Showing posts with label PBIS Information and Research. Show all posts
Showing posts with label PBIS Information and Research. Show all posts

Thursday, December 10, 2009

SAMSHA's 10 Essenstial Values for Dealing with a Crisis Situation

Ten Essential Values Are Inherent In An Appropriate Crisis Response, Regardless Of The Nature Of The Crisis, The Situations Where Assistance Is Offered Or The Individuals Providing Assistance:


(As reported by Wellsphere at http://www.wellsphere.com/bipolar-disorder-article/on-what-to-do-in-a-crisis/857152)


1. Avoiding harm. Sometimes mental health crises place the safety of the person, the crisis responders or others in jeopardy. An appropriate response establishes physical safety, but it also establishes the individual’s psychological safety. For instance, restraints are sometimes used in situations where there is an immediate risk of physical harm, yet this intervention has inherent physical and psychological risks that can cause injury and even death. Precipitous responses to individuals in mental health crises—often initiated with the intention of establishing physical safety—sometimes result in harm to the individual. An appropriate response to mental health crises considers the risks and benefits attendant to interventions and whenever possible employs alternative approaches, such as controlling danger sufficiently to allow a period of “watchful waiting.” In circumstances where there is an urgent need to establish physical safety and few viable alternatives to address an immediate risk of significant harm to the individual or others, an appropriate crisis response incorporates measures to minimize the duration and negative impact of interventions used.


2. Intervening In Person-Centered Ways. Mental health crises may be routine in some settings and, perhaps, have even come to be routine for some people with serious mental health or emotional problems. Nevertheless, appropriate crisis assistance avoids rote interventions based on diagnostic labels, presenting complaint or practices customary to a particular setting. Appropriate interventions seek to understand the individual, his or her unique circumstances and how that individual’s personal preferences and goals can be maximally incorporated in the crisis response.


3. Shared Responsibility. An acute sense of losing control over events or feelings is a hallmark of mental health crises. In fact, research has shown “feeling out of control” to be the most common reason consumers cite for being brought in for psychiatric emergency care.12 An intervention that is done to the individual— rather than with the individual—can reinforce these feelings of helplessness. One of the principal rationales for person-centered plans is that shared responsibility promotes engagement and better outcomes. While crisis situations may present challenges to implementing shared, person-centered plans, ultimately an intervention that considers and, to the extent possible, honors an individual’s role in crisis resolution may hold long-term benefits. An appropriate crisis response seeks to assist the individual in regaining control by considering the individual an active partner in—rather than a passive recipient of—services.


4. Addressing Trauma. Crises, themselves, are intrinsically traumatic and certain crisis interventions may have the effect of imposing further trauma—both physical and emotional. In addition, people with serious mental illness have a high probability of having been victims of abuse or neglect. It is essential that once physical safety has been established, harm resulting from the crisis or crisis response is evaluated and addressed without delay by individuals qualified to diagnose and initiate needed treatment. There is also a dual responsibility relating to the individual’s relevant trauma history and vulnerabilities associated with particular interventions; crisis responders should appropriately seek out and incorporate this information in their approaches, and individuals should take personal responsibility for making this crucial information available (for instance, by executing advance directives).


5. Establishing Feelings Of Personal Safety. An individual may experience a mental health crisis as a catastrophic event and, accordingly, may have an urgent need to feel safe. What is regarded as agitated behavior may reflect an individual’s attempts at self-protection, though perhaps to an unwarranted threat. Assisting the individual in attaining the subjective goal of personal safety requires an understanding of what is needed for that person to experience a sense of security (perhaps contained in a crisis plan or personal safety plan previously formulated by the individual) and what interventions increase feelings of vulnerability (for instance, confinement in a room alone). Providing such assistance also requires that staff be afforded time to gain an understanding of the individual’s needs and latitude to address these needs creatively.


6. Based On Strengths. Sharing responsibility for crisis resolution means understanding that an individual, even while in crisis, can marshal personal strengths and assist in the resolution of the emergency. Individuals often understand the factors that precipitated a crisis as well as factors that can help ameliorate their impact. An appropriate crisis response seeks to identify and reinforce the resources on which an individual can draw, not only to recover from the crisis event, but to also help protect against further occurrences.


7. The Whole Person. For individuals who have a mental illness, the psychiatric label itself may shape—even dominate—decisions about which crisis interventions are offered and how they are made available. An individual with a serious mental illness who is in crisis is a whole person, whose established psychiatric disability may be relevant but may—or may not—be immediately paramount. That the individual may have multiple needs and an adequate understanding of the crisis means not being limited by services that are compartmentalized according to healthcare specialty. An individual’s emergency may reflect the interplay of psychiatric issues with other health factors.And while the individual is experiencing a crisis that tends to be addressed as a clinical phenomenon, there may also be a host of seemingly mundane, real-world concerns that significantly affect an individual’s response: the whereabouts of the person’s children, the welfare of pets, whether the house is locked, absence from work, and so on.


8. The Person As Credible Source. Assertions or complaints made by individuals who have been diagnosed with a serious mental illness tend to be viewed skeptically by others. Particularly within the charged context of mental health crises, there may be a presumption that statements made by these individuals are manifestations of delusional thinking. Consequently, there is a risk that legitimate complaints relating to such matters as medical illness, pain, abuse or victimization will go unheeded. Even when an individual’s assertions are not well grounded in reality and represent obviously delusional thoughts, the “telling of one’s story” may represent an important step toward crisis resolution.13 For these reasons, an appropriate response to an individual in mental health crisis is not dismissive of the person as a credible source of information—factual or emotional—that is important to understanding the person’s strengths and needs.


9. Recovery, Resilience And Natural Supports. Certain settings, such as hospital emergency departments, may see individuals only transiently, at a point when they are in acute crisis and in a decidedly high-stress environment. Even when not occurring within hospitals, mental health emergency interventions are often provided in settings that are alien to the individual and the natural supports that may be important parts of his or her daily life. It is important not to lose sight of the fact that an emergency episode may be a temporary relapse and not definitional of the person or that individual’s broader life course. An appropriate crisis response contributes to the individual’s larger journey toward recovery and resilience and incorporates these values. Accordingly, interventions should preserve dignity, foster a sense of hope, and promote engagement with formal systems and informal resources.


10. Prevention. Too often, individuals with serious mental illnesses have only temporary respite between crises.An appropriate crisis response works to ensure that crises will not be recurrent by evaluating and considering factors that contributed to the current episode and that will prevent future relapse. Hence, an adequate crisis response requires measures that address the person’s unmet needs, both through individualized planning and by promoting systemic improvements.

Positive Behavior Support in Schools - New Studies Focus on Social, Academic Outcomes


By Sherry Fox

http://speech-language-pathology-audiology.advanceweb.com/Editorial/Content/PrintFriendly.aspx?CC=212060

Two recent studies focused on a positive reinforcement behavioral program designed to improve social and academic outcomes in schools.1,2 School-Wide Positive Behavior Support (SWPBS) is a five-year, multi-institutional program funded by the U.S. Office of Special Education.
George Sugai, PhD, developed SWPBS in the early 1990s to foster positive behavior in students. Today, he is co-director with Robert Horner, PhD, and Tim Lewis, PhD, of the National Technical Assistance Center on Positive Behavioral Interventions and Supports under the federal Office of Special Education Programs.

More than 9,000 schools in 44 states have implemented SWPBS or are in the process of doing so. Schools that adopted the program have experienced 20 percent to 60 percent reductions in discipline referrals, fewer suspensions and expulsions, and reduced referrals of students to special education.

"Schools become effective learning environments not only through attention to quality curriculum and instruction but also by creating a school-wide culture that is predictable, consistent, positive and safe," Dr. Horner said in a press release on the new research. "Investing in the social behavior of students is central to achieving academic gains."

He led the recent study on SWPBS that involved elementary schools in Hawaii and Illinois. Third-graders at the schools enjoyed a safer environment and increased their mastery of state reading assessments compared to their peers in control schools. The academic gains did not result just from improved behavior support, the researchers noted, but likely from the new approach being coupled with effective instruction.

A second study looked at high schools that had adopted SWPBS. K. Brigid Flannery, PhD, and Cynthia Anderson, PhD, of the University of Oregon, teamed with Dr. Sugai in surveying 43 implementation team leaders in 12 states. Only half of the faculty members were supportive of SWPBS, and actual participation was even lower on the part of teachers, who felt that appropriate behavior is expected by high school students and rewards are not necessary.

The results suggested strong buy-in and commitment from teachers, administrators and students are needed for successful implementation. A minimum of 80 percent of teachers need to support the program, previous research has indicated. "More time is needed for high schools to secure faculty support and develop strategies to break down barriers to increase support," said Dr. Flannery, who led the study. The findings are considered preliminary because of a small sample size and lack of a control group.

References

  1. Horner, R., Sugai, G., Smolkowski, K., et al. (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11 (3): 133-44.
  2. Flannery, K.B., Sugai, G., Anderson, C.M. (2009). School-wide positive behavior support in high school: Early lessons learned. Journal of Positive Behavior Interventions, 11 (3): 177-85.

For More Information
  • National Technical Assistance Center on Positive Behavioral Interventions and Supports, online: www.pbis.org

Saturday, November 21, 2009

Article: Think positive, act positive in school — Positive Behavioral Support tips for parents

By Terese Kashi, for the Redoubt Reporter

http://redoubtreporter.wordpress.com/2009/11/18/think-positive-act-positive-in-school-—-positive-behavioral-support-tips-for-parents/

Positive Behavioral Support helps parents and schools create and maintain a safe and supportive learning environment, encourages positive life skills and reduces negative behavior.

PBS focuses both upon the interaction of a student’s disruptive or counterproductive behavior and upon the learning environment. Except in situations where the safety of others is directly threatened, PBS has proven generally more effective than punitive discipline strategies such as suspension and expulsion. PBS programs can effectively address issues, such as preventing bullying, developing social skills, improving emotional resiliency, and building self-discipline.

What is PBS?

Positive Behavior Support focuses on making problem behaviors less attractive to students. Teachers, parents and student observations are used in designing a plan that helps improve a student’s behavior. Data about the student’s behavior is then collected. This helps parents and teachers evaluate whether the student’s behavior has improved or whether further adjustments to the behavior improvement plan are needed.

Levels of PBS

  • Schoolwide (primary) intervention. Schoolwide intervention is a preventative approach that seeks to avoid problem behaviors. This usually involves developing a school climate and culture that increases student safety and improves the educational environment. Schoolwide interventions are implemented throughout the school, including the classrooms, cafeteria, gym and playground. Schoolwide interventions provide consistent behavioral expectations that make disruptive and counterproductive behaviors less attractive to students.
  • Classroom (secondary) Intervention. Not all students will respond to schoolwide interventions. A secondary behavior intervention focuses more specifically upon a smaller number of students who may need more assistance. These students may be “at risk” because they have a higher incidence of problem behaviors than expected. At this level, students may receive instruction in small groups about appropriate behaviors in various school settings or about improved social skills and solving social problems.
  • Individual (tertiary) Intervention. A few students in schools may continue to behave in a manner that interferes with their own education or that may be disruptive to other students. When this occurs, such students may need individual intervention to help them behave in accordance with school rules. Such students may be placed on a Behavior Intervention Plan that is jointly developed by the school administrators, teachers and the student’s parents.

Often, a Functional Behavioral Assessment is completed before the Behavior Intervention Plan is written so that the team members have some information about the student to help guide them in writing the BIP. A Functional Behavior Assessment gathers observations about the student’s behavior and motivations from parents, teachers and the student as a basis for developing a Behavior Intervention Plan appropriate for the individual student.

A role for parents

Parent involvement in all aspects of their student’s educational planning has been consistently shown to be a major factor in a student’s success. When parents are actively involved in the educational activities of their children, their children are more successful in school, particularly when there are behavioral concerns. Parent communication with the school and parent participation in school activities provides important academic and behavioral support for a student and encourages a healthy school climate.

Parents can help

Parents contribute to developing a positive school climate by participating in their student’s intervention team. At home, parent discussions help their children understand that the school’s behavioral rules can make school a happier, safer and more productive place for everyone. Parents can also help by volunteering for school activities so that students realize that their parents take education seriously.

Support at home for the school’s behavioral rules adds consistency for students. If your student is part of a classroom or individual behavior plan, then your involvement as parents is very important. Most importantly, celebrate school successes with your students at home. This helps students believe that positive behavior is appreciated at school, at home and in the community.

This column is presented by the National School Psychologists Association and Dr. Terese Lipinski Kashi, NCSP, 2009-10 president of the Alaska School Psychologists Association.

Monday, November 9, 2009

BPIS Slide Show

Tim McCormick, M.Ed, Kelly Spanoghe, Ed.S., Kathy Ourand, M.Ed, and Nano Kolls, LSCW-C put together this slideshow presentation of "Secondary and Tertiary Interventions for Alternative and Special Settings, which includes information about PBIS and how PBIS aligns with IDEA.

http://www.docstoc.com/docs/15054246/Secondary-and-Tertiary-Interventions-for-Alternative-and-Special-

Saturday, October 10, 2009

IL: Webber school behavior program under way

October 9, 2009

By KANDACE MCCOY

kandace.mccoy@register-news.com
http://www.register-news.com/local/local_story_282210600.html

BLUFORD — During the first few weeks of implementing the positive behavior intervention system at Webber Township High School, office referrals have not decreased, but Superintendent Roger Pauley says there is a general feeling from all faculty and staff the school environment is “much improved” and students are more positive.

This fall, Webber implemented PBIS as a way to tackle references and improve student attendance and behavior. Pauley says though he does not have enough data yet, he and teachers agree the “atmosphere is a lot better than the last few years” at the school.

“We don’t know if we can contribute it to PBIS or not, but think we can,” he said. “There’s not enough data yet.”

Office referrals have increased, he said, but says he believes it is because teachers are more consistent regarding expected student behavior. When Pauley and teachers attended PBIS training last year, he said research showed schools should expect increased referrals as staff members learn more about expected behaviors across the board.

“Everyone’s on the same page,” he said.

But despite the increased referrals, Pauley said the students like the new PBIS system and are saving the reward tokens — which they can use to purchase items from the school store.

“I have asked different students and they always know exactly how much they have,” he said. “They have goals for these tokens and want to use them at the store. One student is saving up for a 400-token yearbook and another for a meal. We still have Cool Tools we teach twice a week and are still teaching behaviors and the students seem to respond well to that. We’re all encouraged by it.”

Webber Township High School will be holding a PBIS Celebration on Oct. 27, which will feature activities throughout the day at the school.

Sunday, September 14, 2008

Is School-Wide Positive Behahvior Support An Evidence-Based Practice?

The following is an excerpt from A Research Summary the Office of Special Education Programs (OSEP) published in 2007:

A Research Summary
OSEP Center on Positive Behavioral Interventions and Supports[1]
September 21, 2007

School-wide Positive Behavior Support is a systems approach to establishing the social culture and behavioral supports needed for all children in a school to achieve both social and academic success. SWPBS is not a packaged curriculum, but an approach that defines core elements that can be achieved through a variety of strategies. The core elements at each of the three tiers in the prevention model are defined below:

Primary
· Behavioral expectations defined
· Behavioral expectations taught
· Continuum of consequences (i.e., rewards, reinforcers) for appropriate behavior
· Continuum of consequences for problem behavior
· Continuous active supervision or monitoring across all school settings
· Continuous monitoring, collection, and use of data for decision-making

Secondary
· Early universal screening
· Continuous progress monitoring for students with at risk behavior
· System for increasing structure and predictability
· System for increasing contingent adult feedback
· System for linking academic and behavioral performance
· System for increasing home/school communication
· Collection and use of data for formative decision-making

Tertiary
· Functional behavioral assessment
· Team-based comprehensive assessment and intervention
· Linking of academic and behavior supports
· Individualized intervention based on assessment information focusing on (a) prevention of problem contexts; (b) instruction on functionally equivalent skills, and instruction on desired performance skills; (c) strategies for placing problem behavior on extinction; (d) strategies for enhancing contingent reward of desired behavior; and (e) use of negative or safety consequences if needed.
· Establishment of local behavioral expertise
· Collection and use of data for decision-making

http://www.pbis.org/files/Evidence%20base%20for%20SWPBS%2009-22-07%20GS.doc

Saturday, September 13, 2008

AL: New SPLC Publication Promotes Reducing School Drop Out Rate

The Southern Poverty Law Center (SPLC) today released a blueprint for reducing Alabama 's alarming student and teacher dropout rates as part of an ongoing effort to improve the climate in the state's schools.

"Alabama's high school graduation rate has ranked among the bottom five to 10 states for the last 20 years," said Marion Chartoff, director of the SPLC's Alabama Education Reform Project, an effort to reduce the flow of students from schools into the criminal justice system. "It's a devastating trend that robs our students and our state of a brighter future."

The SPLC's recommendations are included in a new report, Effective Discipline for Student Success: Reducing Student and Teacher Dropout Rates in Alabama, which promotes a research-based approach to school discipline that also improves academic performance and overall school climates. It will be distributed to state school board members, superintendents, principals and others across the state.

Despite commendable academic progress, Alabama 's high school graduation rate is just 61 percent, ranking the state 43rd in the nation, according to Education Week. Twenty-nine students — a classroom's worth — drop out of high school every school day in Alabama . Overall, the state ranks 47th in the nation for child well-being, according to the annual KIDS COUNT survey.

A recent report by the Southern Education Foundation found that Alabama ’s economic future is directly tied to its high school graduation rate. In fact, the state’s low level of academic achievement is the major reason that per capita income in the state lags far behind the nation as a whole.

Research has shown that school discipline practices are a major factor in pushing vulnerable children out of school and, often, into the juvenile justice system, a path known as the "school-to-prison pipeline."

Dissatisfaction with school discipline is also a reason many teachers in Alabama leave the profession. Each year, Alabama gains approximately 4,000 new teachers, but 50 percent of them will leave the profession by their fifth year, a problem Gov. Bob Riley noted in his 2007 State of the State address.

The report recommends that a program called Positive Behavioral Interventions and Supports (PBIS) be implemented in every Alabama public school.

PBIS fundamentally transforms the school into an environment where good behavior is taught and modeled by everyone from the principal to the custodian. Students are rewarded and praised for the good behavior while discipline problems are addressed in a smarter way.

Principals and teachers work together to determine the causes of problem behavior and develop school-wide and, when necessary, individualized plans to improve behavior. Office referrals are tracked and that information is used to determine when, where and why discipline problems are occurring. The end result is a reduction in suspensions, expulsions and dropout rates.

PBIS has been successfully implemented in both urban and rural school districts as well as districts with high and low concentrations of poverty. It has been used in more than 7,000 schools across the country, including a number in Alabama .

At University Place Elementary School in Tuscaloosa , PBIS has cut office referrals by more than 50 percent, said Deron Cameron, the school's principal. Faculty and staffers work together to teach students the school's three core values of being respectful, resourceful and responsible.

"We all appreciate being recognized for a 'job well-done' in our occupation and PBIS allows us to do the same for our students," Cameron said. "By employing PBIS at University Place Elementary, our students' self-esteem and confidence escalate and, subsequently, academic achievement soars."

The faculty and staff at Florence Middle School are also teaching the new three R's — respectful, responsible and resourceful — as part of a PBIS program. "It's something we reinforce daily, and we do it as a whole staff," said Bill Griffin, the school's principal. "If we didn't, we would never meet our academic goals. You need the new three R's to make sure that all children learn the old three R's."

Almost 300 schools in Alabama have worked with the PBIS program on some level, but the proven success of this program spurred the SPLC to launch this effort to bring it into every Alabama public school.

"We must turn around Alabama 's dropout crisis," Chartoff said. "Raising awareness and building support for PBIS is an important step toward transforming our schools and the state for the better."

Read about the Alabama Department of Education's PBIS program at http://www.alsig.org/pbs.cfm