Positive Behavior Support

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Positive Behavior Support

• A Problem Solving Model

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Workshop Objectives

• Participants will learn
• How RtI relates to PBS
• Key Ideas of Positive Behavior Support
• Resources for additional training on PBS

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Participant Expectations

• Be Responsible
• Return Promptly From Breaks
• Be an Active Participant
• Be Respectful
• Cell Phone Ringers Are Turned Off
• Listen Attentively to Others
• Be Kind
• Participate in activities
• Listen and Respond Appropriately to Others Ideas

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Activity Team Introductions

• Draw a picture as a school team by following
  these steps
• Decide what you want to draw (represent your
  schools discipline system).
• Each person can make one continuous line on the
  drawing without picking up the marker.
• All the lines must make up the picture.
• Decide who will report back from the group.
• Report must be very brief.

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Problem-Solving ModelsResponsiveness to
Instruction Positive Behavior Support
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Problem Solving Model (PSM) Defined

• Problem-solving model (PSM)
• An approach to developing interventions and
  ensuring positive student outcomes, rather than
  determining failure or deviance (Deno, 1995).
• Seven step cyclical process that is inductive,
  empirical, and rooted in behavioral analysis
• See graphic

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Responsiveness to Instruction (RtI) Defined

• This model has been developed to assist parents
  and teachers who need help designing educational
  solutions for problems that arise in schools.
• RtI focuses on
• Measurement of intervention effectiveness
• Early identification and early intervention
• A graduated series of increasingly intense
  interventions guided by data based decision
  making - Problem Solving Model in Detail
  Preparation for Implementation, Dr. Tom Jenkins

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Positive Behavior Support (PBS) Defined
Climate Change
Proactive
Instruction
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
Collaborative Process
Positive Reinforcement
data
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Social Competence Academic Achievement
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Positive Behavior Support
Supporting Student Behavior
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Designing Comprehensive Systems
CONTINUUM OF POSITIVE BEHAVIOR SUPPORT (PBS)
Adapted from the Center for Positive Behavior
Interventions and Supports (2002)
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School Improvement
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Conclusion 1

• Both RtI PBS are problem-solving models
• RtI PSM
• PBS PSM

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Conclusion 2

• RtI PBS also share a systematic, data-driven,
  leveled approach to intervention based on the
  level of need the student exhibits as determined
  by a team of professionals

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If RtI PBS are so similar, why do we need PBS?
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Schools need PBS because
http//www.ncpublicschools.org/docs/research/disci
pline/reports/suspensions/200607suspensionsreport.
pdf
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Traditional Discipline versus PBS

• Positive Behavior Support
• - Replaces undesired behavior with a new
  behavior or skill.
• - PBS alters environments,
• teaches appropriate skills, and rewards
  appropriate behavior.

• Traditional Discipline
• - Focused on the students problem behavior
• - Goal was to stop undesirable behavior, through
  the use of punishment.

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Typical responses are inefficient because they.

• Foster environments of external control
• Reinforce antisocial behavior
• Shift accountability away from school
• Weaken the relationship between academic social
  behavior programming

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Why PBS?

• Problems are increasing
• Typical responses are inefficient
• Schools implementing comprehensive PBS see long
  term change
• Reduction of ODR
• Reduction of suspension
• Increased staff morale and retention
• Positive school climate

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Activity Think, Pair Share

• How have you seen these typical responses impact
  behavior in your school?
• Pair with someone from your school
• Share each person gets two minutes

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RtI Schools need PBS because

• PBS is prevention-focused
• PBS helps schools put in place the systems to
  support long term change
• Ensures that students have had behavior
  instruction, before expecting students to master
  social skills

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PBS Themes

• Focus on positive proactive programming
• Emphasis on clearly defined working structures
• Teacher/school takes ownership of student
  learning behavioral challenges
• Problem behavior Learning error
• High expectations for student success
• High value on learning (academic behavior)

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Features of a Comprehensive System of PBS

• Total staff commitment to managing behavior
• Clearly defined and communicated expectations and
  rules
• Clearly stated procedures for rewarding
  appropriate behavior and for correcting
  rule-breaking behaviors
• An instructional component for teaching students
  self-control, expected behaviors, and social
  skills strategies
• A support plan to address the needs of students
  with chronic, challenging behaviors

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School-Wide PBS Implementation
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School-wide vs. Tier I

• PBS School-wide or Universal Prevention
• RtI Tier I
• Both are refering to well-designed and executed
  instruction, particularly at the core level

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STEP 1 Identify a Team

• Team that addresses school-wide behavior systems
• Should have broad-based representation including
  school administration
• Clear roles and responsibilities
• Meet frequently and regularly
• Use problem-solving model to problem-solve
  solutions to critical issues
• Remember to always look at Systems, Data, and
  Practices
• Have efficient meetings

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Step 2 Faculty Involvement

• Faculty needs to be committed to increasing
  academic performance and social competence
• Commitment leads to successful development and
  implementation of school-wide activities
• Students who are academically successful are less
  likely to demonstrate problem behaviors in the
  school setting

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Solutions for Building Faculty Involvement

• Emphasize benefits
• Enlist leaders
• Expect, respect, and respond to resistance
• Utilize existing data to emphasize what will
  happen if no change show current student
  behavior
• Clarify how changes align with other initiatives
• Find ways for faculty to participate

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Step 3 Data, Data, Data!

• Provides a Big Picture look of current status
  of behavior in your school
• Helps determine gaps in current data collection
• Helps set direction for PBS implementation
• Evaluate effectiveness of your systems and
  practices

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Step 4 Universal Expectations and Rules

• Your expectations and rules will outline the kind
  of behavior you would like to see at your school.
  (From ALL adults, students, and guests)
• Create a common language
• Increase consistency across the campus

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Durham School of the Arts-Middle Expectations and
Rules
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Step 5 Teach Expected Behaviors

• Behavior is learned.
• All students have not had same opportunity to
  learn school skills.
• Social skills training teaches students a process
  or strategy to resolve problems.
• Replace problem behavior with a more desirable
  behavior for that setting.
• Teach routines to establish predictability
  reduce anxiety

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Teaching Lessons on Expectations
Teach your expectations before the activity
or transition begins.
Monitor student behavior by circulating and
visually scanning.
Provide feedback during the activity and at the
conclusion of the activity.
Begin the cycle again for the next activity.
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Step 6 Encourage Expected Behavior

• Ensure that physical arrangement is conducive to
  activity
• Utilize pre-corrects for student behavior
• Deliver reinforcement
• Specific feedback connected to school-wide
  expectations
• Timely and accurate
• Contingent
• Age-appropriate
• Given your way
• Providing praise for correct academic responses
  and appropriate social behavior leads to
  -Sutherland, 2000
• Increases in student correct responses
• Increases in on task behavior
• Decreases in disruptive behaviors

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Encourage Expected BehaviorEffective
Reinforcement Strategies
Group contingencies or individual systems
(a.k.a. Tricks of the Trade)

• Ideas
• Yes/no bag
• Compliance matrix
• Lottery tickets
• Mystery envelope

• Resources
• Tough Kid Tool Box
• First Days of School
• CHAMPS
• First Class Teacher
• Classroom Management That Works

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Step 7 Discourage Problem Behavior

• Emotion Free response
• More effective if students have been taught
  expected behaviors
• Minimize attention other than signal of error
• Praise for appropriate behavior
• If errors occur frequently?
• Re-teach
• Provide more opportunities for practice
• Reinforce more consistently
• Assess Is this an individual student learning
  error, or is the entire class displaying the
  misbehavior?

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Correct Student Behavior Errors

• Steps to Take
• 1.Signal that an error has occurred
• Refer to rules "We respect others in this room
  and that means using kind language.
• 2. Ask for an alternative appropriate response
• "How can you show respect and still get your
  point across?
• 3. Provide an opportunity to practice the skill
  and provide verbal feedback
• "That's much better, thank you for showing
  respect toward others.

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Step 8 Assess Evaluate

• Collect post intervention data
• Review pre and post intervention data
• Determine effectiveness of interventions
• Do current practices need to be revised or
  changed?
• Determine next steps plan next needed
  intervention

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Key Points School-wide PBS

• Behavior can be taught.
• Students need multiple opportunities to practice
  behavioral skill deficits.
• Teachers need to reinforce students when they
  demonstrate targeted skills.
• Skills are not learned until they are
  demonstrated across settings.
• Its not what they know, its what they do!

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Activity Effective Practices

• Think about practices in your school
• How could faculty and staff benefit from
  Universal Strategies outlined here?
• How could you apply some of these strategies in
  your school?

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PBS in the Classroom
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Tier II behavior interventions may begin with
assessing classroom dynamics
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How do PBS RtI match up?
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Classroom-based Interventions Techniques to
Minimize At-Risk Behaviors

• Four categories
• Cognitive approaches
• Surface management
• Sensory strategies
• Signaling systems

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Classroom-based InterventionsCognitive
Approaches

• Routines
• Provides a sense of purpose, work guidelines and
  ability to anticipate.
• Structure creates safety and comfort.
• Additional individual structure may be needed.

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Classroom-based InterventionsCognitive
Approaches

• Repetition
• This is a natural way for the brain to determine
  importance.
• It ensures information will be available when it
  is ready to be processed.
• It can also be done through symbolic attachment.

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Classroom-based Interventions Surface Management

• Proximity
• Allows for intervention without any public
  acknowledgement of student or behavior.
• Physical presence of teacher is an external
  source of control for student behavior.
• Teacher does not stop to deal with it.

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Classroom-based Interventions Surface Management

• Antiseptic Bouncing
• Signal student to leave while saving face.
• Allows the student to exit setting briefly
  minimizes continuation/ escalation of behavior.
• Must pre-teach bounce behavior (location,
  activity, etc)

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Classroom-based Interventions Surface Management

• Humor
• A good ice-breaker allows everyone to save face.
• Can be used to redirect/de-escalate behavior
• Caution sarcasm ? humor
• If you said it, and you are the only one
  laughing, it wasnt really funny.

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Classroom-based Interventions Surface Management

• Ignoring
• It is useful for low-intensity behaviors.
• NO eye-contact, emotion, proximity, message
• It begins immediately upon behavior initiation.
• Pair ignoring with reinforcement of correct
  behavior.

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Classroom-based Interventions Sensory Strategies

• Music
• It is specifically helpful in spatial reasoning
  and math (specific devoted neurons).
• It is useful to facilitate student transition.
• Music impacts and helps regulate mood.
• Music can be used as learning tool.
• It provides multiple reinforcement opportunities.

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Classroom-based Interventions Sensory Strategies

• Movement (gross fine motor)
• Associated with language development and problem
  solving.
• Repetitive movement can improve recall.
• Can increase engagement and time on task in
  students seen as distracted/inattentive.
• Provides stress reduction.
• Provides multiple reinforcement opportunities.

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Classroom-based Interventions Signaling System
Cueing

• Visually/Verbally based prompts reminders
• Improve overall communication when paired with
  language.
• Respond to the brains needs during stress to
  process information and clarify perceptions.
• Gain student attention by signaling the brain as
  to what is important.
• Minimize disruptions to the learning process.

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What is the single best classroom behavior
management strategy?

• An engaging lesson plan!

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Whether your school is RtI or PBS (or both),
your always start with sound instruction.
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Why Universal Strategies?

• If the main behavior problems in your school
  are the red kids, why not start there?

Jenga
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Tools to Assess Universal Implementation

• SET
• Implementation Inventory
• School Data
• NC PBS Data Collection Manual
• Available online at
• www.ncpublicschools.org/positivebehavior/

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Secondary Tertiary PBS Interventions
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Basics of Behavior

• Behavior is learned.
• Every social interaction you have with a child
  teaches him/her something.
• Behavior communicates need.
• Children engage in behavior(s) to "get" what they
  find reinforcing or to "avoid" what they find
  aversive.
• Relationships matter!

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Basics of Behavior
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Basics of Behavior
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Function of the Behavior

• Only 2 research-validated functions
• Positive Reinforcement or Negative Reinforcement
• In other words
• To GET something
• To AVOID something

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Basics of Behavior

• There are associations between behavior,
  teaching, and context.
• When X happens, there is a high degree of
  likelihood that Y will result.
• Antecedent, behavior, and consequence
• Need is determined by observing what happens
  prior to and after behavior.

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So what?

• PBS teams use what we know about the function of
  behavior to short-circuit problem behaviors and
  teach students an acceptable alternative
  behavior.
• In a school, this happens in a systematic way
  using secondary or tertiary interventions.
• We can begin to link these interventions with the
  RtI team to provide the most effective and most
  comprehensive support.

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When PBS schools are ready to implement secondary
and tertiary supports (roughly the equivalent of
Strategic and Intensive Interventions), they have
to put a system in place to support that process.

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How?

• Create a new team
• Not always realistic who needs another job?
• Utilize existing team
• What if current student assistance process is not
  terribly effective?
• Use RtI model as framework
• Research-based process
• Compatible with PBS
• Readily available support network (DPI sponsored
  training support)

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How would process begin?

• Teacher or parent concern
• Student meets criteria based on screening
  instrument (DIBELS, SSBD, etc)
• Student meets data decision rule (e.g. more than
  5 absences in one 30 day period, falls in lowest
  20 of academic performance or highest 20 of
  behavior infractions)

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Next Step Tier I Intervention

• Developed by teacher and parent
• Collect basic information
• Concerns
• Services currently received
• Define/analyze problem
• Create/implement plan
• Evaluate (compare levels of performance
• Decide next steps
• Continue/modify/discontinue plan
• Move to Tier II

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What does Tier I look like for PBS?

• Assess (behavior) instructional practices
• Individualize existing classroom behavior
  management plan
• Plan should address possible function of problem
  behavior (get or avoid)
• Plan should include opportunities for behavior
  skills teaching and practice
• Assess classroom environment and social skills
  instruction

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Tools for Tier I from PBS

• Classroom Assessment
• Sample Contracts
• Think Sheets

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Classroom Assessment
Classroom Management Checklist adapted from
Geoff Colvin's Classroom Strategies Name of
Teacher ___________________ Date
______________
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Sample Contracts
These are my consequences if I dont meet my
goals
My Contract
These are my goals
Race to 20!
These are my rewards if I meet my goals
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Think sheets
How should I have solved the problem? List 2
better ways.
The rule I broke was
Fixing Broken Rules
Becoming A Problem Solver
What will I do from now on?
What should happen because I broke the rule?
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Tier II Intervention

• Developed by teacher, parent, consultant with
  some expertise in area of student need
• Consider Tier I information
• Define/analyze/problem
• Develop hypothesis
• Collect baseline data
• Create/implement plan (measureable Goal)
• Evaluate
• Decide next steps
• Continue/modify/discontinue plan
• Move to Tier III

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What does Tier II look like for PBS?

• Chart behavior to determine function and develop
  hypothesis
• Make contact with team that manages Secondary PBS
  practices if any of those practices meet a
  functional need
• Design a plan that incorporates existing
  intervention options and behavior remediation

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Diagram Behavior(FBA Process)
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Designing Functional Interventions Rasheed

• When Rasheed is left unattended by the teacher
  for longer than 5 minutes (setting event), and he
  is given independent or small group work
  (antecedent) he leaves his seat/area (behavior)
  to obtain adult attention (function).

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What if we cant figure out what the function of
the behavior is?
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Assessing Function

• Look for patterns of behavior, even very diverse
  behaviors can serve the same function
• Dont see a pattern? May need more data
• Utilize functional behavior checklists

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Define Alternative or Competing Behavior
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Desired Behavior On-task
Maintaining Consequences Work Completion
Grades
Acceptable Alternative Ask for help/ Recruit
feedback
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Are there any Secondary PBS Practices that could
support this student?

• Mentoring
• Adult listener/buddy
• Check-in/Check-out
• Daily progress report with behavior coaching
• Small Group Intensive Social Skills Instruction
• Specific topics to fill in social skills gaps

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DESIGNING FUNCTIONAL INTERVENTIONS
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Intervention Support Strategies

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PBS Tools for Tier II

• Behavior Charting
• Data Collection
• DBRs
• Checklists
• System of Secondary Interventions

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Behavior Charting Part I
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Behavior Charting Part 2
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Activity Johnnys Day

• If you had Johnnys day how would you respond?
• What are some contributing factors that may have
  influenced Johnnys behavior?
• What changes could be made to help Johnny have a
  better day?

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Data Collection DBRs

• Daily Behavior Report DBR
• The DBR involves a brief
• rating of target behavior
• over a specified period of time
• Example in toolkit
• Additional examples at http//www.interventioncent
  ral.org/htmdocs/interventions/behavior/behrptcd.ph
  p

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Data Collection Checklists

• Motivation Assessment Scale
• Project FACILE

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Secondary Interventions

• Interventions that are set up to be used with a
  group of students. Students should be able to be
  referred into a group for a targeted intervention
  in a short time, so that behavior problems that
  are addressed quickly.
• Systemic group interventions are more cost
  effective that provided intensive individual
  interventions.

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Tier III Intervention

• Team approach
• Consider Tier I, II information
• Define/analyze/problem
• Develop Hypothesis/ Validate performance with
  data collection
• Create/implement plan (Goal and measurement
  strategy)
• Evaluate (amount of progress/discrepancy)
• Decide next steps
• Continue/modify/discontinue plan
• Move to Tier IV

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What does Tier III look like for PBS?

• More complex team-implemented process
• Requires team member with behavioral background
• Includes (peer-referenced) observations, and
  record review
• BIP identifies set of replacement behaviors to be
  taught
• BIP takes into account antecedent and consequence
  strategies, as well as contextual fit
• Evaluation planned several weeks after
  implementation

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Tools for Tier III

• Social Developmental History (RtI)
• Peer-Referenced Behavior Observation Forms (RtI)
• Functional Assessment Checklist for Teachers and
  Staff (FACTS A B)

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Tier IV Intervention

• Re-initiate problem-solving process
• Add/modify intervention
• Initiate referral to IEP team

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What does Tier IV look like for PBS?

• NOT tied to special ed referral (but could be
  part)
• Most intensive still occurs as a tertiary
  intervention
• Functional analysis requires in-depth and lengthy
  data collection
• Includes direct observations systematic
  manipulation of the environment to confirm
  hypothesis

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What does Tier IV look like for PBS?

• Requires behavioral expertise
• School teams strongly encouraged to include
  agencies and other community partners involved
  with the family (Systems of Care, Child Family
  Team)
• BIP structured to intervene at each possible
  level

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What does Tier IV look like for PBS?

• BIP plans intensive teaching of replacement
  behavior, generalization strategies and who will
  teach
• BIP defines reinforcement consequence
  strategies
• Evaluation planned to determine success of BIP
  any modifications necessary to make it more
  efficient or effective
• May require crisis plan to be put in place during
  data collection and planning

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Tools for Functional Analysis

• Functional Interventions in Versatile
  Environments Questionnaire (FIVE-Q)
• Functional Behavior Assessment Behavior Support
  Plan (F-BSP) Protocol

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Which level is appropriate?
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Activity Think Share

• How does this compare to what behavior
  supports you are currently offering in your
  school? What would be the necessary steps to be
  able to provide this for your students?

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Questions? Answers? Ideas?
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Additional training available Fall/Winter 08-09
for FBA/BIP practices and procedures for the team
in PBS schools who will be completing them.
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References and Resources

• www.ncpublicschools.org/positivebehavior/
• www.pbis.org
• www.apbs.org
• Heather Reynolds, PBS Consultant
  hreynolds_at_dpi.state.nc.us
• Your PBS regional Coordinator http//www.ncpublic
  schools.org/positivebehavior/coordinator/