/function mismatch, intervention needs to

be modified 2. Possible decisions: Meet with teacher, change intervention, conduct efficient FBA

Student Problem Decision Who is in charge and what is the target date?

IV. Intensive intervention summary (15 minutes) a. ____________ students on intensive interventions b. ____________ students meeting goals c. Students not meeting goals, determine problem and next steps

i. Possible problems: fidelity, intervention/function mismatch, intervention needs to be modified

ii. Possible decisions: Meet with teacher, change intervention, conduct formal FBA

Student Problem Decision Who is in charge and what is the target date?

V. New referrals to IPBS-10 minutes a. Possible sources: SWIS data, request for assistance, behavior goals added to IEP

Student Referral source

Decision Who is in charge and what is the target date?

Continue Begin targeted Efficient Academic Formal Monitoring intervention FBA assessment FBA

Continue Begin targeted Efficient Academic Formal Monitoring intervention FBA assessment FBA

Continue Begin targeted Efficient Academic Formal Monitoring intervention FBA assessment FBA

Continue Begin targeted Efficient Academic Formal Monitoring intervention FBA assessment FBA

DataData

CICO Point Cards ODR Data Teacher Feedback Forms Grades; Assignment Completion Data Fidelity of Implementation Data Consumer Satisfaction Data

CICO Point Cards ODR Data Teacher Feedback Forms Grades; Assignment Completion Data Fidelity of Implementation Data Consumer Satisfaction Data

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QuickTime™ and aTIFF (Uncompressed) decompressor

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Sample survey

Weekly SM averages, across teachers, for AA

1/13 1/20 1/25 2/3 2/8 2/16 2/23 3/2

Goal Line

0

20

40

60

80

100

120

140

160

180

#'s of S's with X+ Referrals

Baseline Year 1 Year 2 Year 3

School District 4J IPBS Grant School Data

3+ Referrals

4+ Referrals

5+ Referrals

6+ Referrals

Other (Please specify):

Q1. The IPBS system was effective in helping my school build (or refine existing) systems for responding to students with behavior

challenges.

0

5

10

15

20

25

30

35

40

StronglyDisagree

Disagree NeitherAgree norDisagree

Agree StronglyAgree

Other(pleasespecify)

Res

po

nd

ents

2008 (n=2)2009 (n=58)2010 (n=0)

Contact Information

Bruce Stiller stiller@4j.lane.edu (541)790-7816