positive behaviour intervention and support pbis
TRANSCRIPT
Positive Behaviour Intervention and SupportPBIS
http://behavioursupports.wikispaces.com
Agenda
1. Brief Review (Defining Behaviour, DC)2. Intervention
Three Tier Big Picture
Tier 1 (Universal Interventions)
Tiered Intervention Framework available on the Special Education Portal
Tier 2
Tier 3
Data Drives Decision Making Process
PBIS Plans
Tier 1 – Start with Philosophy
1. You control your actions
2. Your philosophy informs your actions
Dr. Ross Greene Video, Kids Do Well if They Can (4:33)
Relationship! Relationship! Relationship!
https://video.spsd.sk.ca
Achieving the Circle of Courage Outcomes
• To satisfy the need for belonging, build trust,
• To satisfy the need for mastery, recognize gifts and talents
• To satisfy the need for independence, promote personal growth and power
• To satisfy the need for generosity, instill purpose.
Learning - Brain Research
• 50% Dynamic seating• 30% Standing• 20% Moving
Evidence-Based Classroom Management
1. Maximize structure in your classroom.
2. Post, teach, review, monitor, and reinforce a small number of positively stated expectations.
3. Actively engage students in observable ways.
4. Establish a continuum of strategies to acknowledge appropriate behavior.
5. Establish a continuum of strategies to respond to inappropriate behavior
Source/More Information: Simonsen et al. (2008)Related: Classroom Management Self-Assessment Tool
Classroom Organization
Tool for thinking about classroom environment: Ecological Considerations
Positive reinforcement
“The single most dynamic influence on the brain’s chemistry may be positive feedback, which is essential for the development of good self-concept . . .”
Robert Sylwester, Emeritus Professor of Education,University of Oregon
A Review: Defining Behaviour
The Definition – Is the behaviour described in such a way that anyone reading the definition would agree that it was, or was not,
happening?
Onset (How it Starts) – What does the person do that indicates the target behaviour is
happening?
Offset (How it Stops) – How do you know that the target behaviour has stopped?
Defining Behaviour
Common Terms• Non-compliant• Defiant• Manipulative• Refusal• Meltdown• Tantrum• Loses it• Mental Health Concerns
How do we know it’s happening?
Example: DefianceSwearing, yelling (e.g., “I won’t do it!”, “You can’t make me”!) in response to a direct adult request.
A Review: Importance of Baseline Data
• Information about the occurrence of the behaviour to be changed, under current conditions
• Reveals the severity of the problem
• Helps you plan interventions, and later measure behavioural change
Additional information on defining behaviour and collecting data: http://behavioursupports.wikispaces.com
Tier 2
Have a Plan
Follow the Plan
Use data to refine the plan
Have a Plan…
Clearly Defined
Behaviour
Baseline Data Intervention
Ongoing Data
Collection
Follow the plan…The team focus should be positive programming.
It should also include a plan for crisis situations, if necessary.
Intervention
Find PBIS Templates on the Special Education Portal
Intervention
Find PBIS Templates on the Special Education Portal
Intervention
Find PBIS Templates on the Special Education Portal
Intervention
Individualized,
• Where Universal Strategies are in place, less changes are likely to be necessary.
• Not every plan will require information in every section.
What changes in the environment may decrease the likelihood of challenging behaviour occurring?
What interaction styles decrease the likelihood of challenging behaviour occurring?
What adaptations are necessary to the academic program to decrease the likelihood of challenging behaviour occurring?
• Does not provide a score or definitive answers
• Purpose is to help develop hypotheses about the possible functions of behaviour
• Escape or Avoid• Obtain Objects or
Events• Sensory• Initiating Social Contact• Express
Emotion/Reduce Stress
Intervention
Individualized, simple, targeted, specific
Who is doing what, when?
• e.g., daily 5 minute review of ‘cool down’ relaxation strategy with teacher, just before morning and afternoon recess.
• e.g., ‘How Does Your Engine Run’ program, 15 minutes as a whole class daily, plus a 30 minute session with Ms _____ once per week.
What skill(s) will be taught to serve the same function(s) identified in the assessment (including but not limited to the ATFA)?
What strategies will be taught to cope with difficult or impossible to change stressors?
Intervention
• Not every plan will include information in all sections.• Formal systems of reinforcement (often called ‘focussed support strategies’) are
meant to bring severe behaviours under control quickly, and be faded. All of the portions in this section are ultimately of less importance (but should be included if necessary) than the skills section.
This is a reactive strategy (the only portion which is not proactive in the positive support plan). Include if the target behaviours include instances where personal/group safety is threatened.
Think about how the student is receiving formative feedback toward increasing positive behaviours.
Think about under what circumstances will positive behaviours be acknowledged, and in what way will they be acknowledged.
Solving Problems Collaboratively (Greene)
Basic Summary • Lagging Skills: Identify the skills (general domains of
flexibility/adaptability, frustration tolerance, and problem solving) behind challenging behaviour.
• Unsolved Problems: Identify the specific conditions or situations in which a challenging behavior is occurring in a particular challenging kid.
• Plan B: Reduce challenging episodes by collaboratively solving the problems setting them in motion in the first place. Plan B consists of 3 steps:
1. Empathy Step
2. Define the Problem Step
3. Invitation Step
Solving Problems Collaboratively (Greene)
Major Benefits: Non-aversive, collaborative, highly individualized but can be used in a similar manner with any student across grade levels.
Resources:• Kids do well if they can (Article, 2008)• Solving Problems Collaboratively (1 Page Summary)• Assessment of Lagging Skills and Unsolved Problems (ALSUP)• Plan B (Flowchart)• Plan B (Cheatsheet)• “Lost at School” (Greene, 2008)
Related: Summary, ALSUP, Plan B Flowchart, Plan B Cheatsheet (French Version)
Check In Check Out (CICO)Basic Summary • Goal/Point Card: Student receives card and positive
encouragement at start of day, feedback is given throughout the day, and the card is taken home to be shared and signed for the next day.
• Check In/Out: Specific adults ‘checking in’ helps focus on building
positive relationships and positive momentum.
Check In Check Out (CICO)
Major Benefits: Connected easily with the home, easy to implement, and provides data. Similar to a daily report card, provides structure, routine, and consistency. Can be used with any student across grade levels.
Resources:• Summary and many resources at PBIS World(this one for most comprehensive ‘use now’ resources)
• Information and resources from Kent McIntosh (this one for good information, some resources)
Related: Helpful and free Daily Behaviour Forms Resource Book
The 5 Point Scale (Buron)
Basic Summary• The Scale: Use the scale as a tangible reference to help
students better recognize abstract emotions such as anger.
• Develop Strategies: Connect strategy use to different points on the scale.
• Use Role Play: Use role play to rehearse strategy use.
The 5 Point Scale (Buron)
Major Benefits: The scale acts as a visual and tangible way to make abstract emotional concepts more concrete.
Resources: • “The Incredible 5 Point Scale” (Buron)• The Incredible 5 Point Scale Website
Zones of Regulation
Basic Summary• Visual Representation of Four Zones: The zones provide a
tangible reference to help recognize their level of alertness, ranging from blue (low alertness, lethargic) to red (extremely heightened alertness, such as anger).
• Develop Strategies: Students learn to use individualized strategies to return to and/or stay in the optimal level of alertness for the required task.
Zones of Regulation
Major Benefits: Since all people use strategies for self-regulation it can be used as a whole-class resource and lends itself to individualization. Easy to use and encourages a healthy perspective on differing regulation needs.
Resources:
“The Zones of Regulation” (Kuypers)
The Zones of Regulation Website
Social Thinking (Garcia-Winner)
Basic Summary• Social Thinking: recognizing that people have thoughts
about other people, and those thoughts affect interactions.• Several Books Available: A number of resources related
to Perspective Taking, understanding Expected and Unexpected Behaviors, developing and using one’s ‘social filter’, problem solving and thinking flexibly.
Social Thinking (Garcia-Winner)Major Benefits: Aims to teach dynamic, flexible social problem solving (rather than static skills) and helps develop understanding of the nuances of social interactions.
Resources:
Many resources available through the Central Resource Center.
Michelle Garcia-Winner’s Social Thinking Website
Jill Kuzma’s social and emotional skills Blog
Social Stories (Gray)
Basic Summary
Sharing Social Information: A social story should share accurate social information with the goal of a better understanding of a social situation.
Format: Social stories follow a prescriptive format (with a ratio of between 2-5 Descriptive and Perspective Sentences to 1 Directive Sentence) but are very flexible as they can be used to discuss a variety of social concepts or skills.
Social Stories (Gray)
Major Benefits: Easy to create and use, and offer great flexibility in the potential topics to explore.
Resources: • Information and samples on the Special Education Portal• Carol Gray’s Website• “The New Social Story Book” (Gray)• Information and links at PBIS World• Consult a Speech and Language Pathologist
Related: for older/more tech savvy students try using the same principles using the iMovie App
Individualize• Remember that intervention does not necessarily need to
be complicated or time-consuming to be effective.• Individualized, simple, targeted, specific • The better the assessment data (e.g., ATFA, ABC
Analysis, ALSUP, ongoing Data Collection) pointing to possible reasons underlying behaviour, the easier it is to construct targeted (and therefore effective) strategies
Examples of very simple targeted skills that can be taught:• Relaxation (coping) methods such as breathing, counting• All versions of ‘take a break’
Striking a balance:
We want our proactive measures to heavily outweigh our reactive strategies, though we need both.
Proactive vs Reactive
Reacting to a crisis
1. Be empathic.• Whether or not you think their feelings are justified,
those feelings are real to the other person. Pay attention to them.
2. Clarify messages.• What are the feelings behind the facts? Ask reflective
questions and use both silence and restatements.
Source/More Information: www.crisisprevention.com
3. Respect personal space.• Stand at least 1.5 to 3 feet from an acting-out person.
Invading personal space tends to increase the individual’s anxiety.
4. Be aware of your body position.• Standing eye-to-eye sends a challenging message.• Standing one leg-length away and at an angle off to the
side is less likely to escalate the individual.
Source/More Information: www.crisisprevention.com
5. Ignore challenging questions.• Redirect the attention to the issue at hand. Answering
challenging questions often results in a power struggle.
6. Permit verbal venting when possible.• Allow the individual to release as much energy as possible
by venting verbally. If you cannot allow this, state directives and reasonable limits during lulls in the venting process.
Source/More Information: www.crisisprevention.com
7. Set and enforce reasonable limits.• State limits and directives clearly and concisely. When setting
limits, offer choices and consequences to the acting-out individual.
8. Keep your nonverbal cues nonthreatening.• The more an individual loses control, the less your words are
heard. Be aware of your gestures, facial expressions, movements, and tone.
Source/More Information: www.crisisprevention.com
9. Avoid overreacting.• Remain calm, rational, and professional. Your response will
directly affect the person’s behavior.• Remember step 1 to continue to empathize.
10. Use physical techniques only as a last resort.• Use the least restrictive method of intervention possible. Physical
techniques should be used only when individuals are a danger to themselves or others.
• Physical interventions should be used only by competent/trained staff. Any physical intervention may be dangerous.
Copy of Ten Tips for Crisis Prevention
Source/More Information: www.crisisprevention.com
Key Messages
Kids do well if they can.
You only control your actions.
Your philosophy informs your actions.
Your words and your body language matter.
In a crisis, your body language matters more.
Sites of InterestDr. Ross Greene:
www.livesinthebalance.org
www.lostatschool.org
www.ccps.info
Self-Regulation:
www.zonesofregulation.com
www.5pointscale.com
www.alertprogram.com
Social Thinking/Social Stories:
www.socialthinking.com; http://jillkuzma.wordpress.com/
https://www.thegraycenter.org/social-stories
Crisis Prevention Institute:
www.crisisprevention.com
PBIS:
www.pbisworld.com; www.pbis.org; www.interventioncentral.org
Templates for making PBIS Plans are available on the Special Education Portal
Apps of Interest
CBT Tools for Kids ($1.99 at time of writing)
The Zones of Regulation
($4.99 at time of writing)
The Social Express
($19.99 at time of writing)
Apps of Interest
The Hidden Curriculum On The Go
($1.99 at time of writing)
• For Kids (*high reading content)
• For Adolescents or Adults
iMovie
($4.99 at time of writing)
Resources of Interest
Most available through the Central Resource Center