Positive Behavioral Interventions and Supports – Day 2 Training

Bella Bikowsky, PhDNorthwest PBIS Network

www.pbisnetwork.org

Prize Drawing for On-Time Participants!

Check-in

Agenda For Day Two:

• Questions from Day 1• Alignment, Values, Purpose – Creating the

Culture• Responding To Problem Behaviors• Using Data For Decision Making• Maintaining And Sustaining SWPBS

Warm Up Activity

• What additional thoughts/insights from day one training would you like to share with your team?

• What items do you want to add to your action plan?

15 Minutes

Universal

Targeted

IntensiveRTI

Continuum of Support for ALLScience

Soc Studies

Reading

Math

Soc skills

Basketball

Spanish

RACHEL

From Data Analysis for Continuous School Improvement by Victoria Bernhardt

From Data Analysis for Continuous School Improvement by Victoria Bernhardt

“A school’s vision, goals, and student expectations must reflect the core

values and beliefs of the staff, merged from personal values and beliefs.”

From Data Analysis for Continuous School Improvement by Victoria Bernhardt

Plan

ImplementEvaluate

Improve

Basic Cycle for School Improvement

Random Acts of Improvement

Focused Acts of Improvement

From Data Analysis for Continuous School Improvement by Victoria Bernhardt

What are the curriculum, instruction, assessment and environmental factors that

support effective learning for our students?

School Core Values and Beliefs

CURRICULUMWhat we teach.

INSTRUCTIONHow we teach the

curriculum.

ASSESSMENTHow we assess

learning.

ENVIRONMENTHow each person treats every other

person.

What are the environmental factors that support effective

learning for our students?

School Core Values and BeliefsI believe these are the environmental factors

that support effective learning for our students.

ENVIRONMENT

How each person treats every other person.

 

5 Minutes

ENVIRONMENTHow each person treats every other person

• PBIS*****• 4 positives to 1 negative*****• Expectations (explicitly taught )******• Accountability/ Responsibility******• Mutual Respect/Trust (students and staff)******• Safety (Physical and emotional)******• Democratic******• Parent involvement****• Responsive classroom• Consistent discipline****• Direct feedback***• Believe in every student’s abilities*• Husky Howls and Husky Pride• Student centric**• Encourage risk taking, personal best, perseverance **• Kindness*• Discussion norms* Listening with Care• Students held accountable*• Classroom community*• Communicate with families*• Respect for professional

ENVIRONMENTHow each person treats every other person.

• We are safe, respectful and responsible. • A safe environment is where students are physically protected

and a sense of community exists in which students feel encouraged to make good choices and be academic risk takers.

• In order to establish a strong sense of community we demonstrate respect for one another by having high expectations for all. This includes open and clear communication, kindness and building positive relationships.

• In a responsible environment, students, parents and staff are accountable for their support of learning.

• Consistency in discipline, communication and expectations determines our success.

Share Out

ACKNOWLEDGEMENT SYSTEMS

Reinforcement Systems: Rationale

• Focuses attention on desired behaviors • Increases the repetition of desired behaviors • Fosters a positive school climate• Reduces amount of time spent on discipline• Increases instructional hours

5:1 ratio = High PerformanceThe positivity/negativity ratio (P/N) has been found to be a critical indicator of Performance

• High Performance teams = 5.6 : 1• Medium Performance teams = 1.9 : 1• Low Performance teams = .36 : 1

Losada & Heaphy 2004

How Full is Your Bucket?- Tom Rath

FOCUSING ON THE POSITIVES GENERATES POSITIVE OUTCOMES Buehlman & Gottman predicted whether 700 newlywed couples would stay together or divorce by scoring their positive and negative interactions in one 15-minute conversation between each husband and wife. Ten years later, the follow-up revealed that they had predicted divorce with 93.6% accuracy.

1992 study (Buehlman, K., Gottman, J.M., & Katz, L.)

Starbucks PBIS Example

Tomcat Tickets

Students Caught Being Responsible

Starbucks PBIS Example

“Bus Bucks”• Procedures

– Review bus citations

– On-going driver meetings

– Teaching expectations

– Link bus bucks w/ schools

– Acknowledging bus drivers

Is it bad to reinforce good behavior?https://www.youtube.com/watch?v=pdT7QgeIGjY

Reinforcement Systems: Planning

• Get input on possible reinforcements

• Consider menus to accommodate different needs

• Determine how students will earn reinforcement (group/individual)

• Decide how reinforcers will be distributed and managed

• Align school wide system with classroom systems

• Keep it simple

Reinforcement Systems: Guidelines for Implementing

• Encourage every staff member to reinforcement positive student behavior and review often

• Reward frequently in the beginning

• Ensure that earned = kept

• Provide equal access to reinforcement for all students

• Collect data on frequency of reinforcement

• Social (lunch with friends, principal, teacher)

• Activity (dance, assembly, picnic, spirit days)

• Sensory (music, books/magazines)

• Token Economies (school store)

• Tangibles (treasure box)

Reinforcement Systems: Types of Reinforcement

Acknowledgement Systems

ACTIVITYReinforcement

• Using the 5th Blue Sheet in Section 6 of Binder– If you are going to use a ticket system, what will be the

expectation for the number of tickets per day/week to be handed out?

– How will the reinforcement system be managed?– Do you have both high frequency and low frequency

reinforcement?– How will you know if the program is effective?– How will you know if faculty are using the

acknowledgment system and delivering feedback to students effectively?

25 Minutes

Break

What It is Really About…Relationships

• Rita Pierson – Every Child Needs A Champion

• http://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion

PROCEDURES FOR DEALING WITH PROBLEM BEHAVIORS

The Need for Prevention and Intervention

• Without prevention and early intervention, children at-risk are likely to:– Experience mental health problems, such as diagnoses of

conduct disorder in adolescence and antisocial personality disorder in adulthood (Reid & Patterson, 1991; Conroy, Dunlap, Clarke, & Alter, 2005.)

– Fail courses, drop out of school, not engage in postsecondary education, and have greater difficulties with social relationships and employment (Bullis & Cheney, 1999; Neel, Meadows, Levine, & Edgar, 1998).

What makes up this other? Why is it so

high?

We Lack Consistency and We Spend Too much Time Being Reactive

In PBIS We Strive to:

• Make Behaviors Ineffective and Inefficient by:– Restructuring the Environment– Our Procedures– Our Responses

• It is generally about environmental and adult behavior change and making small changes for big gains.

PreventionHow can we decrease the likelihood the

behavior will occur?

Clear, Consistent, Logical Procedures for Responding to Problem Behaviors

What are the Issues?

• What problem behaviors do we witness on a daily basis? What does our data say?

• Do the approaches we use and that the school uses positively impact these problem behaviors or seem to make them worse?

15 Minutes

Systems for Responding to Problem Behaviors

Response Systems: Steps to be taken

• Establish levels of behavior and the behaviors that fall within each level

• Define the behaviors

• What levels are handled in the setting and by whom?

• Develop a hierarchy of responses to problem behaviors that fit level of behavior - make this universal for at least level 2 & 3 behaviors

• Check to see that process is working and make changes as needed

Have we clearly defined these behaviors?

• Using the 6th Blue Worksheet in Section – What process would work for your school to

define your problem behaviors?– Who needs to be involved?

15 Minutes

When Developing Consequences…

• Establish re-entry procedures for staff and students to follow when a student returns to class

• Establish predictable consequences

• Establish individual consequences AND group consequences

• Do not ignore problem behavior (unless you are convinced the behavior is maintained by adult attention)

Video Example of Establishing Responses

Problem behaviors

• Level out your problem behaviors. Which are managed in the setting and which come to office?

• What should be the process before a student comes to office?

• What will be the process once a student is sent to the office?

• How will you gain staff buy in?

30 Minutes

Lunch

Data Collection And Analysis

Why Collect Discipline Information?

• Decision making• Professional Accountability• Decisions made with data (information) are

more likely to (a) be implemented, and (b) be effective

It starts with a good referral form!

Components of a PBIS Office Referral Form

• Date• Time of the Incident• Location of the Incident• Teacher’s Name/Name of Referring Staff• Student’s Name• Problem Behavior• Possible Motivation for the Behavior• Others Involved• Administrative Decision• Other Comments

Team Time: The Office Discipline Referral Form

• Use the 7th blue worksheet in Section 8 of the binder• Consider next steps for creating or modifying your existing

office discipline referral form.• Refer to examples in the handouts• Add items to action plan.

15 Minutes

Data Systems in PBIS

Key features of data systems that work.

• The data are accurate• The data are very easy to collect (1% of staff time)• Data are used for decision-making

– The data must be available when decisions need to be made (weekly?)

– Difference between data needs at a school building versus data needs for a district

– The people who collect the data must see the information used for decision-making.

SWIS – PBIS’s Data System

• Maintained by University of Oregon• Web Site Based – www.swis.org• Allows easy Student Data Input• Creates Data Charts/Analysis• Assists Team in Discussing Data with Staff• Small yearly investment ($250.00)

Using ODR Data for Problem-Solving

• Use data to identify a possible problem• Use data to build a precise “problem statement”• Use data to select a solution (intervention)• Use data to assess if a solution is (a) being implemented (b) effective

Primary versus Precision Statements

• Primary Statements– Too many referrals– September has more

suspensions than last year

– Gang behavior is increasing

– The cafeteria is out of control

– Student disrespect is out of control

• Precision Statements– There are more ODRs

for aggression on the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment.

The Problem-Solving “Mantra”• Do we have a problem?

(identify)• What is the precise nature of our problem?

(define, clarify, confirm/disconfirm inferences)• Why does the problem exist, & what can we do

about it?(hypothesis & solution)

• What are the actual elements of our plan?(Action Plan)

• Is our plan being implemented, & is it working?(evaluate & revise plan)

• What is the goal?(What will it look like when there is not a problem?)

Newton, J.S., Todd, A.W., Algozzine, K, Horner, R.H. & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon unpublished training manual.

Building Problem Statements• Primary Statements:

• Indicate a discrepancy between what we have and what we want.

• Precise Problem Statements:– Indicate the problem with sufficient precision to allow

problem solving• What is happening (and how does it differ from what we want)

• How often is it happening• When is it happening• Where is it happening• Who is involved• Why does it keep happening

Using Data in PBIS

• Using the 8th Blue Sheet– Is discipline data are gathered, summarized, &

reported at least quarterly to whole faculty. – When you analyze data on problem behaviors does

the team problem solve ways you could prevent and more accurately respond to identified problem behaviors using a problem solving format?\

– Do you have a data system where you can easily store office referral information and analyze it for decision-making? Is this data shared with staff on a consistent basis?

15 Minutes

Intervening with Minor Problem Behaviors

Three Goals of Responding to Problem Behaviors

1. Stop the Problem Behavior and Re-engage Students to Their Task

2. Avoid Escalation of Behavior3. Ensure the Expected Behavior is Performed in

the Future

We Don’t Punish Behavior Out of Kids

Target Identified Behaviors

Basic Intervention Steps For Minor Problem Behaviors

• First Focus on Keeping Instruction Going and Assign a Task to Students if Needed

• Praise Students Who Are On-Task• Use Proximity• Make A Clear Request• Provide Choices• Have Plan for Non-compliance• Do Not Make Mountains of Molehills

Consistent Correction Procedures While Teaching

• Teach Students How You Will Respond and Be Consistent– I will make eye contact– I will ask you “Are you with me?”– I will move closer to you– I will point to the in class “Break Space”– I will hand you the Buddy Room Form– CCE “person” helps process in the moment

Chronic Problem Behavior

Determine Function, Match Intervention, Use Good Fidelity,

Repeat if Needed

“Can’t Do versus Won’t Do”

• Can’t Do or Don’t Know When To Do- Skill Deficit - Performance Deficit - Perception Deficit

• Won’t Do- Function of Behavior

FunctionsProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

SocialTangible/Activity

Adult

Stimulation/Sensory

Peer

Pos Reinf Neg Reinf

Hypothesis statement: ExamplesBuilding the Context for Behavior Change

(A) (B) (C) When this happens…

The student does this

…followed by this consequence

or result

Antecedent, Behavior, Consequence (ABC) Sequence

Problem Behavior

• Prevent – environmental, adult changes.• Teach• Pre-correct/Remind• Provide Feedback• Correct

Implementation and Sustainability

I JUST WANT TO GET THIS RIGHT!

Top Ten Reasons PBIS Fails

1. Lack of continuous administrative support & involvement2. Lack of awareness and understanding that staff set and

change culture in schools3. Lack of understanding commitment and buy-in from staff4. Lack of understanding that academic success is driven by

school culture5. Not working through the PBIS processes as a team6. Taking on too much too fast 7. Inconsistency of implementation by staff8. Looking for the negative vs. positives in student behavior9. Focusing only on the high risk students10.Not tracking, reporting out, and responding to data

Team Time

• Add any remaining items to action plan.

• Create some specific next steps with due dates for completion.

• Plan to visit a local school implementing SWPBS (Ask me for schools).

30 Minutes

FEEDBACK & EVALUATION FOR TIER 1 DAY 1/2

https://docs.google.com/a/pbisnetwork.org/forms/d/1NxVtYhFhiKuFLPMc3NUKdFsAtNNtI-c9VTH5fFTuIg8/viewform?c=0&w=1