PBS Day 4PBS Day 4

Kim Mearman Kim Mearman mearman@ctserc.orgmearman@ctserc.org

Regina M. Oliver Regina M. Oliver oliver@ctserc.orgoliver@ctserc.org 25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485

Connecticut State Department of Education · Division of Educational Programs and Services

Today’s ObjectivesToday’s Objectives

Responding to BehaviorsResponding to Behaviors– Developing a Reward System to Developing a Reward System to

Encourage Expected BehaviorsEncourage Expected Behaviors– Developing Procedures to Developing Procedures to

Discourage Inappropriate BehaviorsDiscourage Inappropriate Behaviors

Monitoring Implementation and Monitoring Implementation and Progress of School-Wide/District-Progress of School-Wide/District-Wide PBSWide PBS

Let’s Warm Up…Let’s Warm Up…

You are driving along a highway You are driving along a highway with a 55 mile speed limit. This with a 55 mile speed limit. This stretch is known for its heavy stretch is known for its heavy traffic and police speed traps. You traffic and police speed traps. You have passengers you love dearly have passengers you love dearly in your car. You are running five in your car. You are running five minutes behind schedule to a minutes behind schedule to a surprise party.surprise party.

Let’s Warm Up…Let’s Warm Up…

What speed do you What speed do you drive? Why?drive? Why?

– Round robin Round robin

– Put responses on Post-itsPut responses on Post-its

– Group like responses Group like responses togethertogether

Essential Question…Essential Question…

Do people have the same Do people have the same reasons for doing the same reasons for doing the same behavior?behavior?

Do people have reasons for Do people have reasons for doing a different behavior?doing a different behavior?

Let’s Reflect…Let’s Reflect…

What motivates behavior? What motivates behavior?

What do we gain?What do we gain?

oror

What do we avoid?What do we avoid?

Definitions to Definitions to RememberRemember

DefinitionsDefinitions

ReinforcerReinforcer Any event that maintains or Any event that maintains or

increasesincreases the future probability of the future probability of the occurrence of the behavior.the occurrence of the behavior.

DefinitionsDefinitions

Positive Positive Reinforcement: Reinforcement: – presentation of an presentation of an

event (something event (something gained)gained)

For exampleFor example– Aliza completes her Aliza completes her

work in order to get work in order to get extra computer extra computer timetime

Negative Negative Reinforcement: Reinforcement: – escape or avoidance of escape or avoidance of

an event based on the an event based on the removal of something removal of something undesirable.undesirable.

For exampleFor example– Malcolm finishes his Malcolm finishes his

math after he has to math after he has to stay in the room for stay in the room for recess, to avoid loosing recess, to avoid loosing the whole recessthe whole recess

Reinforcement Reinforcement ContinuumContinuum

IntrinsicIntrinsic PraisePraise Social status and recognitionSocial status and recognition PrivilegesPrivileges Contingent accessContingent access TangiblesTangibles

Primary—edibles, physiological Primary—edibles, physiological responsesresponses

Heather George, University of South Florida

What is the What is the Difference?Difference?

Dialogue in your team this Dialogue in your team this question:question:

What is the difference What is the difference between a between a rewardreward and a and a reinforcementreinforcement? ?

What is the What is the Difference?Difference? Reinforcement is the effect a

consequence has on a behavior.

Reward is a thing given as an acknowledgement for a behavior and may or may not serve as a reinforcer.

Magg, 2001

DefinitionsDefinitions

PunisherPunisher An event that An event that decreasesdecreases the the

likelihood of the reoccurrence of likelihood of the reoccurrence of the behavior the behavior

Remember When…Remember When…

Think of a time when you were a Think of a time when you were a child that you did something even child that you did something even though you would be punished if though you would be punished if you got caught.you got caught.– Did the threat of the punishment Did the threat of the punishment

change your behavior?change your behavior?– When you were punished for When you were punished for

something, how did you something, how did you feel/perceive that punishment? feel/perceive that punishment?

What Does What Does “Punishment” Really “Punishment” Really Do?Do? Resentment- “This is unfair.”Resentment- “This is unfair.”

Revenge- “I’ll get them.”Revenge- “I’ll get them.”

Rebellion- “I’ll prove I don’t have to do Rebellion- “I’ll prove I don’t have to do it their way.”it their way.”

RetreatRetreat– Sneakiness- “I won’t get caught next time.”Sneakiness- “I won’t get caught next time.”– Reduced self-esteem- “I am a bad person.”Reduced self-esteem- “I am a bad person.”

Nelson, 1999

Think About This…Think About This…

““The key consideration in definitions is that The key consideration in definitions is that positive reinforcement and punishments positive reinforcement and punishments are are not thingsnot things but but effectseffects.”.”

““Reinforcement and punishment Reinforcement and punishment are are naturally occurring phenomenanaturally occurring phenomena --allall behaviors are followed by behaviors are followed by certain consequences.”certain consequences.”

Magg, 2001

Some Frequent Some Frequent Confusions…Confusions… DisciplineDiscipline

– Comes from the Latin root word Comes from the Latin root word disciplinadisciplina, meaning teaching or , meaning teaching or learninglearning

ConsequenceConsequence– The event that occurs immediately The event that occurs immediately

after a behaviorafter a behavior– Naturally occurring vs. manipulatedNaturally occurring vs. manipulated

What is the What is the Difference?Difference?

Dialogue in your team this Dialogue in your team this question:question:

What is the difference between What is the difference between managingmanaging and and changingchanging behaviors?behaviors?

Changing vs. Changing vs. Managing BehaviorsManaging Behaviors

Managing BehaviorsManaging Behaviors ““Controls” the Controls” the

behavior for the behavior for the momentmoment

Concentrates on the Concentrates on the effect the behavior effect the behavior has on the has on the environmentenvironment

Focuses on Focuses on consequencesconsequences

Changing BehaviorsChanging Behaviors Shaping behavior for Shaping behavior for

long term effectslong term effects Determining the Determining the

effect the effect the environment has on environment has on the behaviorthe behavior

Focuses on teaching Focuses on teaching behaviorsbehaviors

Developing a School-Developing a School-wide Reward System wide Reward System to Encourage to Encourage Expected BehaviorsExpected Behaviors

Catch ‘em Being GoodCatch ‘em Being Good

The majority of teacher feedback The majority of teacher feedback and attention is directed toward and attention is directed toward undesirable behavior.undesirable behavior.

Catch ‘Em Being GoodCatch ‘Em Being Good– Bigger payoff in focusing on positive Bigger payoff in focusing on positive

behaviors.behaviors.– Reinforcement increases likelihood of Reinforcement increases likelihood of

positive behaviors occurring in the positive behaviors occurring in the future.future.

Something to Think Something to Think About…About… Do we provide reinforcers with Do we provide reinforcers with

what an individual what an individual wantswants??

Do we make direct connections Do we make direct connections with the reinforcement to the with the reinforcement to the school-wide expectations? school-wide expectations?

Guidelines for Guidelines for ReinforcementReinforcement

Reward based on school-wide Reward based on school-wide expectationsexpectations

Reward frequently in the beginningReward frequently in the beginning– Keep ratios of reinforcement high (4:1)Keep ratios of reinforcement high (4:1)

Refrain from threatening the loss of Refrain from threatening the loss of rewards as a strategy for motivating rewards as a strategy for motivating desired behaviorsdesired behaviors

Guidelines for Guidelines for ReinforcementReinforcement Involve students on your team to Involve students on your team to

help determine meaningful rewardshelp determine meaningful rewards

Develop rewards across the Develop rewards across the continuumcontinuum

Provide time for staff to have Provide time for staff to have conversations about the reward conversations about the reward system annually and plan for staff system annually and plan for staff boosters as neededboosters as needed

Tips for Teachers Tips for Teachers

Why traditional rewards (e.g., stickers) Why traditional rewards (e.g., stickers) don’t work for some studentsdon’t work for some students

– The reward is not preferred by the student The reward is not preferred by the student and insufficient choices have been offered and insufficient choices have been offered

Offer 3 choices and allow the student to pickOffer 3 choices and allow the student to pick

– The natural consequence is more The natural consequence is more reinforcing (e.g., teacher attention, even if reinforcing (e.g., teacher attention, even if negative)negative)

Reinforcement vs. rewardReinforcement vs. reward

Consider Token Consider Token EconomyEconomy Students earn a symbolic Students earn a symbolic

representation or token (immediate representation or token (immediate reinforcement) exchangeable for reinforcement) exchangeable for some reinforcer of value to the some reinforcer of value to the student (backup reinforcer).student (backup reinforcer).

Ex. Students earn “Riverside Bucks” Ex. Students earn “Riverside Bucks” to purchase items at the school to purchase items at the school store.store.

Meeting Token System Meeting Token System ChallengesChallenges If tangible tokens are used:If tangible tokens are used:

– Ensure an adequate supplyEnsure an adequate supply– Take steps to prohibit counterfeitingTake steps to prohibit counterfeiting– Develop a system for “spending” Develop a system for “spending”

tokenstokens– Establish an efficient system of Establish an efficient system of

record keepingrecord keeping

Meeting Token System Meeting Token System ChallengesChallenges Provide staff with ample supplies Provide staff with ample supplies

of tokensof tokens

Designate a percentage of the Designate a percentage of the tokens to be used to reward tokens to be used to reward students who are not on a students who are not on a teacher’s rollteacher’s roll

What Have Other What Have Other SchoolsSchoolsFound to be Effective?Found to be Effective? School bucks to use in a school School bucks to use in a school

store on a regular basis (weekly)store on a regular basis (weekly)

““Caught Being Good” certificatesCaught Being Good” certificates

School Mascot cut-outs with School Mascot cut-outs with students’ names printed on students’ names printed on them--used in lottery drawings them--used in lottery drawings once a week or twice a monthonce a week or twice a month

Time to Work…Time to Work…

Develop or revise a school-wide system Develop or revise a school-wide system for a continuum of reinforcement that is for a continuum of reinforcement that is meaningful to students and aligned with meaningful to students and aligned with the expectationsthe expectations– How will students know how the How will students know how the

reinforcement aligns with the expectations?reinforcement aligns with the expectations?– How will students, who are challenged to How will students, who are challenged to

meet the expectations, be targeted to meet the expectations, be targeted to receive reinforcement?receive reinforcement?

Time to Work…Time to Work…

Develop or revise a school-wide Develop or revise a school-wide system for consistency in staff’s system for consistency in staff’s use of reinforcementuse of reinforcement– Increase use of reinforcement with Increase use of reinforcement with

staff to a ration of 4:1staff to a ration of 4:1– Increase the opportunity of staff Increase the opportunity of staff

providing reinforcement school-wide providing reinforcement school-wide vs. just individual classroomsvs. just individual classrooms

Let’s Share Ideas…Let’s Share Ideas…

Each school-level team shareEach school-level team share

One innovative idea for One innovative idea for reinforcing studentsreinforcing students

One challenge the team will need One challenge the team will need to wrestle withto wrestle with

A Hypothetical A Hypothetical Scenario…Scenario…

What If…?What If…?

A colleague has come to you A colleague has come to you asking for Tylenol for a severe asking for Tylenol for a severe headache. You are caught giving headache. You are caught giving this person “drugs”, which you this person “drugs”, which you carry regularly with you for your carry regularly with you for your own frequent headaches.own frequent headaches.

What If…?What If…?

As an employee of the Board of As an employee of the Board of Education, you are very aware of the Education, you are very aware of the district’s policy on drug free and safe district’s policy on drug free and safe schools. As a result of this act, both you schools. As a result of this act, both you and your colleague are fired. and your colleague are fired.

You are not allowed to appeal this You are not allowed to appeal this decision because the policy is clear decision because the policy is clear about suspension and termination as about suspension and termination as they align with violations of district they align with violations of district policy.policy.

What If…?What If…?

How does this make you feel?How does this make you feel?

Is this fair and just? Why or why Is this fair and just? Why or why not?not?

What does this tell us about the What does this tell us about the influence of policies on decision-influence of policies on decision-making about responding to making about responding to behaviors?behaviors?

What if This Were a What if This Were a Child?Child? Virginia - September 1997 Virginia - September 1997

– 9 year old handed out Certs 9 year old handed out Certs Concentrated MintsConcentrated Mints

– One day suspension for possession One day suspension for possession and distribution of “look-alike” drugs and distribution of “look-alike” drugs and was interviewed by policeand was interviewed by police

Would This Happen Would This Happen Our District?Our District? Pennsylvania – November, 1998Pennsylvania – November, 1998

– A 1A 1stst grader suspended from school grader suspended from school for having a 5 inch plastic axe when for having a 5 inch plastic axe when he dressed up as a fireman for a he dressed up as a fireman for a school Halloween event.school Halloween event.

Would This Happen Would This Happen Our District?Our District? Texas – November, 1999

– A 13-year-old asked to write a “scary” Halloween story. When he wrote a story about “shooting up” a school…

Received a passing grade Referred to the school principal’s office.

– School called the police– The child spent 6 days in jail before the court

confirmed that no crime had been committed

Does Zero Tolerance Does Zero Tolerance Work?Work? ““Schools that rely heavily on zero Schools that rely heavily on zero

tolerance policies continue to be less tolerance policies continue to be less safe than schools that implement fewer safe than schools that implement fewer components of zero tolerance.” components of zero tolerance.” (Skiba & (Skiba & Peterson, 2000)Peterson, 2000)

National data show that serious National data show that serious infractions, which are the target of zero infractions, which are the target of zero tolerance policies, are rare. These tolerance policies, are rare. These policies are more frequently applied to policies are more frequently applied to minor infractions and may actually result minor infractions and may actually result in increasing infractions rather than in increasing infractions rather than decreasing them. decreasing them. (Skiba, 2000)(Skiba, 2000)

Does Zero Tolerance Does Zero Tolerance Work?Work?

Zero tolerance has resulted in an Zero tolerance has resulted in an increase in suspensions nationally. increase in suspensions nationally. It has also resulted in an increase It has also resulted in an increase in lawsuits from parents. in lawsuits from parents. (Skiba, 2000)(Skiba, 2000)

An appellate court in Pennsylvania An appellate court in Pennsylvania recently held that a school’s policy recently held that a school’s policy of “zero tolerance” exceeded the of “zero tolerance” exceeded the authority of the school board.authority of the school board.

Talk About This…Talk About This…

Would a zero tolerance in Would a zero tolerance in Columbine prevented those Columbine prevented those students from shooting?students from shooting?

For which student does For which student does zero tolerance work? zero tolerance work?

Are We Are We Discriminating?Discriminating? The research in suspensions with The research in suspensions with

minority students has been consistent minority students has been consistent for over 25 years.for over 25 years.– Black students are 2 to 3 times more likely Black students are 2 to 3 times more likely

to be suspended than white students. to be suspended than white students. (Skiba, (Skiba, 2000)2000)

Connecticut data shows 10% of the Connecticut data shows 10% of the students in general education are students in general education are suspended, while 19% of the students suspended, while 19% of the students in special education are suspended. in special education are suspended. (CSDE 99-00 suspension data)(CSDE 99-00 suspension data)

So Now Talk So Now Talk About This…About This…

What does our suspension What does our suspension data tell us about minority data tell us about minority students and students in students and students in special education?special education?

Developing Developing Procedures to Procedures to Discourage Discourage Inappropriate Inappropriate BehaviorBehavior

Three ComponentsThree Components

PreventPreventEnvironmenEnvironmentt

InstructionInstruction

Social/ Social/ InterpersonaInterpersonall

TeachTeachStrategiesStrategies

SkillsSkills

RespondRespondReinforcemeReinforcementnt

Cueing and Cueing and FeedbackFeedback

ManagementManagement

Prevention StrategiesPrevention Strategies

Set up the environment to deter Set up the environment to deter occurrenceoccurrence

of inappropriate behavior.of inappropriate behavior.

Organizing physical space and Organizing physical space and transitions timestransitions times

Planning instruction to meet levels, Planning instruction to meet levels, needs, and interestsneeds, and interests

Fostering positive adult/child interactionFostering positive adult/child interaction

A Quick Review on A Quick Review on TeachingTeaching StrategiesStrategies

– Problem-solvingProblem-solving– CopingCoping– Replacement behaviors or Replacement behaviors or

compensation strategiescompensation strategies SkillsSkills

– Specific social skillsSpecific social skills

Response StrategiesResponse Strategies

Provide cues or prompts as a Provide cues or prompts as a reminder.reminder.

Provide specific and clear feedback Provide specific and clear feedback following particular behaviors.following particular behaviors.

Address problem behavior to Address problem behavior to discourage reoccurrence by (re-) discourage reoccurrence by (re-) teaching appropriate skills. teaching appropriate skills.

Traditional Approach to Traditional Approach to Managing Challenging Managing Challenging BehaviorsBehaviors

Challengingbehavior Perception of noncompliance

Look to “Control “or “Punish”Design/apply

manipulativeinterventionsto have power over student

Maintain/increasechallenging behaviors

Student’s needsremain unaddressed

(Knoster and Lapos, 1993)

Typical Examples of Typical Examples of Punitive ConsequencesPunitive Consequences Loss of recessLoss of recess

DetentionDetention

Office referralOffice referral

SuspensionSuspension

Effective Behavior Effective Behavior SupportSupport

Challengingbehavior

Perception of unmet needs

Look to understand needs &develop hypothesis

Design/deliverprevention/interventionstrategies based on hypothesis

Reductions in challenging behaviors by learning alternativeskills

Meet needs in a moresocially acceptablemanner

Personal growth improvesself control

ImprovedQuality ofLife

(Knoster and Lapos, 1993)

Why Aren’t Traditional Why Aren’t Traditional Consequences Effective?Consequences Effective?

They aren’t aligned with:They aren’t aligned with:

School-wide expectationsSchool-wide expectations Clearly defined rulesClearly defined rules A system for teaching A system for teaching

expectations and rulesexpectations and rules A system for rewarding A system for rewarding

appropriate behaviors appropriate behaviors

The Absence of a The Absence of a School-wide Plan May School-wide Plan May Lead To:Lead To: Inconsistent administration of Inconsistent administration of

consequencesconsequences Exclusionary practices that encourage Exclusionary practices that encourage

further misbehavior through escapefurther misbehavior through escape Disproportionate amounts of staff time Disproportionate amounts of staff time

and attention to inappropriate behaviors and attention to inappropriate behaviors Miscommunication among staff, Miscommunication among staff,

administration, students, and parentsadministration, students, and parents Over reliance on punishment of Over reliance on punishment of

inappropriate behaviorsinappropriate behaviors

Let’s Reflect…Let’s Reflect…

In your team dialogue about this In your team dialogue about this question.question.

Why aren’t traditional Why aren’t traditional consequences effective for consequences effective for some students? some students?

Without A School-wide Without A School-wide Plan for Response…Plan for Response…

We may not address the needs of students who:We may not address the needs of students who: prefer exclusionary consequences to prefer exclusionary consequences to

completing a particular taskcompleting a particular task

have more fun when they misbehave than have more fun when they misbehave than when they follow school ruleswhen they follow school rules

want adult attention and have found that want adult attention and have found that misbehaving is a quick way to get itmisbehaving is a quick way to get it

have not learned the expected behaviorshave not learned the expected behaviors

When Responding to When Responding to Inappropriate BehaviorInappropriate Behavior

Be consistent in responding.Be consistent in responding. Eliminate non-instructional and Eliminate non-instructional and

emotionally laden responses.emotionally laden responses. Tie responses to school-wide Tie responses to school-wide

expectations.expectations. Plan and rehearse responses and Plan and rehearse responses and

look for teachable moments.look for teachable moments.

Developing Developing Consequence Consequence ProceduresProcedures Clearly identify where various Clearly identify where various

behaviors will be managed (classroom behaviors will be managed (classroom vs. office referral)vs. office referral)

Develop a hierarchy of responses to Develop a hierarchy of responses to problem behaviors problem behaviors

Include opportunities in the hierarchy Include opportunities in the hierarchy of consequences for students to learn of consequences for students to learn and/or practice more acceptable and/or practice more acceptable behaviorsbehaviors

When Developing When Developing Consequences…Consequences… Develop a system for notifying:Develop a system for notifying:

– staffstaff involved with the discipline of a involved with the discipline of a particular studentparticular student

– parentsparents to avoid inconsistencies to avoid inconsistencies– studentsstudents and reminding them of and reminding them of

their responsibilities with regard to their responsibilities with regard to consequences if the intervention will consequences if the intervention will not be administered immediatelynot be administered immediately

When Developing When Developing Consequences…Consequences… Establish minimum disciplinary actions Establish minimum disciplinary actions

for each behavior that requires an for each behavior that requires an office referral office referral

Notify staff, students, and parents that Notify staff, students, and parents that administrators may extend disciplinary administrators may extend disciplinary actions beyond the minimum if the actions beyond the minimum if the behavior is excessivebehavior is excessive

Refrain from establishing a policy of Refrain from establishing a policy of revoking previously earned rewardsrevoking previously earned rewards

When Developing When Developing Consequences…Consequences… Establish re-entry procedures for Establish re-entry procedures for

staff and students to follow when staff and students to follow when a student returns to classa student returns to class

Align data collection procedures Align data collection procedures with the school-wide discipline with the school-wide discipline planplan

Develop documentation Develop documentation processes that facilitate the processes that facilitate the analysis of problems at all levelsanalysis of problems at all levels

Time to Work…Time to Work…

Develop a list of responses for staffDevelop a list of responses for staff– What responses to student behavior What responses to student behavior

are not expectable for staff to use?are not expectable for staff to use?– What responses to student behavior What responses to student behavior

are expectable for staff to use?are expectable for staff to use?– How will you inform staff of these How will you inform staff of these

responses?responses?

Time to Work…Time to Work…

Develop or revise a school-wide Develop or revise a school-wide system for responding to major system for responding to major and minor behaviorsand minor behaviors– Provides minor and major behavior Provides minor and major behavior

responsesresponses– Clear guidelines for what make an Clear guidelines for what make an

appropriate office referralappropriate office referral

Time to Work…Time to Work…

Develop or revise a school-wide Develop or revise a school-wide system for aligning a continuum of system for aligning a continuum of responses with the expectationsresponses with the expectations– How will students know how the How will students know how the

response aligns with the expectations?response aligns with the expectations?– How will the needs of students, who are How will the needs of students, who are

challenged to meet the expectations, challenged to meet the expectations, be met?be met?

Monitoring Monitoring Implementation and Implementation and ProgressProgress

Levels of EvaluationLevels of Evaluation Plan DevelopmentPlan Development

– Team building, Action planning, Office Team building, Action planning, Office Referral processReferral process

Plan ImplementationPlan Implementation– Teaching students and staff, carrying out Teaching students and staff, carrying out

consequence & reward systems, consequence & reward systems, documentationdocumentation

Student OutcomesStudent Outcomes– Data-based results of behaviors & referralsData-based results of behaviors & referrals

Evaluating School-wide Evaluating School-wide System—SETSystem—SET

Survey of students and staffSurvey of students and staff Random questioningRandom questioning

– At least 80% of students can state At least 80% of students can state school’s expected rulesschool’s expected rules

ObservationsObservations ChecklistsChecklists

Next Steps…Next Steps…

Where are we in the process?Where are we in the process? Where do we need to go?Where do we need to go? What do we need to get there?What do we need to get there? When do we want it done?When do we want it done?