Jean Bacon, Positive Behaviour Support Consultant
Jackelyn Spencer, Behaviour Support Coach, Good Spirit School Division
Rural Ed. Congress – 2016
jeanbacon@sasktel.net
jackelyn.spencer@gssd.ca
Schools are diverse and multi‐cultural …
now more than ever before.
Purpose of this Session:
Enhance our appreciation of “culture” and
culturally/contextually sensitive processes that lead to a positive school climate supporting:
 academic achievement and  social well‐being.
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Think – Pair – Share:
What are 3 to 4 areas of cultural or contextual differences among students in your school(s)?
What are the challenges & opportunities created by these differences?
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








Values and Beliefs
Religion
Language
Socio‐economic Status
Family Structure
Nationality
Gender Identity
Racial Identity
Sexual Orientation
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A [framework/process/approach] for enhancing the adoption & implementation of a continuum of evidence‐based interventions
to achieve academically & behaviourally
important outcomes
for ALL students
while preventing problem behaviour. Bacon /Spencer 2016 Rural Ed Congress
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Behavioural Science:
Research has demonstrated the importance of analyzing the interaction between behaviour and the environment. Behaviour is considered purposeful and is under the control of environmental factors that can be changed.
Emphasis is on the importance of implementing strategies that are effective in natural, everyday settings. Bacon /Spencer 2016 Rural Ed Congress
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Biomedical Science:
Behavioural and psychiatric interventions have often been managed separately …. little collaboration between behavioural and medical responses. Information re: A student's psychiatric state and other biological factors can assist professionals in understanding the interaction between the physiological and environmental factors that influence behaviour.
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
Behaviour is learned.

Behaviour occurrences are linked to environmental factors.

Behaviour change occurs through manipulation of environmental factors.
Students  Are inherently bad.

vs.
Will learn more appropriate behaviour through increased use of aversives.
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RTI
Characteristics
PBIS
Multi‐level Prevention and/or Intervention System
Universal Screening
Data‐based Decision Making
Continuous Progress Monitoring
Effective, Evidence‐based Strategies and Interventions
Improved Student Outcomes
Focus on Fidelity of Implementation
Inclusion of Parents/Families
Cultural Sensitivity/Responsiveness
Based on information from the internet: http://www.rti4success.org/whatisrti and http://www.pbis.org/school/what_is_swpbs.aspx
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
Problem behaviour is considered as a possible cause of lower academic achievement. 
Difficulty with academics is considered a possible cause of problem behaviour.

Planning that addresses problem behaviour is considered critical to improving academic achievement.

Planning that addresses difficulty with academics is critical to improving student behaviour.
Social Behaviour
in RTI
Academic Achievement in PBS
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CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL AND
POSITIVE BEHAVIOUR
SUPPORT
Intensive/Individualized
Prevention (Instruction &
Intervention):
Specialized
Individualized
Systems for Students with
High-Risk Behaviour
~5%
Targeted Prevention
Instruction & Intervention:
Specialized Group
Systems for Students with
At-Risk Behaviour
~15%
Universal Prevention
(Instruction & Intervention):
School-/ClassroomWide Systems for
All Students,
Staff, and Settings
~85% of Students
Academics
Social Behaviour
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
Educational leaders must strive to lead and support development of sustainable and positive school climates.

The goal is to establish host environments that support the adoption and sustained use of evidence‐based practices.
Zins & Ponte, 1990
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
Maximizes academic engagement and achievement & minimizes rates of rule violating behaviours.

Encourages acts of respectful and responsible behaviours. 
Organizes school functions to be more efficient, effective, and relevant.

Improves supports for students with disabilities and those at risk of educational failure.
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Introduction to PBS (90 minute presentation. (2012). Retrieved from http://bcpbs.wordpress.com/training‐and‐coaching/
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Introduction to PBS (90 minute presentation. (2012). Retrieved from http://bcpbs.wordpress.com/training‐and‐coaching/
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Introduction to PBS (90 minute presentation. (2012). Retrieved from http://bcpbs.wordpress.com/training‐and‐coaching/
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Targeted and Intensive
Universal

>80% of students can tell you what is expected of them and give behavioural
example because they have been taught, actively supervised, practiced, and acknowledged.

Positive adult‐to‐student interactions exceed negative.

Function‐based behaviour support is the foundation for addressing problem behaviour.

Team‐based coordination and problem‐
solving occurs.

Local specialized behavioural capacity is built.

Function‐based behaviour support planning occurs.

Person‐centered, contextually and culturally relevant positive supports are provided.


Data and team‐based action planning and implementation are operating.

Division/Provincial behavioural capacity is built.
Supports are instructionally oriented.

Administrators are active participants.

SW‐PBS practices and systems are linked.

Full continuum of behaviour support is available to all students.

School‐based comprehensive supports are implemented.
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
Universal
◦ To reduce new cases of problem behaviour

Targeted
◦ To reduce current cases of problem behaviour

Intensive
◦ To reduce complications, intensity, severity of current cases
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Social Responsibility &
Academic Achievement
Positive
Not a specific practice or
Behaviour
curriculum…it’s a
general approach OUTCOMES
Supportto preventing
problem behaviour and encouraging
prosocial behaviou.r
Supporting
Staff Behaviour
Supporting
Decision
Making
Not limited to any
particular group of
students…it’s
for all students.
PRACTICES
Not new…based on
a long history of
effective educational
practices & strategies.
Supporting
Student Behaviour
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BC PBS Website, July 2012
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

Team approach
Social marketing – Staff/Student/Parent /Community buy‐in



Administrative support
Easy for staff to implement Easy to teach staff the procedure to access support
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SW Application of
Positive Behaviour
Intervention and
Support
Classroom
Setting Systems
School-wide
Systems
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1. Identify a common purpose and approach to discipline.
2. Define a clear set of positive expectations and behaviours.
3. Implement procedures for teaching expected behaviour.
4. Differentiate supports from a continuum of procedures for encouraging
expected behaviour.
5. Differentiate supports from a continuum of procedures for discouraging
inappropriate behaviour.
6.
Implement procedures for on‐going monitoring and evaluation. Classroom PBS: Team Consultation Guide. Retrieved from
http://flpbs.fmhi.usf.edu/resources_classroom.cfm
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Introduction to PBS (90 minute presentation. (2012). Retrieved from http://bcpbs.wordpress.com/training‐and‐coaching/
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S
P
A
R
K
S ‐ Be SAFE and remind others to be safe.
Walk in class.
Keep hands and feet to self.
P – Practice PEACE
Allow others to work.
Wait for your turn to speak.
Use your hand for recognition.
A – Keep a positive ATTITUDE.
Be ready for work.
Listen and follow instructions.
Complete assignments.
Ask questions in a positive manner.
R – Show RESPECT
*Sarah and the Follow class procedures and rules.
5 Values*
Speak in a positive manner.
Be polite.
Respect differences.
K – Be KIND to others.
Be sensitive to others’ feelings.
Welcome and show kindness to our visitors.
Smile.
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Norkam High School, Kamloops, BC
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BC PBS Website, July 2012
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SW Application of
Positive Support
Classroom
Setting Systems
School-wide
Systems
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
Tailor function‐based behaviour support planning.

Use team and data‐based decision‐making.

Utilize comprehensive person‐centered planning.

Deliver social skills and self regulation strategies.

Implement individualized instructional and curricular accommodations.
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
Teach and encourage positive expectations and routines.

Active supervision.
◦ All staff scan, move and interact continuously

Pre‐correct.

Provide positive reinforcement.
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
Transform broad school‐
wide expectations into specific, observable actions.

Clear examples of what is and what is not expected.

Take care in defining culturally responsive expectations.
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
Consider characteristics of local stakeholders:
◦ Families, businesses, students, staff members, etc.
◦ e.g., Bangladesh family

Consider relationship between the community and the school.

Consider the changes we discussed in your local stakeholders and how that has affected your community and school.
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Many students and adults do not experience schools as culturally & contextually relevant.
Sugai, Okeefe, & Fallon, 2012
As a result, these individuals are at high risk of lower academic achievement, more frequent & negative disciplinary consequences, & more negative social and behavioural outcomes
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Nothing is inherently biased about practices & systems in PBS.
Sugai, Okeefe, & Fallon, 2012
We can improve student outcomes by making the practices & systems more reflective of norms, expectations, & learning histories of students & family, community & staff members.
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Anthropologists
Psychologists
Political Scientists
Sociologists
Historians
Philosophers
Behaviourists
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No degree of knowledge about the characteristics of groups or cultures can substitute for the analysis of the actions of a specific individual in their historical & situational context …
… because no two members of any group are socialized in exactly the same way.
(Hayes & Toarmino, 1995)
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A culture evolves …
when practices contribute to the success of the practicing group …
… in solving its problems.
(Skinner, 1981)
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Content Expertise and Fluency
Team‐Based Implementation
Fidelity of Implementation
Continuum of Evidence‐Based Practices
Practices Supporting Positive School Climate
Continuous Progress Monitoring
Data‐based Decision Making
Universal Screening
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What is it? The answer to these questions:
 Are all of us doing what we said we would do?

How do we know that we are or we aren’t?
◦ A simple survey at the end of a meeting.
◦ Follow up: One member has a responsibility for checking in with those who have responsibility.
◦ A more formal measure like a checklist that each person completes.
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Effective?
Efficient
• Achieve desired outcome?
• Do‐able by the implementers?
Relevant?
• Contextual & cultural?
Durable?
• Lasting?
Scalable?
• Transportable?
Logical?
• Conceptually sound?
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Is ensured through the use of processes that engage students, families, and communities …
to create practices that meet the diverse needs of specific students and their families.
Includes sensitivity to issues related to … culture, gender, appearance, sexual orientation, language, and/or mental health issues.
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(Sugai, 2011)
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Four Integrated
Elements
Supporting Social Competence &
Academic Achievement
Culturally Equitable
OUTCOMES
Culturally Valid
Supporting
Decision
Making
Supporting
Staff Behaviour
Culturally Knowledgeable
PRACTICES
Cultural/Contextual Sensitivity
Culturally Relevant
Supporting Student Behaviour
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(Sugai, Fallon & O’Keefe 2012)
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School, Family and Community are Interrelated
Family
School
Community
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


Based on outcomes.
Monitor effectiveness, efficiency, relevance, and durability.
Utilize a function‐based approach.
Example of an Evidence‐based practice = • at least 5 peer‐reviewed studies
• at least 3 different researchers/settings
• at least 20 different participants
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 Social skills instruction
Token economies
 Early literacy instruction
Curricular/instructional accommodations
 Functional assessment‐
Behavioural contracting
based behaviour support planning
School‐to‐work transition planning
 Teaching self‐management
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
Conduct self‐assessment and action planning.

Evaluate self‐improvement continuously.

Identify strengths and needs.
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Incidents by behaviour last year –
Sept. to March ‐ 1599 incidents
(behaviours = 2530)
Incidents by behaviour this year –
Sept to March ‐ 922 incidents
(behaviours = 1001)
Reduction of 45% translating (at 10 minutes/behaviour) into a time saving of 113 hours or 14 8‐hour days!!
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Exploration Installation
Initial Implementation
Full Implementation
Sustainability
Stage
Exploration Primary Goal
To determine whether the practice is a good match for the community, based on the needs and resources of the community and the demands and benefits of the practice
Key Implementation Activities
‐Investigating the practice
‐Assessing needs and resources of the community and the demands and benefits of the practice ‐Developing an implementation plan for the chosen practice, including action items and a clear timeline
Stage
Installation
Primary Goal
To prepare and structure the resources and supports to build a solid framework for implementation
Key Implementation Activities
‐Ensuring adequate funding and staffing
‐Developing mechanisms related to initial implementation and the day to day routines of the practice (e.g., referral forms, data management systems)
‐Training the school personnel to implement the practice Stage
Initial Implementation
Primary Goal
To maintain the fidelity and principles of the practice throughout the initial resistance to change
Key Implementation Activities
‐Implementing the practice with students
‐Structuring a support system for troubleshooting and professional development to maintain the fidelity of the practice and keep morale high
Stage
Full Implementation
Primary Goal
To continue to carry out the practice with high fidelity and monitor effectiveness as the practice shifts from a new initiative to the routine practice (i.e., the status quo)
Key Implementation Activities
‐Monitoring fidelity with formal measures and comparing to fidelity criterion goals
‐Assessing practice effectiveness once fidelity criterion goals are met
Stage
Sustainability
Primary Goal
To respond to shifts in the community and in original support for the practice (e.g., staff turnover, loss of funding) and maintain the practice, with high fidelity, through these changes
Key Implementation Activities
‐Continuing to monitor fidelity and effectiveness
‐Maintaining an awareness of the needs of the community as they change
‐Ensuring proper support and training in the practice as new staff enter the community
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1.
We pick what’s most likely to work
◦ Evidence‐based practices
2.
We organize our resources for success
◦ Multi‐tiered systems of support
◦ Follow stages of Implementation
3.
We provide support to the adults who are supporting the students
◦ Ongoing coaching
◦ District systems
Exploration Installation
Initial Implementation
Full Implementation
Sustainability
Summary
~5% Intensive Individual Interventions:
Specialized Individualized
Systems for Students with High‐Risk Behaviour
~15% Targeted Interventions:
Specialized Group
Systems for Students with At‐
Risk Behaviour
Universal Interventions:
School‐/Classroom‐
Wide Systems for
All Students,
Staff, & Settings
CONTINUUM OF
SCHOOL‐WIDE INSTRUCTIONAL & POSITIVE
BEHAVIOUR SUPPORT
~80% of Students
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Alberta Department of Education. (2012). Supporting behaviour and social participation. Retrieved from http://www.learnalberta.ca/content/insp/html/index.html
Alberta Department of Education. (2008). Supporting positive behaviour in Alberta schools. Currently not available in full text and can only be ordered in Alberta (but an excellent resource).
BC Positive Behaviour Support Website. http://bcpbs.wordpress.com/
Mount Royal University. (2012). Positive behaviour supports for children. Retrieved from http://www.pbsc.info/
National Centre on Response to Intervention. Retrieved from http://www.rti4success.org/whatisrti
OSEP Technical Assistance Centre on PBIS. What is school‐wide pbis? Retrieved from http://www.pbis.org/school/what_is_swpbs.aspx
University of British Columbia – Promising Practices Newsletter (6 issues) http://promisingpractices.research.educ.ubc.ca/
Good Spirit School Division, Yorkton SK www.gssd.ca
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