schoolwide positive behavior support

Schoolwide Schoolwide Positive Behavior SupportPositive Behavior Support

TimelineTimelineSome HighlightsSome Highlights

Early 1990s: Developed by researchers at the Universities of Early 1990s: Developed by researchers at the Universities of Oregon and Iowa (Sugai, Horner, Lewis, Knoster, Walker)Oregon and Iowa (Sugai, Horner, Lewis, Knoster, Walker)

1997: PBS strategies supported in IDEA1997: PBS strategies supported in IDEA2001: SSWs in Dearborn begin conversations about PBS2001: SSWs in Dearborn begin conversations about PBS2004: IDEA emphasizes implementation of positive behavior 2004: IDEA emphasizes implementation of positive behavior

supportssupports2006: Michigan Department of Education adopts policy that 2006: Michigan Department of Education adopts policy that

each school district is to implement schoolwide PBS each school district is to implement schoolwide PBS Fall 2006: River Oaks begins using Second Step programFall 2006: River Oaks begins using Second Step program2008-2009: Dearborn subcommittee examines process for 2008-2009: Dearborn subcommittee examines process for

implementing schoolwide PBSimplementing schoolwide PBS2009: O.L. Smith begins implementation of schoolwide PBS2009: O.L. Smith begins implementation of schoolwide PBS

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 SuccessDesigning School-Wide Systems for Student Success

Response to Intervention(RTI)

Schoolwide Positive Behavior Supports

(PBS)

School-wide PBSSchool-wide PBS

Interventions occur throughout the school Interventions occur throughout the school environment by:environment by:

building positive relationshipsbuilding positive relationships creating routinescreating routines teaching skills, rules and expectationsteaching skills, rules and expectations identifying replacement behaviors for those which identifying replacement behaviors for those which

interfere with learninginterfere with learning making problem behavior less effective, efficient making problem behavior less effective, efficient

and relevantand relevant making the desired behavior more functional and making the desired behavior more functional and

adaptive adaptive

Tier 1Tier 1

Used for 100% of students, effective for 80%Used for 100% of students, effective for 80% Teach schoolwide positive behavior Teach schoolwide positive behavior

expectations and proceduresexpectations and procedures Positive reinforcement for all studentsPositive reinforcement for all students Consistent consequences for problem behaviorsConsistent consequences for problem behaviors Effective procedures and supervision in non-Effective procedures and supervision in non-

classroom areasclassroom areas Effective instruction and classroom managementEffective instruction and classroom management

ALL

Tier 2Tier 2

About 10-15% of students will require Tier 2 About 10-15% of students will require Tier 2 interventionsinterventions

Targeted social skills instructionTargeted social skills instruction Check in/Check out systemCheck in/Check out system School-based mentorsSchool-based mentors Newcomers ClubNewcomers Club Simple Behavior PlansSimple Behavior Plans Increased academic supportIncreased academic support Alternatives to suspensionAlternatives to suspension

Some

Tier 3Tier 3

About 1-5% of students will require Tier 3 About 1-5% of students will require Tier 3 interventionsinterventions

Intensive Functional Behavior AssessmentIntensive Functional Behavior Assessment Intensive, individualized Behavior PlansIntensive, individualized Behavior Plans Parent collaboration and educationParent collaboration and education Collaboration with student’s physician or Collaboration with student’s physician or

mental health professionalmental health professional Intensive academic supportIntensive academic support

Few

Differences between Tier Differences between Tier 2 and 32 and 3

Understanding the Understanding the problemproblem

Key to Understanding Key to Understanding the Problem:the Problem:

DATADATA

0

10

20

30

40

50

60

70

80

90

Number of Students

1 to 3 4 to 6 7 to 9 10 o 12 13 to 15 16 to 20

Number of Office Referrals

Type of Intervention by Frequency of Referral

Tier 2

Tier 3

Data determines whether a student should receive a Tier 2 or Tier 3 intervention

Identifying Students in Identifying Students in NeedNeed

Tier 2 InterventionsTier 2 Interventions

Targeted social skills instructionTargeted social skills instruction School-based mentorsSchool-based mentors Newcomers clubNewcomers club Increased academic supportIncreased academic support Alternatives to suspensionAlternatives to suspension Targeted Consequences: Restitution Targeted Consequences: Restitution

Options; Recovery/Responsibility RoomOptions; Recovery/Responsibility Room

QUICK SORT TOOL Tier 2 & 3 Students DATE:

CICO Mentor Home/School Plan Social Skills Group Simple FBA/BIP Tier 3 FBA/BIP

Totals

Check In/Check OutCheck In/Check Out

C:\Documents and Settings\C:\Documents and Settings\milburgmilburg\My Documents\Gail's Stuff\Trainings and \My Documents\Gail's Stuff\Trainings and ISTsISTs

\PBS 11-09\point_sheet_template.doc\PBS 11-09\point_sheet_template.doc


\PBS 11-09\pbs_daily.xls\PBS 11-09\pbs_daily.xls


\PBS 11-09\pbs_weekly_sheet.xls\PBS 11-09\pbs_weekly_sheet.xls


\PBS 11-09\sample_cico.xls\PBS 11-09\sample_cico.xls

Home/School Behavior PlanHome/School Behavior Plan

C:\Documents and Settings\C:\Documents and Settings\milburgmilburg\My Documents\Gail's Stuff\Training\My Documents\Gail's Stuff\Trainings and s and ISTsISTs\PBS 11-09\home_and_school_behavi\PBS 11-09\home_and_school_behavior_form.docor_form.doc

Simple Functional Assessment Simple Functional Assessment and Simple Behavior Planand Simple Behavior Plan

C:\Documents and Settings\C:\Documents and Settings\milburgmilburg\My Documents\FBA and BIP forms a\My Documents\FBA and BIP forms and procedures\FBA Template-Simplend procedures\FBA Template-Simple rev 3-08.dot rev 3-08.dot

..\..\..\FBA and BIP forms and procedur..\..\..\FBA and BIP forms and procedures\BIP Form Template rev 3-08.dotes\BIP Form Template rev 3-08.dot

Descriptions of Problem Descriptions of Problem BehaviorBehavior

Other Data Collection Other Data Collection MeasuresMeasures

Make sure you are gathering the right information

Tracking only total frequency per day

WEEKLY SCATTERPLOT Student: Week of: Target Behaviors Pinching adults X = Behavior Observed

0 = Behavior NOT Observed

/ = No Observation Done

ACTIVITY

MONDAY DATE:

TUESDAY DATE:

WEDNESDAY DATE:

THURSDAY DATE:

FRIDAY DATE:

TOTALS

Calendar

Reading

Writer’s Workshp

Snack

Recess

Seat. Work

Lunch

Listen to Story

Music/Gym/ Computers

Math

Recess

Puzzles

TOTALS

An example of

Scatterplot Assessment

Form

One Behavior

Observed or Not Observed

Collecting ABC InformationTraditional FBA Data Collection

Antecedent Behavior Consequence

What happens

BEFOREWhen doesn’t

happen Where doesn’t happen

With whom doesn’t happen

Under what conditions doesn’t

happen

What happens

DURING

What happens

AFTER

Clues to Function

Time Location What happened before behavior?

Behavior Duration of Behavior

What happened after behavior?

Simple ABC Chart

ABC charting gives most information about the behavior but is time consuming

sample ABC LOG

Student: Marcus Target Behaviors: Off-task, disruptive

DATE TIME ACTIVITY ANTECEDENTS EXACT BEHAVIORS CONSEQUENCE STUDENT’S REACTION 3-18 8:45 English

class M. doesn’t start writing assignment

M. talking to other students, disrupting others

Redirect, gave help to get started

Got to work

3-20 9:40 Social studies

Students supposed to work quietly on assignment

Talking, laughing loudly, disrupting

Redirect, given reminders

M. continues loud talking, bothering others, refuses to follow direction,

Out of class time-out – 15 minutes

Grumbles when leaving – returns and completes work

Date Time AntecedentWhat was happening before the behavior

occurred?

Behavior ConsequenceWhat happened after?

DurationHow long did the behavior

last?

Intensity

_____ Alone_____ With peers_____ Riding in bus/van_____ Preparing for outing_____ Just ending an activity_____ Participating in group_____ Asked to do something_____ Asked/told “not to”_____ Transitioning_____ Working on academics (what)?______________)_____ At recess_____ Being ignored_____ At lunch_____ Given a warning_____ About to begin new activity_____ OTHER (describe)

_____ Refusing to follow instructions_____ Disrupting class (describe)_____ Making verbal threats _____ Hurting self_____ Destroying property_____ Screaming/yelling_____ Biting_____ Throwing_____ Kicking_____ Running away_____ Grabbing/pulling_____ Crying Loudly_____ OTHER (describe)

_____ Student ignored_____ Used proximity control_____ Gave a nonverbal cue_____ Gave a verbal warning_____ Changed assignment_____ Redirected_____ Student lost privilege_____ Sent to office_____ Suspended_____ Gave detention_____ Gave a time out_____ Physical assist/prompt_____ Physical escort_____ Physical management_____ OTHER

____ <1 minute____ 1-5 minutes____ 5-10 minutes____ 10-30 min.____ 1/2 – 1 hour____ 1-2 hours____ 2-3 hours____ 3+ hours

1 LOW2345 HIGH

It’s It’s importaimporta

nt to nt to have all have all

the the informatinformat

ion ion before before moving moving forwardforward

Sample FBA Summary

Developing HypothesesDeveloping Hypotheses

• One’s best guess / explanation of how the antecedents / consequences affect the behavior.

• An approach for narrowing the field of possible influences until eventually the governing variables are identified.

• VARIABLES ASSOCIATED WITH THE PROBLEM

Simple vs. Intensive Simple vs. Intensive FBA/BIPFBA/BIP

Tier 3 InterventionsTier 3 Interventions

Intensive Functional Behavior AssessmentIntensive Functional Behavior Assessment Intensive, individualized Behavior PlansIntensive, individualized Behavior Plans Parent collaboration and educationParent collaboration and education Collaboration with student’s physician or Collaboration with student’s physician or

mental health professionalmental health professional Intensive academic supportIntensive academic support

Tier 3 BIP ComponentsTier 3 BIP Components

Prevention StrategiesPrevention Strategies

Teaching Replacement Teaching Replacement BehaviorsBehaviors

Examples of Replacement Examples of Replacement BehaviorsBehaviors

How to solve a problem with your teacher How to solve a problem with your teacher respectfully, without explodingrespectfully, without exploding

How to ask for “help” or for permission from your How to ask for “help” or for permission from your teacher in general educationteacher in general education

How to identify your rising agitation and ask for a How to identify your rising agitation and ask for a “break”“break”

How to let an annoying peer know they are How to let an annoying peer know they are bothering youbothering you

How to greet the bus driver appropriatelyHow to greet the bus driver appropriately How to self-monitor behavior How to self-monitor behavior

Positive Reinforcement Positive Reinforcement StrategiesStrategies

Non-RestrictiveNon-RestrictivePlanned ConsequencesPlanned Consequences

Take a BreakTake a Break

Correct Behavior UsingCorrect Behavior UsingPositive PracticePositive Practice

Planned ConsequencesPlanned Consequences

Simple Corrections / Precision requestsSimple Corrections / Precision requests Positive Practice – “Try it the right way.”Positive Practice – “Try it the right way.” Restitution – Restitution –

Teach students to take responsibility for their actionsTeach students to take responsibility for their actions Think sheetsThink sheets Social restitutionSocial restitution Community/school serviceCommunity/school service

Privilege LossPrivilege Loss

In-Class Time-OutIn-Class Time-Out

Consequence for rule breakingConsequence for rule breaking Establish & teach procedures Establish & teach procedures Keep it brief - keep instruction movingKeep it brief - keep instruction moving Make it boring – minimize attention & talkMake it boring – minimize attention & talk Think sheetsThink sheets

Moderately Restrictive Moderately Restrictive TechniquesTechniques

Exclusionary Time-OutExclusionary Time-Out

Send-HomesSend-Homes

Distinguishing Send Homes from Distinguishing Send Homes from Code of Conduct RemovalsCode of Conduct Removals

Issues related to BIPs in IEPsIssues related to BIPs in IEPs

Contact your school’s Behavior Specialist if your team is considering writing Send Homes into a BIP

Restrictive ConsequencesRestrictive Consequences

Primarily used Primarily used onlyonly in center-based programs, in center-based programs, numerous requirements regarding implementation, numerous requirements regarding implementation, informed consent and RESA-level peer review if informed consent and RESA-level peer review if written into a BIPwritten into a BIP

Physical RestraintPhysical Restraint

SeclusionSeclusion

Protective DevicesProtective Devices

Timeline for Typical Intensive Timeline for Typical Intensive Functional Behavior AssessmentFunctional Behavior Assessment

PBS is all about PBS is all about the importancethe importanceof front loadingof front loading

the interventions; the interventions; prevention and prevention and

early, effective early, effective intervention intervention

are keyare key

Thank youThank you