Overview of PBS
©Scott, 2006
STUDENT
OUTCOME AND
PREVENTION
MODEL FOR
SCHOOLS
~5%
~15%
Tertiary Prevention:
Specialized
Individualized
Systems for Students with
High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students with
At-Risk Behavior
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
©Scott, 2006
Predicting Problems:
Academic and Behavior
Connections
©Terrance M. Scott, 2004
Time is an Enemy
Elementary/Middle:
2-3 years
High School:
1-2 years
Early childhood:
4-5 years
©Scott, 2006
The Prognosis
• 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
QuickTime™ and a
– use illicit drugs
YUV420 codec decompressor
are needed to see this picture.
Centers for Disease Control, 1993
Duncan, Forness, & Hartsough, 1995
Carson, Sittlington, & Frank, 1995
Wagner, D’Amico, Marder, Newman,
Blackorby, 1992
Jay & Padilla, 1987
Bullis & Gaylord-Ross, 1991
©Scott, 2006
Logical Solutions (realistic?):
The Research
Reviews of over
studies involving children
with the most challenging behaviors
(Gottfredson, 1997;Lipsey, 1991; 1992;Tolan & Guerra, 1994; Elliott, Hamburg, Williams, 1998)
 teaching social behaviors in context
teach specific skills using effective explicit instruction
 consistent contingencies ( pos & neg )
+
-
consistent and effective use of reinforcement/punishment
academic success
effective explicit instruction (reading!!)
©Scott, 2006
Summative Effects of
an Integrated
Reading/Behavior Model
R
B
RtI
R
B
PBS
R
B
RtI & PBS
An Emerging Model
©Terrance M. Scott, 2004
Project PASS: Goals
Combined Reading and Behavior Prevention Systems
Reading
Behavior
Common Features Across S ystems
1-5%
Tertiary Prevention
5-10%
Secondary Prevention
• S ystemic: owned and operated by
stakeholders (faculty, staff, parents,
community)
• Research-Based Practices: begin prevention
with practices that based on evidence of the
best chances for success
• Data-Driven: all decisions are based on clear
objectives and formative data collection
80-90%
Primary Prevention
Universal
Preventions
• Instructional: prevention and intervention
involve effective instruction, prompts, cues,
practice, and environmental arrangements
• Contextually Specific: all strategies and
measures selected to fit individual systems
(school/classroom/student)
(Scott & Lane, 2001 - adapted from
©Scott, 2006
Sugai & Horner, 2000)
PBS:
Prevention as a Solution
©Terrance M. Scott, 2004
Underlying Principles of
3-Tiered Prevention Models
4 Components
What are the
predictable
failures?
1
2
Same at
Every
Level!!
What can
we do to
prevent
failure?
How will we
maintain
consistency?
How will we
know if it’s
working?
3
4
©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
Working Smarter
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
©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 Involvement
Remember:
•
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 be
 Make 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 reteaching
• Consensus
• Create Climate Committee
©Scott, 2006
Predictable Problems Summary
Lunchroom
When
At arrival / dismiss
During lunch
Who
What
Running, y elli ng,
pushing, messes ,
poor manners, no
clean -up, loud
Why
-Slow transitions
mean back -ups
-Ta ble to lunch rush
-Inconsistent
lunchroom aid
tolerance
-Al l ar e punishe d
for the actions of
few
Who
What
Run, trip , hit ,
wanderi ng, slow ,
safety issue , don’t
know which kids
should b e there
Why
Insufficient
supervision, no
uniform routine
All
Hal lways and Wa lkways
When
Transitions –
All
homeroom to
portables
©Scott, 2006
Prevention Strategies
•
•
•
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
©Scott, 2006
Collaborative Solutions
Lunchroom
Rules :
-eat your ow n food
-remain seated
-raise ha nd to move
-use an in sid e voice
-respect adults
Routines and Arrangements
:
-Teachers pick -up students from tabl e an d not hal lway
-use hand signa l as consistent signa l for quie t
-one teacher dismissal at a tim e from th e lun chroom
-lunch with adults at picnic table only – must be sign ed out
-empower lunch aids
-be shar p on ar rival and dismissa l times
Wait on these issues o r do in the future:
-students sit fa cing one another
-use vide o instructions
-“Frie ndl y 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 Respect
Respecting Others
WHAT YOU SAY TO OTHERS
Use nice words and actions
Examples: please, thank you, may I, excuse me
Non-Examples: put downs, name calling
HOW YOU SAY THINGS
Use a pleasant tone and volume of voice
Examples: calm voice, quiet voice, explain
Non-Examples: yelling, growling, arguing
WHAT YOU LOOK LIKE
Show that you are calm and interested
Examples: open posture, nodding, eye contact, personal space
Non-Examples: in someone’s face, rolling eyes, mad face, shaking
head, fists
©Scott, 2006
Establish On-going System
for Recognizing Behavioral
Expectations
©Scott, 2006
Natural R+
(success)
Verbal R+
Artificial R+
Natural R+
(success)
Verbal R+
Artificial R+
Acquisition
Maintenance
©Scott, 2006
1 million workers, 80,000 managers, 400 companies
Gallup Poll: Positive Work
Environments
Create working environments where employees
(Buckingham & Coffman 2002, Gallup)
1. Know what is expected
2. Have materials & equipment to do job correctly
3. Receive recognition each week for good work.
4. Have supervisor who cares, & pays attention
5. Receive encouragement to contribute & improve
6. Can identify person at work who is “best friend.”
7. Feel mission of organization makes them feel like their
jobs are important
8. See people around them committed to doing good job
9. Feel like they are learning new things (getting better)
10. Have opportunity to do their job well.
©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 of
data 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 decisionmaking?
• 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
What does “it” look like now?
Are we satisfied with how “it” looks?
What would we like “it” to look like?
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?
1.
2.
3.
4.
©Scott, 2006
Formative Evaluation
©Scott, 2006
Using Data
School-Wide Data Analysis:
What are our Goals?
•
•
•
•
What do we want?
Is it happening?
If Yes - what next?
If No - what next?
©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.
Tasks
Evaluate progress toward swchool-wide goals
Identify new hot spots
Identify “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 Scott
College of Education
and Human
Development
University of Louisville
Louisville, KY 40292
t.scott@louisville.edu
(502) 852-0576
©Scott, 2006