Effective Behavior Support:
A Descriptive Evaluation of Coast Mountains School District
By
Carla D. Gillis
B.Ed., University of British Columbia, 1986

RESEARCH PROJECT
SUBMITTED IN PARTIAL FULFILLMENT OF
THE REQUIREMENTS FOR THE DEGREE OF
MASTER OF EDUCATION
in
COUNSELLING

Carla D. Gillis
THE UNIVERSITY OF NORTHERN BRITISH COLUMBIA
May 2002
UNIVERSiTY OF NORTHERN

BRITISH COLUMBIA
LIBRARY
.
Prince George, Be

All rights reserved. This work may not be
reproduced in whole or in part, by photocopy or other
means, without the permission of the author.

Table of Contents

I.

Introduction

1

II.

The Problem

2

III. Review of the Literature

4

A.

History and Philosophical Orientation

4

B.

Overview

7

c.

Selected Features of EBS

9

1. A Process - Not a Curriculum

10

2. Levels of Prevention

12

3. Instructional Approach

13

4. School-Wide System

14

5. Classroom System

16

6. Individual Student System

17

7. Data-Based Decision Making

20

8. Training For Local Expertise

22

9. Priority and Commitment

24

10. Administrative Support

25

D.

The B.C. EBS Initiative

27

E.

Effective Behavior Support Research Summary

35

1. School-Wide Behavioral Support

35

2. Reducing Problem Behavior Through EBS

38

3. Active Supervision and Precorrection

40

4. Pre-Correction and Active Supervision

42

5. Self-Monitoring and Self-Recruited Praise

44

6. Team-Based Functional Assessment

45

7. Recruiting Positive Teacher Attention

47

8. Preventing School Violence

49

F.

Limitations of Current Research

52

G.

Future Research Questions

53

IV.

Research Procedures

56

v.

Results

58

A.

Demographic Information

58

B.

The School-Wide System

60

c.

The Non-Classroom System

62

D.

The Classroom System

64

E.

The Individual Student System

66

F.

Comparison to British Columbia's EBS Schools

68

VI.

Discussion

69

A.

Conclusions

69

B.

Summary

74

VI.

References

76

VI.

Appendices

81

A. Foundations and Features of EBS

81

B. Host Environment Features

82

c. Effective Behavior Support Process

83

D. Continuum of Prevention and Intervention

84

E. An Effective Social Skills Lesson

85

F. Components of a School-Wide EBS Plan

86

G. Developing Expectations

87

H. Building a Support Plan

88

I. Effective Behavior Support Survey

89

J. Functional Assessment Interview

93

K. Functional Assessment Observation Form

97

L. Office Discipline Referral Form

98

M. Staff Development Model

99

N. Letter of Introduction

100

0. Demographic Information

102

P. B.C.'s EBS Schools: Survey Results

103

List of Tables

1.

Project PREPARE: Proactive Discipline Features

5

2.

Selected Features of EBS

10

3.

Functional Assessments: The Steps

19

4.

School Information

51

5.

Calculated Statistics Using the Data

51

6.

Summary of Demographic Information

59

7.

School-Wide System

61

8.

Non-Classroom System

63

9.

Classroom System

65

10. Individual Student System

67

1

Introduction

Effective Behavior Support (EBS), which is grounded in
systems

theory,

person-centered

management

strategies,

preventing

and

systems.

It

is

a

relatively

remediating

is

philosophy

problem

comprised

of

and

new

approach

behavior

effective

behavior

in

to

school

processes

and

techniques which are well supported by empirical research in
special

education

literature.

philosophy

allows

select

procedures

the

effective

in

personnel
and

addressing

This

who

school/person-centered

are

practices

their

given

implementing

EBS

which

be

may

behavioral

to
most

needs. The

integrities of individual districts, individual schools,

and

the

and

individuals

within

those

schools

are

respected

personnel are encouraged to analyze each specific setting as
its own microcosm.
Since its development at the University of Oregon in the
19 8 0 ' s ,

EBS has

spread across

the United

States

and

into

Canada. This initiative is gaining momentum as an increasing
number of educators receive training and practical experience
in

EBS

processes

processes

and

and

techniques.

techniques

have

It

appears

significant

that

these

potential

for

increasing schools' effectiveness and efficiency in dealing
with problem behavior. There is a growing body of research
which indicates

schools which adopt EBS have

fewer

office

referrals and more positive school climates (Mirenda, 2000).

2

Research
indicated

completed

that

EBS

recently

is

having

in

positive

which adopt this approach (Mirenda,
2000;

Strelioff,

British

2000).

EBS

and

school

Columbia,

British

Columbia

has

effects

in

schools

Siegel

&

Ladyman,

spread

through

2000;

continues

to

districts

are

increasingly

looking at this approach as a possible answer to the behavior
problems

that

are

increasingly

occurring

in

schools.

This

trend supports the need for descriptive surveys of the extent
to which B.C. school districts have adopted EBS strategies.
Of

particular

interest

is

the

degree

to

which

the

Coast

Mountains School District has implemented these strategies.

The Problem

This

study

examines

the

Mountains School District is
promoting

prosocial

behavior

degree

to

which

implementing EBS
and

the

Coast

features

decreasing

for

antisocial

behavior. EBS practices are becoming increasingly recognized
as effective and efficient means for improving the climate of
schools in British Columbia (Mirenda, 2000). Coast Mountains
School

District's

behavior

weaknesses are identified,

management

strengths

and recommendations

and

are provided

for improving procedures and practices in this area.
The

degree

to

which

schools

in

the

Coast

School District are implementing EBS features

Mountains

is described.

In addition to demographic details, information regarding the

3

implementation
techniques

in

of
four

behavior
school

management

areas

is

processes

outlined.

and

Specifically

these are: the school-wide system, the classroom system, the
non-classroom system,
addition to
EBS,

the

and the individual student system.

determining

following

how many

questions

schools

are

are

addressed.

In

implementing
Which

EBS

features are being successfully implemented and which are not
yet addressed? How do the Coast Mountains'

schools

compare

with British Columbia's EBS schools?
This survey research is limited to the schools that make
up the Coast Mountains School District. As such there is a
relatively small sample.

Both EBS and non-EBS

schools

are

included in the survey and some schools may not have been
familiar with the terminology and practices

referred to in

the EBS survey. Site visits were not a part of this study,
therefore the results depend on the survey information that
was

gathered.

Columbia's

The

school

current

political

system restricted

climate

in

British

survey participants

to

school administrators. School administrators may have certain
biases
items.

that

influence

their

responses

to

specific

survey

4

Review of the Literature

History and Philosophical Orientation
Effective

Behavior

Support

has

its

roots

in

special

education settings where it was

initially termed "Positive

Behavior Support"

( Sugai,

Positive

was developed as

"an alternative to aversive

2000).

Behavior

Support

interventions

used with students with significant disabilities who engaged
in extreme forms

of self-injury and aggression"

( Sugai

et

al., 1999, p.6). The terms "Positive Behavioral Support" and
"Effective Behavioral Support" (EBS) are used interchangeably
(Sugai,

2000),

and the latter term will be used throughout

the rest of this

paper.

1970's and

brought

1980's

The mainstreaming movement of the
special

education

students

regular classrooms (Colvin, Kameenui, & Sugai,
Horner,

1994;

Weigle,

1997).

This

into

1993; Sugai &

inclusive

educational

reform created the need for EBS practices to be presented as
an alternative model

for

effectively managing

behavior

in

regular school settings (Sugai & Horner, 1994; Weigle, 1997).

One of the earliest examples of the application of EBS
practices to regular education settings is Project PREPARE.
This project was

initiated by Colvin,

Kameenui,

and

Sugai

(1993) in the early 1990's out of the University of Oregon.
The

goal

of

Project

PREPARE

was

to

model

a

school-wide

behavior management approach that was based on positive and
preventative
effective

(proactive)

staff

instructional

development

procedures.

principles
Project

and

PREPARE

5

described

the

features

that

should

be

proactive school-wide d,iscipline model
features

were

derived

effective

school

from

practices

the

and

incorporated

in

a

(see Table 1). These

research

school

literature

development

on

models.

This project also presented the implementation of a Teacherof-Teachers

(TOT)

approach

which

components:

(a)

school's

assessment

establishment

a
of

the

TOT

team;

involved

three

major

of

its

needs;

(b)

and,

(c)

TOT

team

implementation procedures for developing and carrying out the
school-wide

discipline

plan.

The

preliminary

results

of

Project PREPARE indicated that schools could decrease their
office

referrals

by

50%

if

the

necessary

features

and

processes were implemented.

Table 1
Project PREPABE: Proactive Discipline Features

1.

A consistent approach to managing problem behaviors

2.

School discipline as a vehicle for student success

3.

Managing problem behaviors with positive,
strategies

4.

Active involvement and support from the leadership

5.

Collegial commitment to change and participation

6.

Application of effective staff development and teacher
change strategies

preventative

6

In the United States, the Individuals with Disabilities
Education Act of

1997

(IDEA 97)

requires nondiscriminatory

evaluation and the appropriate education of students who are
experiencing difficulty

in

educational

settings

(Turnbull,

Turnbull, & Wilcox, 1999). Functional behavioral assessments,
as

outlined

in

the

EBS

approach,

fulfill

the

nondiscriminatory evaluation requirement. Positive behavioral
support

plans,

also

under

the

EBS

requirement

that

an

appropriate

Currently,

there

is

a

gap

umbrella,

education

between

the

fulfill

the

be

provided.

law

and

the

implementation of effective practice. Proponents of EBS are
working to narrow this gap by defining terms and providing
justifications and explanations they hope will increase the
use of functional assessments and positive behavioral support
plans under IDEA 97 (Turnbull et al, 1999).
Sugai
integration

et

al.

of

interventions,

(1999)
(a)

(c)

state

that

behavioral
systems

EBS

is

science,

perspectives,

based
(b)

and

on

an

practical
(d)

social

values (see Appendix A). Behavioral science supports the view
that human behavior is largely learned and can be changed.
The

practical

assessments,
central

interventions

data-based

behavior

change

of

decision
tool,

EBS

include

making,

and

the

functional

teaching

as

a

implementation

of

research validated practices. The systems perspective of EBS
allows for a more holistic approach to dealing with complex
behavior problems

in

complex

school

systems.

Through

the

systemic provision of a continuum of behavioral support in

7

which the intensity of problem behavior and the context are
considered and prevention is emphasized.

EBS emphasizes the

consideration of social values in both the results expected
from behavioral interventions and the strategies employed in
delivering

the

interventions.

effective,

but

also,

respect

and

interactions

all

Not

only

should

people

should

be

be

treated

with

refrain

from

dignity.

Interventions

must

that

humiliating,

degrading,

are

change

or

pain

inducing (Sugai et al., 1999).
George Sugai (1998), a leading founder of EBS, began his
career in special education in the early 1970's trying to
blend Rogerian humanism and Skinnerian behaviorism.

The EBS

approach

applied

itself

has

evolved

as

an

outgrowth

of

behavior analysis as guided by a person-centered philosophy
(Dunlap

et

al.,

2000).

Throughout

the

EBS

literature

references are made to the importance of approaching behavior
change through a child-centered, person-centered, or schoolcentered philosophy.
assessment

and

centered values,

EBS

''has

intervention

come

to

describe

a

based

on

strategies,

set

of

person-

that is intended to produce reductions

in

problem behavior along with increases in desirable behavior"
(Dunlap et al., 2000, p. 22).

Overview
EBS

is

school-wide
Lewis

a

systemic

discipline

& Sugai,

1999;

approach

(Burnette,
Sugai,

to

providing

McLane,

1996,

2000;

proactive,

& Orkwis,
Sugai

1997;

& Horner,

1999). The aim of EBS is to increase the capacity of schools

8

to adopt and sustain the use of research-validated practices.
It enhances the capacity of schools to educate all students
by

establishing

consider

(a)

efficient

systems,

and

(b)

effective

practices,

processes

that

(c)

The

and

data.

systems focused on in EBS include the policies,

procedures,

and

school-wide,

decision-making

special

setting

processes

that

(non-classroom),

apply

to

classroom,

and

individual

systems. The practices considered are the strategies that are
used

directly

to

enhance

teacher instructional

student

activities.

learning

Throughout

outcomes
EBS,

and

data

are

used to guide the decision making process and to ensure more
effective outcomes.
EBS helps schools to establish a continuum of positive
behavioral supports for students (Lewis & Sugai, 1999; Sugai,
1996,

2000;

Sugai

&

Horner,

1999).

A

positive

and

preventative approach is emphasized and discipline measures
intensify

as

social

behavior

levels of

intervention are

considered:

secondary

prevention,

tertiary

and

challenges

intensify.

primary

prevention

Three

prevention,
(Walker,

&

Horner, 1996). All three levels of prevention are associated
with

unique

techniques

and

processes.

This

multi-level

approach increases the contextual fit between the problem and
practices

that are proven to be empirically

that situation.

effective

for

EBS is based on empirical research that is

trustworthy, accessible, and usable.
EBS

is

a

process

and

not

a

prescribed

curriculum,

discipline package, or product. Individual schools work with

9

the EBS processes to develop their own plans for dealing with
their unique needs

(Lewis

&

Sugai,

1999; Sugai,

1996,

2000;

Sugai & Horner, 1999). An instructional approach is inherent
to

EBS.

Behavioral

social behaviors

expectations

are taught

are

taught

like academic

directly,

and

skills.

Academic

number

of

engagement and success are maximized.
The

EBS

approach

also

outlines

a

host

environment features that support the sustained adoption of
effective practices

(Burnette et al.,

1997;

Lewis

&

Sugai,

1999; Sugai, 1996, 2000; Sugai & Horner, 1999). Many of these
features

overlap

Appendix B).

with

those

already

described

above

(see

Schools with effective host environments

have

active administration and the support of the majority of the
school

staff.

In

effective

schools,

developing

effective

approaches to behavior problems is seen as a priority and the
staff is willing to commit to a
plan.

long term (two-three year)

Policy is made and put into written form.

competence

should

school district.

be

developed within

the

Behavioral

school

and

the

The school's behavior team meets regularly

to assess, plan, train, and advocate as their school's unique
behavioral

needs

demand.

Effective

host

environments

also

have processes for orienting new staff and team members.

Selected Features of EBS
As

can be seen

from the overview,

is

interdependent

a

complex,

multi-faceted

integration

processes, and

techniques (see Table 2). The features of EBS

are complex,

of

EBS

systems,

and the processes and concepts overlap.

It is

10
beyond the scope of this paper to address all areas of EBS
because

this

would

features

that

have

be

a

been

very

lengthy

selected

for

endeavor.
this

The

ten

section

were

determined by this author to be significant enough to warrant
special note.

Table 2
Selected Features

1.

A process - not a curriculum

2.

Levels of prevention

3.

Instructional approach

4.

School-wide system

5.

Classroom system

6.

Individual student system

7.

Data-based decision making

8.

Training for local expertise

9.

Priority and commitment

10.

Administrative support

A Process - Hot a Curriculum

The

primary

goal

of

EBS

is

to

help

schools

develop

school environments that are both preventative and remedial
in nature (Nelson & Sugai, 1999). EBS recognizes that schools
have individual needs with regard to which aspects of their
environmental

and

behavioral

repertoires

need

improvement.

11
The

goal

of

EBS

is

to

help

schools

identify

and

change

deficient environmental factors that foster problem behavior.
Schools are assisted in the development of
behavioral

supports

to

ensure

that

a

continuum of

individual

develop the skills necessary to be successful.
centered,

student-centered,

and

students

The school-

teacher-centered

nature

of

the EBS approach is inherently a process and not a prescribed
curriculum (Sugai, 2000).
A four-stage model of collaborative problem solving is
used

by

a

school

team

of

key

stakeholders

to

develop,

implement, and maintain EBS processes and techniques (Nelson

& Sugai, 1999). The model contains a set of concepts that are
common to most problem solving processes. These are: problem
definition, site analysis, development of a school-wide plan,
and progress monitoring (see Appendix C).
The first step taken to initiate a school-wide effort is
to

establish

a

behavior

support

team

that

has

staff

representation and behavioral competence (Sugai, 2000).

This

team

EBS

meets

regularly

to

assess,

plan,

and

modify

activities. The second step in this process is to establish
the

school's

include

start-up

clarifying

commitment,

the

prerequisites.
school's

prioritizing,

participation and support.

and

These

needs,

establishing

securing

Once needs

prerequisites
staff

administrative

have been identified

and the prerequisites are in place, the school is ready for
the third step: developing and implementing an individualized
action plan. In this step, the team reviews the data gathered

12

and adopts research-validated practices.

It is essential to

attend to the individual school's characteristics in terms of
both

what

is

working

well

and

what

features

need

strengthening. The fourth and final step in the EBS process
involves monitoring, evaluating, and modifying the behavioral
program.

This

is

an

on-going

process

that

requires

the

regular gathering, presentation, and analysis of the school's
data.
Levels of Prevention
EBS

recognizes

that

problem

behavior

occurs

on

a

continuum from relatively mild and infrequent to severe and
frequent (Sugai, 1996, 2000; Waterhouse, 2000). Schools need
to develop several integrated systems for responding to the
continuum of

problem behaviors

(see

Appendix

D) .

Students

without serious problem behaviors respond well to school-wide
and classroom systems

at the

level of

primary

prevention.

Primary interventions include school-wide discipline programs
and school-wide social skills training.
to comprise
(Sugai,

approximately

2000).

Students

80-85%
who

are

of

These students tend

the

school

at-risk

population

for

developing

problem behavior represent approximately 5-15% of the student
body (Sugai, 2000). They need specialized group interventions
which are at the secondary level of
interventions
specialized

include
teaching

required for the
intense

problem

prevention.

self-monitoring

groups.

Tertiary

Secondary

programs

and

interventions

are

1-5% of students who have chronic and/or
behavior

(Sugai,

2000).

Specialized

13

individualized interventions

such as

functional

assessments

and positive behavior support plans are recommended for this
population.

Instructional Approach
Colvin

and

Sugai

(1988)

state

that

there

are

clear

parallels between instructional problems and social problems
in the way the respective behaviors are established and in
the way that they can be corrected. Teachers take a proactive
approach
error

to

remediating

patterns

are

academic

assessed,

problems.

and

then

The

student's

alternative

and

effective responses are taught by shaping the instructional
content and providing differential feedback. Colvin and Sugai
indicate that the same two steps can be used to remediate
social behavior problems.

"First,

pattern,

teach

and

second,

we

we

analyze

replacement

the

behavior

strategies

by

modifying the context and using differential reinforcement"

(p.347).
Kameenui and Darch

( 1995)

provide

excellent

direction

regarding how to deal with behavior from the instructional
viewpoint.
Instructional
classroom
management
is
about
managing student behavior from an instructional
point of view. The strategies for teaching and
managing social behavior are no different from the
strategies for teaching reading, etc. By their very
nature,
classroom
and
behavior
management
procedures are instructional, not merely behavioral
or social, because they take place within the
context of instruction and are designed to impart
information. To impart information about how to
behave, a teacher teaches, instructs, explains,
directly models, or otherwise communicates to a
learner exactly how to behave and how not to
behave. This process is no different from the

14
process involved in teaching a concept, fact, or
principle in mathematics or science.
For all
practical purposes, the teaching processes are the
same--communicating information to the learner in
ways that are clear, unambiguous, considerate and
passionate. (p.ix)
The

social

skills

that

areas for improvement, on a

are

identified

as

key

target

school-wide or classroom basis,

are taught using an instructional approach (Langland, LewisPalmer, & Sugai , 1998; Sugai, 2000). Social skills are broken
down into their subcomponents

so that they can be directly

taught, modeled, practiced, and reinforced (see Appendix E).
Although

EBS

presents

curriculum,

as

proponents

a

of

process
this

and

not

approach

a

prescribed

recommend

that

schools utilize programs and materials that are available to
address specific skill needs (Sugai, 2000). It is recommended

Second Step

(Committee

1991) and Getting Along With Others

(Jackson,

that instructional programs
for Children,

such as

Jackson, & Munroe, 1983) are drawn from when it is determined
that

such programs

are

needed to meet

demonstrated

school

needs.

School-Wide System
School-wide programs "seek to produce systemic change at
the

building,

classroom,

and

student

levels

by

providing

school staff a framework with which to develop site-specific
solutions to the unique needs of their school and community"
(Nelson

&

standpoint,
defined,

Sugai,

p.

26).

From

benefit

from

developing

1999,

schools

consistently

enforced,

behavior

a

preventative
a

management

clearly
system

15

(Fitzsimmons,

1998).

Sprague,

Sugai,

and

Walker

present six main components which they believe
comprehensive

and

proactive

school-wide

(1998)

comprise

behavioral

a

support

plan (see Appendix F). A positive statement of purpose is the
first component. This should be clear and simple and serve as
a

foundation for

the learning and teaching process

in the

school. The second component of the school-wide plan is a set
of clearly defined expectations. These expectations serve as
the basis for creating and maintaining safe and productive
learning

and

teaching

environments.

Third,

a

set

of

procedures for teaching the expected behavior are developed
to ensure that all students and staff have been exposed to a
common language and meaning for each expectation.
Procedures

for

encouraging

expected

behavior

is

the

fourth component in a comprehensive and proactive school-wide
behavioral support plan (Lohrmann-O'Rourke et al., in press).
A continuum of acknowledgements,

such as

tangible

provide positive feedback

social acknowledgements,

verbal

praise and

when students display behaviors that conform to given school
expectations.

The

fifth

component

is

a

continuum

of

procedures for discouraging problem behavior. Procedures and
behavior should be clearly specified in detail.

There needs

to be agreement with regard to what will be handled by the
teachers

and what will

consistent

constitute an office

implementation

of

consequences

referral,

must

occur.

and
The

last component of the school-wide system are the procedures
for

record

keeping

and

decision

making.

EBS

stresses

the

16

importance

of

having

a

system

for

monitoring

program

implementation and effectiveness (Nelson & Sugai, 1999).
effective school-wide behavior management plan will

An

also

consider

settings

behavioral

such

(Waterhouse,

as

expectations

hallways,

2000).

The

in

non-classroom

playgrounds,

school-wide

and

plan will

washrooms

provide

the

means for creating, encouraging and reinforcing expectations
in these areas. The EBS approach maintains that behavior must
be

taught

Nelson,

separately

1999; Sugai,

in

each

2000).

specific

setting

(Scott

&

Schools are encouraged to list

each non-classroom setting and

identify

expected

behaviors

for each school rule in each setting (see Appendix G).

It is

important to teach the school-wide rules for each setting in
that specific setting. Students are encouraged to follow the
rules,

and they are reinforced for displays

of appropriate

behavior. The school-wide plan for discouraging inappropriate
behavior is also applied to non-classroom settings.
Classroom System

Classroom systems are closely related to the
and procedures of the school-wide system
1999;

Waterhouse,

management

is

to

minimize

problem

2000).

systems

1997;
also

acknowledging

goal

of

&

Nelson,

good

classroom

establish

appropriate

behavior

and

behavior.

The

is

teaching

behavioral expectations,
Lazar,

The

(Scott

features

emphasis

structure,

and

routines

(Colvin

Effective

classroom

Kameeniu

& Darch,

1995).

have

clearly

outlined

appropriate

on

to

behavior

procedures
and

&

for

discouraging

17
inappropriate

or

unacceptable

behavior

1995). As with the school-wide system,
recognizes
defined

that

rules

specifically

are
and

more
are

& Darch,

(Kameenui

the classroom system

effective

when

they

are

positively

worded

(Scott

also

attend

to

&

Nelson, 1999).
Effective

classroom

systems

the

instructional needs of students because instruction that is
either too difficult or too easy for students has been found
to be associated with disruptive behaviors
1999; Sugai, 1996, 2000; Waterhouse,
ensure that students receive a

(Scott

Nelson,

&

2000). Teachers need to

curriculum that is effective

and appropriate for their learning needs. Instruction that is
designed

to

maximize

the

likelihood

of

success

ensures

student success. Successful students have little incentive to
disrupt the class or act in ways that would result in escape
or exclusion (Scott & Nelson, 1999). Instruction that teaches
skills directly through the presentation of

clear rules

or

examples, teacher modeling, and guided practice is associated
with

higher

student

success

aggressive

behavior

(Scott

classrooms

integrate

academic

strategies

and

provide

and

less

Nelson,

&

and

disruptive

and

1999).

Effective

behavioral

management

individualization

as

is

needed

by

specific students (Waterhouse, 2000).

Individual Student System
Students who have
require

support

chronic

through

or

individual

2000; Waterhouse, 2000). A host

severe behavior problems
systems

(Sugai,

of individualized,

1996,

flexible

18
approaches

is

required

to

create

learning

environments

in

which these children can succeed socially and academically.
The

provision

several

of

beliefs

Waterhouse,

these

individual

supports

about

behavior

(Sugai

2000).

Behavior is

is

al.,

et

understandable,

guided

by

1999;

predictable,

and changeable, and it occurs in an environmental context and
not in a vacuum.

Behavior is learned;

therefore,

it can be

taught or affected by changing aspects of the environmental
context. EBS presents several specific processes for building
effective
student

individual
system

student

processes

systems.

presented

The

two

individual

here

are

functional

assessments and individual behavior support plans.
A functional

assessment

developing statements

about

is

a

factors

systematic

process

for

that contribute to the

occurrence and maintenance of problem behavior (see Table 3)
(Dunlap

&

O'Rourke,

Hieneman,
Knoster,

1999;
&

Horner

Llewellyn,

&

Sugai,

1999;

Lohrmann-

1999; O'Neil et al.,

1997;

Sprague et al., 1998). Dunlap and Hieneman (1999) feel that a
functional assessment should serve as the foundation of any
individualized behavioral intervention. Functional behavioral
assessments (FBA) can, and should, be applied preventatively
before problem behaviors escalate to crisis proportions.
An FBA should be conducted whenever

the student's
behavior (a) demonstrates persistence even though
classroom-based motivation and disciplinary systems
have been carefully implemented, (b) is so severe
that it places the student or others at risk of
injury or social isolation, and/or (c) is so
disruptive that school personnel are considering
more
intrusive
or
restrictive
placements
or
procedures. (p. 7-8)

19
Table 3
Functional Assessments: The Steps

Step 1

Collect information

Step 2

Develop summary statement

Step 3

Collect observation data to confirm summary
statement

Step 4

Develop competing pathways summary statement

Step 5

Develop behavior support plan

Step 6

Develop details & routines for full implementation
of support plan

Step 7

Monitor & evaluate implementation of support plan

In essence,

the functional

assessment serves as

a

problem

solving process that can be applied to individual students
who are experiencing behavioral difficulties.
In EBS, the process of completing functional assessments
blends into the development of individual support plans.

A

central feature of EBS is that support plans, which are based
on functional assessments, have an expanded scope of outcomes
when compared to traditional support plans

(Horner

&

Sugai,

1999). The behavior plan is no longer seen only as a process
for reducing problem behavior; it is also seen as a process
for increasing the student's success within the school. While
the reduction of problem behavior is an important goal,

a

broader range of changes increases the effectiveness of the
behavior support plan. The effective building of a behavior

20

support plan includes planning in specific areas:

(a)

What

are ways to change the context to make the problem behavior
unnecessary?

(b)

What

are

ways

to

prevent

the

problem

behavior? (c) What can be done to increase expected behavior
or to teach a replacement behavior?

(d) What should happen

when a problem behavior occurs? and,

(e) What should happen

when desired or replacement behavior occurs

(O'Neil et al.,

1997, Sprague et al., 1998)(see Appendix H).
Data-Based Decision Making

Effective systems monitor student behavior continuously,
and data are used to make decisions (Lewis-Palmer,
Larson,

1999).

assessments

Data

should

be

used

to

make

and to evaluate programs on an

Sugai,

&

initial

on-going

basis

(Taylor-Greene & Kartub, in press). While four types of data
should be considered,
best

to

question

choose
at

the

hand.

Lewis-Palmer et al.
simplest

Permanent

type

of

products,

state that it is

data

to

answer

the

rating . scales,

and

surveys (see Appendix I) are easy methods for collecting data
because they are convenient and can require minimal analysis
to summarize results. Interviews (see Appendix J) are similar
to

surveys

and

rating

scales

administer

and

analyze.

All

measures

of

behavior which

perceptions.
employment

Direct
of

Appendix K) •

of

rely

measures

observation

because

data

the
on

of

they

are

easy

above

are

indirect

respondent
behavior

collection

opinion

to

or

require

the

strategies

(see

21

Several different kinds of decisions can be made using
data

(Lewis-Palmer

2000).

Data

can

assessments,

et

be

al.,

1999;

analyzed

school-wide

Tobin,

to

make

planning,

Sugai,

Colvin,

&

decisions

in

evaluation,

needs

and

in

explaining conditions to stakeholders. Data can also be used
to

monitor

the

success

and

progress

in

terms

of

meeting

interventions

of

programs

school-wide

and

goals.

Reviewing the data provided by office referrals is a valuable
resource in identifying students at-risk for school failure.
Data analysis can help to
staff

members

could

benefit

training,

or practice.

programs

can

patterns.

The

be

identify topics

need

where

additional

information,

The need for specific

instructional

indicated
to

from

or areas

by

examining

terminate

data

programs

trends

can

also

and
be

indicated when data analysis determines that they have either
been successful or ineffective.
The most often used data source in EBS
dis·c ipline referral

is the office

(see Appendix L) because it is both an

index of student behavior and of the consistency and quality
of

discipline within

Walker,

1999;

Sugai

a

school

et

al.,

(Sprague,
1999;

Tobin

Sugai,
et

Horner,

al.,

&

2000).

Although limited by the unique manner in which each school
defines and applies referral procedures, the office referral
can prove

a

useful

analysis

of

the

indicate

whether

tool

for

guiding

school

planning.

An

discipline

referral

data

patterns

can

interventions

are

needed

at

primary,

secondary, or tertiary levels of intervention (Todd, Horner,

22
Sugai

&

Sprague,

1999). Primary interventions are needed if

the total number of referrals per student is high or if the
average

number

of

referrals

per

day

is

high.

Primary

interventions are also needed if the proportion of students
with at least one referral is high.

Secondary interventions

are needed if the proportion of students with at least one or
fewer referrals is low but the proportion of students with
two to ten referrals is comparatively high. Finally, tertiary
interventions

are

needed

if

there

are

students

who

have

received ten or more referrals during the school year and if
five percent of students with the most referrals account for
a

high percentage of all

referrals

(Sprague

et

al.

1999;

Sugai et al. 1999; Tobin et al., 2000).
Tobin and his

associates

( 2000)

believe that graphing

data can facilitate decision making. Office referral data may
be graphed according to types

of behavior

level, gender, referrals per month,
graphs

help

prevention
Quick

guide

decision

programs

visual

and

displays

problems,

grade

and other features.

The

making

regarding

the

school-wide

discipline

strategies.

of

data

provide

school

use

teams

of

with

immediate visual feedback as to the status of their plans and
the

steps

which

should

be

considered

next

in

program

implementation (Nakasato, in press).

Training for Local Expertise
Dunlap

and

his

associates

(2000)

state

that

comprehensive training is needed to promote the development
of a range of skills and competencies

if

the concepts

and

23

procedures of EBS are to be successfully incorporated into
the daily practice of educators.

Training should

helping

range

educators

assessment-based

to

develop

a

interventions

that

of

on

individualized,

improve

Todd,

focus

behavior

Lehmann,

and

& Watson,

enhance school climate

(Nersesian,

in press). Dunlap et al.

(2000) present a training curriculum

which focuses on teaching teams to work within the context of
immediate settings. The learning objectives provide practical
knowledge and teach a generalizable process for intervention,
and

the

content

incorporates

a

variety

of

interdependent

topics.
Sugai,

Bullis,

and Cumblad

(1997)

state that the

EBS

initiative increases the skills and support educators receive
in

working

with

behavior

problems

"development and use of collaborative,

by

focusing

on

the

building-based teams

that provide positive behavioral support for all students and
that emphasize skill development and support for general and
special educators" (p. 58). This team-based approach provides
opportunities for
knowledge

and

preservice and inservice to increase the

skills

of

personnel

interventions in applied contexts.

in

a

continuum

Training methods

of

provide

opportunities for specialized skills development and support
for

teachers

dealing with

significant

behavioral

problems.

The school EBS team is trained and given resources to
... engage in three main functions: (a) assessment,
development,
implementation,
monitoring
and
evaluation of schoolwide [§i£], classroom, and
individual
behavior
management
systems;
(b)
consul tat ion with individual teachers or teams of

24

teachers on specific students who present severe
behavioral
challenges;
and
(c)
development,
implementation,
and evaluation of
school-wide,
small team, and individual personnel preparation
activities. (p. 59)
The EBS model of staff development presents a dramatic change
from the way inservice has historically been provided

(see

Appendix M) .

Priority and Commitment
"If

schools

are

to

be

safe,

effective

environments

behavior support must become a proactive priority, not simply
a concern to be addressed after disruptive behavior engulfs a
community" (Horner & Sugai, in press, p. unknown). Clear Lake
Elementary School is an excellent example of how EBS can be
sustained as a priority for many years

(Colvin

&

Fernandez,

in press). Clear Lake first became involved with EBS when it
was in its initial Project PREPARE stages. As Project PREPARE
evolved into

EBS,

Clear

Lake's

behavioral

strategies

also

evolved. Each year an overview of EBS is presented and the
staff recommit to implementation and maintenance of the EBS
program. Clear Lake has implemented EBS for almost a decade.
The

staff

have

experienced a

committed

to

the

model

because

number of benefits.

They

have

they

been

have

able

to

develop and maintain a positive school environment and are
able to teach more effectively.

The staff are also better

able

individual

to

provide

support

to

students

with

challenging behavior because of their increased efficiency.

25
Taylor-Greene

and

Kartub

(in

press)

indicate

that

sustaining an EBS program takes long-term strategic planning.
Program support is derived from a combination of improvement
goals,

administrative support,

ment and evaluation.

teamwork,

program reinforce-

Taylor-Greene and Kartub believe that

attention needs to be consistently focused on each of these
areas throughout the school year for EBS to be maintained
over time.
Administrative Support

Several

school

districts

have

moved

gradually

from

implementation by individual schools to active and targeted
district

coordination

Nersesian et al.,
School

District

responsibility
available

to

and

implementation

in press;
believes

to

make

schools

Sadler,

it

has

(Nersesian

in press).

a

effective

(Hofweber,

direct

systems
et

al.,

1999;

The Eugene

and

immediate

and

technology

in

press).

This

district took several steps toward supporting all its schools
in the development of EBS programs. The district established
a coordinating council for the management of all initiatives
dealing with

behavior

support.

A training

curriculum was

developed to address skill building, systems development, and
team building.

Incentives were provided to encourage school

participation

in

training

and

the

development

of

teams,

school-wide systems, and data collection efforts. As of the
1999-2000 school year,
School

District

initiative,

and

were
the

20 out of 50

schools

participating
initiative

is

in

in the Eugene
Eugene's

continuing

to

EBS
grow.

26
11

Effective Behavior Support has provided a unifying, systemic

structure

whereby

schools

have

gained

confidence

that

a

proactive, functional, instruction-based approach to behavior
support is both effective and feasible" (Nersesian et al., in
press).
In

the

Bulkley

Valley

School

District,

the

implementation of the EBS approach has been facilitated at a
district level through their District Behavior Resource Team
(DBRT) (Hofweber,

1999).

The members

of

the DBRT

have

made

functional assessments and EBS planning its highest priority;
and, an eight-stage school-wide discipline improvement plan,
the

Behavior

Pilot

Project,

has

been

implemented

in

this

district. Stage one of the project was to develop a district
code

of

conduct

to

provide

guidelines

for

assisting

elementary schools in their efforts to develop more effective
approaches to school-based behavioral programs. Stage two of
the project involved expansion of school-based responses to
include a district-based, student-conduct review team.
At stage three, the school district secured a team lead
by George Sugai to provide EBS training to specific school
teams.

The

teams

were

enthusiastic

returned to their schools.

about

EBS

when

they

The fourth stage of the project

involved school implementation of EBS and the sharing of the
results of the first year of their EBS initiative. The data
indicated measurable

improvements

in behavior.

Presentation

to the Board of Trustees constituted the fifth stage of the
district's

discipline

improvement

plan.

The

trustees

27

commended

the

schools

on

the

proactive

approach

they

had

adopted and personnel were encouraged to continue and expand
their efforts.

At stages

opportunities

for

all

six,

seven,

teachers

and

and

eight,

support

inservice

staff

were

provided. The district agreed to provide additional and ongoing

workshops

to

expand

and

reinforce

proficiency.

As

schools

establish

leadership

teams,

the

for

lessening.

However,

encouragement

need

their

district

accountability,

continue

to

be

implementation
own

level

discipline
support

is

communication,

facilitated

through

and
annual

district-wide behavioral meetings.
The B.C. EBS Initiative
Chapman and Hofweber

(in press)

summarize the British

Columbian approach to EBS which was initiated by the British
Columbian Council of Administrators in Special Education (BC
CASE). In the Fall of 1996, the administrators of BC CASE met
to determine what the organization could do to address the
issue

of

problem

behavior

in

provincial

schools.

It

was

decided that any initiative adopted by BC CASE would need to
be grounded in an instructional base, operate from a systems
perspective, and offer in-service through sound professional
development practices.

BC

CASE

approached

Education to form a partnership and the

the

Ministry

of

"British Columbian

Effective Behavior Support Initiative" was created with Don
Chapman acting as the initiative's coordinator.
Sugai and his colleagues from the University of Oregon
were

contacted to

lead

the

inservice

sessions

(Chapman

&

28

Hofweber, in press), and regional workshops were provided as
introductory

orientations
on

for

school

the

development

included

in-service

approaches

to

classroom

settings,

students.

British Columbia's

discipline,
and

teams.

dealing with
providing
EBS

The
of

workshops

school-wide

classroom

support

and

for

initiative

non-

individual

also

included

summer institutes. These institutes were designed to train a
core group of professionals who could support teams that had
begun to implement EBS and initiate training for school teams
contemplating

adopting

the

approach.

The

workshops and summer institutes were well

first

year

of

attended and the

feedback was extremely positive. BC CASE and the Ministry of
Education

have

continued

to

offer

similar

workshops

and

summer institutes in subsequent years. Each workshop tends to
be "sold out" and the summer institutes are overflowing with
long wait lists.
An

EBS

conference

developed and first
Hofweber,

entitled

held

in

the

"Making

Connections"

Fall

1998

of

was

(Chapman

&

in press) • The purpose of this conference was to

provide schools with a vehicle for celebrating their success
in implementing EBS and to provide orientation sessions for
educators interested in learning about the

initiative,

but

not yet ready to send a team to a training workshop. Over 250
attended

the

conference,

first

and

over

conference,
600

475

participants

attended

the

attended

the

second
third

annual conference. British Columbia's three-pronged approach
to

the

implementation

of

EBS

has

been

tremendously

29

successful.

evaluation process is now in place,

An

and the

results of this will determine plans for the continuation of
the initiative.
As

described previously

Valley

School

district

District

improvement

(Hofweber,

has

effort

1999),

the

Bulkley

implemented

an

called

Behavior

the

eight-stage
Pilot

Project. Hofweber states that this project, which developed
out of the district's EBS initiative,

has been an exciting

and unifying experience for the community. Some outcomes were
achieved

easily,

perseverance;

and,

and

others

required

along the way a

patience

and

number of lessons were

learned. Hofweber indicates that schools need to evaluate the
status quo and determine local needs and priorities. A selfevaluation process helps to develop practical and effective
action

plans.

Educators

must

select

research-validated

interventions which are most likely to make a difference as
effective and

efficient

limited resources
important

for

interventions

maximize

the

use

and ensure positive results.

It

is

be

active.

administrative

involvement

Educators must have adequate training,
and

administrators

have

the

authority

to

of

also

time and materials,
to

make

resource

decisions.
According to Hofweber (1999), the Bulkley Valley School
District has
needed

to

also learned that systematic communication is

keep

stakeholders

informed.

Teachers,

parents,

students, community members, and district administrators need
access to information for decision making and the allocation

30
of

resources.

Regular

opportunities

for

acknowledging

and

celebrating efforts and successes must be created to maintain

-

enthusiasm and commitment. Regular positive reinforcement is
associated with increased staff commitment. Hofweber's final
lesson with regard to EBS is that progress must be monitored
and evaluated regularly. A variety of forms of data, such as
office

referrals,

surveys,

collected

to

made,

modifications

(b)

determine

if

observations,

and
(a)

adequate

progress
(c)

be

must
is

being

are needed,

and/or

initiatives

in

Columbia

are

reporting

implementation

of

EBS.

need to be discontinued.
Individual

schools

British

successful

results

with

elementary

school

in

Telkwa

has

been

approach

since

1995

(Hofweber

implementing this

the

One

successfully
&

Janzen,

2000). Telkwa Elementary is a rural school with a population
of approximately 200 students.

In the

1992/93

8. 3 office referrals were processed each day.

school year,
There was

a

focus on rules and a low level of parent support. With the
inception of

EBS

came a number of process

changes.

A team

approach has been implemented throughout the process and the
administration has been active and supportive. Data have been
tracked and interventions are based on the analysis of the
data. Reinforcement blitz's are planned for times when office
referrals are shown to be increasing.
"Effective Behavior Support has become so ingrained into
the school climate that

students

as well

as

staff members

take on responsibility for carrying on what they perceive as

31

the school culture"
leadership
powerful

and

(Hofweber

peer

strategies

&

Janzen,

problem-solving
for

helping

2000,
have

the

p.

9).

Peer

developed

students

to

as

develop

skills and a sense of responsibility. Students know the code
of

behavior,

defined,

and

the

limits

acknowledged,

and

of

acceptable

understood

by

behavior

everyone.

are

Telkwa

Elementary has lowered its daily office referrals from 8.3 to
2. 0 per day. During recent accreditation,
commended

the

educational

school

for

environment

its

and

warm,

the

the external team

caring,

sense

of

and

nurturing

self-confidence,

responsibility, and initiative demonstrated by the students.
Ballantyne
improvement

in

(1999)
the

credits

climate

EBS

of

with

Prince

a

dramatic

George's

Harwin

Elementary School. Harwin started with EBS in the Spring of
1998 when the

school

Shortly_ after

the

sent a
team

team to a

training,

the

training
school

workshop.
sent

an

administrator for coach training. Not everyone on staff was
enthusiastic about the new initiative as the school had been
hit with a

number of hardships.

abandoned the project,
steps

during a

ensure a

Although the school almost

they were able to

take

a

number of

four month planning period in the Fall

successful

start to the program in January.

to

"The

change in school climate and the behavior of the children and
staff was immediate and significant" (Ballantyne, 1999, p. 34).

Even the most cynical of staff could see the dramatic

results. Office referrals dropped by 30% and the tone of the
school was more positive.

In this process, Harwin Elementary

32
learned that regular inservice, attention to evolving needs,
and planning is crucial to maintaining the positive effects
of EBS.
A

review

of

special

education

service

in

British

Columbia was recently conducted by Siegel and Ladyman (2000)
for the Ministry of Education. Their report makes a specific
recommendation regarding

the

implementation

of

EBS

in

our

province. The eleventh recommendation by the review team is
as follows: "The Ministry of Education should work with local
school

boards,

BC

CASE,

Federation and

the

British

Principals'

Association

the

British

Columbia

to

ensure

Columbia

Teachers'

Principals'

and Vice-

the

continuation

Effective Behavior Support Training Program"
and

her

associates

state

that

EBS

(p.18).

training

is

of

the

Siegel

assisting

British Columbia's school system to improve student behavior
and

is

highly

regarded

by

the

province's

teachers

recently

completed

the

and

administrators.
Strelioff

(2000)

General's report
report

also

states

that the

Auditor

for the British Columbia government.

makes

specific

references

implementation of

this

to

EBS.

initiative

This

Strelioff
has

the

potential to make specific contributions to improving school
environments. Over the last four years, EBS courses have been
provided

to

teams

of

approximately 300 schools.

teachers

and

These schools

administrators

in

report significant

reductions in student aggression. Strelioff surveyed teachers
who are using EBS and found that 94% of these teachers found

33

this

approach to be useful

impressed with changes
climate.

Strelioff

to

some

extent.

Teachers

in student behavior and

and

his

colleagues

were

the

school

concluded

that

" ... existing strategies would be significantly strengthened
if

an

overriding

features

of

school-wide

Effective

Behavior

approach

with

all

of

the

Support

were

to

be

used"

those

schools

that

(p.38).
Strelioff

( 2000)

is

concerned

have not yet had training

in EBS.

for

"Most educators

public

school

system have yet

to

benefit

from

(p.8).

He

also

that

most

schools

is

implementing

EBS

concerned

have

not

yet

developed

in

the

their

use"

that

are

suitable

data-

tracking methods to determine which types of aggression are
being

influenced

that

the

districts

and

Ministry
should

to

what

of

Education

"expand

degree.

efforts

Strelioff

recommends

and

individual

to

provide

school

Effective

Behavior Support training" (p.12). EBS is highly regarded in
the

school

system

initiative

"believe

as

successful
that

practitioners

Effective

Behavior

of

the

Support

strategies have made significant improvements in the behavior
of

students,

strategies

of

teachers,

and

overall

school

climates" (p. 102).
Mirenda (2000) conducted a more extensive EBS evaluation
to answer questions

that were

left unanswered

by

previous

investigations of the effectiveness of the implementation in
the EBS initiative in our province. At the time of Mirenda's
evaluation,

117 schools were identified as implementing EBS

34

for

one

or

more

years.

The

typical

EBS

school

has

a

population of between 201 and 400 students and is located in
a small urban area. A typical school has been implementing
EBS for approximately two years

and 2-2.9% of its

population has

problems.

chronic

behavior

The

student

typical

EBS

team is composed of five to six people and all of the team
members

are

likely

to

have

attended

an

introductory

EBS

workshop. While Mirenda feels that the survey was generally
valid,

there

was

enough

results

and

the

information

interviews,

and

discrepancy

permanent

between

gathered

product

by

the

site

evaluation

survey
visits,

to

warrant

three

positive

caution when evaluating EBS by survey alone.
Mirenda
aspects

of

( 2000)
EBS.

found

confirmation

for

First,

school-level

administrators

are

actively involved in EBS implementation in the vast majority
of EBS schools. Second, Most EBS schools have EBS teams in
place,

and

these

teams

implementation leadership.

are

active

with

regard

to

Finally, many of the school-wide

implementation features are being implemented in EBS schools,
and many of these features are being applied to non-classroom
settings.
Conformation was also found for EBS implementation needs
in the province. Additional training and support is needed to
assist

EBS

schools

to

nestablish

collection

systems

and

to

use

useful,
these

evaluation of outcomes" (Mirenda, 2000,
also urgently needed in functional

efficient

data
p.

67).

for

data

regular

Training is

assessment and positive

35

behavior support planning for students with chronic behavior
problems.

District

level

support

and

classroom

level

implementation of EBS appear to be lacking. Parents/families
have very little involvement in EBS

schools,

and many EBS

schools do not have a budget for EBS implementation.
Effective Behavior Support Research Summary
The EBS

approach to dealing with behavior in

school settings has

been developed within the

regular

last ten to

twenty years. As this is a relatively new initiative there is
little research
terms

11

in this

Effective

Support",

11

area.

Behavior

Database searches

Support",

11

Sugai" and '1 functional

George

Positive

using

the

Behavior

assessment"

turned

up eight research articles that could be considered relevant
to

this

research

report.

Four

studies

focus

on

the

effectiveness of EBS as applied to school-wide systems,

and

three look at various aspects of functional assessments. The
final

article

presented

in

this

section

summarizes

preliminary findings regarding how data can be used to assess
and

monitor

school-wide

follows

is a

eight

articles.

discipline

summary of the
The

interventions.

What

information provided by these

limitations

of

these

studies

are

considered in the following section.
School-Wide Behavioral Support
Taylor-Greene et al., (1997) examined the effects of two
factors on the level of student office referrals:
teacher

effort

appropriate

to

provide

behavior,

and

reinforcers
(b)

(a) active

to

students

for

school-wide

opening

day

36
training. The participants of the study were 40 staff members
and 530 students of a rural middle school (grades 6, 7, and
8)

located in the Pacific Northwest.

variable

in

this

study

was

the

The primary dependent

rate

of

student

office

referrals per day per month across a two-year period.

Data

were collected for the 1994-95 and 1995-96 school years on
students who were referred to the office for infractions that
were

considered

to

be

more

serious

than

what

could

immediately be handled with redirection or a reprimand by the
teacher.
scale

Taylor-Greene

survey

to

et

assess

al.

also

used

teacher

a

6-point

satisfaction

Likert

with

the

directions, implementation, and impact of the new opening day
training system.
The
evaluate

study
if

used

the

a

descriptive

implementation

support system was

pre-post

of

a

comparison

to

school-wide

behavior

associated with change in the

level of

office referrals. In the first year of the study, the school
established a behavior support team that met weekly to assess
the needs of the school and develop opening day activities
and

on-going

procedures

for

prompting,

acknowledging,

and

correcting student behavior throughout the school year. All
activities were collaboratively arranged with faculty members
from

the

University

of

Oregon,

and

several

workshops

and

planning periods were held with the whole faculty.
In the second year of the study, the school-wide program
was launched with
day

training.

On

fun,
the

fast-paced,
first

and interactive opening

day

of

school

everyone

37

participated in a one-day training session where all students
were taught the school's "high five" expected behaviors.
Students rotated through •.• six locations in groups
of 30-60. At each location, faculty and staff would
(a) review the high five expectations, (b) define
how the expectations applied to that location, (c)
have students role-play or model both appropriate
and
inappropriate
examples
of
the
expected
behaviors,
(d) have all students practice the
correct performance of the targeted behaviors, and
(e) receive "high five tickets" for performing the
target behavior to criterion. (p. 103)
While the opening day activities defined and taught the five
expected

behavior

patterns,

the

on-going

system

reminded,

rewarded, and corrected behavior throughout the school year.
Six key elements were included in this on-going program. Precorrections were used by the faculty to remind students of
expectations
contexts.
out

just

before

the

students

Faculty rewarded appropriate

High-Five

tickets

and

verbal

entered

behavior

praise

to

by

targeted
handing

students

they

observed performing the target behaviors. The administration
and the behavior support team emphasized the

importance of

consistency and participation. Inappropriate behavior was met
with

corrective

redirections,

sequences

which

could

detentions,

or

office

include

reprimands,

referrals.

Booster

activities were planned for specific times in the year when
problem behaviors were deemed to be more

likely to occur.

Finally,

problems

students

with

chronic

behavior

received

targeted support.
The results of this study indicate the potential that
school-wide

behavior

support

plans

have

for

successfully

38

reducing

problem

Taylor-Greene

et

behavior
al.

in

(1997)

regular
provide

education
a

settings.

comparison

of

the

average number of office referrals per day per month for the
1994-95 and 1995-96 school years. Across the entire year the
average number of office referrals per day decreased from 15
per day in 1994-95 to 8.7 per day in 1995-96. This reflects a
42% decrease in daily office referrals. The types of problems
that saw the largest reductions were repeated minor offenses,
disruption, defiance, skipping class, and fighting. The staff
satisfaction survey indicated that opening day training was
seen as having an impact on student behavior. The staff saw
the

training

as

a

worthwhile

activity

to

continue

the

following school year. Taylor-Greene et al. state that their
study

presents

messages:

office

referrals

may

guiding

efforts

to

effective

behavior support;

improving a

school's

capacity to provide

effective

takes

and,

useful

three

indicator

for

support

time;

build

substantive

be

change

a

is

possible.
Reducing Problem Behavior Through EBS

Lewis, Sugai, and Colvin (1998) explored the effects of
a

social

skill

instruction

program

combined

with

direct

intervention on the frequency of problem behavior exhibited
by elementary
transitions,

students

in

three

and the cafeteria.

settings:

recess,

hallway

The study took place in a

suburban elementary school with seven staff members and 110
students in grades 1 to 5, and it was conducted as part of a
larger

school-wide

behavioral

support

system

that

was

39
targeting

proactive,

school-wide,

instruction-based

classroom,

student levels.

specific

interventions

setting,

and

individual

The school had established an EBS

support

team, the school rules had been outlined and taught,
system

for

established.

acknowledging

appropriate

The

study

present

behavior

extended

the

at

and a

had

been

school-wide

system by targeting specific settings. A three-step process
was

implemented.

These

steps

behaviors

of

concern

setting,

(b)

positive replacement

and

social

skills

were

included:

lessons

all

problem

for

each

specific

behaviors

were

generated

delineated

regarding

(a)

these

behaviors

were

developed, and (c) direct intervention strategies tailored to
each setting were

developed

and

implemented

following

the

social skills instruction. The direct intervention strategies
included

group

contingencies,

pre-corrections,

and

active

supervision.
"A multiple baseline across setting design was used to
examine the effect of social skills

instruction and direct

intervention on the rate of student problem behavior" (Lewis
et al.,

1998, p.

5). University graduate student observers

were trained to 80% agreement,
baselines,

social

skills

and data were collected for

instruction,

and

direct

setting

interventions. One month follow-up data were also collected
following

the

completion

of

direct

setting

interventions.

Daily counts of problem behaviors were condensed to a singlerate data point,
were

plotted

and the total number of problem behaviors

and

analyzed

visually.

A

"split

middle"

40

procedure helped to determine data trends,

and

across-ph~se

level changes were determined by visual analysis (p. 6).
Lewis

et

al.

between baseline

(1998)

and

report

social

no

skills

differences

instruction

in

data

across

all

three settings. However, data indicated moderate results when
the social skills instruction was followed by direct setting
interventions.

The

overall

number

of

problem behaviors

in

each setting decreased with the use of direct intervention.
The

follow-up

data

points

indicated

strong

maintenance

effects in the cafeteria and hallway and moderate maintenance
effects on the playground. Lewis et al.

believe that their

study makes four contributions to the emerging knowledge base
on

the

effectiveness

of

instruction-based,

school-wide

discipline programs. First, their study extends social skill
instruction

beyond

individual

and

small

group

settings.

Second, their interventions were largely successful with the
majority

of

the

student

population.

Third,

this

study

provides a large group replication of the effectiveness of
group contingencies.

Finally,

Lewis

additional

for

systematic

support

the

et

al.

have

presented

investigation

of

larger, school-wide EBS systems.
Active Supervision and Precorrection

Colvin, Sugai, Good, and Yee (1997) examine the effects
of

active

behavior

supervision
of

elementary

transition settings:

and

pre-correction

students

during

on
three

the

problem

problematic

entering the building at the beginning

of the day, moving from classroom to cafeteria,

and exiting

41
the building at the end of the day. The school was set in a
rural/urban community on the outskirts of a city in a Pacific
Northwest state. The participants included a staff of 42 and
475

students

who

attended

dependent

variables

in

behaviors

such

crossing

prohibited

as

pre-correction

kindergarten

this

running,

study

to

were

pushing,

grade

5.

targeted

hitting,

The

problem

yelling,

and

variables

were

supervision.

All

areas.

The

independent

strategies

and

active

teaching staff and transition area supervisors were trained
on reminding

(pre-correcting)

students

of

desired

behavior

before entering the problem settings. The staff were trained
in

active

around,

supervision

strategies

which

included

(a)

move

(b) look around, and (c) interact with the students.

All procedures were developed,

implemented,

and facilitated

by a school-wide discipline team.
Three major
study:

setting

types

of

data were

characteristics,

collected during

supervisor

the

behavior,

and

student behavior. A multiple baseline design across the three
transition areas was

implemented in which three

levels

of

analysis were conducted. Standard visual analysis procedures
were applied to the data patterns displayed in the multiple
baseline

design.

calculated

to

Pearson
make

product-moment

probability

relationship between the number

of

correlations

were

statements

about

the

supervisor

interactions

with students and the frequency of problem behaviors during
transitions.
used

to

"A hierarchical

evaluate

the

linear modeling

relative

procedure was

contributions

of

active

42

supervision and pre-correcting in reducing the incidence of
problem behavior in school transitions"

(Colvin et al.

1997,

p. 351).
The results of the visual analysis indicated clear level
changes in problem behavior in all settings.

Colvin et al.

(1997) state that the fact that level changes were seen "only
when the intervention was introduced in individual transition
settings supports a possible functional relationship between
student

problem

behavior,

intervention package"
correlation

was

(p.

transition

setting,

The

product-moment

352).

significant

(-.83,

Pearson

p

.05),

<

and

and

this

indicated a strong inverse relationship between the number of
interactions

between

the

supervisor

and

students

and

the

frequency of problem behavior exhibited by the students. The
more times

supervisors

problem behaviors

the

interacted with
students

linear modeling analysis

students,

presented.

indicated

accounted for a large, significant,

that

the

fewer

The

hierarchical

active

supervision

and important amount of

variation in problem behavior. Colvin et al.

concluded that

pre-correcting and active supervision made an important and
significant contribution to the reduction of problem behavior
frequency,

and

the

actual

intervention

was

relatively

efficient and required little training time.

Pre-Correction and Active Supervision
This

study,

conducted

by

Lewis,

Colvin,

and

Sugai

( 2000), builds on the work presented in the previous study,
and

it

appears

to

have

been

conducted

in

the

same

43

suburban/rural

elementary

school

with

the

same

comprised of 475 students and 42 staff members.

population
The purpose

of this study was to examine the effects of a review of key
social

skills,

pre-corrections

prompting

the

use

of

the

social skills, and active playground supervision on the rate
of problem behavior exhibited during recess.

Prior to this

study, critical social skills related to the school rules had
been

taught

but

pre-corrections

and

active

playground

supervision had not been put in place.
The procedures in this study were implemented over three
phases: (1) Teachers reviewed school rules and related social
skills

as

they

applied

to

the

playground;

Playground

(2)

monitors reviewed school rules and supervision expectations;
and,

( 3)

At

supervision

one-week
were

intervals

introduced

pre-corrections

across

three

and

recess

active

periods.

Intervention effects were examined using a multiple baseline
design

across

three

target

recess

periods

(Lewis

et

al.,

2000, p. 112). The dependent variables were rates of problem

behaviors

and

playground

monitor

behavior,

and

the

independent variables consisted of pre-corrections and active
supervision.
Lewis et al.

( 2000)

graphed the data and analyzed the

graph "visually for significant changes across level, trend,
and

variability

within

and

between

115).

Data were then collapsed

single

rate

point

of

problem

and

phase

conditions"

plotted daily

behavior

for

(p.

using

structured

a

and

unstructured activities. Behaviors that characterized active

44
and

non-active

monitors.

The

supervision
results

of

were
this

plotted
study

by

found

rate
no

for

the

significant

trend or level changes in student behavior when the students
were

engaged

However,

in

structured

activities

on

during unstructured activities,

the

playground.

the data indicated

an overall decrease in the rate of problem behavior following
intervention

in

each

recess.

The

data

revealed

no

clear

effects with regard to monitor behavior as a function of the
intervention. Lewis et al. concluded that a relatively simple
intervention effectively reduced rates

of

problem behavior

across the student body with minimal training and technical
assistance from outside the school setting (p. 118).

Self-monitoring and Self-Recruited Praise
Todd,

Horner,

and Sugai

functional-assessment-based,
intervention
identified
referred

on
as

to

a

( 1998)

examined the use of a

multi-component,

nine

year-old

fourth

learning

disabled.

This

the

teacher

assistance

self-management
grader

who

was

student

had

been

team

because

of

his

severely disruptive behavior. This behavior included taunting
his

peers,

inappropriate

disrupting

the

class,

and

making

comments.

The

self-management

sexually

intervention

consisted of teaching the student to self-monitor and selfevaluate his

ability

to

attend

to

the

student was trained to give himself a

task

at

hand.

check every time he

caught himself attending when a beep sounded on a
beeps

that

occurred

randomly.

The

The

student

tape of

self-recruited

45
teacher attention every time he had given himself a specific
number of checks.
The

results

of

this

implementation

of

a

functional

assessment-based behavior support plan were successful.

With

a

self-

system

of

self-monitoring,

recruitment of

teacher

self-evaluation,

attention,

the

and

student

exhibited

a

decrease in the frequency of problem behavior and an increase
in work completion. The frequency of teacher praise was also
increased

and

the

teacher's

perception

of

the

student's

performance was improved. Although the student was initially
reliant on the

self-management system to maintain results,

this system was gradually phased out and the student was able
to maintain the positive results without intervention.
Team-Based Functional Assessment

Chandler, Dahlquist, Repp, and Feltz (1999) examined the
impact

of

ventions

individually-based
on

the

challenging

functional
and

assessment

appropriate

inter-

behavior

of

students within classroom settings. Chandler et al. were also
interested

in

determining

the

effectiveness

of

functional

assessments when they were conducted by school-based teams.
Three types of preschool classrooms provided the setting for
this

study:

classrooms

for

students

with

(eight) , classrooms for children at risk

special

(three) ,

needs

and early

childhood classrooms (four). The participants were preschool
students, ages three to six years, and teachers certified in
early childhood education. The students were randomly divided
into groups

of

four or five.

Data were collected using

a

46

computer-based observational
child

behaviors:

system

challenging

on

five

behavior,

categories

active

of

engagement,

passive engagement, nonengagement, and peer interaction. Data
were

also

collected

on

five

ecobehavioral

aspects

of

the

classrooms: environmental arrangements, schedule, appropriate
adult

behavior,

instructional

strategies,

and

support

for

peer interaction.
Baseline data were collected over a
and

then

team

members

within

each

four week period,

at-risk

and

special

education classroom attended functional assessment workshops.
Within one week of attending the workshops, each school team
was guided through initial functional

assessment procedures

for a specific student. During the remaining weeks, the teams
implemented

intervention

strategies

through the functional assessments.

they

had

developed

Throughout the process,

the teams had guidance from a behavior specialist. Follow-up
observations

were

conducted

four

weeks

following

intervention, and four weeks of normative data were collected
in

the

regular

classrooms

which

served

as

the

control

setting.
"Data for a l l children within one type of classroom were
combined to produce a mean percentage of child behavior per
classroom type

and

condition"

(Chandler

et

al.,

1999,

p.

108). The ecobehavioral data for the classroom settings were
presented as the mean percentage of

strategies employed by

type of classroom across conditions. A multivariate analysis
of

variance was

used

to

compare

the

five

child

behavior

47
variables across conditions of time, types of classroom, and
conditions

and

results

this

of

positive.

classroom
study

Challenging

type
by

interaction

Chandler

behavior

et

within

(p.

108).

The

al.

(1999)

were

each

at-risk

and

special education classroom decreased during intervention and
was maintained at low levels during the four-week maintenance
period. Nonengagement decreased in each at-risk classroom and
in the majority of special education classrooms. Chandler et
al.

also

found an

interaction

within

intervention.
could

increase

be

assessments.

each

Chandler

in

active

engagement

experimental

et

al.

concluded

effectively

trained

Team

was

success

setting

to

that

and

peer

during

the

school

conduct

teams

functional

associated with

training

to

develop behavioral competence and the provision of follow-up
consultation.

Recruiting Positive Teacher

e ~ o

Alber, Heward, and Hippler (1999) studied the effects of
training

students

teacher

attention.

students

(three with learning disabilities and one with low

achievement
public

learning

The

disabilities

participants,

four

sixth

grade

were

enrolled

middle

school.

The

study

was

conducted

school:

the

special

classroom
students

where
to

data

attention

the

recruit
on

were

this

resource
teacher

room

a

recruit

math),

within

in

to

in

classrooms

where

with

large

teacher

attention;

the

recruiting

behaviors

collected

daily;

the

and,

in

three

education

trained

math

student

suburban,

the

classroom

and

teacher

social

studies

48
classroom where data were collected two or three times per
week (p. 256). The math teacher, the social studies teacher,
and the class tutor were kept naive of the purpose of
study because their interactions with the students,
praise,

and

variables.

instructional

feedback,

Student recruiting,

were

key

the

teacher

dependent

completion of academic work,

and accuracy of academic work were also dependent variables.
"A multiple baseline across .students design was used to
analyze the effects of recruitment training on the frequency
of

student

recruiting,

feedback,

and

academic

education

classroom"

baseline

was

achieved

teacher
work

(Alber
by

praise,

productivity
et

al.,

observing

instructional
in

1999,

the
p.

students

in

general

259).

The

the

math

classroom and in the social studies classroom while they were
working independently or in small groups.

The resource room

teacher then trained each student individually with regard to
recruiting

teacher

attention.

This

training

involved

both

instruction and role playing. A morning prompt was given to
each individual student just prior to homeroom, and they were

given prompting cards with which to track
behavior. At the end of the day,

their

prompting

the students individually

checked in with the resource teacher and were rewarded as per
their recruitment behavior. This reinforcement was initially
provided on a

daily basis

and then phased to intermittent

reinforcement in the generalization portion of the study.
The students seldom recruited teacher attention prior to
training,

but

after

training

the

students'

recruiting

49

behavior was

noticeably

increased.

Three

out

of

the

four

students recruited at a rate of once every ten minutes for
the majority of the generalization and maintenance phases of
the study. Three of the students received substantially more
teacher

praise

and

instructional

generalization and maintenance phases.
work accuracy rates

feedback
Work

in

the

completion

for these three students

also

and

improved

from the phases of baseline to generalization to maintenance.
Alber et al.

( 1999)

concluded that

students

with

learning

disabilities can be taught to appropriately recruit teacher
attention,

and

this

can

result

in

increased

academic

productivity.

Preventing School Violence
Sugai,

Sprague,

Horner,

and Walker

( 19 9 9)

conducted a

prel i minary study of the use of office discipline referrals
to assess
Office

and monitor

discipline

elementary

school

referrals

schools

middle/junior

high

districts

school-wide
were

discipline

intervention.

collected

from

eleven

(grades

kindergarten

to

6)

and

nine

schools

(grades

to

9)

across

seven

states.

The

schools

were

in

two

Western

6

selected for inclusion in this study on the basis of their
desire

to

improve

willingness
datab ase,

to

and

their

provide
the

school
data

existence

discipline

for

in

broad

inclusion

collecting and maintaining office discipline referrals.

Each

school

from

individual

written

established

a

for

a

an

their

system

maintained

of

systems,

database

which

was

office

referrals

developed
which

included

50
information regarding student name, date, location, referring
teacher, primary rule violation, and the consequence assigned
for the incident. The schools were asked to report specific
information to calculate data (see Tables 4 and 5).
The results of this study by Sugai et al.
separated
school

into

elementary

statistics.

The

school

and

elementary

(1999)

middle/junior

schools

are
high

averaged

567

students per year with a mean of only 0.5 office referrals
per student per year,
day.

An

and

1. 7 office referrals

average of only 21% of

received one or more office

per school

the elementary school

referrals

per

year,

and

body
only

three of the schools in the study reported more than 1% of
their students with ten or more referrals. on average, 59% of
the

total

referrals

are

accounted

for

by

the

5%

of

the

student body with the highest level of discipline referrals.
The picture is

different

at the middle

school/junior

high

level. Middle/junior high schools averaged 635 students per
year with an annual mean of 1,535.5 office referrals.

Each

student

2.4

in

the

office referrals,

middle
and

schools
the

received,

schools

on

averaged

average,
8. 6

discipline

referrals per school day. An average of 47.6% of the students
were sent to the office at least once in the school year, and
5.4% were referred ten or more times. The 5% of the students
with the most office referrals accounted for an average of
40.4% of all referrals.
office discipline

Sugai et al.

referral

data

( 1999)

summarized the

from twenty elementary and

middle/junior high schools to illustrate how patterns might

51

Table 4
School Information

1.

The grade levels in their school

2.

The number of students per school year

3.

The number of office discipline referrals/school year

4.

The number of school days per school year

5.

The number
referrals,
referrals

6.

The number and proportion of referrals from the
percent of students with the most office referrals

of students with one
five or more referrals,

or more office
and ten or more
five

Table 5
Calculated Statistics Using the Data

1.

The mean number of office
student attending school

2.

The mean number of office referrals
received at least one referral

3.

The average number of office discipline referrals
school day

per

4.

The proportion of students with one or more, and ten
more, referrals

or

5.

The proportion of all referrals accounted for by the
five percent of students with the most office discipline
referrals

be

used

(primary),

to

assess

selected

the

need

(secondary),

discipline

for
and

referrals

per

per

student who

developing

universal

targeted

(tertiary)

52

intervention systems. See previous sections of this paper for
specific

information

on

using

specific

data

patterns

to

select levels of intervention.
Limitations of Current Research
To date, the results of most of the EBS studies were not
gathered within a

strict experimental design.

Decreases

in

office referrals may be documented, but it cannot be asserted
that

these

decreases

were

to

EBS

Relationships

cannot

concluded with

regard

intervention

procedure.

combination

of

be

due

Researchers

intervention

have

strategies

activities.
to

any

tended

to

when

trying

one

use

a
to

positively affect behavior in school with the EBS approach.
This

problem

schools

are

is

further

fluid,

compounded

changing

by

the

environments

reality
where

it

that
is

impossible to control all of the variables that need to be
controlled in experimental studies. Behavior is very complex
and

the

quality

of

the

interactions

between

staff

and

students has not been recorded.

The behavior of

individual

staff

having

a

members

varies,

despite

undergone

certain

degree of training.
Although
educators

can

the

results

reduce

of

problem

the

studies

behavior

indicate

through

that

proactive

means, the actual long-term effects of the interventions on
reducing the prevalence and incidence of antisocial behavior
patterns are unknown
cannot

be

considered

(Lewis et al.,
conclusive,

2000,
and

p.

8).

The data

researchers

cannot

assume that positive results obtained in one specific school

53

will apply to other schools. Nor can researchers assume that
behavior

taught

settings.

Individual elementary schools

may

or

may

to

not

the

be

students

similar

will

to

generalize
have

other

to

other

features

that

schools,

and

the

individualized nature of the application of the EBS approach
accentuates that idiosyncratic nature of the results

(Lewis

et al., 2000).
The use of office discipline referrals as a data source
has

certain specific limitations.

As

the integrity of

the

office discipline referral monitoring system is weakened, so
is the integrity of the data to inform decision making (Sugai
et

al.,

1999).

Defining

school's

definition

another

school's

of

the

variables

office

definition

is

referable
of

a

a

problem:

behavior

classroom

responsibility. In addition, Sugai et al.

may

One
be

teacher's

(2000) state that a

relatively small number of schools were used in their office
referral study.
Future Research Questions

Although preliminary research into the
EBS practices
promising

in

regular

outcomes,

there

education
is

a

application

settings

great

need

of

is

presenting

for

empirical

research in this area (Weigle, 1997). Investigations into the
applications

of

support

its

for

the

various

features

wide-spread

use

of

in

EBS

may

regular

provide

education

settings.
Specific
replicated

procedures

across

schools

in

various

in

terms

studies
of

size,

should

be

demographic

54

region,

grade

character is tics

level,

and

student/teacher

(Chandler et al. ,

19 9 9) •

demographic

Studies

involving

team training should be replicated with different trainers in
order to add validity to training packages. It would also be
helpful to increase the size of the studies

by using more

students, classrooms, teachers, and schools.
Studies should be conducted that measure the impact of
specific

interventions

separately

(Colvin

et

al.,

1997).

Strategies that can increase the likelihood that generalized
responding

occurs

with

both

teachers

and

students

across

multiple settings or contexts require further investigation.
Future research should examine the impact of

a

team-driven

approach with active student involvement in the assessment,
design,

and

implementation

1998).

Future

research

of

interventions

might

examine

(Todd
a

et

al.,

variety

of

consultative support models. The positive and negative nature
of interactions should also be investigated.

In the case of

office referrals, studies need to be conducted to determine
if the identification of patterns actually result in improved
school behavior management (Sugai et al., 2000).
Recruiting research would be strengthened by descriptive
data on the rates and types of recruiting responses used by
general education students and on the frequency and type of
praise,

attention,

and

instructional

feedback

teachers

provide to typical students. Such peer comparison data would
provide

important

social

validation

for

determining

the

55
parameters and success of recruitment training (Alber et al.,
1999).
Questions that remain unanswered include:
1.

What policies must change to support EBS,

and how can

they best be changed (Weigel, 1997)?
2.

What

best

change

and

motivates
remain

teachers

and

committed

administrators

to

to

the

change

process

best

for

which

students

(Weigel, 1997)?
3.

What

extent

of

inclusion

is

(Weigel, 1997)?
4.

How can schools assess the various behavioral systems in
their schools (Taylor-Greene et al., 1997)?

5.

How can faculty efficiently develop practical strategies
for

addressing

behavioral

deficits

(Taylor-Greene

et

al., 1997)?
6.

What staffing structures are needed for initiating and
sustaining effective

practices

(Taylor-Greene

et

al.,

1997)?
7.

How can we effectively address the challenges of those
students

with

chronic

patterns

of

behavior

problems

(Taylbr-Greene et al., 1997)?
8.

How can schools change to be more effective with growing
numbers

of

students

who

have

behavioral

challenges

(Taylor-Greene et al., 1997)?
9.

What is the specific nature of the link between academic
and behavioral failure (Taylor-Greene et al., 1997)?

56

10.

How can educators

increase

the

effectiveness

direct interventions designed to address

of

more

the needs

of

students with chronic behavior problems?

Research Procedures

The primary method by which this research was conducted
was through the use of a descriptive survey. A four-page EBS
survey was used to describe the
distribution
Mountains

of

the

School

use

of

incidence,

EBS

features

the

Coast

appendix

I).

The

(see

the

Mountains

of

supported

this

study,

Research

Project.

The

Coast
and

it

was

researcher

and

in

District

Superintendent

frequency,

School

District

as

a

District

this

research

adopted
presented

project at a school district management meeting. The purpose
of the presentation was to ensure that school administrators
were fully informed of the project's details and procedures
so that they could assist in the completion of the surveys in
a timely and facilitative fashion.
The EBS survey was distributed early in March to every
school within the Coast Mountains School District. The survey
was

accompanied

by

a

letter

of

introduction

from

the

Superintendent (see Appendix N) and a one-page form for the
collection of demographic

information

(See Appendix 0) •

In

late March, a deadline reminder was faxed to the schools and
two sets of phone calls were subsequently made to schools

57

with

surveys

outstanding.

The

surveys

were

filled

out

by

school administrators and collection was completed by March
28' 2002.
Collected surveys were collated to determine how many
Coast Mountains' schools are implementing which EBS features
and to what degree.
this

research

procedures

The analysis

report

used

by

are

procedures

modeled

Mirenda

(2000)

implemented in

after
in

the

her

analysis

evaluation

of

British Columbia's EBS schools (see Appendix P). The analysis
questions

included:

Are

specific

features

"In

Place,

"Partially In Place", or "Not in Place"? and, Are they seen
as

a

11

High

Priority",

a

11

Priority"?

Percentage values

important

for

Percentage

values

those

Medium

Priority",

of

or more

features

of

33

or

67

reported
more

to

are

important for those features reported to be
"High Priority".

or

are
be

a

considered
11

In

considered
11

Not

"Low

Place".
to

be

in Place" or

These cutoff points were considered to be

important as they replicate the cutoff points used by Mirenda
in her EBS research (p. 19). It is important to note that the
survey results were rounded to the nearest whole number. This
procedure resulted

in

some

percentages

they

are

when

discrepancies
added

in

together.

the

resulting

This

is

an

unavoidable effect of the rounding procedure. The results are
presented in this project as a combination of text,
and figures.

tables,

This report will be submitted to the District

as part of a management presentation, and individual schools
will be provided with individual feedback as requested.

58

Results

Demographic Information
There was a return rate of 93% for the surveys in this
research. Of the 30 schools to which surveys were sent,

28

returned completed surveys by March 28, 2002 (see Table 6).
To

1nsure

confidentiality,

the

information

demographic

reported in this research is limited to indicating how many
schools

are

implementing EBS,

how long these

schools

have

been using EBS,

the EBS training schools

have participated

in,

other

the

and

what

behavior

programs

schools

are

implementing.
Of the schools surveyed, 14 out of 28 (50%) report that
they

are

ranges

implementing

EBS.

from seven months

The

length

to six years.

of

implementation

A majority of

the

schools that are implementing EBS (13 out of 14, 93%), have
participated in one or more EBS training activities. The EBS
training activities that these schools may have participated
in

include

training

half-day

sessions,

successful

EBS

and

a

whole-day

two-day

schools,

and

EBS

summer

workshops,

institute,

attendance

at

the

two-day

visits

to

annual

EBS

conference in Vancouver.
Seven out of 14 (50%) EBS schools report that they are
implementing additional behavior programs.

Of

the

fourteen

schools that are not using EBS, eight (57%) report that they
are using either components

of EBS or some other behavior

program. Additional behavior programs include Second Step,

59

Table 6
Summary of Demographic Information
School

EBS?

School 1
School 2

No
No

School 3

Yes

School 4

No

School 5
School 6

No
Yes

School 7

No

School 8

Yes

School 9

Yes

School 10
School 11

No
Yes

How
Long?

1 year

Workshops, visits to successful
EBS schools

1 1/2
years

Two- day training

7

1 introductory workshop

7

1 introductory workshop

months
months

Other Behavioral
Programs
Implemented

EBS Training

6 years

School 12

2 half-day workshops

School 13

Yes

5 years

School 14

Yes

1 year

School 15
School 16

No
No

School 17

Yes

School 18
School 19

No
Yes

School 20

Yes

School 21

Yes

School 22
School 23

No
Yes

School 24

Yes

School 25
School 26
School 27

No
No
Yes

School 28

No

Lions

Quest,

Workshops and refreshers, CASE,
EBS conference
Workshops, planning session

Workshops, EBS conference

7

Two-day Summer institute, EBS
conference
Workshops

1 year

4 years

Many of the components
of EBS
Some EBS techniques
Second Step, Getting
Along With Others
School-wide behavior
plan

Second Step, Conseil
de Cooperation
School-wide Lions
Quest Program
Bully- Proofing Your
School
Students sign
contract/policy

1 1/2
years
months
2 1/2
years

Anti-bullying program,
positive office
referrals, Saturday
school

School code of conduct
Second Step

Second Step, Getting
Alonq With Others
Second Step, Focus on
Bullying

1 workshop
1 workshop

Second Step, Focus on

Individuals have attended
workshops

Discipline tracking
system

1 inservice

Daily evaluation of
work and behavior
Focus on Bullying,
Second Step, Tribes

Getting

Along

With

~~

Others,

Conseil

de

Cooperation,

Bully-Proofing Your School,

Focus on Bullying,

and

Other

reported

Tribes.

positive

office

behavior programs,

behavior

referrals,
contracts

strategies
Saturday

school,

and policies,

included

school-wide

school

code of

60
conduct, discipline tracking systems, and daily evaluation of
work and behavior.

The School-Wide System
The
procedures

current

status

and

processes

and
in

improvement
the

priority

school-wide

of

EBS

system

as

reported by survey respondents are displayed in Table 7. The
components that were rated as being "In Place" in two-thirds
or more of schools and those rated as "Not in Place" in onethird or more are in bold (Mirenda, 2000). Also in bold are
those

elements

that

were

rated

as

"High

Priority"

for

improvement by one-third or more of the schools.
Four components were described as being "In Place"

by

two-thirds or more of schools: "A small number (e.g. 3-5) of
positively and clearly stated student expectations or rules
are defined" (71% in place); "Expected student behaviors are
rewarded regularly"

( 68% in place); "School administrator is

an active participant on the behavior support team"
place);

and,

"School

has

formal

strategies

for

( 82% in
informing

families about expected student behaviors at school"

( 68% in

place) . An additional nine elements were described as being
"In Place" or "Partially in Place" by 67% or more of schools.
Three school-wide components were

reported as

Place" in one-third or more of the schools:
receive

regular

patterns"

( 46%

(monthly/quarterly)

not

in place);

feedback

"Not

in

"Staff members
on

behavior

"Booster training activities

for students are developed, modified, and conducted based on

61

Table 7
School-Wide Systems

Feature

Current Status
% Not
in
Place

#No
Resp

71

%
Part.
in
Place
11

18

0

50

46

4

0

68

21

11

0

64

29

7

0

57

39

4

0

61

29

11

0

64

29

7

0

75

21

4

0

50

21

29

0

82

11

7

1

29

25

46

0

68

25

7

0

7

14

79

0

11

36

54

0

57

32

11

0

% in
place

School-wide is defined as involving
all students, all staff & all settings.
1. A small number (e.g. 3 - 5) of
positively & clearly stated student
expectations or rules are defined.
2. Expected student behaviors are
taught directly.
3. Expected student behaviors are
rewarded regularly.
4. Problem behaviors (failure to meet
expected student behaviors) are defined
clearly.
5. Consequences for problem
behaviors are defined clearly.
6. Distinctions between office and
classroom-managed problem behaviors
are clear.
7. Options exist to allow classroom
instruction to continue when problem
behavior occurs.
8. Procedures are in place to address
emergency/dangerous situations.
9. A team exists for behavior support
planning and problem solving.
10. School administrator is an active
participant on the behavior support
team.
11. Staff receive regular (monthly)
feedback on behavior patterns.
12. School has formal strategies for
informing families about expected
student behaviors at school
13. Booster training activities for
students are developed, modified, and
conducted based on school data.
14. School-wide behavior support
team has a budget for (a) teaching
students, (b) on-going rewards, and (c)
annual staff planning.
15. All staff are involved directly
and/or indirectly in school-wide
interventions.

Improvement Priority
#No
Resp

%
High

%
Med.

%
Low

5

22

13

65

4

33

29

38

4

17

29

54

6

5

55

41

6

23

27

50

5

22

22

57

5

13

35

52

6

18

18

64

3

28

32

40

5

26

4

70

2

27

42

31

4

21

42

38

5

22

48

30

3

28

48

24

4

29

25

46

62
school data"

( 79% not in place);

and,

uschool-wide behavior

support team has a budget for (a) teaching students,

(b) on-

going rewards,

not

and

(c)

annual

staff planning"

(54%

in

place).
None these three elements were considered to be of uHigh
Priority"
schools.
for

for

improvement

improvement

11

at

The one element that was
was

taught directly"
and

in

Medium

#2:

( 33%).

least

Priority"

for

of

the

assigned uHigh Priority"

uExpected
However,

one-third

student

behaviors

when both

are

uHigh Priority"

improvement

categories

are

combined, all elements except for one are considered to have
some

improvement

priority

by

one-third

or

more

of

the

schools. The one element that was excluded was #10:

uschool

administrator

behavior

is

an

active

participant

on

the

priority

support team".

The Non-Classroom System
The

of

EBS

system

as

reported by survey respondents is displayed in Table 8.

The

procedures

current
and

status

and

improvement

processes

in

the

non-classroom

components that were rated as being urn Place" in two-thirds
or more of schools and those rated as uNot in Place" in onethird or more are in bold (Mirenda, 2000). Also in bold are
those

elements

that

were

rated

as

11

High

Priority"

for

improvement by one-third or more of the schools.
Two components were reported as being urn Place" in twothirds

or

more

of

schools:

11

School-wide

expected

student

behaviors apply to non-classroom settings" (93% in place);

63

Table 8
Non-Classroom Systems
Current Status

93

Place
0

61

36

4

0

93

7

0

0

50

25

25

0

41

37

22

1

63

30

7

1

21

36

43

0

26

22

52

1

64

29

7

0

% in
place

%
Not

Feature

%
Part.
in
Place
7

In

# No
Resp
0

Improvement Priority

Non-classroom settings are defined
as particular times or places where
supervision is emphasized (e.g.
Hallways cafeteria playground bus).
1. School-wide expected student
behaviors apply to non-classroom
settings.
2. School-wide expected student
behaviors are taught in non-classroom
settings.
3. Supervisors actively supervise
(move, scan & interact with) students
in non-classroom settings.
4. Rewards exist for meeting expected
student behaviors in non-classroom
settings.
5. Physical/architectural features are
modified to limit (a) unsupervised
settings, (b) unclear traffic patterns, (c)
inappropriate access to & exit from
school grounds.
6. Rewards exist for meeting expected
student behaviors in non-classroom
settings.
7. Staff receives regular opportunities
for developing and improving active
supervision skills.
8. Status of student behavior and
management practices are evaluated
Quarterly from data
9. All staff members are involved
directly or indirectly in management of
non-classroom settings.

#No
Resp

%
High

%
Med.

5

17

22

61

4

29

21

50

5

26

17

57

5

17

35

48

5

4

26

70

4

4

29

67

3

12

52

36

3

24

40

36

4

13

33

54

%
Low

and, "Supervisors actively supervise (move, scan, & interact)
students

in

non-classroom

settings"

(93%

in

place).

An

additional five elements were described as being "In Place"
or "Partially in Place" by 67% or more of schools.
Two

non-classroom

system

components

were

reported

"Not in Place" in one-third or more of the schools:

as

''Staff

64

receive regular opportunities

for

developing

and

improving

active supervision skill" (43% not in place); and, "Status of
student

behavior

and

management

practices

are

evaluated

quarterly from data" (52% not in place).
None of the non-classroom elements were considered to be
of

11

High Priority" for improvement in at least one-third of

the schools. However, when both uHigh Priority" and uMedium
Priority"

for

elements

except

improvement
for

categories

one

are

are

considered

combined,

all

to

some

have

improvement priority by one-third or more of the schools. The
one element that was left out was #5:

11

Physical/architectural

features are modified to limit (a) unsupervised settings, (b)
inappropriate access to & exit

unclear traffic patterns, (c)
from school grounds".
The Classroom System

The

current

status

and

improvement

priority

of

EBS

procedures and processes in the classroom system as reported
by

survey

respondents

are

displayed

in

Table

9.

The

components that were rated as being urn Place" in two-thirds
or more of schools and those rated as uNot in Place" in onethird or more are in bold (Mirenda, 2000). Also in bold are
those

elements

that

were

rated

as

uHigh

Priority"

for

improvement by one-third or more of the schools.
Six classroom system components were reported as being
11

In

Place"

in

two-thirds

or

more

of

schools:

student behavior & routines in classrooms are stated

uExpected

65
Table 9
Classroom Systems
Current Status
%

% In

Part.

In

Feature

% Not
In

#No
Resp.

Place

Place

82

19

0

1

.67

33

0

1

75

18

7

0

56

40

4

3

69

19

12

2

63

33

4

I

60

36

4

3

72

21

7

0

42

42

15

2

25

50

25

0

75

25

0

0

Place

positively

Improvement Priority

Classroom settings are defined as
instructional settings in which
teacher(s) supervise and teach groups of
students.
I. Expected student behavior & routines
in classrooms are stated positively and
defined clearly.
2. Problem behaviors are defined
clearly.
3. Expected student behavior & routines
in classrooms are taught directly.
4. Expected student behaviors are
acknowledged regularly (positively
reinforced) (>4 positives to 1 negative).
5. Problem behaviors receive consistent
consequences.
6. Procedures for expected & problem
behaviors are consistent with schoolwide procedures.
7. Options exist to allow classroom
instruction to continue when problem
behavior occurs.
8. Instruction & curriculum materials
are matched to student ability (math,
reading. languaJte).
9. Students experience high rates of
academic success.
10. Teachers have regular opportunities
for access to assistance & recommendations (observation, instruction, &
coaching).
II. Transitions between instructional &
non-instructional activities are efficient
&orderly.

& defined
defined

Med.

7

23

23

54

7

27

18

55

6

22

26

52

7

27

36

36

8

33

29

38

8

28

24

48

9

20

35

45

4

21

33

46

4

44

40

I6

4

25

50

25

5

8

38

54

(82%

in

place);

clearly"

(67%

in

place);

are

student

behavior

directly"

(75%

consistent

consequences"

in

%
Iligh

clearly"

behaviors

&

#No
Resp.

routines
place);
(69%

in
11

classrooms

Problem
in

11

11

%
Low

Problem

11

Expected

are

taught

behaviors

place);

%

receive

Instruction

&

66
curriculum materials

are matched to student ability

(math,

reading, language)" (72% in place); and, "Transitions between
instructional
orderly"

&

( 75%

non-instructional activities are efficient
in

place).

The

remaining

five

elements were described as being "In Place" or

11

&

classroom

Partially in

Place" by 67% or more of schools.
Although no classroom components were found to be ·//Not
in Place" by one-third or more schools, two components were
indicated to be "High Priority" for improvement by one-third
or more of the schools:
consequences"

( 33);

academic success"
and

"Medium

11

and,

Problem behaviors receive consistent
11

Students experience high rates of

(44%). As well, when both

Priority"

for

improvement

11

High Priority"

categories

are

combined, all classroom elements are considered to have some
improvement priority by one-third or more of the schools.

The Individual Student System
The

current

status

and

improvement

priority

of

EBS

procedures and processes in the individual student system as
reported by survey respondents are displayed in Table 10. The

components that were rated as being "In Place" in two-thirds
or more of schools and those rated as

11

Not in Place" in one-

third or more are in bold (Mirenda, 2000). Also in bold are
those

elements

that

were

rated

as

"High

Priority"

for

improvement by one-third or more of the schools.
Only one item was rated as "In Place" in two-thirds or
more of the schools: "Significant family and community

67
Table 10
Individual Student Systems

38

%
Part.
in
Place
42

%
Not
in
Place
21

56

32

12

3

4

32

64

3

23

19

58

3

0

25

75

5

74

26

0

1

4

19

77

2

19

30

52

1

% in
place

members

are

Improvement Priority

Feature

Current Status
# No
Resp.
4

Individual student systems are
defined as specific supports for
students who engage in chronic
problem behaviors.
1. Assessments are conducted
regularly to identify student<> with
chronic problem behaviors.
2. A simple process exists for
teachers to request assistance.
3. A behavior support team responds
promptly (within 2 working days) to
students who present chronic
problem behaviors.
4. Behavior support team includes
an individual skilled at conducting
functional behavioral assessments.
5. Local resources are used to
conduct functional assessment-based
behavior support planning (10
hrs./week/student).
6. Significant family and
community members are involved
when appropriate & possible.
7. School includes formal
opportunities for families to receive
training on behavioral support &
positive parenting strategies.
8. Behavior is monitored & feedback
is provided regularly to the behavior
SU)Jport team & relevant staff.

involved when

appropriate

&

# No
Resp.

%
High

5

35

30

35

5

22

26

52

4

33

46

20

8

33

38

29

7

18

46

36

6

4

44

52

4

25

46

29

3

26

57

17

possible"

( 74%

in

%
Med.

%
Low

place). Two other elements were described as being "In Place"
or "Partially in Place" by 67% or more of schools.
Five components were rated as
third

or

responds

more

of

promptly

the

schools:

(within

''A

(64%

support team

individual

an

in Place"

behavior

2 working days)

present behavior problems"
includes

"Not

not

in one-

support

team

students

who

to

in place);

"Behavioral

skilled

conducting

at

68

functional behavioral assessment"
resources are used to conduct
behavior

support

planning"

includes

formal

opportunities

(58% not in place) ; "Local

functional

(75%

in

not

for

assessment- based
place);

families

to

"School
receive

training on behavioral support/positive parenting strategies"
( 7 7% not in place) ;

and,

"Behavior is monitored

&

feedback

provided regularly to the behavior support team & relevant
staff" (52% not in place).
Of these five components which were seen as being "Not
in Place" by one-third or more of the schools, only two were
identified

as

being

behavior support

team

"High

Priority"

responds

for

promptly

improvement:

(within

"A

2 working

days) to students who present behavior problems"

( 33%); and,

"Behavioral support team includes

skilled at

an individual

conducting functional behavioral assessment" (33%). One other
element

was

also

identified

as

a

"High

Priority"

for

improvement: "Assessments are conducted regularly to identify
students with
"High

chronic

Priority"

and

problem

behaviors"

( 35%).

When

both

"Medium

Priority"

for

improvement

categories are combined, all individual student elements are
considered to have some improvement priority by one-third or
more of the schools.

Comparison to British Columbia's EBS Schools
Coast

Mountains'

schools

appear

to

be

in

line

with

British Columbia's EBS schools in three out of the four EBS
systems (see Appendix M). Coast Mountains' schools identified
eight school-wide

components

that

were

either

"In

Place",

69
"Not in Place",
these

(75%

Columbia's
schools
"In

or ''High Priority" for improvement.

agreement)
EBS

were

schools

Place"

agreement)

or

"Not

in

schools

2000).

Coast

Mountains'

non-classroom

components

Place".

four

components were

Columbia's EBS

similarly identified by British

(Mirenda,

identified four

Six of

All

similarly

(Mirenda,

of

as

either

these

( 100%

by

British

identified

2000).

Nine components

in

the individual student system were identified as "In Place",
"Not in Place", or "High Priority" for improvement in Coast
Mountains' schools.

Six of these

(67% agreement)

components

were similarly identified by British Columbia's EBS schools.
Coast

Mountains'

schools

differed

from

British

Columbia's

schools in their response to survey i terns for the classroom
system. Of the nine components identified as "In Place", "Not
in

Place",

or

"High

Mountains' schools,

Priority"

only two

for

improvement

between

Coast

Coast

(25% agreement) were similarly

identified by British Columbia's EBS schools.
comparisons

by

Mountains'

schools

More specific
and

British

Columbia's EBS schools will be made in the next section.

Discussion

Conclusions
It appears that a majority of Coast Mountains'

schools

have either officially adopted EBS or are using components of
the

program

in

conjunction

with

other

behavior

programs.

70
Coast Mountains' schools which are participating in the EBS
initiative are attending half-day and whole-day EBS workshops
as well as two-day training sessions, summer institutes, and
the annual EBS conference in Vancouver. It can be anticipated
that the number of Coast Mountains'
themselves to be EBS,
and

procedures,

administrators

schools

that

consider

or utilize a number of EBS processes

will

continue

to

informally

wrote

notes

increase
on

as

their

four
surveys

indicating their school's intention to begin working with EBS
within the next school year.
Coast Mountains' schools have 80% of the school-wide EBS
processes and procedures either "In Place" or "Partially in
Place".

British Columbia's

findings

for

this

EBS

subsystem

schools

(Mirenda,

report very similar
2000).

have a small number of positively stated rules

Most

schools

(school-wide

system #1, 71% "In Place"), and they reward expected student
behavior regularly

(school-wide system #3,

School

administrators

support

programs

are

active

(school-wide

68% "In Place").

participants

in

behavior

82%

"In

Place").

system

#10,

Most schools also report that they have formal strategies for
informing families of the behavior that is expected of the
students who attend their schools

(school-wide

system #12,

68% "In Place").
In the
report

good

non-classroom system,
success

with

two

expected

behaviors

are

being

settings

(non-classroom

system

Coast

EBS

Mountains'

components.

schools

School-wide

applied

to

non-classroom

#1,

"In

Place"),

93%

and

71
supervisors
classroom

are

utilizing

system #3,

93%

active
"In

supervision

Place").

skills

Although

strengths are in line with British Columbia's
the

non-classroom system

(Mirenda,

2000),

schools are behind the provincial EBS
providing

rewards

for

expected

these

two

findings

for

Coast

schools

student

Mountains'

in terms

behaviors

classroom settings (non-classroom system #6,

(non-

in

of

non-

63% "In Place")

and engaging all staff members either directly or nondirectly
in non-classroom system management (non-classroom system #9,
64% "In Place").
Coast
success

Mountains'

with

the

schools

reported

implementation

procedures in the classroom system.

of

a

great

EBS

deal

processes

The components

of

of
and
this

subsystem were found to be ''In Place" in six areas, and the
remaining

components

were

very

close

to

being

rated

"In

Place". Overall, it would appear that class teachers utilize
EBS behavior management

strategies.

British

Columbia's

EBS

schools report less success in the classroom system with no
components identified as being "In Place".

As well,

British

Columbia's EBS schools identified six classroom components as
"High Priority" for improvement while Coast Mountains' school
identified only two for improvement. Coast Mountains' schools
report

that

problem

behaviors

could

consistently (classroom system #5,
students

could experience more

system #9, 44% "High Priority").

be

dealt

with

33% "High Priority")

academic

success

more
and

(classroom

72
The one procedure that was found to be "In Place" in the
individual student system was the involvement of family and
community members when possible and appropriate
student system #6,

7 4% "In Place").

The

(individual

individual

student

subsystem received the largest number of "Not in Place" and
"High Priority" for improvement ratings.
very

much

in

line

with

British

These results were

Columbia's

EBS

schools

(Mirenda, 2000). The specific concerns appeared to relate to
"the need for a readily available behavior support team with
trained and experienced personnel who
functional

assessments

and initiate

are

able

behavior

for students with chronic behavior problems"
p.

29).

There

additional

is

a

great

training for

need

personnel

for
in

to

conduct

support

plans

(Mirenda,

2000,

staff

support

functional

and

assessment

processes and procedures (Mirenda, 2000).
The survey data suggest that the schools in the Coast
Mountains

School

processes

in

District

place

for

evaluation of outcomes

Place;

school-wide

classroom

do

data

have

and

the

regular

(school-wide system #11,

46%

"Not

52%

collection

procedures
and

system

system #8,

not

#13,

79%

"Not

in

"Not

in

Place";

Place";

and,

in

non-

individual

student system #8 52% "Not in Place"). This need for better
data collection and monitoring to assess

progress

adjustments

is

to

procedures

and

processes

in

and make
line

with

Mirenda's findings for British Columbia's EBS schools (2000).
There appears

to be a

lack of

funding

at the school

level for EBS (school-wide system #14, 54% "Not in Place").

73
Although this issue was identified as "Not in Place" by 54%
of the schools, only 28% identified it as a "High Priority".
This

issue may have an impact on the probability that EBS

will continue to be implemented in Coast Mountains'
over time.

British

Columbia's

EBS

schools

also

schools

identified

this concern (Mirenda, 2000).
There was some indication that Coast Mountains' schools
are concerned about the amount of training students receive
with regard to expected behaviors
79%

"Not in Place";

and,

(school-wide system #13,

school-wide

system #2,

33%

"High

Priority") . This concern is shared by British Columbia's EBS
schools.
an

It is important to recognize the possible need for

increased

focus

on

the

direct

instruction

of

expected

behaviors in all school settings (Mirenda, 2000).
Two
British

additional
Columbia's

training
EBS

concerns,

schools'

also

findings

in

line

(Mirenda,

with

2000),

emerged from the survey results. There is a need for staff to
receive

regular opportunities

for

developing

and

improving

their active supervision skills (non-classroom system #7, 43%
"Not in Place") . There is also a

lack of opportunities for

families

for

to

strategies

receive

or

training

behavior

support

(individual student system #7,

process

2000).

they are

and

parenting
procedures

77% "Not in Place"). Although

these components were not identified as
improvement,

positive

important

areas

"High Priority" for
to address

(Mirenda,

74

Summary

Coast Mountains' schools appear to strongly support the
implementation of EBS and the processes and procedures that
comprise

this

initiative's

four

subsystems.

There

are

indications that as EBS continues to spread provincially it
will gather increasing support in the Coast Mountains School
District.

Coast

Mountains'

schools

appear

administrative support at both the
and

at

the

district

level.

to

individual

Evidence

of

have

strong

school

level

this

support

provided by the endorsement of the Superintendent
project,

the

high

rate

of

survey

returns,

and

for
the

is
this

large

number of schools that have an active administrator involved
in behavior management programming.
A number of the school-wide system components are being
implemented. Most schools have identified a
positive

school

rules

and

they

are

small number of

rewarding

students

regularly for demonstrating expected behaviors. Most schools
also

have

expected

formal

methods

for

informing

families

student

behaviors

at

school.

large

A

of

the

number

of

school-wide system components are moving towards being fully
implemented,

and

it

appears

that

a

number

of

school-wide

features are being applied to non-classroom systems (Mirenda,
2000).

Coast Mountains' schools have indicated several areas in
need of further EBS development.

Schools

need to establish

efficient data collection systems, and these systems need to
form the basis for evaluating the success of the procedures

75

and processes being implemented (Mirenda, 2000). The weakest
system

for

Coast

student system.

Mountains'

schools

was

support

functional

individual

The concerns in this system appeared to be

centered around the need for access to a
behavior

the

team

assessment

and

access

(Mirenda,

to

fully functioning

personnel

2000,

p.

68).

trained

in

Increased

training also came forth as a need for development. Students
were seen as

needing training

for

behavioral expectations,

staff were seen as needing training

for

active supervision

skills, and families were seen as needing access to training
in

positive

parenting

and

behavior

support

strategies.

Finally,

specific funding for EBS is not available in most

schools.

The lack of specific

funding

for

EBS will

likely

have a negative impact on the ability of this initiative to
be maintained over time (Mirenda, 2000).
The EBS model for providing behavioral support to both
students

and

teachers

within

schools

is

potentially

very

promising, and Coast Mountains' schools are very much in line
with the progress British Columbia's EBS schools have made in
terms of implementing this initiative. It appears that EBS is
potentially a

powerful

approach because its

integrated and

multi-faceted blend of philosophy and strategies introduces a
shift

in

how

educators

view

problem

behaviors

and

subsequently react to them. Given the challenges our schools
are facing, this proactive shift is timely.

76
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school-wide
social
skills
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and
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Lewis-Palmer, T., Sugai, G., & Larson, S. (1999). Using Data
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79
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British
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80
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36-48.

81

Appendices
Appendix A.
Foundations and Features of EBS
Behavioral science

•

•

•

Human behavior is
affected by
behavioral,
biobehavioral,
social and
physical
envirorunental
factors.

.

Interventions
emphasize
envirorunental
redesign,
curriculum
redesign, &
removing rewards
that
inadvertently
maintain problem
behavior.

Much of human
behavior is
associated with
unintentional
learning
opportunities.
Human behavior is
learned and can
be changed.

Practical
Interventions
Functional
behavioral
assessments are
used to develop
behavior support
plans.

•

Teaching is a
central behavior
change tool.
Researchvalidated
practices are
emphasized.

•

Intervention
decisions are
data-based.

.

Lifestyle Outcomes

Systems Perspective

Behavior change
must be socially
significant,
comprehensive,
durable, &
relevant.

The quality &
durability of
supports are
related directly
to the level of
support provided
by the host
envirorunent.

The goal of EBS
is enhancement of
living and
learning options.

•

•

EBS procedures
are socially and
culturally
appropriate.
Applications
occur in least
restrictive
natural settings.
The fit between
procedures and
values of
students,
families, and
educators must be
contextually
appropriate.
Non-aversive
interventions (no
pain, tissue
damage, or
humiliation) are
used.

•

The
implementation of
practices and
decisions are
policy-driven.

•

Emphasis is
placed on
prevention & the
sustained use of
effective
practices.

•

A team-based
approach to
problem solving
is used.

•

Active
administrative
involvement is
emphasized.

•

Multi-systems
(district,
school-wide, nonclassroom,
individual
student, family,
community) are
considered.

•

A continuum of
behavior supports
is emphasized.

Note. From "Applying Positive Behavioral Support and Functional Assessments in
Schools," by G. Sugai et al., 1999, Unpublished technical guide, p. 7. OSEP Center on
Positive Behavioral Interventions and Support.

82

Appendix B.
Host Environment Features
Features of host environments that support the adoption and
sustained use of effective practices.
1.
2.
3.

Research-Validated Practices Adopted
Active Principal Leadership & Participation
Endorsement by School by Site Council and/or School
Leadership Team

4.

School Leadership Team (administrator, grade/department
representation, parent, paraprofessional, specialized
support staff)
Team-Based Strategic Implementation, Monitoring, and
Planning
Comprehensive Discipline/Behavioral Management System
Formative Data-Based Approach to Decision Making

5.
6.
7.
8.

Instructional Approach to Teaching, Encouraging, &
Discouraging Expected Behavior

9.
10.
11.
12.
13.
14.

High Priority Implementation of Action Plan
"Full" (85%) Faculty Commitment to Approach & Process
Minimum 2-3 Year Commitment to Approach & Process
Multi-Systemic Continuum of Behavior Support
Behavioral Competence Within Team/School
Behavioral Approach

15.
16.
17.
18.
19.

Proactive (positive and preventative) Emphasis
Regular (at least every 2-4 weeks) Team Meetings
School-Home Community Linkages
Process for Orientation for New Staff & Team Members
Written Policies

Note. From "Effective Behavior Support: Overview of Practices and Processes for School
Teams," by G. Sugai, 2000, Unpublished manual, unnumbered pages, University of Oregon.

83

Appendix c.
Effective Behavior Support Process

Establish Team and
Delineate
Responsibilities.

•
•
•
•
•

Meet Prerequisites
Assess status of behavior
support,
Clarify need,
Detennine priority,
Establish commitment, and
Secure administrative
support and participation.

~e e op

I

Secure Staff Commitment &
Prepare for Implementation

o

Action Plan

\

...
1---.t

Implement, Monitor, & Evaluate
Action Plan

Note. From "Effective Behavior Support: Overview of Practices and Processes for School
Teams," by G. Sugai, 2000, Unpublished manual, unnumbered pages, University of Oregon.

84

Appendix D.
Continuum of Prevention and Intervention

Students With
Chronic/Intense
Problem Behavior

Tertiary Prevention

(1-7%) ~

Students At-Risk
For Problem
Behavior
-

~

Students Without
Serious Problem
Behaviors
-

Secondary Prevention

~

Specialized
Individual
Interventions
(Individual
Student
System)

Specialized
Group
Interventions
(At-Risk System)

Primary Prevention universal
Interventions
(School-Wide and
Classroom System)

All Students in School

Note. From "Effective Behavior Support: Overview of Practices and Processes for School
Teams," by G. Sugai, 2000, Unpublished manual, unnumbered pages, University of Oregon.

85
Appendix E.

An Effective Social Skills Lesson

1) Teach

a) Teacher provides explanation
b) Teacher defines essential rule
c) Teacher describes
variations

2) Demonstrate

a)

skill

components

Teacher provides opportunities
and demonstrate the skill

to

and

model

The teacher will:
- select natural examples
- select competent students
- conduct at least two positive demos
a)

Role play the example

3) Practice
and role
play

a) Teacher provides opportunities to practice
and role-play the skill

4) Review and
test

a)

The teacher will:
- have students think out loud
- teacher coaches
- teacher prompts, if needed
- involve all members of class
- students self-evaluate
Teacher provides on-qoinq opportunities
to review and test for skill acquisition
The teacher will:
review each day using new examples
test each student

From "Promoting Safer Schools: An Introduction to Effective Behavior Support,"
by T. Waterhouse, 2000, Ministry publication, p. 27. BC CASE.

Note.

86

Appendix F.
Components of a School-Wide EBS Plan

Component

Statement of Purpose

Descri'Ption

Used to capture the specific
objective of the school-wide
plan:
- state positively
focus on all, in all
settings
- focus on instructional and
behavioral outcomes

-

Clearly Defined Expected
Behavior

Procedure for Teaching
Expected Behavior

Procedures for
Encouraging Expected
Behavior

Procedures for
Discouraging Problem
Behavior

Provides consistent
communication for all students
and staff.
Must be limited to 5,
positively stated, commonly
used words.
Five Steps:
1) Review the behavioral
expectations
2) Explain reason for the
expectation
3) Have students role play
expected behavior
4) Provide feedback and
corrections.
5) Acknowledge appropriate
behaviors.
Positive reinforcement used
(in form of tangible reward)
to encourage motivation from
external to internal, from
frequent to infrequent, and
from predictable to
unpredictable circumstances.
Several Steps:
a) define and categorize
problem behavior
b) Distinction between
classroom managed and
office managed problems
c) Procedures for discouraging
problem behavior:
precorrect for
predictable
problems conducted
- redirect to more
appropr i ate behavi or
developed
- continuum of negative
consequences for violations
Provide regular feedback to
staff.

Exam'Ple

At our school students and
staff:
- place high value on
academic and social success
- strive for safe teaching
environment
- foster partnerships with
all
- emphasize what works
Be Respectful
- Be Responsible
- Be Safe
- Be Kind

-

" Being respectful in the gym
means listening to others
without interference. Let's
practice a couple of examples
of what that would look like."

Many schools use ticket system
when students display
appropriate behavior. Tickets
can be traded for specific
reward.

-

Staff determine problem
behavior based on data from
office referrals and other
sources
Functional assessment
Self-management strategies

-

Procedures for Record
Keeping and Decision
Making

Determine procedures for
responding to data:
- Chart office referrals
Show charts to staff,
discuss progress,
challenges, training needs

Note. From "Promoting Safer Schools: An Introduction to Effective Behavior Support,"
by T. Waterhouse, 2000, Ministry publication, p. 20. BC CASE.

87
Appendix G.
Developing Expectations

Durham Elementary School's Expectations

All Settings

Respect
Ourselves

Respect
Others

Respect
Property

Be on-task

Respect
authority
Be kind

Care for
your belongings
Recycle

Help others

Clean up after
yourself

Give your
best efforts

Share
Use appropriate
voice level

Hallways and
Walkways

Walk

Use whisper
voices in halls
Use normal voices
on walkways

Keep the hallways
and walkways clean

Playground

Have a plan

Play safe
Include others

Pick up litter
Use equipment
properly
Use garbage can
for litter

Share
No put downs

Bathrooms

Wash your hands

Respect privacy
Use soft voices

Lunchrooms

Eat your own
food

Library and
Computer Lab

Assembly

Sit in one spot

Keep the bathroom
clean

Practice good
manners

Clean up around
your table
Stay seated

Use whisper
voices

Push in chairs

Active listening
Correct applause

Note. From "Effective Behavior Support: Overview of Practices and Processes for School
Teams," by G. Sugai, 2000, Unpublished manual, unnumbered pages, University of Oregon.

88

Appendix H.
Building a Support Plan

Consequence

Desired Behavior

Setting Events/Predictors

1--

Problem Behavior

r-.... Maintaining Consequence
Replacement Behavior

I'.

What are ways
to change the
context to make
the problem
behavior
unnecessary?

What are ways
lo prevenl lhe
problem
behavior?

1--

What can be done to
increase expected
behaviors or to teach a
replacement behavior?

What should
happen when a
problem
behavior
occurs?

What should
happen when
desired
replacement
behavior
occurs?

Note. From "Functional Assessment and Program Development for Problem Behavior,"
O'Neil et al., 1997, Appendix 4, Pacific Grove: Brooks/Cole Publishing Company.

by

89

Appendix I.
Effective Behavior Support Survey

School-Wide Systems
Current Status

% in
place

%
Part.
Ill

Place

%
Not
in
Place

Feature
School-wide is defined as involving
all students, all staff & all settings.
1. A small number (e.g. 3 -5) of
positively & clearly stated student
expectations or rules are defined.
2. Expected student behaviors are
taught directly.
3. Expected student behaviors are
rewarded regularly.
4. Problem behaviors (failure to meet
expected student behaviors) are defined
clearlv.
5. Consequences for problem
behaviors are defined clearlv.
6. Distinctions between office and
classroom-managed problem behaviors
are clear.
7. Options exist to allow classroom
instruction to continue when problem
behavior occurs.
8. Procedures are in place to address
emergency/dangerous situations.
9. A team exists for behavior support
planning and problem solving.
10. School administrator is an active
participant on the behavior support
team.
11. Staff receive regular (monthly)
feedback on behavior patterns.
12. School has formal strategies for
informing families about expected
student behaviors at school
13. Booster training activities for
students are developed, modified, and
conducted based on school data.
14. School-wide behavior support
team has a budget for (a) teaching
students, (b) on-going rewards, and (c)
annual staff planning.
15. All staff are involved directly
and/or indirectly in school-wide
interventions.

Improvement
Priori tv
%
High

%
Med.

%
Low

90

Non-Classroom systems
Current Status

Feature

%
Part.
m
Place

Non-classroom settings are defined
as particular times or places where
supervision is emphasized (e.g.
Hallways cafeteria playground bus).
1. School-wide expected student
behaviors apply to non-classroom
settings.
2. School-wide expected student
behaviors are taught in non-classroom
settings.
3 . Supervisors actively supervise
(move, scan & interact with) students
in non-classroom settings.
4 . Rewards exist for meeting expected
student behaviors in non-classroom
settings.
5. Physical/architectural features are
modified to limit (a) unsupervised
settings, (b) unclear traffic patterns, (c)
inappropriate access to & exit from
school grounds.
6. Rewards exist for meeting expected
student behaviors in non-classroom
settings.
7 . Staff receives regular opportunities
for developing and improving active
supervision skills.
8. Status of student behavior and
management practices are evaluated
quarterly from data.
9. All staff members are involved

% in
place

%
Not
m
Place

directly or indirectly in management of

non-classroom settings.

Improvement
Priorit
%
High

%
Med.

%
Low

91

Classroom Systems
Current Status

Feature

%
Part.
In
Place

Classroom settings are defined as
instructional settings in which
teacher(s) supervise and teach groups of
students.
1. Expected student behavior & routines
in classrooms are slaled positively and
defined clearly.
2. Problem behaviors are defmed
clearly.
3. Expected student behavior & routines
in classrooms are taught directly.
4. Expeeled sludenl behaviors are
acknowledged regularly
(positively
reinforced) (>4 positives to 1 negative).
5. Problem behaviors receive consistent
consequences.
6. Procedures for expected & problem
behaviors are consistent with schoolwide procedures.
7. Options exist to allow classroom
instruction to continue when problem
behavior occurs.
8. Instruction & cuniculum materials
are matched to student ability (math,
reading. language).
9. Students experience high rates of
academic success.
10. Teachers have regular opportunities
for access to assistance & recommendations (observation, instruction, &
coaching).
11. Transitions between instructional &
non-instructional activities are efficient
& orderly.

% In
Place

% Not
In
Place

Improvement
Priority
%

High

%
Med.

%

Low

92

Individual Student Systems
Current Status

Feature

%
Part.

%
Not

Ill

Ill

Place

Place

Individual student systems are
defined as specific supports for
students who engage in chronic
problem behaviors.
1. Assessments are conducted
regularly to identify students with
chronic problem behaviors.
2. A simple process exists for
teachers to request assistance.
3. A behavior support team responds
promptly (within 2 working days) to
students who present chronic
problem behaviors.
4. Behavior support team includes
an individual skilled at conducting
functional behavioral assessments.
5. Local resources are used to
conduct functional assessment-based
behavior support planning (1 0
hrs./week/student).
6. Significant family and
community members are involved
when appropriate & possible.
7. School includes formal
opportunities for families to receive
training on behavioral support &
positive parenting strategies.
8. Behavior is monitored & feedback
is provided regularly to the behavior
support team & relevant staff.

% in
place

Improvement
Priorit
%
High

%
Med.

%
Low

Note. From uEffective Behavior Support: Overview of Practices and Processes for School
Teams," by G. Sugai, 2000, Unpublished manual, unnumbered pages, University of Oregon.

93
Appendix J.
Functional Assessment Interview
Student=-------------------------------------Teacher•-------------------------------------Interviewer: ________________________________

Grade: ____________

choo

Sex •--------

IEP: Y N

--------------------------------~

a e ------------------------------------~

Opening
We are going to find ways to change school so that you like it more. This interview
will take about 30 minutes. I can help you best i t you answer honestly, You will not
be asked anything that might get you in trouble.
Student Strengths and Skills
1. What do you like to do, or do well,
others)

while at school?

(e.g.

Activities,

helping

2. What are classes/topics you do well in?

Define the Behaviors of Concern
Assist the student to identify specific behaviors that are resulting in problems in
the school or classroom. Making suggestions or paraphrasing statements can help the
student clarify her/his ideas.
3. What do you do that gets you in trouble or are a problem? Prompts:
talk out in class?, don't get work done?, fighting?

late to class?,

4. Which of these behaviors occur together in some way? Do they occur about the same
time? In some kind of order? In response to some kind of situation?

5. Of these groups of behaviors which one is the most concern? Let's focus on those
behaviors

94
Complete Student Schedule and Routine Matrix
Assist the student to complete the schedule and routine matrices to show the routines
and activities where they have difficulty with the behavior(s) they talked about.
First have the student complete the schedule column (or have this column completed
before the interview). Add any routines unique to the teacher's classroom.
6. We know that some times and
students. Can you tell me which
difficult? A "6" indicates it is
indicates that no or few problem(s)

Typical Schedule

activities are harder and easier for different
times during your day are easy and which are
likely that you will have a problem and a "1"
occur. (Repeat for routines).

Routines

Rating

Rating

6

5

4

3

2

1

Getting help.

6

5

4

3

2

1

6

5

4

3

2

1

6

5

4

3

2

1

6

5

4

3

2

1

Getting
materials/drink,
sharpening pencil.
Working in groups.

6

5

4

3

2

1

6

5

4

3

2

1

Working alone.

6

5

4

3

2

1

6

5

4

3

2

1

6

5

4

3

2

1

6

5

4

3

2

1

6

5

4

3

2

1

6

5

4

3

2

1

Getting permission
and going to the
restroom.
Moving between
activities or
locations.
Working with
substitute teachers
or volunteers

6

5

4

3

2

1

6

5

4

3

2

1

6

5

4

3

2

1

6

5

4

3

2

1

6

5

4

3

2

1

6

5

4

3

2

1

6

5

4

3

2

1

6

5

4

3

2

1

6

5

4

3

2

1

6

5

4

3

2

1

6

5

4

3

2

1

6

5

4

3

2

1

6

5

4

3

2

1

6

5

4

3

2

1

6

5

4

3

2

1

6

5

4

3

2

1

6

5

4

3

2

1

95
Develop Completing Behavior Pathway
One of the reasons I want to talk to you is to learn about when and why problem
behaviors occur and do not occur. So, I am going to ask you questions about when you
are having problems and then I will ask you some questions about why you think you
having problems.

7. What events trigger
reprimands peers, other)

or

start

problem

behavior?

(e.g.

Class

demands,

teacher

8. What do you get after you do the problem behavior? What do you what to happen?
To escape or avoid - teacher - tasks
peers - other
To get something - teacher attention - an item - peer attention - other

9. We know that certain events make some days easier and harder than others and
sometimes
these events occur outside of the school day. What important events, places, or
activities tend to affect your day? (e.g. -lack of sleep - illness -physical pain hunger- trouble at home- activity- noise- fighting- other)

10. Before we talked about things that trigger problems. What do you think the teacher
wants you to do when these events occur? What should you do?

11. As with problem behavior, there are things that you get for doing what you should,
or what the teacher wants. If you do the behaviors we just talked about what happens?
To escape or avoid - teacher - tasks
peers - other
To get something - teacher attention - an item - peer attention - other

12. Let's talk about ways to make the problem behavior better. Before you said you did
problem behavior to (maintaining consequence). What do you think the teacher would
like you to do instead of the problem behavior? What is an alternative response you
could make that would get you the same thing as the problem behavior?

96
Developing Behavior Support Plan
The information collected about when, where, and why problem behaviors are occurring
provides the foundation for developing a comprehensive behavior support plan. The
following questions provide information about the features of the support plan.
13. What are ways to reduce the effect of things that make the problem worse?
(Setting event manipulation)
Clarify rules/expected behavior for whole class
Written contract with the student
Counseling
Change schedule
Change seating
Other

14. What are ways to prevent the problem behavior?
(Antecedent manipulation)
Reminders when problem behavior is likely
Modify assignments to match student skills
Provide extra assistance
Other

15. What can be done to increase desired behavior or to teach an alternative behavior?
(Behavior teaching manipulations)
2.
Practice expected behavior in class
3.
Self-management program
4.
Other

16. What should happen when a problem behavior occurs?
(Consequence)
Reward/punishment program
Reduced privileges
Reprimand in class
Contact with parents
Time out
Other

17. What should happen when the desired behavior or alternative behavior occurs?
(Consequence)
Reward program
Increased privileges
Praise from teacher
Other

Note. From "Effective Behavior Support: Overview of Practices and Processes for School
Teams," by G. Sugai, 2000, Unpublished manual, unnumbered pages, University of Oregon.

97

Appendix K.
Functional Assessment Observation Form

Functional Assessment Observation
Student
Date
Time

. Time
Antecedents

.
.

Teacher
School
Behaviors

.
.

Consequences

Note. From "Effective Behavior Support: Overview of Practices and Processes for School
Teams," by G. Sugai, 2000, Unpublished manual, unnumbered pages, University of Oregon.

98

Appendix L.
Office Discipline Referral Form
SWIS Office Discipline Referral Form
Student(s)

Referring Staff

Grade Level

IEP Y/N

Date

Time

Location

* Classroom
* Playground
* Common Area
* Hallway

* Cafeteria
* Bathroom

Zone
* Bus
Parking Lot

*
* On Bus
* Special Event

* Gym
* Library

Problem Behaviors (check the most i ntrusive)

* Abusive lang./Inappropriate Lang .

Aggression
* Fighting/Physical
* Defiance/Disrespect/Insubordination
* Harassment/Tease/Taunt
* Disruption
* Arson

* Tardy
* Truancy
Property Damage
* Forgery/Theft

* Tobacco

Alcohol
* Combustibles
*

*
* Dress Code
* Bomb Threat

* Vandalism
* Weapons
* Other

* Avoid Tasks/Activities

* Don't Know
* Other

Possible Motivation

* Obtain Peer Attention

* Obtain Adult Attention

* Obtain Items/Activities

* Avoid Peer(s)
* Avoid Adult(s)

Others Involved

* None
Other

* Peers

* Staff

* Teacher

* Substitute

* Unknown

*

Administrative Decision

in Office
* Time
Detention
* Saturday
* In-School School
Suspension
* Other

*

* Parent Contact

Individualized Instruction
* Out-of-School
Suspension
*
* Conference With Student

Comments

Follow-up Comments

Note. From "Effect i ve Behavior Support: Overview of Practices and Processes for School
Teams," by G. Sugai, 2000, Unpublished manual, unnumbered pages, University of Oregon.

99

Appendix M.
Staff Development Model

Problem Context

•
•
•

Inadequate service delivery models for students with severe behavioral challenges
Inadequate school-based staff development models
Ineffective behavior supports for students with severe behavioral challenges

Training Model

•
•
•
•

•

One-shot inservice training
External consultants
Lack of follow-up and maintenance
Generic staff development
Reactive management

The EBS Project

•
•
•
•
•

Typical Outcomes

• Little sustained staff training effects

•
•
•

•

•

Lack of transfer across contexts
Lack of teacher ownership of problem
student
Decrease in personal teaching efficacy &

certainty of practice
Exclusion of students with severe
behavior problems
Crisis management & negative school
climate

Continuous inservice/preservice training
In-building teacher trainers
Follow-up and maintenance
School need-based staff development
Proactive management

The EBS Project

•
•
•
•
•
•

Long-term staff training, retention &
application
Skill maintenance & generalization
Long-term change in teacher & student
behavior
Increase in personal teaching efficacy &
certainty of practice
Inclusion/supported education for
students with severe behavioral
problems
Prevention management & positive
school climate

Note. From "Provide Ongoing Skill Development and Support," by G. Sugai, M. Bullis and
C. Cumblad, 1997, Journal of Emotional and Behavioral Disorders, 5 (1), p. 59.

100
Appendix N.
Letter of Introduction
Coast Mountains School District
Cassie Hall Elementary School
2620 Eby Street
Terrace, BC
Canada
V8G 2X3
Tel: (604) 635-5646
Fax: ( 604) 635-4579

Dear Principal and school team,
Your school is invited to participate in a district research
project entitled "Effective Behavior Support: A School
District Descriptive Evaluation." All schools in School
District #82 are requested to participate. This study is
being conducted by Carla D. Gillis, a District Itinerant
Elementary Counsellor and graduate student at UNBC, and is
supported by the Terrace District Teacher's Union, the
Kitimat District Teacher's Association, and Randy Smalbrugge,
Acting Superintendent of Schools. The purpose of this study
is to assess the degree to which the Coast Mountains School
District is implementing features of Effective Behavior
Support. The results of this study may be used by our
district and individual schools to evaluate and improve
behavior programs and contribute to research literature in
this area.
You are asked

assemble a school team to complete the
EBS
surveys
in
February
2002
(time
commitment: 60 minutes approximately). The school team should
include a school administrator, a regular education teacher,
a special education teacher, and a parent or community
representative. Please return the completed surveys directly
to Carla Gillis at Cassie Hall Elementary School. The
deadline for the return of the surveys is March 8th.
demographic

to

and

Your
participation
is
purely
voluntary
and
strict
confidentiality will be maintained. Your school has the right
to withdraw from this study at any time. Only the researcher
will have access to each school's submission, and the results
will be reported anonymously. The surveys will be stored in a
locked filing cabinet in the researcher's locked office, and
the information will be destroyed at the end of one calendar
year. The strict confidentiality of this study eliminates
potential risks to individual schools.

101

The research results will be shared with the UNBC Graduate
Committee, the Terrace District Teacher's Union, the School
District
Superintendent,
and
the
principal
of
each
participating school. Other individuals who wish to obtain a
copy of this research may contact the researcher directly at
her Cassie Hall office.
If you have any reservations or complaints about this
research project please direct them to the Vice President of
Research at UNBC (250-960-5820). You may ask any other
questions you wish about this research study by contacting
Carla Gillis,
Itinerant Elementary Counsellor,
graduate
student researcher, UNBC.
Thank you for your time and attention.

Carla Gillis
Graduate Student, UNBC
Cassie Hall Elementary School (635-5646)
Frank Rowe
President, TDTU (635-4659)
Randy Tait
President, KDTA (632-3108)
Randy Smalbrugge
Acting Superintendent of Schools
School Board Office (635-4931)

102
Appendix 0.
Demographic Information
EBS Survey - Demographic Information
Name of School__________________________________________________
a e~-------------------------

School

op

a

~

o ~----------~

People Completing the Survey
____Administrator
____General Educator
____Special Educator

____Parent
____Community Member
____Other________________L

____Special Services Assistant

____Other________________L

____Counselor

____Other________________L

2.

Yes/No
Is your school implementing EBS?
If "Yes", how long has your school been implementing

3.

this pro ra ----------------------------------------------~
If "Yes", what training has your school personnel

1.

completed?-------------------------------------------------L

4.

Please specify any other behavioral program(s) your
school is implementing__________________________________

__L

103

Appendix P
B.C.'s EBS Schools: Survey Results
School-Wide Systems
Feature

Current Status
in
place
%

84.1

%

Part.
in
Place

%

Not
in
Place

# No
Resp

11.5

4.4

4

51.4

41.4

7.2

6

55.8

33.6

10.6

4

60.7

35.7

3.6

5

46.4

42.9

10.7

5

39.5

48.2

12.3

3

53.6

38.4

8.0

5

55.0

37.8

7.2

6

74.1

16.1

9.8

5

95.5

2.7

1.8

6

36.5

29.5

33.9

5

63.4

28.6

8.0

5

20.2

40.4

39.4

8

27.3

29.1

43.6

7

64.9

28.3

6.3

6

School-wide is defined as involving
all students, all staff & all settings.

1. A small number (e.g. 3 -5) of
positively & clearly stated student
expectations or rules are defined.
2. Expected student behaviors are
taught directly.
3. Expected student behaviors are
rewarded regularly.
4. Problem behaviors (failure to meet
expected student behaviors) are defined
clearly.
5. Consequences for problem
behaviors are defined clearly.
6. Distinctions between office and
classroom managed problem behaviors
are clear.
7. Options exist to allow classroom
instruction to continue when problem
behavior occurs.
8. Procedures are in place to address
emergency/dangerous situations.
9. A team exists for behavior support
planning and problem solving.
10. School administrator is an active
participant on the behavior support
team.

11. Staff receive regular (monthly)
feedback on behavior patterns.
12. School has formal slrdlegies for
informing families about expected
student behaviors at school
13. Booster training activities for
students are developed, modified, and
conducted based on school data.
14. School-wide behavior support
team has a budget for (a) teaching
students, (b) on-going rewards, and (c)
annual staff planning.
15. All staff are involved directly
and/or indirectly in school-wide
interventions.

Improvement Priority
#No
Resp

High

%

%

Med.

Low

29

21.6

17.0

61.4

22

46.3

29.5

24.2

26

23.1

47.3

29.7

27

27.8

41.1

31.1

25

39.1

39.1

21.7

23

27.7

47.9

24.5

22

23.2

33.7

43.2

27

25.6

40.0

34.4

27

24.4

28.9

46.7

31

8.1

11.6

80.2

21

28.1

39.6

32.3

25

15.2

42.4

42.4

20

30.9

46.4

22.7

25

20.7

43.5

35.9

30

27.6

27.6

44.8

%

104
Non-Classroom Systems
Current Status
in
place

%

%

Feature

Not
in
Place
1.8

# No
Resp

87.4

Part.
in
Place
10.8

38.4

50.0

11.6

5

74.1

25.9

0

5

59.5

21.6

18.9

6

53.3

31.4

15.2

12

70.5

21.0

8 .6

12

17.3

40.0

42.7

7

21.3

34.3

44.4

9

68.2

26.4

5.5

7

%

6

Non-classroom settings are defined
as particular times or places where
supervision is emphasized (e.g ..
Hallways cafeteria playground bus).
l. School-wide expected student
behaviors apply to non-classroom
setlings.
2. School-wide expected student
behaviors are taught in non-classroom
settings.
3. Supervisors actively supervise
(move, scan & interact with) students
in non-classroom settings.
4. Rewards exist for meeting expected
student behaviors in non-cla<;sroom
settings.
5. Physical/architectural features are
modified to limit (a) unsupervised
settings, (b) unclear traffic patterns, (c)
inappropriate access to & exit from
school grounds.
6. Rewards exist for meeting expected
student behaviors in non-classroom
settings.
7. Staff receives regular opportunities
for developing and improving active
supervision skills.
8. Status of student behavior and
management practices are evaluated
quarterly from data
9. All staff members are involved
directly or indirectly in management of
non-classroom se ~s

Improvement Priority
#No
Resp

High

Med.

Low

30

25.3

25.3

49.4

21

33.3

42.7

24.0

26

16.5

44.0

39.6

22

23.2

33.7

43.2

25

12.0

39.1

48.9

29

9.1

27.3

63.6

22

26.3

42.1

31.6

22

32.6

48.4

18.9

27

25.6

31.1

43.3

%

%

%

105

Classroom Systems
Feature

Current Status
% In
Place

%
Part.
In
Place

% Not
In
Place

#No
Resp.

64.4

35.6

0

13

60.6

36.5

2.9

13

52.9

44.1

2.9

15

29.4

57.8

12.7

15

45.1

49.0

5.9

15

55.9

38.2

5.9

15

63.7

31.4

4.9

15

60.8

38.2

1.0

15

41.5

48.9

9.6

23

47. 1

36.3

16.7

15

48.5

49.5

2.0

16

Classroom settings are defined as
instructional settings in which
teacher(s) supervise and teach groups of
students.
1. Expected student behavior & routines
in classrooms are stated positively and
defined dearly.
2. Problem behaviors are defined
clearly.
3. Expected student behavior & routines
in classrooms are taught directly.
4. Expected student behaviors are
acknowledged regularly (positively
reinforced) (>4 ~
es to 1 negative).
5. Problem behaviors receive consistent
consequences.
6. Procedures for expected & problem
behaviors are consistent with schoolwide procedures.
7. Options exist to allow classroom
instruction to continue when problem
behavior occurs.
8. Instruction & curriculum materials
are matched to student ability (math,
reading. language).
9. Students experience high rates of
academic success.
10. Teachers have regular opportunities
for access to assistance & recommendations (observation, instruction, &
coaching).
11. Transitions between instructional &
non-instructional activities are efficient
&orderly.

Improvement Priority
#No
Resp.

High

%

%
Med.

Low

31

23.3

24.4

52.3

32

24.7

36.5

38.8

33

33.3

28.6

38. 1

27

44.4

34.4

21.1

32

34.1

41.2

24.7

31

30.2

32.6

37.2

31

22. 1

36.0

41.9

30

32.2

29.9

37.9

36

39.5

33.3

27.2

33

25.0

40.5

34.5

35

22.0

48.8

29.3

%

106

Individual Student Systems

Feature

Current Status
%

%

Not
in
Place
7.7

# No
Resp.

56.7

Part.
in
Place
35.6

84.3

11.8

3.9

15

42.2

29.4

28.4

15

32.0

35.9

32.0

14

22.5

18.6

58.8

15

64.8

25.7

9.5

12

13.6

23.3

63.1

14

39.4

42.3

18.3

13

in
place
%

13

Individual student systems are
defined a<; specific supports for
students who engage in chronic
problem behaviors.
1. Assessments are conducted
regularly to identify students with
chronic problem behaviors.
2. A simple process exists for
teachers to request assistance.
3. A behavior support team responds
promptly (within 2 working days) to
students who present chronic
problem behaviors.
4. Behavior support team includes
an individual skilled at conducting
functional behavioral assessments.
5. Local resources are used to
conduct functional assessment-based
behavior support planning (10
hrs./week/student).
6. Significant family and
community members are involved
when appropriate & possible.
7. School includes formal
opportunities for families to receive
training on behavioral support &
positive parentin11: strate11:ies.
8. Behavior is monitored & feedback
is provided regularly to the behavior
support team & relevant staff.

Improvement Priority
# No
Resp.

High

Med.

Low

32

31.8

41.2

27.1

35

22.0

20.7

57.3

31

33.7

27.9

38.4

29

42.0

30.7

27.3

30

24.1

41.4

34.5

32

12.0

43.5

43.5

25

21.7

41.3

37.0

30

34.5

44.8

20.7

%

%

%

Note. From "EBS Evaluation Project Final Report," by P. Mirenda, 2000, Unpublished
report, p. 20, 22, 24 &26, BC CASE and BC Ministry of Education, Special Programs
Branch.