Positive Webinar Series Behavior Strategies TUESDAY Dr. Joe Ryan - - PDF document

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Positive Behavior Strategies

The Road to School Climate Change

October 20, 2015

• Dr. Daniel Crimmins
• Dr. Michael

Gamel-McCormick #SPEDAHEAD

Webinar Series

• Dr. Daniel Crimmins &
• Dr. Michael Gamel-McCormick

Positive Behavior Strategies: The Real Road to School Climate Change

• Dr. Joe Ryan

Beyond Behavior: Creating a Culture for Data-Driven Behavioral Interventions TUESDAY SEPT 22 10 AM PT

• Dr. Barry Prizant, Emily Rubin & Amy Laurent

Social Communication + Emotional Regulation: An Environment for School Success

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TUESDAY OCT 20 10 AM PT TUES NOV 17 10 AM PT

Disruptive Behavior: #1 Concern

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Today’s Program

Restraint & Seclusion: Background + Policy Brief

• Dr. Michael Gamel-McCormick

Positive Behavior Support Strategies

• Dr. Daniel Crimmins

Questions and Answers

Moderated by Clay Whitehead #SPEDAHEAD

Executive Director, Association of University Centers on Disabilities (AUCD) Co-Author, Young Children with Special Needs: A Developmentally Appropriate Approach and numerous articles on early intervention Professor & Dean, College of Education and Public Policy at the University of Delaware, interim chair of the Department of Human Development and Family Studies

Michael Gamel-McCormick, PhD

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Director, Center for Leadership in Disability – University Center for Excellence in Developmental Disabilities (UCEDD) Director, Georgia Leadership Education in Neurodevelopmental Disabilities Program (GaLEND) Clinical Professor, GSU School of Public Health

Daniel Crimmins, PhD

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Restraint & Seclusion

Historical Perspective & Context for PBIS Movement

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Federal Activity Private Activity State & Local Activity

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Federal Activity: Seclusion & Restraint

2008 2009 2010 2011 2012 2013 2014 2015 2008: Members of the House of Representatives ask for a report on the use of restraint and seclusion in public schools. The report was issued in May 2009. #SPEDAHEAD

Federal Activity: Seclusion & Restraint

2008 2009 2010 2011 2012 2013 2014 2015

George Miller

(CA 7th District), as Chairman of the House Committee on Education and Workforce held hearings in 2009, the House ED and Workforce Committee held a hearing featuring Ann Gaydos, mother of a child who had been repeatedly restrained, as well as school personnel and researchers. #SPEDAHEAD

Federal Activity: Seclusion & Restraint

2008 2009 2010 2011 2012 2013 2014 2015 2010: Two Important bills introduced Preventing Harmful Restraint and Seclusion in Schools Act Keeping All Students Safe Act #SPEDAHEAD

Federal Activity: Seclusion & Restraint

2008 2009 2010 2011 2012 2013 2014 2015 May 2012: U.S. Department

• f Education releases resource

document with 15 principles related to the use of restraint and seclusion in schools #SPEDAHEAD

Private Activity: Seclusion & Restraint

2008 2009 2010 2011 2012 2013 2014 2015 2013: Munich RE, one of the largest insurers of local school districts, cautioned their clients against the use of restraint and seclusion

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State Activity: Seclusion & Restraint

2008 2009 2010 2011 2012 2013 2014 2015 Since 2008, 39 states have passed laws to limit the use of restraint and seclusion in schools. 2008 2009 2010 2011 2012 2013 2014 2015 #SPEDAHEAD

To Avoid Restraint & Seclusion

2014: Report by the Senate Committee on Health, Education, Labor, and Pensions documents disturbing cases of restraint and seclusion

Family Relocation: The Road to School Climate Change

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School Discipline Codes Positive Behavior Support Going To Scale

School Discipline Codes

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School Discipline Codes

Have historically been reactive Specified prohibited behaviors Linked consequences to levels

• f behavior

Were often exclusionary

Restraint and seclusion as forms of behavior control are dangerous for giver and receiver

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School Discipline Codes

DISCIPLINE METHOD DISPROPORTIONALITY Expulsion Boys 4.5 times more likely than girls Suspension African American students 3 times more likely than white students Restraint 75% students with disabilities Seclusion 58% students with disabilities

At the school level, there has been increased focus on discipline and less focus on positive school climate.

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Problems With Reactive Discipline

Reactive discipline is repeated with the same students over and over There is no evidence that reactive discipline is effective Long-term solutions require a positive and constructive response by districts

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What Do We Do Instead?

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If It Didn’t Work The First Time…

Teach new or replacement skills that can be used at the times and places where problem behavior occurs

Where Do We Start?

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Positive Behavior Support

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Three Tier Prevention Pyramid

Tertiary Prevention (1-5%)

Specialized Individualized Systems for Students with High-Risk

Secondary Prevention (5-15%)

Specialized Group Systems for Students with At-Risk Behavior

Primary Prevention (80-90%)

School/Classroom-Wide Systems for All Students, Staff, & Settings

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Tier 1: Universal Approaches

Schoolwide Rules of the Road

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Universal Approaches

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Universal Approaches: CCU

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Tier 1 Data Collection

?

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Office Referrals Academic Achievement Suspension & Expulsion School Climate Ratings Incidents Progress Monitoring Attendance Positive Student Behaviors Retention Fidelity Checklist

Tier 1 Data Collection

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Tier 1 Universal Approaches

Smoothing the Road: The Schoolwide PBIS Model

System supports all students Everyone feels positive effects Enhanced school climate

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Tier 2 Secondary Targeted Approaches

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Students needing extra support At risk from trauma Feeling vulnerable

Secondary Prevention (5-15%)

Specialized Group Systems for Students with At-Risk Behavior #SPEDAHEAD #SPEDAHEAD

Check-in/Check-out – daily meetings at

beginning and end of the day with adult to review and reinforce desired behavior

Social Skills – instruction of specific skills

consistent with behaviors of successful students

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Tier 2 Secondary Targeted Approaches

Student Recommend for CICO CICO Implemented

Check In/Check Out Cycle

Afternoon Check-Out CICO Coordinator Summarizes Data For Decision Making Bi-Weekly CICO to Assess Student Progress Exit Program Revise Program Morning Check-In Regular Teacher Feedback Parent Feedback

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Tier 2 Data Collection

Office Referrals Academic Achievement Suspension & Expulsion School Climate Ratings Incidents Progress Monitoring Attendance Positive Student Behaviors Retention Fidelity Checklist

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Appropriate For Students Who Do Not Positively Respond to Tier One & Tier Two

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Tertiary Prevention

Specialized Individualized Systems for High-Risk Students

Tier 3 Individualized Approaches

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Guides the development of a behavior intervention plan Outlines some environmental changes Includes a teaching plan for replacement behaviors

FBA: Functional Behavioral Assessment

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For children receiving special education supports, FBAs and BIPs are a civil right specified in the Individuals with Disabilities Education Act (IDEA) as a means of assuring access to a “free and appropriate public education.”

Tier 3 Individualized Approaches

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Understand - by observation, interview, hypothesis testing: the components of the FBA Prevent- by identifying ways to minimize behavior (antecedent manipulations) as the first component of a Behavior Support Plan Replace- by teaching new skills or alternative behaviors as the second component of the BIP

Tier 3 Individualized Approaches What Are The Components Of A Behavior Intervention Plan Or Positive Behavior Plan?

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• Reflects value and respect for the student
• Identifies context for behavior
• Provides a functional hypothesis for behavior
• Identifies preventative strategies
• Identifies function-driven, evidence-based interventions
• Incorporates all into an instructional plan
• Team supports and training

Elements Of An Individualized Positive Behavior Support Plan

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• There is a “technology” of behavior support that

requires expertise and commitment

• Person-centered values are a critical aspect to planning
• Understanding function – why the behavior “makes

sense” to the student is the critical first step

• Replacement skills should be acceptable to the student

and referenced to what other students do (i.e., what are the accepted ways to get attention, reduce demands, etc.

Implementing Individualized Positive Behavior Support

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Purposes for Behaviors

Escape Attention Tangible Self-Stimulate

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Escape & Attention

Consider Context for the Individual

SLOW TRIGGERS FAST TRIGGERS Physical and health status Social cues and presence

• f others

Emotional well-being (attachment) Environmental cues (sounds, lights) Learning history Demands, requests and expectations Trauma Presence/absence

• f structure

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FBA Hypothesis

End point of the FBA, should lead to BIP Function(s) identified Hypothesis stated and tested _______(name)_____ engages in ______(specific behavior)_____. This

concerns me because ______(rationale)______ and it occurs (rate)______. This often happens during _______(times or places)_______ and when ______(triggers)______. People often respond to this behavior by ______typical consequences______, which suggests that the behavior serves to ______(function) . The difficulty is that this behavior may be my child’s way of saying ______(communication) and the way we respond may be reinforcing the behavior. #SPEDAHEAD

Why Prevent Bad Behavior?

To Change Response More Positive Climate

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Protect & Support Others

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Replace!

Behavior problems are “solved” when an individual has a new skill that occurs spontaneously in the circumstances that now trigger the behavior

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Function-Based Intervention Matrix

Going To Scale

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More Than 20,000 Schools Are Using The Tiered System

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10/20/15 ¡ 10 ¡ Systems-Level Implementation

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Positive Behavior Support

Our goal for availability...

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Systemic interventions 80-90% Targeted Interventions 5-15% Individualized Interventions 1-5%

But, how many students really have access to evidence-based interventions? And, who does not have access? Why not?

PBIS: We’re Still Learning

#SPEDAHEAD What intensity or frequency of intervention is necessary that we can predict to have change across the board? What are the true active components of

• ur systems?

How are we supposed to best train people to provide positive behavior supports? What intensity or frequency of any given intervention are absolutely required to support change? #SPEDAHEAD

Maintaining Fidelity: The Science Of Implementation

• 1. Exploration
• 2. Installation
• 3. Initial Implementation
• 4. Full Implementation
• 5. Innovation
• 6. Sustainability

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What We Know

Children are not born with “bad behaviors” Children do not learn positive behaviors through negative (restrictive or aversive) consequences Children do learn positive behaviors through direct instruction, modeling, positive reinforcement, and practice Some children (15%) require more support, and a few (3%) need much more

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Reactive Procedures

Used in response to behavioral crises Too often used repeatedly for the same student and the same behaviors

Restraint, seclusion, and suspension become the de facto behavior plan Too often ignores context and triggers for behavior May inadvertently reinforce the behavior

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Positive Behavior Support

Systemic approach to challenging behavior Comprehensive in approach – all students participate at some level Grounded in science of human behavior and a value system of respect for all Growing body of empirical support on components and steps in implementation

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PBIS Implementation

More than 22,000 schools are now using PBIS across the United States Implementation requires staff time for planning, training, and monitoring over a period of at least three years Improvements include school climate, in-class instructional time, and academic achievement Individualized supports can also be highly effective and are needed by a small number of students

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Building A School-Wide Culture Of Behavioral Competence

Define behavioral expectations for all Teach behavioral expectations in all settings Monitor and reward appropriate behavior Provide corrective consequences for behavioral errors Use ongoing date collection to evaluate and improve the system Do not expect schoolwide efforts to affect students with chronic problem behaviors

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Providing Tiered Supports

Develop a system for identifying the “some” students (15%) requiring more support Utilize evidence-based approaches such as Check In-Check Out Develop a system for identifying the “few” students (3%) requiring individualized support Develop capacity to conduct FBAs and develop positive BIPs to teach replacement skills Use ongoing date collection to evaluate and improve the system

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Questions & Answers Can the strategies you've recommended be used for all age groups?

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What are the alternatives to out of school suspensions?

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In those moments when a student becomes aggressive and dangerous, how do we keep peers and adults safe and de-escalate without restraint?

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10/20/15 ¡ 13 ¡ How do we get "buy in" from staff and from reluctant teachers, counselors, and administrators for Positive Behavior Strategies?

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What kinds of questions should we be asking

• urselves at team meetings

and IEPs when dealing with students who have multiple disciplinary issues?

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Could you give me some examples when the use of restraint is appropriate and when not?

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How do I help others understand that teaching replacement behaviors instead of punishing maladaptive behavior is not "going easy" on the child, and in fact, will better serve the child in the long term?

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Should all educators receive positive behavior strategies or is it only for those who are inclusion teachers?

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There are more and more

• ppositional children in schools

these days and parents who say they don't have the same issues at home. What's going

• n and what is your advice?

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10/20/15 ¡ 14 ¡ How can we effectively identify truly problematic students versus ineffective teachers who aren't equipped to work with them?

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What should you do if a child has a meltdown and throws himself on the ground whenever there is a transition

• r something the child does not

want to do?

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What type of training or educational seminars/courses would be beneficial for school- based personnel to participate in to become better skilled at positively dealing with challenging behaviors?

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Webinar Series

• Dr. Daniel Crimmins &
• Dr. Michael Gamel-McCormick

Positive Behavior Strategies: The Real Road to School Climate Change

• Dr. Joe Ryan

Beyond Behavior: Creating a Culture for Data-Driven Behavioral Interventions TUESDAY SEPT 22 10 AM PT

• Dr. Barry Prizant, Emily Rubin & Amy Laurent

Social Communication + Emotional Regulation: An Environment for School Success

#SPEDAHEAD

TUESDAY OCT 20 10 AM PT TUES NOV 17 10 AM PT

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