positive behavior interventions supports (pbis)- overview for psychologists august 16, 2013
TRANSCRIPT
Focus for Today
PBIS Goals for this year Phases of Implementations What is SWPBS? Advocating for the
psychologist-what is our role?
Stages of Implementation
Exploration Installation Initial Implementation Full Implementation Innovation Sustainability
Implementation occurs in stages:
Fixsen, Naoom, Blase, Friedman, & Wallace, 2005
2 – 4 Years
School-wide Positive Behavior Support
PBS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior
OSEP Center on PBIS
PBS is not...
Not specific practice or curriculum…it’s a general approach to preventing problem behavior
Not limited to any particular group of students…it’s for all students
Not new…its based on long history of behavioral practices & effective instructional design & strategies
Tier 3/Tertiary Interventions 1-5%•Individual students•Assessment-based
•High intensity
1-5% Tier 3/Tertiary Interventions•Individual students•Assessment-based
•Intense, durable procedures
Tier 2/Secondary Interventions 5-15%•Some students (at-risk)
•High efficiency•Rapid response
•Small group interventions• Some individualizing
5-15% Tier 2/Secondary Interventions•Some students (at-risk)
•High efficiency•Rapid response
•Small group interventions•Some individualizing
Tier 1/Universal Interventions 80-90%•All students
•Preventive, proactive
80-90% Tier 1/Universal Interventions•All settings, all students
•Preventive, proactive
School-Wide Systems for Student Success:A Response to Intervention (RtI) Model
Academic Systems Behavioral Systems
Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide
PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and
Supports. Accessed at http://pbis.org/schoolwide.htm
Establish Commitment
80% of faculty support the need for behavioral change.
Behavioral change is one of the top 3 priorities of the school.
Three-year commitment
What does PBS look like?
>80% of students can tell you what is expected of them
Positive adult-to-student interactions exceed negative Function based behavior support is foundation for
addressing individual problem behavior. Data & team-based action planning & implementation
are operating. Administrators are active participants. Full continuum of behavior support is available to all
students
Classroom-wide positive expectations taught & encouraged
Teaching classroom routines & cues taught & encouraged
Ratio of 6-8 positive to 1 negative adult-student interaction
Active supervision Redirections for minor, infrequent behavior errors Frequent precorrections for chronic errors Effective academic instruction & curriculum
ClassroomSetting SystemsTEACHER has at least one positive contact
with each student daily
TEACHER provides more positive than
negative acknowledgements
>80% STUDENTS can describe typical
classroom routine
Positive expectations & routines taught & encouraged
Active supervision by all staffScan, move, interact
Precorrections & reminders Positive reinforcement
NonclassroomSetting SystemsSTAFF has at least 4
positive for each negative contact with
students
STAFF has continuous positive interactions w/
variety of students>80% STUDENTS can
describe what SW expectation looks like
in specific setting
Behavioral competence at school & district levels Function-based behavior support planning Team- & data-based decision making Comprehensive person-centered planning &
wraparound processes Targeted social skills & self-management instruction Individualized instructional & curricular
accommodations
Individual StudentSystems
TEAM to monitor status of sever
problem behaviors
STAFF can describe how to obtain intensive
behavior supports
DISTRICT supports available to schools
Define behavioral expectations Teach behavioral expectations Monitor and reward appropriate behavior Provide corrective consequences for
problem behaviors. Use collected data to solve problems and
make decisions.
Key Components
Define School-Wide Expectationsfor Behavior
Identify 3-5 Expectations Short statements Positive Statements (what to do, not what to
avoid doing) Memorable
School Rules
NO Food
NO Weapons
NO Backpacks
NO Drugs/Smoking
NO Bullying
Redesign Learning & Teaching Environment
Developing the Matrix
1) List problem behaviors
2) Identify “replacement behaviors” (what do you want the students to do instead?)
3) Create “matrix” of replacements (expectations) by setting.
Teaching Matrix
SETTING
All Settings
Hallways Playgrounds CafeteriaLibrary/
Computer Lab
Assembly Bus
Respect Ourselves
Be on task.Give your best effort.
Be prepared.
Walk. Have a plan.
Eat all your food.Select healthy foods.
Study, read,
compute.
Sit in one spot.
Watch for your stop.
Respect Others
Be kind.Hands/feet
to self.Help/share
with others.
Use normal voice
volume.Walk to
right.
Play safe.Include others.Share
equipment.
Practice good table manners
Whisper.Return books.
Listen/watch.Use
appropriate applause.
Use a quiet voice.
Stay in your seat.
Respect Property
Recycle.Clean up after self.
Pick up litter.
Maintain physical space.
Use equipment properly.
Put litter in garbage can.
Replace trays &
utensils.Clean up
eating area.
Push in chairs.Treat books
carefully.
Pick up.Treat chairs appropriately
.
Wipe your feet.Sit
appropriately.
Exp
ecta
tions 1. S
OCIAL SKILL2. NATURAL
CONTEXT
3. BEHAVIOR
EXAMPLES
Teaching Academics & Behaviors
DEFINESimply
DEFINESimply
MODELMODEL
PRACTICEIn Setting
PRACTICEIn Setting
ADJUST forEfficiency
ADJUST forEfficiency
MONITOR &ACKNOWLEDGE
Continuously
MONITOR &ACKNOWLEDGE
Continuously
Park Avenue Expectation Lesson Plan At Park Avenue, we are people of character. We are respectful. We are responsible. We care.
Area: Cafeteria Time Allotted: 15-20 minutes
Materials needed: For script: trays, utensils, milk, napkins, buckets for silverware, garbage can, trays for all students to practice for classroom teacher:
Expectations
Responsible Respectful Caring
Get all food and utensils 1st timeKeep area neat and cleanRaise hand and wait for permission to leave
Use line basics when entering Keep place in lineTake the first milk you touch
Use good manners
Walk down the right side of the stairs quietly using the handrail one step at a time.Enter cafeteria using line basics (Hands at sides, facing forward, voices off.)Take the first milk you touch and hold it carefully in your hand.Take the first utensil you touch.Take your tray and say “thank you”.Choose items and put them on your tray. Once you have touched something it’s yours.Enter your number.Go to the directed table and quietly eat your own lunch - no sharing.Raise your hand and wait to be dismissed.Put your utensils carefully into the tub.Carry your tray carefully and throw out everything. Stack your tray on the counter so it fits inside the others.Leave the lunchroom quietly and walk to recess.
Acknowledging Student Behavior
How to use Positive and Negative Consequences to support Tier 1 Behavior.
Tied to specific behaviorsDelivered soon after the behaviorAge appropriate (actually valued by student)Delivered frequently Gradually faded away
Rewards Can Be Effective When
Build Reward Systems Systems for Acknowledging Appropriate Behavior.
Students should be acknowledged regularly (at least every 2 weeks)
5 to 1 ratio of positive to negative Always build toward independence
move from “other” delivered to self-delivered move from frequent reward to infrequent move from concrete to natural
Build on person-to-person relationships
Components of School-Wide Acknowledgment Plans
Immediate/High frequency/Predictable/Tangible Delivered at a high rate for a short period while teaching new behaviors or
responding to problem behavior Name behavior and tie back to school-wide expectation upon delivery E.g. “Caught Being Good”, “Lincoln Loot”, “Titan Bucks”, positive referrals,
points for privilege levels – turned in for tangible/non-tangible prize
Intermittent/Unexpected Bring “surprise” attention to certain behaviors or at scheduled intervals Used to maintain a taught behavior E.g. Raffles, special privileges, principal random call
Long-term Celebrations Used to celebrate/acknowledge school-wide accomplishment ALL kids, all adults E.g. Quarterly activities, assemblies, parent dinners, field
trips
Rationale-What Does 5 Positives to 1 Negative Mean?
Students should experience more positive interactions (ratio of 5 positives for every negative) on all locations of school.
Positive Interactions= Behaviorally specific feedback as to what the student did
right (contingent) Smile, nod, wink, greeting, attention, hand shake, high five
(non-contingent)
Negative Interactions= Non-specific behavioral corrections Ignoring student behavior (appropriate or inappropriate)
Samples High Fives, Gotchas Traveling Passport Super Sub Slips, Bus Bucks 1 Gallon Back/front of bus Free homework coupon Discount school store, grab bag Early dismissal/Late arrival First/last in Line Video store coupon, free fries Positive Office Referrals Extra dessert Class event
G.O.O.S.E 1-Free Period Massage File stuffer Coffee Coupon Golden Plunger Give Em’ a Hand Kudos
Parent/Teacher Association provided teacher name stamps
Parent/Teacher Association provided teacher name stamps
Reward tickets and criteria on lanyard
Reward tickets and criteria on lanyard
Write out class tickets for week, reward when appropriate, check
whose name remains
Write out class tickets for week, reward when appropriate, check
whose name remains
Corrective Consequences Problem Behaviors
Do not ignore problem behavior Office Discipline Referral Forms (SWIS.org)
Provide clear guidelines for what is handled in class versus sent to the office
Remember the PURPOSE of negative consequences Prevent escalation of problem behaviors Prevent/minimize reward for problem behaviors Deliver punisher as a consequence for problem behavior Minor versus major
Do not expect negative consequences to change behavior patterns. Negative consequences are a way to “keep the lid on.” Teaching changes behavior.
Establish a continuum of procedures for correcting problem behavior.
Responding to Inappropriate Behavior
Your error corrections should be:
• Contingent: Occurs immediately after the undesired behavior.
• Specific: Tell learner exactly what they are doing incorrectly and what they should do differently in the future.
• Brief: After redirecting back to appropriate behavior, move on.
Office Discipline Referrals
Data collection method Shared frequently with all staff Data is presented visually for easy interpretation
SimpleTake very little teacher time to fill out
Consistency across school staffClear, mutually exclusive, exhaustive definitionsDistinction between office v. classroom managed
3-Tiered System of Support
Necessary Conversations (Teams)
CICO
SAIG
Group w. individual
feature
Complex
FBA/BIP
Problem Solving Team
Tertiary Systems Team
Brief
FBA/BIP
Brief FBA/BIP
WRAP
Secondary Systems Team
Plans SW & Class-wide supports
Uses Process data; determines overall
intervention effectiveness
Standing team; uses FBA/BIP process for one youth at a time
Uses Process data; determines overall
intervention effectiveness
Sept. 1, 2009
UniversalTeam
Universal Support
*Guiding ?s
How Do We Use Our Expertise?
Write down ways you can be involved in Tier1implementation of PBIS at your school this year?
Share with your elbow partner. Together come up with one thing that you are
going to do between now and next month at your school to help with implementation.
Share with group
Dates for Training
On Site Visits Sept 25 Dec 16 March 18
8-11:30 (middle schools)
12:30-4 (high schools)
Teleconference Oct 23 Nov 11 Feb 17 April 28
Times TBA