positive behavior support for at-risk students: an overview
DESCRIPTION
Positive Behavior Support for At-Risk Students: An Overview. Florida’s Positive Behavior Support Project University of South Florida 2003-2004. Objectives. Identify at-risk populations Recognize different approaches to supporting an at-risk population - PowerPoint PPT PresentationTRANSCRIPT
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Positive Behavior Support
for At-Risk Students: An Overview
Florida’s Positive Behavior Support ProjectUniversity of South Florida
2003-2004
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FL PBS Project: Targeted Interventions 2003-2004
Objectives
• Identify at-risk populations
• Recognize different approaches to supporting an at-risk population
• Identify the characteristics of your school’s at-risk population(s)
• Use data-based decision making to select an appropriate intervention(s) for your school’s at-risk population(s)
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Adapted from the Center for Positive Behavior Interventions and Supports (2002)
Primary Prevention:School-wide and
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%
Designing Comprehensive SystemsCONTINUUM OF POSITIVE BEHAVIOR SUPPORT (PBS)
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FL PBS Project: Targeted Interventions 2003-2004
Why do we need to intervene?
• Instructional time• Stress • Learning
environment• Modeling• Resources• Test scores• Attendance
• Suspensions• Expulsions• Grade retention • SW not sufficient• Skill deficiencies
don’t remediate themselves
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FL PBS Project: Targeted Interventions 2003-2004
Skill Deficits
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State of Florida Suspensions
549,640 559,465
601,502
398,395411,656
446,039
360,000
410,000
460,000
510,000
560,000
610,000
2000-2001 2001-2002 2002-2003
ISS OSS
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Critical Safety Issues
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AggressiveBehavior
Disrespect Campus Access
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FL PBS Project: Targeted Interventions 2003-2004
Delinquency in the Schools
• In the Florida Youth Survey 2000, students reported that within the past 12 months, – 15 percent had attacked someone with
intent to harm; – 6 percent were arrested; – 1 percent took a handgun to school.
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FL PBS Project: Targeted Interventions 2003-2004
Out of Proportion• These students represent less
than 25% of school enrollment• They account for over 50% of
behavioral incidents• They consume significant
amounts of time and resources
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What is the “Middle Part” of the Triangle?
• ~15% of students
• Multiple referrals
• At-risk for developing more severe/chronic patterns of problem behaviors
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Referrals per Student
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FL PBS Project: Targeted Interventions 2003-2004
What it looks like…• At Risk:
– Disruptive– Talks out– Unprepared– Talks back to teacher– Uses inappropriate
language– Tardy– Defiant– Refuses to do work– Difficulty taking turns– Refuses to share– Out of seat– Aggressive– Not dangerous or violent– May have low academic
achievement
• Serious/Chronic:– Danger to self and/or
others– Destructive
• General:
– In line with expectations
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FL PBS Project: Targeted Interventions 2003-2004
In general…
• Poor peer relations• Low academic achievement• Difficulty adjusting to school
environment• Chaotic home environment• Low self-esteem
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FL PBS Project: Targeted Interventions 2003-2004
Catch them before they fall:
• Intervention before age 9 is more likely to succeed
• Severity, stability, and risk• Substance abuse • School dropout
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FL PBS Project: Targeted Interventions 2003-2004
Approaches to Intervention
• Behavior Education Program (BEP)
• Verbal De-escalation Training
• Social Skills Training
• Conflict Resolution Training
• Anger Management Training
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FL PBS Project: Targeted Interventions 2003-2004
Responding to Problem Behavior in Schools:The Behavior Education Program
A comprehensive book by Deanne A. Crone, Robert H. Horner, and Leanne S. Hawken.
Guilford Publishing, Inc. ISBN 1-57320-940-7; Cat. #0940List Price: $25.00
www.guilford.com
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FL PBS Project: Targeted Interventions 2003-2004
Responding to Problem Behavior
in Schools:
The Behavior Education Program
• For teachers, staff• Check-in/Check-out system• Daily positive adult contact• Daily report card - Increased
attention to behavioral goals• Home-School partnership• For all school settings
Crone, Horner & Hawken (in press). Guilford Publications, NY.
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FL PBS Project: Targeted Interventions 2003-2004
BEP: Who Qualifies
• More than a minimum number of referrals
• Across several different settings• Not dangerous to self/others• Adult attention is reinforcing
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FL PBS Project: Targeted Interventions 2003-2004
Example Behaviors– Disruptive– Talks out– Unprepared– Talks back to teacher– Uses inappropriate
language– Tardy– Defiant– Refuses to do work– Difficulty taking turns– Refuses to share– Out of seat
– Difficulty following directions– Frequent peer conflict– Low-grade aggression (pushing, tripping, etc…)
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FL PBS Project: Targeted Interventions 2003-2004
Do Not Include:
• Dangerous/violent students• Students who bring a weapon to school• Students who injure/may injure themselves• Students with a high number of referrals• Students with referrals from only one
setting, teacher, or time• Students who find adult attention aversive
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FL PBS Project: Targeted Interventions 2003-2004
Data-Based Decision
• The BEP is indicated when…– High percentage of students with
multiple referrals (>15%)– Problem behaviors are not dangerous
or violent– Problem behaviors are found in
multiple locations throughout school, from multiple staff
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Referrals by Problem Behavior
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Referrals by Location
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Referrals per Student
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FL PBS Project: Targeted Interventions 2003-2004
Verbal De-Escalation Training
(VDT)• For Teachers, staff• Learn comments, gestures,
behaviors, and practices that help prevent individuals from escalating to aggressive or violent behavior
• Prevent disagreements from turning into crisis situations (or office referrals)
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FL PBS Project: Targeted Interventions 2003-2004
VDT: Who can benefit• New teachers
• Teachers with high referral rates
• Teachers who report frequent conflicts with students
• ESE teachers
• Teachers of at-risk/aggressive students
• Counselors, School Psychologists, Support Staff
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FL PBS Project: Targeted Interventions 2003-2004
Example Behaviors• Non-compliance, defiance• Disrespectful comments to staff• Intimidation/threats to staff• Aggression towards staff• Tantrums• Student-Teacher power struggles• Confronts teacher after a request
is made
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FL PBS Project: Targeted Interventions 2003-2004
Data-Based Decision
• VDT is indicated when:– High number of referrals for Disruption,
Defiance/Disrespect, Abusive Language, Aggression towards staff
– Need for more intensive problem-solving skills among staff
– Situations with high student-teacher conflict
– Frequent tantrums
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Referrals by Problem Behavior
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Referrals by Teacher
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FL PBS Project: Targeted Interventions 2003-2004
Social Skills Training
• For teachers, to use in small groups• Social skills are:
– Socially acceptable learned behaviors that enable a person to interact with others in ways that elicit positive responses and avoid negative responses (Gresham & Elliott, 1984, 1990)
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FL PBS Project: Targeted Interventions 2003-2004
Types of Social Skills
• Cooperation• Assertion• Responsibility• Empathy• Self-control• Social
problem solving
• Positive play• Group entry
• Dealing with strong negative feelings
• Conversational skills
• Conflict resolution• Listening• Accepting
feedback• Making requests
• Responding to teasing
• Apologizing
• Disagreeing
• Resisting peer pressure
• Negotiating
• Dealing with an accusation
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FL PBS Project: Targeted Interventions 2003-2004
Safe & Sound Programs
Collaborative for Academic, Social, and Emotional Learning. (2003). Chicago, IL: Author.
http://www.casel.org/projects_products/safeandsound.php
Safe and Sound: An Educational Leader’s Guide to Evidence-Based Social and Emotional Learning (SEL) Programs.
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FL PBS Project: Targeted Interventions 2003-2004
Sound Social Skill Programs
• Five essential SEL skill areas:– Self-awareness– Social awareness– Self-management– Relationship skills– Responsible decision making
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FL PBS Project: Targeted Interventions 2003-2004
Sound Social Skill Programs
• Necessary components:– Skill modeling– Role play by students
• Components for better outcomes:– Discuss relevancy of skill– Provide for generalization across
settings \– Provide for maintenance over time
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FL PBS Project: Targeted Interventions 2003-2004
Sound Social Skill Programs
• Evidence of effectiveness
• Professional development component
• Continuing performance-based assessment measures for students
• Guidelines and tools for implementation
• Coordination with school, family, and community
• Academic integration strategies
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FL PBS Project: Targeted Interventions 2003-2004
SST: Who Can Benefit
• Students AND teachers• Students with
– Poor peer relations– Poor student/teacher interactions– High referrals for Fighting/Physical
Aggression, Harassment, Defiance, Disruption, Abusive Language
– Socially isolated students
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FL PBS Project: Targeted Interventions 2003-2004
Example Behaviors– Disruptive– Talks out– Talks back to teacher– Uses inappropriate
language– Defiant– Refuses to do work– Difficulty taking turns– Refuses to share– Out of seat
– Difficulty following directions
– Aggression– Disrespectful
comments to staff– Intimidation/threats to
staff– Aggression towards
staff– Tantrums– Student-Teacher
power struggles
– Frequent peer conflict
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FL PBS Project: Targeted Interventions 2003-2004
Data-Based Decision• Social Skills Training is indicated
when:– High number of referrals for
Fighting/Physical Aggression, Harassment, Defiance, Disruption, Abusive Language
– Referrals occur in multiple settings, from multiple staff
– Detailed analysis of referrals indicates a need for more intensive problem-solving skills among students
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Referrals by Problem Behavior
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FL PBS Project: Targeted Interventions 2003-2004
Conflict Resolution Training
(CRT)• For teachers, to use in small groups• Teach skills for effective conflict
resolution– Negotiation– Cooperation– Listening– Turn taking– Perspective taking– Positive Attitude
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FL PBS Project: Targeted Interventions 2003-2004
CRT: Who can Benefit
• Students with– Poor peer relations– Poor teacher relations– High referrals for
Fighting/Physical Aggression, Disruption*, Abusive language*, Harassment*
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FL PBS Project: Targeted Interventions 2003-2004
Example Behaviors
• Arguing• Cursing out other people• Physical Aggression • Refusing to share• Refusing to take turns• Easily influenced by peer pressure• Making threats in response to
conflict*
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FL PBS Project: Targeted Interventions 2003-2004
Data-Based Decision
• CRT is indicated when:– High number of referrals for
Fighting/Physical Aggression– Detailed analysis of Disruption,
Abusive Language, or Harassment referrals show conflict-centered incidents
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Referrals by Problem Behavior
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FL PBS Project: Targeted Interventions 2003-2004
Anger Management Training
• For teachers, support staff, to use in small groups
• To learn strategies and behaviors that will reduce the emotional experience of anger as well as the physiological arousal that anger causes.
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FL PBS Project: Targeted Interventions 2003-2004
Anger Management Process
• Recognize when you’re angry• Identify situations/events that
cause anger• Recognize negative consequences
from intense expressions of anger• Learn appropriate ways to express
anger• Teach social skills as needed
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FL PBS Project: Targeted Interventions 2003-2004
Anger Management Strategies
• Self-talk• Cognitive mediation/restructuring• Relaxation training• Behavior rehearsal• Exposure to opportunities to control
and manage negative feelings in a range of social settings
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FL PBS Project: Targeted Interventions 2003-2004
AMT: Who Can Benefit
• Students who – Are easily angered– Are physically aggressive– Are verbally abusive– React to disappointments with anger– Are demanding/morally indignant– Withdraw/sulk when ‘things don’t go
their way’
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FL PBS Project: Targeted Interventions 2003-2004
Example Behaviors• Cursing out/ranting at other people• Physical aggression• Damaging or destroying property• Bringing weapons to school• Fast-onset tantruming• Responding to provocation without
stopping to think about consequences• Making frequent cynical/critical/hostile
remarks• Pouting when told “no”
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FL PBS Project: Targeted Interventions 2003-2004
Data-Based Decision
• Anger management training may be indicated when:– High rates of referrals for
Fighting/Physical Aggression, Disruption, Abusive Language, Harassment, Defiance, Vandalism, Weapons
– Student interviews indicate repeated instances where students reacted in anger without thinking
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Referrals by Problem Behavior
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FL PBS Project: Targeted Interventions 2003-2004
Intervention Decision Worksheet
• Discipline data: – Referral reports– Referral documentation– Student/staff interviews– Staff surveys
• Use all available data to select the intervention most appropriate to your school’s needs
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FL PBS Project: Targeted Interventions 2003-2004
Florida Positive Behavior Support Project
• FL-PBS Project– Phone: (813) 974-6440– Fax: (813) 974-6115– Email: [email protected]– Website: http://flpbs.fmhi.usf.edu
• RRTC-PBS– Website: http://www.rrtc.pbs.org
• OSEP Center on PBS– Website: http://www.pbis.org