Intensive needs PBIS Hand-Out Targeted Culturally Responsive Schools and needs Positive Behavioral Interventions and Supports Universal needs Gaston Weisz, Psy.D., Amanda Aniboli, Betyne Bordes Examples of Universal support Universal Teach expectations/Behavioral instruction. Teach behaviors/expectations across various settings. needs Positive climate. Create a school environment that emphasizes support, safety, inclusion of children and families. Focus more on student success and how adults can support improvement rather than reactively focusing on problems, punishment, and exclusion of students. Reinforcement. Develop an easy and efficient way to reinforce positive behaviors (card or ticket associated with expectations). Increased use of praise Personal connection with student. Greeting children by name, taking a few moments to make a personal connection with students. Increasing student engagement. Increased opportunities for students to participate actively in learning (e.g., response cards, choral responding, peer-tutoring). Home school communication, such as positive notes and phone calls Parenting workshops. Example: Triple-P (Positive Parenting Program). Data. Collect data to help inform decisions and develop goals to improve school practices. Examples of Targeted supports Increased review/teaching of expectations. Targeted Pre-correction. needs Group activities to teach expectations or skills (Social skills lessons or groups, Cool Tools class lessons, Second Step, Good Behavior Game) Program with an adult monitoring and reviewing behavior (Check and Connect, Check In Check Out, Mentoring) Home school behavior card Behavior Contract Break Cards in class Examples of Intensive supports Intensive Functional Behavioral Assessments and Behavior Support Plans needs Evidence Based intensive psycho-educational programs (Example: The Coping Cat for managing anxiety) Parent support/training interventions (Example: Triple P Parenting) Special Education Counseling Outside resources Case management approaches to identify and coordinate services and supports. (Person-Centered planning, Wrap-around). PBIS Resources 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. Crone, D.A., & Horner, R.H. (2003). Building positive behavior support systems in schools: Functional behavioral assessment. New York: Guilford. Crone, D., Hawken, L., & Horner, R. (2010). Responding to problem behavior in schools, second edition: The behavior education program. The Guilford Practical Intervention in the Schools Series. New York: Guilford Press. Eber, L., Sugai, G., Smith, C.R. & Scott, M. (2002). Wraparound and positive behavioral interventions and supports in the schools. Journal of Emotional and Behavioral Disorders, 10(3) 171-180. Irvin, L., Horner, R., Ingram, K., Todd, A., Sugai, G., Sampson, N., & Boland, J. (2006). Using office discipline referral data for decision making about student behavior in elementary and middle schools: An empirical evaluation of validity. Journal of Positive Behavior Interventions, 8(1), 23. Kameenui, E. J., & Darch, C. B. (2004). Instructional classroom management: A proactive approach to behavior management. (2nd edition). White Plains, NY: Longman. Kerr, M.M. & C. M. Nelson (2002). Strategies for addressing behavior problems in the classroom. Upper Saddle River, NJ: Merrill. Sugai, G. (1992). The design of instruction and the proactive management of social behaviors. Learning Disabilities Forum, 17(2), 20- 23. Sugai, G., Horner, R. H., Dunlap, G., Hieneman, M., Lewis, T. J., Nelson, C. M., Scott, T., Liaupsin, C., Sailor, W., Turnbull, A. P., Turnbull III, H. R., Wickham, D., Wilcox, B., & Ruef, M. (2000). Applying positive behavior support and functional behavioral assessment in schools. Journal of Positive Behavior Interventions, 2(3), 131–143. Sugai, Horner & Lewis (2009). School-wide positive behavior support implementers’ blueprint and self-assessment. Eugene, OR: OSEP TA-Center on Positive Behavioral Interventions and Supports. Taylor-Greene, S., Brown, D., Nelson, L., Longton, J., Gassman, T., Cohen, J., et al. (1997). School-wide behavioral support: Starting the year off right. Journal of Behavioral Education, 7, 99–112. Tolan, P., & Guerra, N. (1994). What works in reducing adolescent violence: An empirical review of the field. Center for the Study and Prevention of Violence. University of Colorado, Boulder. Tobin, T.J. and Sugai, G. (2005). Preventing Problem Behaviors: Primary, Secondary, and Tertiary Level Prevention Interventions for Young Children. Journal of Early and Intensive Behavior Intervention, 2 (3), 125–144Alberto, P. A., & Troutman, A. C. (2001). Applied behavior analysis for teachers (6th ed.). Englewood Cliffs, NJ: Merrill/Prentice-Hall. Zins, J. E., & Ponte, C. R. (1990). Best practices in school-based consultation. In A. Thomas and J. Grimes (Eds.), Best practices in school psychology -- II (pp. 673-694). Washington, DC: National Association of School Psychologists. PBIS Check and Connect/Behavior Education Program http://pbis.org http://www.checkandconnect.org/ www.pbisillinois.org http://nhcebis.seresc.net/behavior_education_program%28bep%29 http://www.pbismaryland.org/ http://lirsssc.wsboces.org/include/L-PBIS.cfm#_Section_2_Heading Research about PBIS efficacy Evidence-based interventions http://pbis.ocde.us/Articles___Research.htm http://www.interventioncentral.org/home http://flpbs.fmhi.usf.edu/pdfs/Evidence%20base%20for%20SWPBS%20.pdf http://www.studentprogress.org/ http://www.pbis.org/research/default.aspx http://ies.ed.gov/ncee/wwc/ http://www.jimwrightonline.com/php/chartdog_2_0/chartdog.php Parenting http://www.triplep.net/ http://www.pacer.org/pbis/trainingmods/pbisathome.asp culture Responding to CLD Hand-out Culturally Responsive Schools and background values Positive Behavioral Interventions and Supports Gaston Weisz, Psy.D., Amanda Aniboli, Betyne Bordes Ineffective or empirically unsupported practices Disproportionality in CSE referrals, punishment and exclusion practices Misinterpretation of culturally different styles of cognition, behavior or learning Over-reliance on punishment and exclusion Exclusionary practices (e.g., isolating, suspending, expelling students) Increased surveillance (security guards, metal detectors) Zero Tolerance Grade retention School to prison pipeline practices Institutional bias Recommended practices or initiatives that can help PBIS Fill a Bucket Curriculum Judicious Discipline Restorative Justice Double-Check Self-evaluation of one’s own attitudes, background, ideology and response styles Professional development in cultural competence Collaborate with families Schools collaborating with Universities that emphasize faculty diversity (HBUC) CLD Resources • Cartledge, G., & Dukes, C. (2008). Disproportionality of African American children in special education: Definition and dimensions. Chapter 24, 383-398. • Cousineau, M. (2010). Institutional racism and the school-to-prison pipeline. • England, M., Robbins, S., Smith, B., & Weiss, B. Disciplinary disparities in American schools. • Iselin, A. (2010). Research on School Suspension. North Carolina Family Impact Seminar Retrieved from: http://www.childandfamilypolicy.duke.edu/engagemnt/ncfis.php • Leone, P. E., & Mayer, M. J. (2004). Safety, diversity, and disability: Goodness of fit and the complexities of the school environment. In M. J. Furlong, M. P. Bates, D. C. • Smith, & P. M. Kingery (Eds.), Appraisal and prediction of school violence: Methods, issues, and contexts (pp. 135–163). Hauppauge, NY: Nova Science. • Baskerville, L. Berger, L., & Smith, L. (2008). The role of historically black colleges and universities in faculty diversity. American Academic, 4, 11-31. • Dusenbury, L., Falco, M., Lake, A., Brannigan, R., & Bosworth, K. (2009). Nine critical elements of promising violence prevention programs. Journal of School Health, 67, 409-414. • Hershfeldt, P.A., Sechrest, R., Pell, K.L.,Rosenberg, M.S., Bradshaw, C.P., & Leaf, P.J. (2009). Double-check: A framework of cultural responsiveness applied to classroom behavior. TEACHING Exceptional Children Plus, 6, Retrieved from: http://escholarship.bc.edu/education/tecplus/vol6/iss2/art5 • Monroe, C. R. (2005). Why are Bad Boys always black? Causes of disproportionality in school disciple and recommendations for change. The Clearing House, 79, 45-50. • Skiba, R. J., Michael, R. S., Nardo, A. C., & Peterson, R. L. (2002). The color of discipline: Sources of racial and gender disproportionality in school punishment. The Urban Review, 34, 317-342. • Steinberg, L. (2007). The Teenage Brain. Attachment, 1, 1-4. • Wallace, J. M., Goodkind, S., Wallace, C. M., & Bachman, J. G. (2008). Racial, ethnic, and gender differences in school discipline among U.S. high school students: 19912005. Negro Educ Rev, 59, 47-62. • Weinstein, C. S., Tomlinson-Clarke, S., & Curran, M. (2004). Toward a conception of culturally responsive classroom management. Journal of Teacher Education, 55, 25- 38.
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