School Wide Positive Behaviour Support& Managing Severe Behaviour

Stuart McKenzie & Sven Jamvold

School Psychology Service

Key Objectives

Brief overview of School Wide Positive Behaviour Support

To understand the “Phases of Escalating Behaviour” model and be able to apply this model to profile students with severe challenging behaviour

To enhance the development and implementation of effective intervention strategies for students with severe challenging behaviour

…only in France

How were you disciplined when you were at school?

Why this tendency to get tougher?

Assume student is inherently bad and/or stubborn behaviour requires much more intensive consequences

Assume student must ‘learn’ to take responsibility for their own behaviour and prove they deserve to be in class

Assume aversive consequences teach students to behave

We get temporary relief

What is unhelpful with getting tough?

Fosters environments of controlAntisocial behavior is triggered and reinforced Shared accountability is shifted away from

school and to the student/family/communityChild-adult relationship are devalued and put

at riskLink between academic programming and

social behavior is weakenedResearch does not support effectiveness

VIDEO

Academic Errors Behavioural Errors

Students who achieve good work deserve some recognition

Students should behave appropriately without needing recognition

Students are trying to make the correct response

Students are trying to be disruptive - that is, to make an incorrect response

Errors are accidental Errors are deliberate

Errors are inevitable Students are refusing to cooperate

Learning requires exploration Students should not explore limits; they should obey them

Students who are having difficulties need additional or modified teaching

Students who are having difficulties should be punished

School Wide Positive Behaviour Support

Universal Prevention:School/Classroom-Wide Systems for all Students, Staff, & Settings• 3-5 Positively stated rules•Behaviour Matrix – schoolwide behaviour expectations.•Lesson plans to teach behaviour expectations•Procedures for encouraging expected behaviour•Procedures for discouraging rule violations•Data collection, evaluation and monitoring.

Other SW Programs

TribesFriendly Schools & FamiliesRestorative JusticeValuesetc

10

DEVELOP CLEARLY DEFINED SCHOOL WIDE EXPECTATIONS

1.Be Respectful

1.Be Responsible

2.Be a Learner

SYST

EMS

EVIDENCE BASEDPRACTICES

DATA

OUTCOMES

River Valley Primary School Classroom ERRC Token Tally

Excellence Be Your Best

Responsibility Respect Care

Fred

Tim

Jack

Joe

13

14

Proserpine State School

17

Mudgeeraba State School

18

Develop a Teaching Matrix

Create a “matrix” of expectations by setting

Classroom Pathways and Stairs

Bus Lines

Be Safe Get adult help for accidents and spills

Keep to the leftWalkFace forward

On signal, line up, one arm-length apart

Teaching Matrix

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.

Exp

ecta

tions

1. SW Expectatio

ns 2. NATURAL

CONTEXT

3. BEHAVIOR

EXAMPLES

STATE HIGH SCHOOL TEACHING MATRIX

Expectation ROUTINE/SETTING

I am … All Settings Classroom Bus WalkwaysTuck-shop /

CanteenOvalHPE

Playground

Un

iversal Exp

ectation

s

Safe

Show self controlReport any problemsGain permission to leave and to be in any settingKeep body to self.Follow directions.

Use equipment carefullyKeep bodies calm

Wait in designated areaKeep all of your body inside the bus.Keep bodies calm

Walk Keep leftKeep bodies calm

Wait patientlyWalkPlace rubbish in binsKeep bodies calm

Use equipment for intended purpose.Participate in school approved games only.

Use equipment for intended purpose.Participate in school approved games only.

Respectful

Be tolerant of othersAccept individual differencesCare for self, others and the environmentUse polite language

Respect others right to learn.

Older students to look out for little onesShow driver respect.

Walk quietly so others can continue learning

Eat only your food.

Listen to / for instructionsPlay fair – show good sportsmanship

Play fair – show good sportsmanship

a Learner

Be on task.Do your best.Manage your time.Be prepared.

Challenge yourself.Listen activelyFollow instructionsDo your best

Be on time for next classReturn to class promptly

Eat healthily.Manage your money.

Learn new games and activities.

Learn new games and activities.

CLASSROOM RULES

22

DISPLAY EXPECTATIONS

25

PROCEDURES FOR ENCOURAGING BEHAVIOUR

SCHOOL WIDE CONSEQUENCES

Wristband Rewards for Playground Positive Behaviour

SWPBS EvidenceInternationalOver 14,000 schools implementing SWPBS

http://www.pbis.org/research/default.aspx

Implementation of SWPBS related to:Reduction in office discipline referralsReduction in suspensions, andImproved academic performance

Jan-July 2011

Jan-July 2010

020406080

100120140160180200

BullyingLeaving class

Majordisruption Physical

assault RefusalThrowing

Verbal assaultOut of area

EDPS summary by Behaviour Comparison of 2010 and 2011 data until 6 July 2011

Jan-July 2011 Jan-July 2010

TOTAL NUMBER OF SUSPENSIONS:2009 – 1232010 – 40 2011 – 4 to July

32

School-wide Evaluation Tool (SET)

“Reality Check” versus “Perceptions”

Principal InterviewStaff Interview. 10 (random)Student Interview. 15 (random)

Asks key questions relating to school expectations/ rules from BMIS policy.

Use the language of the school.

33

SET RESULTS

Narrogin SHS SET Features and Implementation Scores August 2009

0.0%

20.0%

50.0%

12.5%

25.0%

18.8%

100.0%

32.3%

0%

25%

50%

75%

100%

Exp

ecta

tions

Def

ined

Exp

ecta

tions

Tau

ght

Rew

ard

Sys

tem

Vio

latio

ns S

yste

m

Dec

isio

n M

akin

g

Man

agem

ent

Dis

trict

Sup

port

Impl

emen

tatio

n A

vera

ge

Per

cen

t Im

ple

men

ted

Narrogin SHS SET Features and Implementation Scores

0%

25%

50%

75%

100%

1st Year

2nd Year

3rd Year

4th Year

5th Year

School Wide Positive Behaviour Support

Individual Prevention:Students with High Risk Behaviour•Individualised intervention•Functional behaviour assessment•Escalation Profiles•Intensive support services

Universal Prevention:School/Classroom-Wide Systems for all Students, Staff, & Settings• 3-5 Positively stated rules•Behaviour Matrix – schoolwide behaviour expectations.•Lesson plans to teach behaviour expectations•Procedures for encouraging expected behaviour•Procedures for discouraging rule violations•Data collection, evaluation and monitoring.

Other SW Programs

TribesFriendly Schools & FamiliesRestorative JusticeValuesetc

Targetted Prevention:Targeted Interventions Systems for Students with at-Risk Behaviour•Behaviour Education Programs•Admin– Office Check/Connect/ExpectHUG –Hello/Update/GoodbyeMentor Program

ROLE PLAYJust whilst your deciding whether to

volunteer for the role play we are going to do a quick stress test

A Quick Stress Test

Two Dolphins

I'm  not sure exactly how this works, but it is amazingly accurate.  Read the full description before looking at the picture.

The picture below has 2 identical dolphins in it.  It was used in a case study as a measure of stress levels at Loma Linda Medical Centre.

 

Look at both dolphins jumping out of the water.  The dolphins are identical.  A closely

monitored scientific study of a group revealed that in spite of the fact that the

dolphins are identical, a person under stress would find differences in the two dolphins.  If there are many differences found between

both dolphins, it means the person is experiencing a great amount of stress.

Look at the photograph and if you find more than one or two differences you may want to

take a vacation.  

Teacher Jason

Jason, please turn in your assignment.

What assignment?

I finished it.

I don’t have it with me now.

You never believe me.

F_____ you!

Pulls away, glares, & raises fist as if to strike.

The assignment you didn’t finish during class.Great, please turn it in now.You have a choice: turn it in or do it again.

I guess you’ve made the choice to do it again.That’s disrespect…go to the office.Moves closer…& puts hand on J. shoulder.

Make me.

Anatomy of Escalating Behaviour Cycles

student and teacher behaviour escalate in intensity

student behaviours are followed by a consequence that becomes the antecedent for the next student behaviour

as consequences become more severe, student behaviours become more intense

“Stress arouses feelings, feelings trigger behaviour. Behaviour incites others. Others increase stress. And around it goes” Wood and Long 1991

Phases of Escalation

1. Calm

2. Trigger

3. Agitation

4. Acceleration

5. Peak

6. De-escalation

7. Recovery

Defining Challenging Behaviour

Definitions

Challenging behaviour can be defined as those behaviours that threaten the safety of staff (including self-harming behaviours) or those disruptive behaviours that are ongoing in nature, and are not modified using whole class/ generic behaviour management strategies.

Disruptive behaviour can be defined as those behaviours that hinder or stop a teacher from teaching, or hinder or stop students from learning.

Peak

Overall the student is out of control and exhibits his or her most severe

behaviour.

Indicators Physical abuse or

aggression Physical abuse

towards self Physical abuse

towards objects Severe tantrums,

hyperventilation

Peak

Example

Hits other children Destroys work Screams, kicks,

scratches, bites Head butts floor and walls

•Jerry has ADHD and that’s why he’s so incorrigible•Ed has displayed aggressive behaviours the whole time he has been here•Steven is like that because he is emotionally disturbed•Donna is so unpredictable I think she is psychotic or schizo or something

•Stephen pushes and hits other students when he loses a game•When given one question at a time, Sarah completes all her maths •When asked to repeat or correct a task, Jessica talks back to the teacher and throws her work on the floor.•Geoff engages in appropriate conversations with staff when in one-to-one situations.

Defining Behaviour

Explanatory Fictions Testable ExplanationsAre not observable

Blame the studentNeglect the environmentAre subjective Don’t lead to interventions

Are observableCan be manipulatedAre environmentally focussedAre objectiveLead to interventions

Observing actual behaviour is different from inferring or making judgements about the student on the basis of behaviour

Labels stigmatise and are not helpful in managing behaviour.

Which is described in observable terms?

Hits with his fist

OR

Aggressive

Which is described in observable terms?

Hits with his fist

OR

Aggressive

Delinquent

OR

Takes money from peers

Delinquent

OR

Takes money from peers

Psychotic

OR

Says she hears voices

Psychotic

OR

Says she hears voices

Arrives 10 minutes late

OR

Irresponsible

Arrives 10 minutes late

OR

Irresponsible

Out of seat 55% of time

OR

Hyperactive

Out of seat 55% of time

OR

Hyperactive

…only in Spain

Indicators Able to follow

directions Able to stay on task Able to receive

correction Able to set goals and

develop plans

Calm

Example Compliant Will sit for up to 10 minutes Likes playing with the paints,

trolley etc Follows instructions Completes activities (modified) She still requires 1:1 to

achieve outcomes Mingles with Peers

Indicators Conflicts with other

persons Continued

provocations Pressure Facing

consequences Continued errors

Trigger

Example Morning transition “separating

from grandparents” When she has completed an

activity Transition time Re-engaging with a new task Peers involving themselves in

her activity without asking After recess When tired The word “No”

Agitation

Overall the student exhibits an increase in behaviour that is unfocussed.

Low Level High Level

Indicators Increased hand and

eye movements Speech is intended to

cut conversations short

Decrease in on-task behaviour

Easily distracted from work

Agitation

Example Gets restless Says “No” Pushes her work away Knocks things off table Gets “that’ look, she shows her

teeth Tenses right up Says “don’t look at me” Doesn’t want you to come near

her

Competition

Count the number of times the white team throws the basket ball, not the times that the ball is bounced, the number of times the ball is passed from one member of the white team to the another

Video

Indicators Questioning, arguing

provoking Verbal abuse Intimidation Defiance, escape

Acceleration

Examples Knocks things off tables Lies on the floor kicking her legs

around Will attempt to destroy things, rips

work Pulls posters off wall, rips up She will bang her head on the

floor/walls Her behaviour is such that it

necessitates physical intervention Whips herself up into a peak state

‘frenzy’

…only in America

Indicators Physical abuse or

aggression Physical abuse

towards self Physical abuse

towards objects Severe tantrums,

hyperventilation

Peak

…only in Mexico

Indicators Confusion (starting,

stopping, moving) Attempts to reconcile Withdrawal Denial Blame projection Responsive to

concrete directions

De-escalation

Examples

Stops thrashing about Begins to settles down Gets very hot, red in the

face. Says ‘I feel crook’ Says “Don’t look at me” Pushes you away

Indicators Willingness to resume work

(w/o interaction) Subdued behaviour in

group work or with teacher Denial and defensive

regarding the out of control behaviour

Reluctance to enter into discussions about the out of control behaviour

Recovery

Examples Comes back to herself Stands up, moves forward to

watch class Re –engages with

conversation that she initiates Wants to re-engage with

group.

Recovers very quickly but takes a long time to return to a

state of Calm.

…only in Africa

Most of the populace thinks it very improper to spank children, so Ihave tried other methods to control our kids when they have one of "those moments".

One that I found very effective is for me to just take the child for a Car ride and talk. They usually calm down and stop misbehaving after our little car ride together.

I've included the photo below of one of my sessions, with our son, in Car so you can see if you might like to use the technique.

Its very effective

This is a JOKE

Identification of how to intervene early in an escalation.

Identification of environmental factors that can be manipulated.

Identification of replacement behaviours that can be taught (& serve same function as problem).

Intervention Procedures

"If the only tool in your toolbox is a hammer you'll treat everything as a nail." (Abraham Maslow)

Activity: Rotating Groups

The 7 Phases are on posters. Each group to write their ideas about the various

strategies staff could use at each phase of escalation.

Groups will have 2 minutes to write at each phase.

Groups will then rotate.

Whole Group feedback

Indicators Able to follow

directions Able to stay on task Able to receive

correction Able to set goals and

develop plans

Calm

Procedures Arrange for high rates

of academic and social success

Use positive reinforcement

Teach critical skills Communicate high

expectations Teach problem solving

Up to 57% of children with language problems have been found to have behavioural problems and up to 86% of children who are behaviourally disturbed have language problems, particularly in the area of pragmatics (Benner, G. J., Nelson, J. R., & Epstein, M. H., 2002).

Indicators Conflicts with other

persons Continued

provocations Pressure Facing consequences Continued errors

Trigger

Procedures Significantly modify or eliminate

problems routines Make structural or

environmental modifications Identify and pre-correct for

known triggers, reinforce success

Prompt what has been taught

Indicators Increased hand and

eye movements Speech is intended to

cut conversations short

Decrease in on-task behaviour

Easily distracted from work

Agitation

Procedures Move in and assist or

give space/ t/up time Modify task and/or

expectations Involve in successful

activities Positive Removal

Indicators Questioning, arguing

provoking Verbal abuse Intimidation Defiance, escape

Acceleration

Procedures Remove all distracting /

competing environmental factors

Follow crisis management procedures

Establish and follow through with bottom line

Detach from student Escalation and self-control are

negatively related Escalation is likely to run its

course

Indicators Physical abuse or

aggression Physical abuse

towards self Physical abuse

towards objects Severe tantrums,

hyperventilation

Peak

Procedures Focus on safety /

minimize the peak Continue Acceleration

phase procedures Room clear Restraint

PART - OVERVIEW

1. PURPOSE

2.     PROFESSIONALISM

3.     PREPARATION

4.     IDENTIFICATION

5.     LEGAL MODEL

6. RESPONSE – Crisis Communication

7. RESPONSE - Evasion

8. RESPONSE - Restraint

9. RECORDING

10 DEBRIEFING, EVALUATION, FEEDBACK

Is Restraint Worth it?

Indicators Confusion (starting,

stopping, moving) Attempts to reconcile Withdrawal Denial Blame projection Responsive to

concrete directions

De-escalation

Procedures Focus on removing

excess confrontation Don’t consequence Avoid confrontation Don’t force return Emphasize starting

over

Indicators Willingness to resume work

(w/o interaction) Subdued behaviour in

group work or with teacher Denial and defensive

regarding the out of control behaviour

Reluctance to enter into discussions about the out of control behaviour

Recovery

Procedures Follow through with

consequences for problem behaviour (or wait till calm)

Reinforce displays of appropriate behaviour

Debrief Facilitate transition Debrief after consequence Goal to increase more

appropriate behaviour

Let’s Look Again

Calm

Trigger

Agitation

Acceleration Peak

De-escalation Recovery

 

“It is always important to remember that if you inadvertently assist the student to escalate, do not be concerned; you will get another chance to do it right the next time around.”

Geoff Colvin (2004)

Big Ideas

Teach appropriate behaviour during the Calm; escalation time is not teaching time

Watch for Agitation and interveneMinimize the Peak and focus on safetyAvoid confrontation in De-escalationDebrief and follow-through during Recovery

Proforma

…only in Australia