PBIS: ESSENTIAL CONCEPTS

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PBIS ESSENTIAL CONCEPTS
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• PBS (primary)
• gt80 of students can tell you what is expected of
  them give behavioral example because they have
  been taught, actively supervised, practiced,
  acknowledged.
• Positive adult-to-student interactions exceed
  negative
• Function based behavior support is foundation for
  addressing problem behavior.
• Data- team-based action planning
  implementation are operating.
• Administrators are active participants.
• Full continuum of behavior support is available
  to all students

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• Functional behavioral assessment is a process for
  identifying (a) observable problem behaviors, (b)
  the contexts or routines where the problem
  behaviors are most likely, (c) the specific
  antecedent events within a context or routine
  that reliably predict occurrence of problem
  behaviors, and (d) the consequences that appear
  to maintain the problem behavior.

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• Problem behaviors occur for many reasons, but
  most problem behaviors in schools are learned
• There are antecedent events (setting events and
  discriminative stimuli) that prompt occurrence of
  the problem behavior
• There are consequences that reinforce (maintain)
  problem behaviors

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QUESTIONS

• How often does the target behavior occur how
  long does it last?
• Where does the behavior typically occur/never
  occur?
• Who is present for the occurrence/nonoccurrence
  of the behavior?
• What is going on during the occurrence/nonoccurren
  ce of the behavior?
• When is the behavior most likely/least likely to
  occur?
• How does the child react to the usual
  consequences that follow the behavior?

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THE OLD WAY

• Reactive
• Do it because I said so..
• You hear someone saying
• Do you want a detention?
• Do I need to send you to the office?
• If you dont walk right down this hallway- Ill
  drag you down the hallway.

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ANALYZING PATTERNS

• Under what circumstances or antecedent events is
  the target behavior most/least likely? WHEN?
  WHERE? WHAT? WHO? WHY?
• What consequences or results predictably follow
  the target behavior? WHAT DO THEY GET? WHAT DO
  THEY AVOID?
• What broader issues are important influences on
  behavior?

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OTHER INFORMATION

• Times, activities, and individuals when behavior
  is most or least likely to occur
• Conditions that are typically associated before
  or after the target behavior
• Common setting events associated with the
  behavior
• Other behaviors that may occur before or with the
  target behavior

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SUMMARY STATEMENT

• 1. When this occurs(describe circumstances/antec
  edents)
• 2. the child does(describe target behavior)
• 3. to get/to avoid(describe consequences)

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• 1. When the teachers attention is withdrawn or
  focused on another child,2. Mary makes
  noises3. This results in the teacher scolding
  and moving closer to Mary.
• 1. When all the student attention is on the
  teacher,2. Terry interrupts the class with
  comments3. The students laugh at Terrys
  comments.
• 1. When Kim finishes work before the rest of the
  class,2. Kim scribbles on the desk3. This
  results in the teacher giving Kim some work to
  do.

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MARY

• Mary is a 10-year-old child who constantly
  interrupts the class. When the class is working
  independently, Mary makes animal noises to get
  the teachers attention. Mary does not entertain
  self.

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Example Plan for Mary

• Teach Mary to display a help signal when he/she
  needs attention or help. Remind Mary to do this.
• Provide reinforcers for following this request.
• Provide attention whenever Mary displays the
  help signal, even if just to say Ill be there
  in a minute.
• Ignore all noises.

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• Consider response chains
• Predictable sequence of behaviors
• Possibly different functions at beginning end
  of chains

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• Antecedent events
• Stimuli that precede trigger or occasion
  behavioral events
• Occurs before response signals or occasions
  response
• When told to shut up, Ali hits the student

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Topic One

• The teachers directions are triggers for
  Demetris display of verbal noncompliance, or
• When a peer teases her walk, Cologne is likely to
  use verbal profanity, or 
• When sitting next to Manuella, Myounghee passes
  notes.

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Topic Two

• Consequence events
• Stimuli that follow maintain or increase
  likelihood of a behavioral event.
• Presented contingent upon performance of a
  response
• When Genghis makes rude noises in class, his
  peers tell him to grow up.
• Whenever Gladiola raises her hand smiles, her
  teachers call on her.

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Topic Three

• Following Demetris verbal noncompliance, teacher
  redirects her direction to another student (i.e.,
  avoids having to comply), or
• When Cologne uses verbal profanity, peer start to
  argue with her (increases peer attention), or
• Myounghee passes notes, Manuella passes a note
  back teacher tells them both to get back to
  work (increases peer adult attention).

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When Sequoia misses her 1230 medication
teachers present multiple task demands, she makes
negative self-statements writes profane
language on her assignments. Teaching staff
typically send her to the office with a
discipline referral for being disrespectful.
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Caesar has dyed his hair three colors is teased
several times by his friends before class. When
he enters the class, his teacher stares at his
hair. Caesar immediately says what are you
staring at? His teacher immediately sends him to
in-school detention.
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• Cleo is new to the 6th grade, English is her
  second language. When another student approaches
  says something to her in English, Cleo turns
  away. The other student walks away. This happens
  several times during the day.

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• As Veloce is walking, other kids look at him
  say whats up? He looks back and says Who ya
  lookin at?! Ya want some of this?! Ya
  talkin to me?! Kids shake their heads all him
  weirdo.

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• TE1 for Hillary"When Hillary sits next to Bill,
  Hillary whispers in his ear. Bill laughs.
• Test manipulation?
• Put Al in Bills seat.
• Effect
• Hillary whispers in Als ear.

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When Hillary sits next to boys, she whispers in
their ears. The boys laugh.

• Test manipulation?
• Put Tipper in Bills seat.
• Effect
• Hillary does not whisper.

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• Design antecedent strategies to make triggering
  antecedents irrelevant.so they no longer serve
  as triggers.
• Design behavior teaching strategies to make
  problem behaviors inefficient.so more acceptable
  behaviors are easier to do.