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Beyond Classroom Management: School-based
Mental Health & Positive Behavior Support
George SugaiCenter for Behavioral Education and Research
Center on Positive Behavioral Interventions and Supports
University of Connecticut
March 30, 2007
Rose, L. C., & Gallup. A. M. (2005). 37th annual Phi Delta Kappa/Gallup poll of the public’s attitudes toward the public schools. Kappan, September, 41-59.
TOP FOUR 2005
• Lack of financial support (since 2000)
• Overcrowded schools
• Lack of discipline & control
• Drug use
#1 SPOT
• >2000 lack of financial support
• 1991-2000 drug use
• <1991 lack of discipline
Do you want to….• Improve general classroom & school climate
& community relations
• Decrease dependence on reactive disciplinary practices
• Maximize impact of instruction to affect academic achievement
• Improve behavioral supports for students with emotional & behavioral challenges
• Improve efficiency of behavior related initiatives
Context Matters!• Successful individual student
behavior support is linked to host environments or schools that are effective, efficient, relevant, & durable
• Learning & teaching environments must be redesigned to increase the likelihood of behavioral & academic success
1.
“Reiko”Assessments indicate that Reiko performs in average to above average range in most academic areas. However, her teacher has noticed Reiko’s frequent talking & asking & answering questions without raising her hand has become an annoying problem to other students & to teacher.
What would you do?
“Kiyoshi”Kiyoshi is a highly competent student, but has long history of antisocial behavior. He is quick to anger, & minor events quickly escalate to major confrontations. He has few friends, & most of his conflicts occur with peers in hallways & cafeteria & on bus. In last 2 months, he has been given 8 days of in school detention & 6 days of out of school suspension. In a recent event, he broke glasses of another student.
What would you do?
“Mitch”Mitch displays a number of stereotypic (e.g., light filtering with his fingers, head rolling) & self-injurious behaviors (e.g., face slapping, arm biting), & his communications are limited to a verbal vocabulary of about 25 words. When his usual routines are changed or items are not in their usual places, his rates of stereotypic & self-injurious behavior increase quickly.
What would you do?
“Rachel”Rachel dresses in black every day, rarely interacts with teachers or other students, & writes & distributes poems & stories about witchcraft, alien nations, gundams, & other science fiction topics. When approached or confronted by teachers, she pulls hood of her black sweatshirt or coat over her head & walks away. Mystified by Rachel’s behavior, teachers usually shake their heads & let her walk away. Recently, Rachel carefully wrapped a dead squirrel in black cloth & placed it on her desk. Other students became frightened when she began talking to it.
What would you do?
Fortunately, we have a science that guides us to…
• Assess these situations• Develop behavior intervention plans
based on our assessment• Monitor student progress & make
enhancements
All in ways that can be culturally & contextually appropriate
Crone & Horner, 2003
However, context matters….
What factors influence our ability to implement what we know with accuracy, consistency, & durability for students like Rachel, Reiko, Mitch, & Kiyoshi?
“141 Days!”
Intermediate/senior high school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of students have received at least one office discipline referral.
Reiko is in this
school!
“Da place ta be”
During 4th period, in-school detention room has so many students that the overflow is sent to the counselor’s office. Most students have been assigned for being in the hallways after the late bell.
Kiyoshi is in this
school!
“Cliques”
During Advisory Class, the “sportsters” sit in the back of the room, & “goths” sit at the front. Most class activities result in out of seat, yelling arguments between the two groups.
Mitch is in this
classroom!
“Four corners”
Three rival gangs are competing for “four corners.” Teachers actively avoid the area. Because of daily conflicts, vice principal has moved her desk to four corners.
Rachel is in this
school!
“FTD”
On 1st day of school, a teacher found “floral” arrangement on his desk. “Welcome to the neighborhood” was written on the card
You are in this
School!
Questions!
• What would behavior support look like if Mitch, Rachel, Kiyoshi, & Reiko were in these classrooms & schools?
• Are these environments safe, caring, & effective?
Context Matters!
Example:“Teaching” by Getting Tough
Runyon: “I hate this f____ing school, & you’re a dumbf_____.”
Teacher: “That is disrespectful language. I’m sending you to the office so you’ll learn never to say those words again….starting now!”
Immediate & seductive solution….”Get Tough!”
• Clamp down & increase monitoring
• Re-re-re-review rules
• Extend continuum & consistency of consequences
• Establish “bottom line”
...Predictable individual response
Reactive responses are predictable….
When we experience aversive situation, we select interventions that produce immediate relief
– Remove student
– Remove ourselves
– Modify physical environment
– Assign responsibility for change to student &/or others
When behavior doesn’t improve, we “Get Tougher!”• Zero tolerance policies
• Increased surveillance
• Increased suspension & expulsion
• In-service training by expert
• Alternative programming
…..Predictable systems response!
Erroneous assumption that student…
• Is inherently “bad”
• Will learn more appropriate behavior through increased use of “aversives”
• Will be better tomorrow…….
But….false sense of safety/security!
• Fosters environments of control
• Triggers & reinforces antisocial behavior
• Shifts accountability away from school
• Devalues child-adult relationship
• Weakens relationship between academic & social behavior programming
Science of behavior has taught us that students….
• Are NOT born with “bad behaviors”
• Do NOT learn when presented contingent aversive consequences
……..Do learn better ways of behaving by being taught directly & receiving positive feedback.
2.
Lessons Learned: White House Conference on School Safety
• Students, staff, & community must have means of communicating that is immediate, safe, & reliable
• Positive, respectful, predictable, & trusting student-teacher-family relationships are important
• High rates of academic & social success are important
• Positive, respectful, predictable, & trusting school environment/climate is important for all students
• Metal detectors, surveillance cameras, & security guards are insufficient deterrents
Lessons Learned: White House Conference on School Safety
Early Correlates/Indicators
• Significant change in academic &/or social behavior patterns
• Frequent, unresolved victimization
• Extremely low rates of academic &/or social success
• Negative/threatening written &/or verbal messages
Good teaching is one of our best behavior management tools
Good Teaching Behavior Management
STUDENT ACHIEVEMENT
Increasing District & State Competency and Capacity
Investing in Outcomes, Data, Practices, and Systems
3.
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5% APPLY CONTINUUM OF INSTRUCTIONAL &
POSITIVE BEHAVIORSUPPORT
4.
What is RtI?EVIDENCE-BASEDINTERVENTIONS
STUDENTPERFORMANCE
CONTINUOUSPROGRESS MONITORING
DATA-BASEDDECISION MAKING &PROBLEM SOLVING
RtI: Good “IDEA” Policy• Approach to increase efficiency, accountability, &
impact
• NOT program, curriculum, strategy, intervention
• NOT limited to special education
• NOT new– Problem solving process
– Diagnostic-prescriptive teaching
– Curriculum based assessment
– Precision teaching
– Applied behavior analysis
• Demonstrations– Systemic early literacy
– School-wide positive behavior support
RtI Applications
EARLY READING/LITERACY SOCIAL BEHAVIOR
TEAMGeneral educator, special
educator, reading specialist, Title 1, school psychologist, etc.
General educator, special educator, behavior specialist, Title 1, school
psychologist, etc.
UNIVERSAL SCREENING
Curriculum based measurement SSBD, record review, gating
PROGRESS MONITORING
Curriculum based measurementODR, suspensions, behavior incidents, precision teaching
EFFECTIVE INTERVENTIONS
5-specific reading skills: phonemic awareness, phonics, fluency, vocabulary, comprehension
Direct social skills instruction, positive reinforcement, token economy, active supervision, behavioral contracting,
group contingency management, function-based support, self-
management
DECISION MAKING RULES
Core, strategic, intensive Primary, secondary, tertiary tiers
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Designing School-Wide Systems for Student Success
Implications & Cautions(E.g., Gresham, Grimes, Kratochwill, Tilly, etc.)
• Psychometric features of measures for student outcomes & universal screening?
• Standardized measurement procedures?
• Valid & documented “cut” criteria for determining responsiveness?
• Interventions efficacy, effectiveness, & relevance?
• Students with disabilities?
• Professional development?
• Applications across grades/schools & curriculum areas?
• Treatment integrity & accountability?
• Functioning of general v. special education?
Nonclass
room
Setting S
ystems
ClassroomSetting Systems
Individual Student
Systems
School-wideSystems
Link Classroom to School-wide Positive
Behavior Support Systems
5.
1.Common purpose & approach to discipline
2.Clear set of positive expectations & behaviors
3. Procedures for teaching expected behavior
4.Continuum of procedures for encouraging expected behavior
5. Continuum of procedures for discouraging inappropriate behavior
6. Procedures for on-going monitoring & evaluation
School-wide Systems
• Classroom-wide positive expectations taught & encouraged
• Teaching classroom routines & cues taught & encouraged
• Ratio of 6-8 positive to 1 negative adult-student interaction
• Active supervision• Redirections for minor, infrequent behavior errors• Frequent precorrections for chronic errors• Effective academic instruction & curriculum
ClassroomSetting Systems
• Positive expectations & routines taught & encouraged
• Active supervision by all staff
–Scan, move, interact
• Precorrections & reminders
• Positive reinforcement
NonclassroomSetting Systems
• Behavioral competence at school & district levels
• Function-based behavior support planning
• Team- & data-based decision making
• Comprehensive person-centered planning & wraparound processes
• Targeted social skills & self-management instruction
• Individualized instructional & curricular accommodations
Individual StudentSystems
Teach Social Behaviors Like Academic Skills
DEFINESimply
DEFINESimply
MODELMODEL
PRACTICEIn Setting
PRACTICEIn Setting
ADJUST forEfficiency
ADJUST forEfficiency
MONITOR &ACKNOWLEDGE
Continuously
MONITOR &ACKNOWLEDGE
Continuously
6.
School Rules
NO Food
NO Weapons
NO Backpacks
NO Drugs/Smoking
NO Bullying
Redesign Learning & Teaching Environment
Reviewing Strive for Five
• Be respectful.• Be safe.• Work peacefully.• Strive for excellence.• Follow directions.
McCormick Elem. MD 2003
SETTING
All Settings
Hallways Playgrounds CafeteriaLibrary/
Computer Lab
Assembly Bus
Respect Ourselves
Be on task.
Give your best
effort.Be
prepared.
Walk.Have a plan.
Eat all your food.
Select healthy foods.
Study, read,
compute.
Sit in one spot.
Watch for your stop.
Respect Others
Be kind.Hands/feet to self.Help/share with
others.
Use normal voice
volume.Walk to
right.
Play safe.Include others.Share
equipment.
Practice good table
manners
Whisper.Return books.
Listen/watch.
Use appropriate applause.
Use a quiet voice.Stay in
your seat.
Respect Property
Recycle.Clean up after self.
Pick up litter.
Maintain physical space.
Use equipment properly.
Put litter in garbage
can.
Replace trays &
utensils.Clean up
eating area.
Push in chairs.Treat books
carefully.
Pick up.Treat chairs
appropriately.
Wipe your feet.Sit
appropriately.
TEACHING MATRIX
Exp
ecta
tions
SETTING
All Settings
HallwaysPlaygroun
dsCafeteri
a
Library/Computer Lab
Assembly Bus
Respect Ourselve
s
Be on task.
Give your best
effort.Be
prepared.
Walk.Have a plan.
Eat all your food.
Select healthy foods.
Study, read,
compute.
Sit in one spot.
Watch for your stop.
Respect Others
Be kind.Hands/feet to self.Help/share with
others.
Use normal voice
volume.Walk to
right.
Play safe.Include others.Share
equipment.
Practice good table
manners
Whisper.Return books.
Listen/watch.
Use appropriate applause.
Use a quiet voice.Stay in
your seat.
Respect Property
Recycle.Clean up after self.
Pick up litter.
Maintain physical space.
Use equipment properly.
Put litter in garbage
can.
Replace trays &
utensils.Clean up
eating area.
Push in chairs.Treat books
carefully.
Pick up.Treat chairs
appropriately.
Wipe your feet.Sit
appropriately.
TEACHING MATRIX
Exp
ecta
tions
RAH – at Adams City High School(Respect – Achievement – Honor)
RAH Classroom Hallway/
Commons
Cafeteria Bathrooms
Respect Be on time; attend regularly; follow class rules
Keep location neat, keep to the right, use appropriate lang., monitor noise level, allow others to pass
Put trash in cans, push in your chair, be courteous to all staff and students
Keep area clean, put trash in cans, be mindful of others’ personal space, flush toilet
Achievement
Do your best on all assignments and assessments, take notes, ask questions
Keep track of your belongings, monitor time to get to class
Check space before you leave, keep track of personal belongings
Be a good example to other students, leave the room better than you found it
Honor Do your own work; tell the truth
Be considerate of yours and others’ personal space
Keep your own place in line, maintain personal boundaries
Report any graffiti or vandalism
RAH – Athletics
RAH Practice Competitions
Eligibility Lettering Team Travel
Respect Listen to coaches directions; push yourself and encourage teammates to excel.
Show positive sportsmanship; Solve problems in mature manner; Positive inter-actions with refs, umps, etc.
Show up on time for every practice and competition.
Show up on time for every practice and competition; Compete x%.
Take care of your own possessions and litter; be where you are directed to be.
Achievement
Set example in the classroom and in the playing field as a true achiever.
Set and reach for both individual and team goals; encourage your teammates.
Earn passing grades; Attend school regularly; only excused absences
Demonstrate academic excellence.
Complete your assignments missed for team travel.
Honor Demonstrate good sportsmanship and team spirit.
Suit up in clean uniforms; Win with honor and integrity; Represent your school with good conduct.
Show team pride in and out of the school. Stay out of trouble – set a good example for others.
Suit up for any competitions you are not playing. Show team honor.
Cheer for teammates.
Remember you are acting on behalf of the school at all times and demonstrate team honor/pride.
PPerseverance
Holding to a course of action despite
obstacles
• Stay positive• Set goals
• Learn from mistakes
RRespectTo show
consideration, appreciation, and
acceptance
• Respect yourself• Respect others• Demonstrate
appropriate language and behavior
IIntegrity
Adherence to an agreed upon code
of behavior
• Be responsible• Do your own work
• Be trustworthy and trust others
DDiscipline
Managing ones self to achieve goals and meet
expectations
• Strive for consistency
• Attend class daily; be on time• Meet deadlines; do your homework
EExcellence
Being of finest or highest
quality
• Do your personal best
• Exceed minimum
expectations• Inspire
excellence in others
NEHS website, Oct. 26, 2004
Character Education
• Easy to change moral knowledge.....difficult to change moral conduct
• To change moral conduct...– Adults must model moral behavior
– Students must experience academic success
– Students must be taught social skills for success
Cougar Traits in the Community
Student Name __________________________________
Displayed the Cougar Trait of: RespectResponsibilityCaringCitizenship
(Circle the trait you observed)
Signature _____________________________________________If you would like to write on the back the details of what you observed feel free! Thank you for supporting our youth.
Are “Rewards” Dangerous?
“…our research team has conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.”– Cameron, 2002
• Cameron & Pierce, 1994, 2002
• Cameron, Banko & Pierce, 2001
Clever Variations• Bus Bucks
• Super Sub Slips
• Golden Plunger
• G.O.O.S.E.
• First-in-Line
• Patriot’s Parking Pass
• Business Partner Discount
What really mattersis positive social
acknowledgement & interaction!!
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
Invest in establishing
adequate staff support
OUTCOMES
Social Competence &Academic Achievement7.
0
300
600
900
1200
1500
Tota
l O
ffic
e D
iscip
line R
efe
rrals
95-96 96-97 97-98 98-99School Years
Kennedy Middle School
FRMS Total Office Discipline ReferralsSustained Impact
0
500
1000
1500
2000
2500
3000
94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06
Academic Years
Tota
l OD
Rs
Pre
Post
ODR Admin. BenefitSpringfield MS, MD
2001-2002 2277
2002-2003 1322
= 955 42% improvement
= 14,325 min. @15 min.
= 238.75 hrs
= 40 days Admin. time
ODR Instruc. BenefitSpringfield MS, MD
2001-2002 2277
2002-2003 1322
= 955 42% improvement
= 42,975 min. @ 45 min.
= 716.25 hrs
= 119 days Instruc. time
Elem With School-wide PBS
-5
0
5
10
15
20
1 2 3 4 5 6 7 8 9 10 11 12 13
Schools
Ch
an
ge
fro
m 9
7-9
8 t
o 0
1-0
2
Elem Without School-wide PBS
-6
-4
-2
0
2
4
6
1 2 3 4 5 6
Schools
Ch
an
ge
fro
m 9
7-98
to 0
1-02
4J School District
Eugene, Oregon
Change in the percentage of students meeting the state standard in reading at grade 3 from 97-98 to 01-02 for schools using PBIS all four years and those that did not.
Mean ODRs per 100 students per school dayIllinois and Hawaii Elementary Schools 2003-04 (No Minors)
0
0.2
0.4
0.6
0.8
1
N = 87 N = 53
Met SET 80/80 Did Not Meet SET
Mea
n O
DR
/100
/Day
.64
.85
Schools using SW-PBS report a 25% lower rate of ODRs
Illinois 02-03 Mean Proportion of Students Meeting ISAT Reading
Standardt test (df 119) p < .0001
46.60%
62.19%
0%
10%
20%
30%
40%
50%
60%
70%
PBIS NOT in place N = 69 PBIS IN place N = 52
Mea
n P
erce
ntag
e of
3rd
gra
ders
m
eetin
g IS
AT
Rea
ding
Sta
ndar
d
N =23 N = 8
Proportion of 3rd Graders who meet or exceed state reading standards (ISAT) in Illinois schools 02-03
t = 9.20; df = 27 p < .0001
0
0.2
0.4
0.6
0.8
1
Not Meeting SET Meeting SET
Pro
po
rtio
n o
f S
tud
ents
Mee
tin
g
Rea
din
g S
tan
dar
ds
N = 23 N = 8
0
0.2
0.4
0.6
0.8
1
Mea
n P
ropo
rtio
n of
S
tude
nts
Met SET (N = 23) Not Met SET (N =12)
Central Illinois Elem, Middle SchoolsTriangle Summary 03-04
6+ ODR
2-5 ODR
0-1 ODR
84% 58%
11%
22%
05%20%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Major Office Discipline Referrals (05-06)
0-1 '2-5 '6+
3%8%
89%
10%
16%
74%
11%
18%
71%
K=6 (N = 1010) 6-9 (N = 312) 9-12 (N = 104)
Mean Proportion of Students
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Major Office Discipline Referrals (05-06)Percentage of ODRs by Student Group
'0-1 '2-5 '6+
K-6 (N = 1010) 6-9 (N = 312) 9-12 (N = 104)
32%
43%
25%
48%
37%
15%
45%
40%
15%
Kutash, K., Duchnowski, A. J., & Lynn, N. (2006). School-based mental health: An empirical guide for decision makers. Tampa, FL: University of South Florida. Louis De la Parte Florida Mental Health Institute, Department of Child & Family Studies, Research & Training Center for Children’s Mental Health.
http://rtckids.fmhi.usf.edu
References• Colvin, G., & Lazar, M. (1997). The effective elementary classroom: Managing
for success. Longmont, CO: Sopris West.• Colvin, G., Sugai, G., & Patching, W. (1993). Pre-correction: An instructional
strategy for managing predictable behavior problems. Intervention in School and Clinic, 28, 143-150.
• Darch, C. B., & Kameenui, E. J. (2003). Instructional classroom management: A proactive approach to behavior management. (2nd ed.). White Plains, NY: Longman.
• Jones, V. F. & Jones, L. S. (2001). Comprehensive classroom management: Creating communities of support and solving problems (6th ed.). Boston: Allyn & Bacon.
• Kameenui, E. J., & Carnine, D. W. (2002). Effective teaching strategies that accommodate diverse learners (2nd ed.). Upper Saddle River, NJ: Merrill.
• Latham, G. I. (1997). Behind the schoolhouse door: Eight skills every teacher should have. Utah State University.
• Latham, G. (1992). Interacting with at-risk children: The positive position. Principal, 72(1), 26-30.
• Martella, R. C., Nelson, J. R., & Marchand-Martella, N. E. (2003). Managing disruptive behaviors in the schools: A schoolwide, classroom, and individualized social learning approach. Boston, MA: Allyn & Bacon.
• Paine, S. C., Radicchi, J., Rosellini, L. C., Deutchman, L., & Darch, C. B. (1983). Structuring your classroom for academic success. Champaign, IL: Research Press.
CONTACT [email protected]
www.pbis.org
SETTING
All Setting
s
Hallways
Playgrounds
Cafeteria
Library/
Computer Lab
Assembly
Bus
Respect Ourselv
es
Be on task.Give your best
effort.Be
prepared.
Walk.Have a plan.
Eat all your food.Select healthy foods.
Study, read, compute.
Sit in one spot.
Watch for your
stop.
Respect Others
Be kind.
Hands/feet to self.Help/share with
others.
Use normal voice
volume.Walk to
right.
Play safe.Include others.Share
equipment.
Practice good table
manners
Whisper.
Return
books.
Listen/watch.
Use appropria
te applause
.
Use a quiet voice.Stay in
your seat.
Respect Property
Recycle.
Clean up
after self.
Pick up litter.
Maintain
physical space.
Use equipment properly.Put litter
in garbage
can.
Replace trays
& utensils
.Clean
up eating area.
Push in
chairs.Treat books carefu
lly.
Pick up.Treat chairs
appropriately.
Wipe your feet.Sit
appropriately.