School-wide/Program-wide Positive Behavior Support

Tim Lewis, Ph.D.

University of Missouri

Center on Positive Behavioral Intervention & Supports

pbis.org

Starting Point….

• Educators cannot “make” students learn or behave

• Educators can create environments to increase the likelihood students learn and behave

• Environments that increase the likelihood are guided by a core curriculum and implemented with consistency

The Challenge

• The “core curriculum” in school is often “punishment” to try and reduce problem behavior in school

• However, “punishing” problem behaviors (without a proactive support system) is associated with increases in (a) aggression, (b) vandalism, (c) truancy, and (d) dropping out. (Mayer, 1995, Mayer & Sulzar-Azaroff, 1991, Skiba & Peterson, 1999)

The Good News…

Research reviews continue to indicate that effective responses to significant behavioral challenges in school include:• Social Skills Training• Academic Restructuring• Behavioral Interventions

= instructional strategies - “teaching”

School-wide Positive Behavior Support

SW-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

Big Ideas

• Build Positive Behavior Support Plans that teach pro-social “replacement” behaviors

• Create environments to support the use of pro-social behaviors1. School-wide2. Classroom3. Individual student

Essential Features at the School Level

• Teams of educators within the school (administrator)

• Data-based decision making• Instructional Focus

– Teach & Practice• Acknowledge student mastery of social

skills– Positive Feedback

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport OUTCOMES

Social Competence &Academic Achievement

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing School-Wide Systems for Student Success

Continuum of Supports

Science

Reading

Math

Soc skills

Horses

Spanish

English

Universal School-Wide/Program Wide Features

• Clearly define expected behaviors (Rules)– All Settings– Classrooms

• Procedures for teaching & practicing expected behaviors

• Procedures for encouraging expected behaviors• Procedures for discouraging problem behaviors• Procedures for data-based decision making• Family Awareness and Involvement

I am…. All Settings Classroom Hallways Cafeteria Bathrooms Playground Assemblies

Safe •Keep bodies calm in line•Report any problems•Ask permission to leave any setting

Maintain personal space

WalkStay to the right on stairsBanisters are for hands

•Walk•Push in chairs•Place trash in trash can

Wash hands with soap and waterKeep water in the sinkOne person per stall

Use equipment for intended purposeWood chips are for the groundParticipate in school approved games onlyStay in approved areasKeep body to self

•Walk•Enter and exit gym in an orderly manner

Respect-ful

•Treat others the way you want to be treated•Be an active listener•Follow adult direction(s)•Use polite language•Help keep the school orderly

Be honestTake care of yourself

Walk quietly so others can continue learning

Eat only your foodUse a peaceful voice

Allow for privacy of othersClean up after self

•Line up at first signal •Invite others who want to join in•Enter and exit building peacefully•Share materials•Use polite language

Be an active listenerApplaud appropriately to show appreciation

A Learner

•Be an active participant•Give full effort•Be a team player•Do your job

•Be a risk taker•Be prepared•Make good choices

Return to class promptly

•Use proper manners•Leave when adult excuses

•Follow bathroom procedures•Return to class promptly

•Be a problem solver•Learn new games and activities

•Raise your hand to share•Keep comments and questions on topic

Benton Elementary School

Reinforcement System

Social Stories

Everyone can go to circle and sit on their seat.

I can sit nicely and look at the teacher.

I can also listen with my ears and try to do what the teacher

says.

Visual Prompts

Tier II (small group)• Efficient and effective way to identify at-risk

students– Screen– Data decision rules

• Informal assessment process to match intervention to student need– Small group Social Skill Instruction– Self-management– Academic Support

• Part of a continuum – must link to universal school-wide PBS system

Tier III (individualized support)

• When small group not sufficient• When problem intense and chronic• Driven by Functional Behavioral Assessment• Connections to Mental Health and Community

Agencies• Part of a continuum – must link to universal

school-wide PBS system

A Working Definition of “Family Involvement”

• Awareness• Involvement• Support

Emphasis changes across the continuum, but all three should be considered

Universal Connect Points To Families

• Primary Focus = Awareness– Information, Information, Information (2-way)

• Educators and parents sharing information across multiple venues• Involvement

– Parent team member– Specific activities to partner with families at school

• Clear timelines, what is expected, outcomes• Support

– Information regarding range of services & supports– Referral Points– Strategies for home use

Tier IIConnect Points To Families

• Primary Focus = Involvement– Parent consent/ information meeting– Parent part of planning– Follow-up meetings and outcome sharing

• Awareness– Continuum of supports explained– Referral points defined

• Support– Partnership to explore school / home strategies– Quick easy “generalization strategies” for home use

Individual/Intensive: Connect Points To Families

• Primary Focus = Support– Partner planning – strengths-based focus using functional behavioral

assessment– Facilitating interagency programs– Targeted training/supports for families

• Awareness– Information (e.g., Special Education, Mental Health, District Services,

Community Supports)– Accessible referral point (special education / non-special education)– Teacher education RE impact on family– “Science” of behavior for both educators and family

• Involvement– Family advocacy groups on school/district team– Parents of children with disabilities on school/district team

Impact of our SW-PBS Center’s Efforts To Date

• In the US over 17,000 schools; 46 state initiatives• In Missouri, over 700 schools, including pre-schools

– Head Start– Private pre-schools– Mental Health– Juvenile Justice / Safe Schools

• Working with researchers and educators in Canada, Australia, and several countries in Europe

pbis.orgpbismissouri.org

Becky Beckner, PhDColumbia Public Schools

Early Childhood Behavior Consultant

Positive Discipline = Great Kids!

Preventing Problems with Positive Behavior Supports

• MU, and other schools have researched what the PBS approach looks like in early childhood settings, addressing developmental issues.• Columbia Public Schools early childhood programs began implementation in 2001, followed by Head Start across 8 counties in 2002 and various early childhood programs across the state (and nation).• Two national early childhood centers were created:

– Center on the Social and Emotional Foundations for Early Learning (http://csefel.vanderbilt.edu/)

– Technical Assistance Center on Social Emotional Intervention for Young Children www.challengingbehavior.org)

Program-wide PBS

PW-PBS Practices: How Staff Interact with ChildrenTeaching clearly defined expected behaviors and routines in all settingsModeling and practicing expected behaviorsUse of common language by allAcknowledging expected behaviorsGiving reminders to ensure positive behaviors are displayedCulture and context considered Family awareness and involvementFOUNDATION: Building relationships with children and families

Clearly Defined Expected Behaviors

Determine school-wide expectations with rule examples for classrooms and other settings

*Be Safe, Be Kind, Be Responsible*

The PBS Teaching MatrixDefines what the expectations “look

like” in the common areas of the school building (e.g., hallways, playground, bathrooms…) and in the classroom Gives behavior examples Keeps expectations positive How to use at home: What does it LOOK LIKE to be safe in the car? Kind at church? Responsible in the bathtub?

Teaching Matrix

SETTING

All Settings Hallways Playgrounds Cafeteria

Library/Compute

r LabAssembly 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. SOCIAL SKILL

2. NATURAL

CONTEXT

3. BEHAVIOR

EXAMPLES

Family Teaching

Matrix

SETTING

At church or store

Morning routine Homework Meal

times In car Play time Bedtime

Be Safe

Be Kind

Be Responsible

Exp

ecta

tions

Behavioral ErrorsOften occur because:

Children do not have the skills They do not know when to use the skillsThey have not been taught specific procedures and routinesSkills are not taught where and when they need to be usedOr simply, they have learned that inappropriate behavior works quicker and better!

• Children are less likely to engage in problem behavior when they know what is expected and how to do it:– Give clear directions in positively stated

language.“Please be safe and use walking feet in the house.”

– Establish routines that allow children to demonstrate appropriate skills AND that minimize problem behavior

• What are the steps of getting ready for bed?• What do the adults do to make this routine go smoothly?

Prevention Strategies for Supporting Young Children

What it LOOKS LIKE to follow the behavior examples in different settings on the matrixRoutines of your lifeHow to identify and control emotionsConversation skills-facial expressions, personal space, turn taking, body languageFriendship and play skills-interacting and cooperatingResponding to conflict and stress

What We Teach

Family Routine GuideShoppingRestaurantsGoing to the DoctorTaking MedicineTaking a BathBathroom TimeWhen Parents Can’t Play

Getting Dressed and UndressedBrushing Teeth/HairMeals/SnacksPlayOutside PlayClean-upRiding in the Car

Transitions!!!

Make Your “Expectations” Clear• Tell your child what TO do instead of

what NOT to do

• Have age-appropriate expectations (how long should a two-year-old be able to sit at church or at the doctor’s office?)

Using Pictures to Teach RulesGet out your cameraSnap a photograph of what you want your child TO DOPost it, model it, practice it, and notice when it’s done and praise it!If your rule is “clean up”…show your child how to do it!

Precorrection

Responding to behaviors after the fact does not prevent the behavior from happening again. GOAL: anticipate problems there might be in a setting/situation and correct for them in advance by reminding of expectations. Precorrects prompt children for expected behavior: “We are going to the playground. How will you be safe there?”

Precorrection: BODY CHECK

Teach children and practice what to do with their bodies in order to be safe and responsible in different settings.

Encouraging Expected Behavior: Positive Feedback

Point out when expectations are met and specific behavior is displayed (specific and descriptive verbal feedback).EVERYONE should focus on the same expectations.

“You are being safe when you stay in your carseat.”

“That was so responsible-you picked up the blocks!”

“Your sister likes it when you kindly share crayons.”

Catch Your Child Being Good!• Give specific, positive attention to

your child for the behavior that you want to see, and teach your child what to do!

“Wow! You are being so careful keeping all the pieces on the table!”

Ways to Give Children Encouragement (Examples)“Thank you for taking care of your dishes.”

“What a good problem solver you are, you were able to fit all the blocks in the tub.”

“It’s so much fun to play with you; you are so good at taking turns.”

“Thank you for using your inside voice when your sister was sleeping.”

Providing Positive Feedback

Based on the concept that most young children want and need adult attention (which is a powerful AND unavoidable reinforcer).Focus on teaching children to get attention through responsible behavior rather than with misbehavior.

I WAS CAUGHT“BEEING”

SAFE TODAY!

Get your child’s attention.Keep it simple—avoid combining encouragement with criticism.Encourage with enthusiasm.Double the impact with physical warmth.Use positive comments and encouragement with your child in front of others.

Tips for Encouraging Your Child

Setting The Stage for Success!• Know what your child’s

limits are• Try to anticipate

problems-plan ahead• Stay near your child• Support your child in

completing tasks

Foundation: Building Relationships

Filling Your Relationship Piggybank!

Make it a GOAL to have more positive interactions with your child than negative ones!

It isn’t just about responding to expected behavior with positive feedback.

Have FUN Together!

One of the best ways to build a positive relationship with your child is to play with him/her! Follow your child’s lead-wait, watch, and

then join your child’s play Talk, talk, talk about what your child is

doing Watch for your child’s cues Avoid power struggles-it is about your

child’s self-esteem and creativity

The Power of Play

• Ask your child to tell you how he/she feels

• Talk about how characters in a book, video, or on TV may feel

• Teach new emotion words (e.g., frustrated, confused, anxious, excited, worried)

• Reflect on situations and discuss feelings

• Accept and support your child’s expression of feelings

• Explain that anger is okay-it is what we do with it that matters

• Talk about your own feelings and demonstrate out loud how you calm down and get help when you need it

Teach About Feelings

Use Songs and Games…“If You’re Happy and You Know It…”

*If you’re happy and you know it, yell “Yippee!”*If you’re sad and you know it, cry a tear: “Boo hoo.”*If you’re mad and you know it, use your words: “I’m mad!”*If you’re scared and you know it, get some help, “HEEELLLLPPP!”

Add new verses to introduce new feeling words

Present Limited, Reasonable Choices

• Most children are not born with the ability to make decisions and THEN to accept the consequences.

• Learning to take responsibility for actions requires lots of support and practice!

• A good way to help your child develop these skills is to offer limited, reasonable choices throughout the day. – Dressing- “Which shirt? The blue or red one?”– Bathing- “Do you want bubbles tonight?”– Dinner- “Which vegetable should I cook-corn or peas?”– Shopping- “Do you want to sit in the front or back of the

cart?”

• If you ask your child if he/she will complete a task, you are giving the choice not to: “Will you put on your shoes now?”

• A “first-then” statement is a simple instruction that tells your child what to do in order to do something that he/she wants to do: “First put on your shoes. Then you can go outside.”

“First pick up your toys, then you can have a snack.”

“First finish getting dressed, then you can play Nintendo.”

Avoiding a Choice When the Direction is Mandatory

• Redirection is providing guidance to children when they are misbehaving by interrupting a challenging behavior and redirecting a child to another activity using either physical or verbal support.

• A verbal redirection distracts the child and provides an alternative activity. – Example: A child might be trying to gain the

attention of a parent who is on the telephone with an important call.

– Another adult might then say to the child something like, “Hey, let’s go up stairs, and read some of your new library books.”

Problem Behavior Happens… How to Respond: Redirection

• When a child’s behavior is challenging, you can either respond to it or ignore it.

• If a reaction is necessary, remember that LESS is usually BEST.

• Attending to negative behavior MAY breed more negative behavior… avoid eye contact and verbal engagement.

STAY CALM!!!

Behavior ChoiceWhen misbehavior begins, give a choice to either change the behavior or understand there is a consequence.

Name the problem behaviorState the expected behaviorModel the expected behaviorAsk child to demonstrate behavior

“Your job is to walk in the house. You can show me or I can help you.”

Provide acknowledgement for change

If Your Child Doesn’t Comply…FLIP IT

• State the “Do” direction• Wait for compliance (silently count to 5)• Ask the child to restate the direction• Wait for compliance (silently count to 5)• Provide encouragement or help

• Angrily threatening timeout gives the child the attention he/she is wanting

• If you are using timeout all the time, it isn’t working!

• Use it appropriately or not at all>not effective!

• Timeout = removing the child from ALL rewarding activities and into a boring, unrewarding environment.

• Watch for desire to leave the activity (escape) as reason for misbehavior

Common Mistake: Timeout

Time AwayNeeds to be a place and time to cool off and reflect on behavior and what to do differently next timeSupport the young child to make better choicesAdults should take a break instead of resorting to reprimands, lecturing, punishment…Model how to use “time away”

Remember: Challenging Behavior Works! Children engage in challenging behavior because it works for themFigure out the meaning of your child’s behavior

What is the child’s behavior “saying”?

“I want you to pay attention to me.”

“I want that (toy, food, paint, etc.).”

“I don’t want to stop what I am doing.”

“I don’t want to clean up!”

“I am hungry!”

“I am so tired and I am trying to keep myself awake by running around.”

• There are times that it feels easier (and less embarrassing) to just give in to our children.

• When we do we are telling them that all they have to do to get what they want is to (scream, hit, curse…).

• Hold your ground, and state exactly what you want your child to do in a calm tone of voice:

“I know you are ___ (sad, angry, mad), but you

have to _____” AND THEN WALK AWAY.• Give the child a choice of how to do the

expected action: “...do you want to pick up the blocks first or the vehicles first?”

Instead of Giving In!

• Try to minimize the possibility that your child will have challenging behavior–Simplify the task–Explain what will come next–Use a job chart–Show a picture–Reduce distractions–Offer help–Make the expected activity fun and interesting to the child

The Plan: Start with Prevention

Resources for FamiliesTechnical Assistance Center on Positive Behavioral Interventions and Supports (www.pbis.org)

Technical Assistance Center on Social Emotional Intervention for Young Children (www.challengingbehavior.org)

Check out: TACSEI Families Community

Center on the Social and Emotional Foundations in Early Learning (http://csefel.vanderbilt.edu)

Check out: Family Tools

University of Arkansas Extension Services (http://www.arfamilies.org/family_life)

Check out: See the World Through My Eyes