Program Wide Approaches for Addressing Children’s Challenging Behavior

Mary Louise HemmeterUniversity of Illinois at Urbana

ChampaignLise Fox

University of South Florida

Positive Behavior Support

A values-based, empirically-valid approach derived from social, behavioral, and biomedical science for achieving reductions in problem behaviors and improvements in quality of life

Historical Foundations of PBS

Emerged in mid-late 1980s to address problem behaviors of children and adults with severe problem behaviors

Inspirations:Concerns over aversive, intrusive, and

stigmatizing treatmentsMovements toward least restrictive

environments and de-institutionalizationResearch contributing to functional

understanding of problem behavior

Conceptual Foundations of PBS

Operant psychology and applied behavior analysis --- behavior is functional and governed by the environment

Humanistic psychology and philosophy - person-centered values and ecological perspectives

Pragmatism and appreciation for multiple disciplines and multiple methods of investigation and intervention

Current Status and Developments

PBS expanded beyond initial populations (1) EBD/SED (2) General education (3) Young children

Initiatives in most states to build capacityEfforts to integrate PBS perspectives and

strategies into additional systems (mental health, child protection, etc.)

Development and implementation of School-wide PBS

School-wide PBS

Began to emerge in mid-1990s (though basis existed well before this time)

Inspirations Impossible to use individual PBS with all

students (children) with behavior problemsNeed for more comprehensive prevention

approach Increasing concern about school safety and

school culture

Center for Positive Behavior Interventions and Supports (2002)

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%

CONTINUUM OFSCHOOL-WIDE

POSITIVE BEHAVIORSUPPORT

School-wide model

Whole school (universal) systems For all students, staff, settings

Classroom and non-classroom systems For setting-specific routines (reflecting whole-school

procedures and expectations)Targeted group (secondary) systems

For at-risk studentsIndividualized (tertiary) systems

For students with existing, high-risk behavior problems

Features of School-wide PBS

Clear Statement of Purpose (& full staff commitment)Clearly defined expectations and rules – for all

students and staffProcedures for teaching expected behaviorsProcedures for acknowledging and encouraging

expected behaviorsConsequences and clearly stated procedures for

correcting problem (challenging) behaviorsProcedures for data collection and data-based

decision making

Features of School-wide PBS (2)

Procedures for family and community involvement

Strategies for specific settingsStrategies for targeted (at-risk) groups

e.g., academic supports, social skills groups

Strategies for intensive, comprehensive individual supports

Evidence Re: SW-PBS

Extensive data showing decreases in Office Discipline Referrals

Data indicating improvements in school culture

Some emerging data showing school-wide academic improvements

Characteristics of EC Programs

PhilosophyCurriculum practicesAge and cognitive abilities of childrenAvailability of resources, expertise,

and supportsStructure of early childhood programsNeed for different types of outcome

measures

Critical Elements of a Program Wide Model in

EC Programs

Administrative support and buy-inBuy-in from staffFamily involvementIdentification of schoolwide expectations

that are developmentally appropriate

Creating Supportive EnvironmentsCreating Supportive Environments

Positive Relationships with Children, Families, Positive Relationships with Children, Families, and Colleaguesand Colleagues

Curriculum/InstructionCurriculum/Instruction

Individualized Individualized InterventionsInterventions

The Teaching Pyramid

Adapted from Fox, Dunlap, Hemmeter, Joseph, & Strain, 2003

Teacher Training/Implementation

Administrative Supports

Program Philosophy

Critical Elements of a Program Wide Model in

EC Programs (continued)

Curriculum approaches that promote expectations and acknowledge children’s achievement of the expectations

Strategies for responding to problem behaviorTeam based, individualized approach for

addressing ongoing problem behaviorProfessional development planStrategies for supporting teachersProcess for monitoring outcomes

Palma Ceia Presbyterian Preschool

A community preschool in 21st year of operation

Inclusive modelNAEYC accredited, staff serve as

validators

Collaboration for PBS1997 - 2000

Conflict between wanting to serve children with all special needs and wanting to provide safe, high quality program

Failure of expert modelSearch for comprehensive, integrated

strategyMatch between philosophy and PBS

Universal Foundation

Well planned and responsive learning environments

High quality interactions between staff and children

Staff “toolkit” of effective behavior management strategies

Environmental arrangement Predictability Visual cues Culture allowing reflection and honesty

Individualized Positive Behavior Support

Collaborative TeamingFunctional AssessmentBehavior Support Plan Development Implementation and Monitoring

Collaboration Mechanics

Mutual respect for what collaborators contribute

Training of staff, mentoringEducation of University collaborators on

ecology, stresses, and unique setting factors

Defined roles and buy-in including administrators

Reflective cycle

SEK-CAP Head Start

Linda Broyles, SEK-CAP Head StartSusan Jack, Kansas University Center on

Developmental Disabilities2002- 2004 (two years)Program serves 768 children in 12

counties with 167 staff

Valeska-Hinton

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