Rose, L. C., & Gallup. A. M. (2005).

37
th
annual Phi Delta
Kappa/Gallup poll of the publics 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.
Examples
Individual Student
vs.
School-wide
Reiko
Assessments indicate that Reiko
performs in average to above
average range in most academic
areas. However, her teacher has
noticed Reikos frequent talking &
asking & answering questions
without raising her hand has
become an annoying problem to
other students & to teacher.
What would you do?
Reiko
Assessments indicate that Reiko
performs in average to above
average range in most academic
areas. However, her teacher has
noticed Reikos 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 Rachels
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.
5,100 referrals =
76,500 min @15 min =
1,275 hrs =
159 days @ 8 hrs
Da place ta be
During 4
th
period, in-school
detention room has so many
students that the overflow is
sent to the counselors office.
Most students have been
assigned for being in the
hallways after the late bell.
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.
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.
FTD
On 1
st
day of school, a
teacher found floral
arrangement on his desk.
Welcome to the
neighborhood was written
on the card
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!
Big worry is Get Tough
approach to responding to
problem behavior

Example:
Teaching by Getting Tough
Runyon: I hate this f____ing school,
& youre a dumbf_____.
Teacher: That is disrespectful
language. Im sending you to the
office so youll 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 doesnt
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
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
Individualized
Systems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
APPLY CONTINUUM OF
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
What is RtI?
EVIDENCE-BASED
INTERVENTIONS
STUDENT
PERFORMANCE
CONTINUOUS
PROGRESS MONITORING
DATA-BASED
DECISION 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
TEAM
General 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 measurement
ODR, 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?
Classroom
Setting Systems
School-wide
Systems
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
Classroom
Setting Systems
Positive expectations & routines
taught & encouraged
Active supervision by all staff
Scan, move, interact
Precorrections & reminders
Positive reinforcement
Nonclassroom
Setting 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 Student
Systems
Teach Social Behaviors Like
Academic Skills



DEFINE
Simply
MODEL
PRACTICE
In Setting
ADJUST for
Efficiency
MONITOR &
ACKNOWLEDGE
Continuously
Redesign Learning &
Teaching Environment
Few positive SW expectations defined,
taught, & encouraged
Reviewing Strive for
Five
Be respectful.
Be safe.
Work peacefully.
Strive for excellence.
Follow directions.

McCormick Elem. MD 2003
SETTING
All
Settings
Hallways Playgrounds Cafeteria
Library/
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/fe
et to self.
Help/shar
e with
others.
Use
normal
voice
volume.
Walk to
right.
Play safe.
Include
others.
Share
equipment.
Practice
good
table
manners
Whisper.
Return
books.
Listen/watc
h.
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
appropriate
ly.
Wipe your
feet.
Sit
appropriate
ly.

TEACHING
MATRIX



E
x
p
e
c
t
a
t
i
o
n
s

SETTING
All
Settings
Hallways
Playgroun
ds
Cafeteri
a
Library/
Comput
er 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/fe
et to self.
Help/shar
e with
others.
Use
normal
voice
volume.
Walk to
right.
Play safe.
Include
others.
Share
equipment.
Practice
good
table
manners
Whisper.
Return
books.
Listen/watc
h.
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
appropriate
ly.
Wipe your
feet.
Sit
appropriate
ly.

TEACHING
MATRIX



E
x
p
e
c
t
a
t
i
o
n
s

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.






P
Perseverance
Holding to a course
of action despite
obstacles

Stay positive
Set goals
Learn from
mistakes
R
Respect
To show
consideration,
appreciation, and
acceptance

Respect yourself
Respect others
Demonstrate
appropriate language
and behavior
I
Integrity
Adherence to an
agreed upon code
of behavior

Be responsible
Do your own work
Be trustworthy
and trust others
D
Discipline
Managing ones
self to achieve
goals and meet
expectations

Strive for
consistency
Attend class
daily; be on time
Meet deadlines;
do your homework
E
Excellence
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
Acknowledge & Recognize
Cougar Traits in the Community

Student Name __________________________________

Displayed the Cougar Trait of:
Respect
Responsibility
Caring
Citizenship
(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
Patriots Parking Pass
Business Partner Discount
What really matters
is positive social
acknowledgement
& interaction!!
PRACTICES
Supporting
Staff Behavior
Supporting
Decision
Making
Supporting
Student Behavior
Invest in
establishing
adequate staff
support
OUTCOMES
Social Competence &
Academic Achievement 7.
0
300
600
900
1200
1500
T
o
t
a
l

O
f
f
i
c
e

D
i
s
c
i
p
l
i
n
e

R
e
f
e
r
r
a
l
s
95-96 96-97 97-98 98-99
School Years
Kennedy Middle School
FRMS Total Office Discipline Referrals
Sustained 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
T
o
t
a
l

O
D
R
s
Pre
Post
ODR Admin. Benefit
Springfield 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. Benefit
Springfield 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
C
h
a
n
g
e

f
r
o
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
C
h
a
n
g
e

f
r
o
m

9
7
-
9
8

t
o

0
1
-
0
2
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 day
Illinois 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
M
e
a
n

O
D
R
/
1
0
0
/
D
a
y
.64
.85
Schools using SW-PBS report a 25% lower rate of ODRs
Illinois 02-03 Mean Proportion of Students Meeting ISAT Reading
Standard
t 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
M
e
a
n

P
e
r
c
e
n
t
a
g
e

o
f

3
r
d

g
r
a
d
e
r
s

m
e
e
t
i
n
g

I
S
A
T

R
e
a
d
i
n
g

S
t
a
n
d
a
r
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
P
r
o
p
o
r
t
i
o
n

o
f

S
t
u
d
e
n
t
s

M
e
e
t
i
n
g

R
e
a
d
i
n
g

S
t
a
n
d
a
r
d
s
N = 23
N = 8

0
0.2
0.4
0.6
0.8
1
M
e
a
n

P
r
o
p
o
r
t
i
o
n

o
f

S
t
u
d
e
n
t
s
Met SET (N = 23) Not Met SET (N =12)
Central Illinois Elem, Middle Schools
Triangle 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
Childrens 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
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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:
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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.
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Martella, R. C., Nelson, J. R., & Marchand-Martella, N. E. (2003). Managing
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Paine, S. C., Radicchi, J., Rosellini, L. C., Deutchman, L., & Darch, C. B. (1983).
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