SWPBS Workbook 1 School-wide Positive Behavior Support

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SWPBS Workbook 1School-wide PositiveBehavior SupportGetting Started Workbook1Center on Positive Behavioral Interventions and SupportsUniversity of Oregon & ConnecticutVer. Mar 12 20131This document is supported in part by the OSEP Center on Positive Behavioral Interventions andSupports (http://pbis.org). The Center is supported by a grant from the Office of Special EducationPrograms, US Department of Education (H326S98003). Opinions expressed herein are those of theauthors and do not necessarily reflect the position of the US Department of Education, and suchendorsements should not be inferred.

SWPBS Workbook 2School-Wide Positive Behavior SupportOSEP Center on Positive Behavioral Interventions and Supports2University of Oregon & Connecticutwww.pbis.orgThe OSEP Center on Positive Behavioral Interventions and Supports is grateful to thestudents, educators, administrators, families, support providers, researchers, and teachertrainers who have worked tirelessly to improve educational outcomes for all students and whohave contributed to our understanding of the critical practices and systems of school-widepositive behavior support.These training materials have been developed to assist schools in their efforts toimprove school climate and school-wide positive behavior support for all students. Anindividual personal copy may be made without permission and by citing Center on PBIS assource. Multiple copy photocopying, use, and/or sale of these materials are forbidden withoutexpressed written permission by the OSEP Center on Positive Behavioral Interventions andSupports. For additional information about use of these materials, contact the Center atwww.pbis.org.2The Center is supported by a grant from the Office of Special Education Programs, US Department ofEducation (H326S980003). Opinions expressed herein are those of the authors and do not necessarilyreflect the position of the US Department of Education, and such endorsements should not be inferred.

SWPBS Workbook 3How Should I Use this Workbook?What is the Purpose of this Workbook?To provide implementers of a School-wide Positive Behavior Support (SWPBS) approachwith supplemental, user-friendly information to support on-going training and implementation.Who Should Use this Workbook?Trainers, Coaches, Facilitators – to support efforts to implement SWPBS at the schoollevelCoordinators and Administrators – to provide an overview of and reference to thecontent and process of SWPBS to othersSchool and District Implementation Leadership Teams – to support and guidedevelopment, implementation, and monitoring of SWPBS implementationHow is this Workbook Organized?Each chapter generally has the following organizational features:Organizing introduction (green) that provides rationale, definitions, “big ideas,” etc.Implementation guidelines (blue) that are used to support training, self-assessment,and action planning.Generic activity worksheets (yellow) that guide contextualized implementation andproduct development.Generic action planning (red) that structures commitments to follow-up activities andtasks.The Table of Contents serves as a summary and roadmap to the organization of thecontent and process of SWPBS. Generally, the chapter sequence approximates the typical orderin which SWPBS trainers, coordinators, and coaches guide School Leadership Teams throughthe practices and processes of SWPBS.Appendices include (a) tools and instruments, (b) supporting stand-alone informationand activities, and (c) materials referenced in workbook sections.

SWPBS Workbook 4Table of ContentsPageChapter5Appendices Description71 – Overview of School-Wide Positive Behavior SupportWhat is SWPBS?Why not “get tough” with problem behavior?What principles guide implementer use of SWPBS?What operational elements define SWPBS?What evidence-based behavioral interventions are included in SWPBS?What is the school-wide continuum of behavior support?o Multi-tiered systems of supporto Practices and systems by prevention tiero Developing a SW continuum of PBSWhat is the SWPBS team-based implementation process?o Basic action planning432 – Getting Started with School-Wide Positive Behavior SupportPrimary prevention tierStep 1 – Establish team membership Conducting leadership team meetings worksheetStep 2 – Develop brief statement of behavior purposeStep 3 – Identify positive school-wide behavior expectationsStep 4 – Develop procedures for teaching school-wide expectationsStep 5 – Develop procedures for teaching classroom-wide behaviorexpectationsStep 6 – Develop continuum of procedures for encouraging andstrengthening student use of school-wide behavior expectationsStep 7 – Develop continuum of procedures for discouraging studentbehavior violations of school-wide behavior expectationsStep 8 – Develop data-based procedures for monitoring implementationof SWPBS (primary tier)773 – SWPBS Practices and Systems in Non-Classroom Settings864 – Classroom Management Practices and SystemsAppendices

SWPBS Workbook 5AppendixDescriptionASchool-Wide PBSImplementation ExampleAn example of one school’s implementation of SWPBS isprovided: leadership team, behavior purpose statement,school-wide and classroom-wide behavioral expectations,teaching matrices, encouragement procedures, behaviorexpectation violation procedures, and progress monitoringand data systemsBCommittee/Group/TeamSelf-Assessment andAction PlanningThis standalone activity gives leadership teams a structurefor identifying what behavioral initiatives, programs, andinterventions are in place, and evaluating how SWPBS fitswith these efforts. The specific goal is to develop aneffective, efficient, and relevant continuum of positivebehavior support practices and processes for all studentsCEffective BehaviorSupport Self-AssessmentSurveyThis self-assessment is used by leadership teams todetermine staff perceptions about the status of the socialand behavioral climate of the school. Perceptions aboutsupports for school-wide, classroom, non-classroom, andindividual students are assessed. All school staff are usuallyincluded.DTeam ImplementationChecklist (TIC)Leadership teams and coaches use this self-assessment tomonitor their initial and on-going SWPBS implementation. Assuch, leadership teams self-manage their implementationefforts.ESWPBS Team MonthlyPlanning GuideThis organizational tool is used by leadership teams, coaches,coordinators teams to supplement their review and actionplanning efforts, especially at the beginning and end of theschool year. Emphasis is on first year implementation ofprimary intervention tier of SWPBS.The purpose of this guide is to give SWPBS leadership teamsa supplemental organizational tool for reviewing andplanning their implementation activities. A self-assessment isprovided to guide teams in their action planningFDetention andSuspension: FrequentlyAsked QuestionsThis FAQ has been developed to provide a general summaryof the implementation considerations and features ofdetention and suspension consequences. A question/answerformat is used.

SWPBS Workbook 6GFunctional Assessmentand Behavior SupportPlan ChecklistsTwo self-assessment checklists are provided to enable reviewof the components and processes of completing a functionalbehavioral assessment and developing a behavioralintervention plan.HFunctional AssessmentChecklists for Teachersand StaffThe FACTS is an instrument used to guide the completion ofa functional behavioral assessment and facilitate thedevelopment of a behavior intervention plan.IEmergency Preventionand ResponseThis primer provides general guidelines and considerationsfor being prepared, preventing, and responding to crises andemergency situations.JTeaching Social SkillsA basic and general lesson plan and examples for teachingsocial behavior are provided.KSWPBS and RtIA brief overview of the similar and different features ofschool-wide positive behavior support and responsiveness tointervention.LSelected ReferencesThese references provide additional and supportinginformation for the contents of this workbook.MData-based DecisionMaking and OfficeDiscipline ReferralsGuidelines and examples for establishing efficient andeffective data-based decision making systems. Emphasis ison formalizing and enhancing office disciplinary procedures.NRestraint and SeclusionConsiderations andSWPBSGuidelines and considerations for the appropriate and ethicaluse of restraint and seclusion in the context of theimplementation of SWPBS.OPlanning for theBeginning/Ending of theSchool YearWorksheet to guide planning for the beginning and end ofthe school year in a SWPBS school.

SWPBS Workbook 7CHAPTER 1Overview of School-Wide Positive BehaviorSupports

SWPBS Workbook 8SWPBS MessageSuccessful individual student behavior support is linked to hostenvironments or school climates that are effective, efficient, relevant, &durable for all students(Zins & Ponti, 1990)What is SWPBS?School-Wide Positive Behavior Supports (SWPBS) provides an organizational approachor framework for improving the social behavior climate of the schools and supporting orenhancing the impact of academic instruction on achievement and increasing proactive(positive/preventive) management.

SWPBS Workbook 9The SWPBS approach or framework is comprised of evidence-based behavioralinterventions and practices that can be implemented by real users to effectively address andsupport the socially and educationally important behavioral needs of students and theirfamilies.SWPBS has its conceptual foundations inBehavioral Theory - Behavior is learned, lawful, and malleableApplied Behavior Analysis - Behavioral theory, principles, and practices are applied tosocially important observable behaviors in the applied settings in which they areobservedPositive Behavior Support – Behavioral supports are considered in the larger context ofimproving quality of life

SWPBS Workbook 10Why “Not Get Tough” with Problem Behavior?When students display problem behavior that is unresponsive to our typicalconsequences or interventions, we often get stern or “tough” to see if the student’s behaviorwill eventually improve. For many students this level of consequence works because thestudent has strong alternative ways of responding that access success without having to use theproblem behavior.The problem behavior of some students continues to be unresponsive, and we get“tougher” to get the student’s attention, make a clear statement or point about the behavior,and minimize the likelihood of future occurrences. A few students respond to this level ofconsequence but the improvement is often not long lasting.So, the problem behavior of a few students continues to be observed, and we resort tofurther intensifying the presumed aversiveness of our responses to force “compliance” and ahalt to the problem behavior.

SWPBS Workbook 11See below for example of “Get Tough” Sequence“GET TOUGH”Initial problem Given initial “aversive”behaviorconsequence, e.g.,Say “no.”Remove “privilegeSend to “think seat”Furtheroccurrences ofproblembehaviorGive additional and more“aversive” consequence, e.g.,Continuedoccurrencesand increasingintensity ofproblembehaviorIncrease intensity, frequency,and duration of “aversive”consequences, e.g.,Scream “NO!” louderMove closer and pointfingerComplete officediscipline referralThreaten and establishbottom lineSend to in-schooldetentionEstablish and enforcezero tolerance policiesIncrease monitoring andsecurityPhysically assist orinterveneGive out of schoolsuspensionBEHAVIOR RESPONSEBehavior of many students improve;however, for some their problembehavior continuesBehavior of a few more studentsimprove; however, for a few individualstudents, their behavior continuesBehavior escalates in intensity,frequency, and duration to levels thatseverely interfere with teaching andlearning

SWPBS Workbook 12Why do we get tougher when student’s behavior does not improve? Because we 1. Assume the student is inherently bad, and stubborn behaviors require much moreintensive consequences.2. Assume the student must “learn” to take responsibility for their own behavior, andprove that they deserve to be part of the classroom or group.3. Assume aversive consequences “teach” the student to behave better.4. The behavior of some students does improve .albeit short-lived; so, we get temporaryrelief.5. Learn “tougher” consequences remove the student with irritating behavior which bringsrelief in the immediate environment, and the student’s behavior will be better“tomorrow.”6. 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 onlything we do is get tough and tougher when students display problem behavior,1. Environments of control are fostered2. Antisocial behavior is triggered and reinforced3. Shared accountability is shifted away from school and to the student, family, and/orcommunity4. Child/youth-adult relationships are devalued and put at risk5. Link between academic achievement and social behavior programming is weakenedSo, what should we do? The science on human behavior has taught us that students .1. Are not born with bad (or good) behavior2. Do not learn through the sole use of “aversive” consequences3. Learn better ways of behaving by being taught social skills directly and receiving positivefeedback about what they are doing correctly or appropriately.

SWPBS Workbook 13In addition, results from research on the prevention of youth violence consistentlyindicates that preventing the development and occurrence of violent and behavior is associatedwith the following:Youth Violence PreventionSample Sources Positive, predictable school-wideclimate Surgeon General’s Report on YouthViolence (2001) High rates of academic & social success Formal social skills instructionCoordinated Social Emotional &Learning (Greenberg et al., 2003) Positive active supervision &reinforcement Center for Study & Prevention ofViolence (2006) Positive adult role models Multi-component, multi-year schoolfamily-community effortWhite House Conference on SchoolViolence (2006)

SWPBS Workbook 14What Principles Guide Implementer Use of SWPBS?Implementers of SWPBS use the following principles to guide their decisions andactions:1.Use data to guide decision making2.Establish school discipline as instrument for academic and behavior success3.Make decisions that are linked to important and measurable outcomes4.Utilize research-validated practices, interventions, and strategies5.Emphasize an instructional approach to behavior management6.Emphasize prevention7.Integrate initiatives, programs, interventions that have common outcomes8.Adapt products, activities, actions, etc. to align with cultural and contextualcharacteristics of local environment (e.g., family, neighborhood, community)9.Build and sustain a continuum of behavior support10.Consider and implement school-wide practices and systems for all students, all staff,and all settings11.Evaluate continuously12.Coordinate efforts with a school-wide leadership team

SWPBS Workbook 15What Operational Elements Define SWPBS?Effective, efficient, and relevant school-wide discipline is based on a balance offour key and interactive elements:Vincent, Randall,Cartledge, Tobin, &Swain-Bradway 2011;Sugai, O’Keeffe, &Fallon, 2012Supporting Important CulturallyEquitable Academic & SocialBehavior bleStaff BehaviorSOUTCOMESSupportingCulturally ValidDecisionMakingPRACTICESSupporting Culturally RelevantEvidence-based Interventions

SWPBS Workbook 16DATA: What do we currently see and know?Data-based decision making guides selection and modification of curricula and practices,evaluation of progress, and enhancement of systems. These data must be culturally valid toenable good decisions.OUTCOMES: What do we want to see?Clearly specified outcomes are related to academic achievement and social competence.These outcomes must be culturally equitable for the students for whom they are expected.PRACTICES: What practice could effectively, efficiently, and relevantly achieve what we wantto see?Evidenced-based practices have a high probability of outcome achievement for students.These practices must be culturally relevant to the students who experience them.SYSTEMS: What needs to be in place to support (a) practice adoption that is informed and (b)full implementation that is contextualized, accurate, and sustainable?Systems support adult adoption, high fidelity implementation, and sustained use of effectivepractices. Systems must be culturally knowledgeable about the data, outcomes, practices,and students and their families.

SWPBS Workbook 17What Evidence-based Behavioral Interventions are Included in SWPBS?SWPBS emphasizes selection and implementation of the most appropriate, effective,efficient, and relevant practices and interventions that match the needs, resources, andcompetence of users. These practices and interventions are organized in five TICES, PROCESSES, AND SYSTEMS FOR All students and staff members, across all settingsSettings in which delivery of instruction is emphasizedNon-classroomSettings and contexts in which the emphasis is on supervision andmonitoring, not instruction (e.g., sporting events, assemblies, lunchrooms,hallways, buses, field trips, etc.).StudentIndividual students whose behaviors are not responsive to school-wide orprimary tier prevention (secondary/tertiary tiers)FamilyEngaging and supporting family participation in the activities and access toresources of the school.

SWPBS Workbook 18Behavioral Interventions and Practices1. Leadership teamSchool-Wide2. Common behavior purpose & approach to discipline3. Clear set of positive expectations & behaviors4. Procedures for teaching expected behavior school-wide & classroom-wide5. Continuum of procedures for encouraging expected behavior6. Continuum of procedures for discouraging inappropriate behavior7. Procedures for on-going data-based monitoring & evaluation1. All school-wide above.Classroom-Wide2. Maximum structure & predictability (e.g., routines, environment)3. Positively stated expectations posted, taught, reviewed, prompted, &supervised4. Maximum engagement through high rates of opportunities to respond, deliveryof evidence-based instructional curriculum & practices5. Continuum of strategies to acknowledge displays of appropriate behavior ,including contingent & specific praise, group contingencies, behaviorcontracts, token economiesIndividual StudentNon-ClassroomSettings6. Continuum of strategies for responding to inappropriate behavior, includingspecific, contingent, brief corrections for academic and social behavior errors,differential reinforcement of other behavior, planned ignoring, response cost,and time out.1. Positive expectations & routines taught & encouraged/acknowledged2. Active supervision by all staff, emphasizing scanning, moving, & interacting3. Pre-corrections, prompts, & reminders4. Positive reinforcement1. Behavioral competence at school & district levels2. Function-based behavior support planning3. Team- & data-based decision making4. Comprehensive person-centered planning & wraparound processes5. Targeted social skills & self-management instruction6. Individualized instructional & curricular accommodations

FamilyEngagementSWPBS Workbook 191. Continuum of positive behavior support for all families2. Frequent, regular, & positive contacts, communications, & acknowledgements3. Formal & active participation & involvement as equal partners4. Access to system of integrated school & community resources

SWPBS Workbook 20What is the PBS School-wide Continuum of Behavior Support?3A relatively small proportion of students (1-15%) have learning histories that causegeneral school-wide interventions to be ineffective (i.e., behavior not responsive), a

social behavior are provided. K SWPBS and RtI A brief overview of the similar and different features of school-wide positive behavior support and responsiveness to intervention. L Selected References These references provide additional and supporting information for the contents of this w

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