Title: PBS Team Training
1PBS Team Training
- Module 2 Universal Implementation
2(No Transcript)
3Modules developed by the University of Missouri
Center for School-wide PBS and revised by
North Carolina PBS Trainers
4Expectations
- Be Responsible
- Return promptly from breaks
- Be an active participant
- Be Respectful
- Turn off cell phone ringers
- Listen attentively to others
- Be Kind
- Participate in activities
- Listen and respond appropriately to others ideas
5Attention Signal
- Trainer will raise his/her hand
- Participants will raise their hand and wait
quietly
6Institute Overview
- Training organized around three modules
- School responsibilities
- Complete Working Agreement
- Attend training
- Develop action plans
- Share Annual Data Requirements with NCDPI
- NCDPI responsibilities
- Provide training support
- Provide limited technical assistance
- Provide networking opportunities
7Training Matrix
8PBS Team Training Objectives
- Participants will learn
- Basics for understanding and addressing problem
behavior - Building a continuum of universal approaches to
prevention and intervention - Basics of a successful PBS team
- Skills for data-based decision-making
9Module Two Agenda
- Review
- Systems Classroom Technical Assistance for
Staff, Cultural Responsiveness, Referral
Process/ Intervention Team - Practices Effective Classroom Design and
Management, Small Group Social Skills
Instruction, Check-in/Check-out, Mentoring - Data Classroom Data, Data Decision Rules,
Evaluation - Team Time
10Module 2 Team Outcomes
- Review/assess current level of implementation
- Consider how to create systems to support growth
towards secondary implementation - Determine method to implement practices
- Plan for continuing data collection and
evaluation
11Positive Behavior Support
- 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
12PBS is Not...
- A specific __________________ or curriculumits
a general approach to preventing problem behavior - Limited to any particular group of studentsits
for all students - Newits based on a long history of behavioral
practices and effective instructional design and
strategies
13School Improvement
14School Improvement
15CONTINUUM OF POSITIVE BEHAVIOR SUPPORT
16Positive Behavior Support
17School-wide Systems of Positive Behavior Support
- Utilize data-based decision-making
- Focus on the use of a __________ of behavioral
supports - Focus on increasing the contextual fit between
problem context and what we know works - Focus on establishing school environments that
support long term success of effective practices
3-5 years
18School-wide Systems of Positive Behavior Support
- Expectations for student behavior are defined by
a building based team with input from all staff - Effective behavioral support is implemented
consistently by staff and administration - Appropriate student behavior is ____________
- Positive behaviors are publicly acknowledged
19School-wide Systems of Positive Behavior Support
- Problem behaviors have clear consequences
- Student behavior is monitored and staff receive
regular feedback - Effective Behavioral Support strategies are
implemented at the school-wide, specific setting,
classroom, and individual student level - Effective Behavioral Support strategies are
designed to meet the needs of - _____________________
20Universal Strategies School-wide
- Statement of _______________
- Clearly defined expected behavior
- Procedures for teaching expected behavior
- Procedures for encouraging expected behavior
- Procedures for discouraging problem behavior
- Procedures for record-keeping and decision making
21PBS Team Responsibilities
- Assess behavior management practices
- Examine patterns of behavior
- Obtain/Retain staff commitment
- Develop a school-wide _____________
- Obtain parental participation and input
- Oversee, monitor, and evaluate all planned
objectives and activities developed by the team
22PBS Team Responsibilities
- Once practices are established teams
- should meet at least once a month to
- Analyze existing __________
- Make changes to the existing database
- Problem-solve solutions to critical issues
- Develop/Review Action Plan
23Team Time Self-Assessment
Workbook Page 3
- Assess your PBS
- progress thus far
- What are the strengths and needs of your team and
school? - What assessments or pieces of data are you using
routinely to make decisions?
24Its Time to Consider Secondary PBS
Implementation When
- Universals are not sufficient to impact behavior
- Students display ___________ patterns
- Concerns arise regarding students behavior
25Why is it so critical to build School-Wide
Interventions before implementing Secondary and
then Tertiary Interventions?
Jenga
26Positive Behavior Support
27Secondary Systems
- Ensuring that all staff are using best classroom
practices - Rationale Brain-based learning
- Cultural Responsiveness
- Effective Teaching _______________
- Secondary Team Functions
- Function Based Intervention
- Data Decision Rules
- How Students Access ______________ Interventions
28The Science of Learning
29HUMAN NATURE
- Is stubborn and inflexible. We do more of the
same even when it doesnt work. - American culture encourages us to look for the
____________.
30What is perceived by the brain determines the
______________ ___________________.
31How one interprets reality when under stress is
most reflective of ones significant life
experiences.
32- The Brain Begins to Customize Itself for its
Particular Lifestyle
- by pruning away unneeded cells and
- billions of unused __________________.
- As educators, we must ask
- Exactly what talents, abilities, and
experiences are students being exposed toand, on
the other hand, what are they missing out on?
33The Brains Subconscious AssessmentImmediate
Memory
- Do I WANT to learn this?
- How does this relate to what I already know?
- Does this make sense?
- What do I ________ from learning this?
- Do people that matter to me know or want to know
this?
34The Brain
- Brainstem
- Sustains life functions (blood pressure, heart
rate) - Midbrain
- Appetite Sleep
- Limbic System
- Seat of emotions and impulse-action oriented if
aroused - Cortex
- Logic, planning, cognition, executive functions
35To Avoid Functioning in Limbic Mode
- In your classroom, students must feel
- Safe
- Wanted
- Successful
36The Chemistry of Attention
- Dopamine levels ____________ as focused attention
time is required or enforced - Dopamine regulates emotion, movement, and thought
- Research suggests _________ minutes of maintained
attention for grades 3-7 - When learners are drowsy or out of it, its
likely that brain chemical levels are low
37How should we plan instruction?
- Provide engaging activities
- Physical movement
- Use humor
- Play music
- Change location
- Drama/Storytelling
- ______________
- Discussions
- Celebrations
38How should we plan instruction?
- Rotate styles of instruction to provide strong
contrast - mini-lectures
- _______________________
- peer feedback
- Reflection
- individual work
- team time
- Computers
- student-led teaching
39How should we plan instruction?
- Use emotion to trigger attention
- Alert Students Senses
- Trigger Significant _______________
- Introduce a Sense of Novelty
- Build in time for processing and rest so
information has a chance to make it into
long-term memory
40How should we plan instruction?
- BONUSphysical activity triggers release of
hormones that enhance neural communication,
elevates mood, and assists in long-term memory
formation!!
41Creating a Climate for Learning
- Clear, Positive Expectations
- Clear Rules
- Positive Role Modeling
- Acceptance of Shaping
- Respect for Each Student
- Limit Setting
- ______________
- Procedures Routines
- Positive Reinforcement
- Structured Academic Success
42A childs life is like a piece of paper on which
every passerby leaves a mark.Chinese Proverb
43Culturally Responsive Instruction
44Culturally Responsive Instruction
- Acknowledge students differences as well as
their commonalities - Validate students cultural identity in classroom
practices and instructional materials - Educate students about the ____________ of the
world around them - Promote equity and mutual respect among students
- Assess students ability and achievement validly
45Culturally Responsive Instruction
- Foster a positive interrelationship among
students, their families, the community, and
school - Motivate students to become active participants
in their learning - Encourage students to think critically
- Challenge students to strive for excellence as
defined by their potential - Assist students in becoming socially and
politically conscious
46Think, Pair, Share
- What would this look like in a classroom? What
ideas do you have for approaches or activities
that would help you accomplish this goal?
47Effective Teaching Plans
48Whos In Charge of the Mood of the Classroom?
49- I have come to the conclusion that I am the
decisive element in the classroom. It is my
personal approach that creates the climate. Its
my daily mood that makes the weather. As a
teacher, I possess a tremendous power to make a
childs life miserable or joyous. I can be a
tool of torture or an instrument of inspiration.
I can humiliate or humor, hurt or heal. In all
situations it is my response that influences
whether a crisis will be escalated or
de-escalated and a child humanized or
de-humanized. Haim Ginott
50Effective Teaching Plans
- Are for all teachers
- Support struggling teachers
- Boost teachers in a rut
- Become fluid, living, breathing documents
- Support reflective, thoughtful, well-planned
teaching use of effective _____________
(academic and social) - Provide direction for needed PBS system supports
51Components of An Effective Teaching Plan
Workbook Pages 4-6
- Define classroom rules based on school-wide
expectations - Outline routines (attention signal, etc)
- Establish ___________________ for teaching
routines and procedures - Decide strategies for encouraging appropriate
behavior and discouraging problem behavior - Plan a variety of instructional strategies
- Establish effective classroom environment
52Sustaining and Maintaining Effective Classroom
Practices
- Ongoing staff development
- Effective teaching plan
- Peer coaching
- Mentoring
- Supportive environment
- Team based problem solving
- ____________ parent contact
53Effective Instruction
Effective instruction increases the likelihood of
correct student responses
Correct responding is correlated with positive
teacher interactions
Leading to increased academic achievement of
students and positive behavioral
exchanges between students and teachers
Gunter, Hummel, Venn, 1998
54Team Time
- How can our team help all teachers in our
building utilize Best Practice in the Classroom?
Workbook Page 7
55Secondary Team Systems
56Secondary Team Systems
- Function Based ________________
- Data Decision Rules
- How Students Access Targeted Interventions
57Function Based Interventions
58To correctly match appropriate interventions to
problem behaviors, teams will rely on the science
of ____________.
59Basics of Behavior
- Behavior is __________________
- Every social interaction you have with a child
teaches him/her something
60Functional Perspective
- Every behavior serves a purpose
- (every picture tells a story
-
- Every behaviors purpose is to meet a need
(either real or perceived) - The _________ of behavior
61Think, Pair, Share
- How would knowing the function of problem
behavior assist in developing interventions?
62Brief Behavioral Assessment
- Eddies teacher is increasingly frustrated with
his outbursts. Anytime she asks Eddie to work
independently or turn in assignments, Eddie talks
back, yells out, gets out of his seat, or starts
something with his classmates. Eddies teacher
says that she has tried repeatedly to talk to him
about this behavior to no avail.
63Behavior Interventions
- Look for opportunities to
- Prevent problem behavior from occurring
- ____________ an acceptable alternative behavior
- Reward a positive behavior
64Behavioral Interventions
Workbook Page 8
65Team Time
- List the Student Support Programs being offered
in your school now. Decide which behavioral
needs are met by each program.
Workbook Page 9
66How will students access Secondary Interventions?
67Access to Secondary Interventions
- Staff all know how to refer students
- Intervention begins within 10 days of referral
- Data decision rule or screening to determine
students that need additional support that are
not referred - System in place for data collection and review of
students receiving Secondary support
68Working Smarter
- What does working smarter look like at the
individual level? - How do we invest our resources wisely?
- Develop a continuum of support, within the
tertiary level to address all the shades of yellow
69Targeted Intervention
Targeted Intervention
Targeted Intervention
Team Assessment of Function
Workbook Page 10
70Referral Process
- How will teachers know who to refer?
- Data decision rule
- Professional judgment
- After what process in classroom
- How do they refer?
- Conversation in the hall
- ________
- To Whom
71Referral Process
- Team Receives Referral
- How does team decide with available targeted
intervention is appropriate? - Team places student in intervention
- Team evaluates
- Continue Intervention
- Move to next step
72Team Time
- Complete Part I and Part II of the CISS to help
you plan for implementation of Secondary Systems
Workbook Pages 11-17
73Do Problem Students Deserve Positive Attention?
74When I Change Interactions, Am I Giving a
Misbehaving Student Her/His Way?
75Is it Appropriate to Give Even More Time and
Attention to Students Who Misbehave?
76Wont the Students Know The Positive Attention is
Phony?
77What Do You Do When You Just Dont Like the
Student?
78Supporting Staff Behavior
SYSTEMS
Positive Behavior Support
79Practices In The Classroom
80What is the single best practice to reduce
problem behavior in the classroom?
81Practices in the Classroom
- Assess __________ Arrangement of Classroom
- Establish Behavioral Expectations/Rules
- Encourage Expected Behavior
- Minimize and Correct Student Behavior Errors
- Provide Effective Instruction
Workbook Pages 18-21
82Physical Arrangement
83Physical Arrangement
- Reduce congestion in high-traffic areas.
- Ensure the teacher can easily see all students.
- Make teaching materials and student supplies
easily accessible. - Make sure students can easily observe whole class
presentations. - Devote some display space to ____________
______________.
84Classroom Arrangement Considerations
- What type of activities will students typically
be doing? - What type of student interaction does the teacher
want? - What arrangements will foster these activities
and interactions?
85Think, Pair, Share
- Think about how you have arranged your classroom
to enhance student behavior - Pair up with another person
- One person shares
- Watch for signal
- The second person shares
86Establish Expectations, Rules, and Routines
87Establish Behavioral Expectations and Rules
- Use School-wide expectations as basis for
classroom Rules - Clearly and positively stated
- State in observable terms
- Posted and Referred to frequently
- Teach explicitly to _________________
- Reinforce consistently
88Establish Procedures Based on Expectations
- Develop a Schedule
- Teach an Attention Signal
- Teach Routines for Repetitive
- Tasks
- Use Precorrects
Let's take a closer look!
89Develop Classroom Schedule
- Establish predictable schedules
- illustrate with icons, time, etc.
- Schedule non-instruction time
- administration time
- personal time
- _____________ the variety and time for each
activity.
90Develop A Schedule...Down Time Causes Problems
- Time unscheduled in a classroom is an open
invitation to disruptive behavior. - Scheduled time is one of the basic proactive
variables that is under teacher control. - 70 of the school day should be scheduled for
academic activity.
91Sample Schedule
-
- 10 Min Teacher directed review of
previous concepts - 5 Min Homework review
- 20 Min Teacher directed new concepts
- 15 Min Teacher directed guided practice
- 30 Min Independent work
- 10 Min Teacher directed guided practice and
review -
92Teach Attention Signal
- Always use a simple portable cue to prompt
students to listen. - Avoid starting instruction until all students are
attending - ________________ students who attend immediately
- Provide specific verbal praise to peers to
redirect students - Consistency, consistency, consistency!
93Think, Pair, Share
- What are some effective attention signals you
have used in the past? - How could you share with your colleagues?
- Do you have a school-wide attention signal?
94Routines
- Used for transition times and basic activities
that happen on a regular basis. - Establish clear expectations for students and
adults. - Plan, post, and teach routines.
95Effective Routines - Rationale
- The number one problem in the classroom is not
discipline it is the lack of procedures and
routines. A vast majority of the behavior
problems in the classroom are caused by the
failure of students to follow procedures and
routines. - -Harry Wong
96Effective RoutinesWhy They Help Manage Behavior
- Support for transition times and basic
activities that happen on a regular basis - Establish __________________
- Clear Expectations for Student Behavior
- Clear Expectations for Adult Behavior
97Teach Routines
- Think through and establish procedures
- for transition times and basic regularly
- scheduled activities
- Effective procedures become routines
- Establish clear expectations for student behavior
and clear expectations for adult behavior - Plan, Post and Teach!
- Tell-Show-Practice-Feedback loop
- Consistently teach all day, every day
- Reflect Are procedures working? Why or why not?
98Effective Routines
- Use Think-Pair-Share to brainstorm a list of
procedures teachers need to teach - You have 2 minutes
- Share your list!
99Encourage ExpectedBehavior
100Encourage Expected Behavior
- Provide praise for correct academic responses and
appropriate social behavior leading to - Increases in student correct responses
- Increases in on task behavior
- Decreases in ________________ behaviors
- (Sutherland, 2000)
101Encourage Expected Behavior Verbal Feedback
- Timely and Accurate
- Specific and Descriptive
- (Tie to school-wide expectations)
- _________________
- Age-appropriate
- Given in a Manner that Fits Your Style
102Examples of Non-Verbal Feedback
- Wink
- Nod
- Thumbs-up
- Pat on the back
- High-five
- Hug (when and where appropriate)
103Ratio of Interactions
- Strive to keep an _____ ratio of
positive-to-negative statements - Each time you have a negative interaction with a
student, tell yourself you owe that student
positive interactions - Identify specific times during the day you will
give positive feedback - Schedule individual conference time
- Scan the room searching for appropriate behaviors
- Engage in frequent positive interactions with all
students
104Secondary Practices
- Effective Classroom Practices
- Targeted Small Group Interventions
- Small group social skills instruction
- ______________
- Check-in/ Check-out or BEP
105Teaching Effective Rules
- Tell-Show-Practice (Assess-Repeat)
- Give Positive Reinforcement for Appropriate
Student Use - Consider Consequences for Errors
- re-teach
- redirect
- time to Cool Down
- Reflect! Are the Rules Working? Why or Why Not?
106Teaching 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.
107Give Precorrects
- ____________ function as reminders
- Opportunities to practice
- Prompt for expected behavior
- Especially helpful before teacher anticipates
behavior learning errors
108Precorrect Examples
- Remember, before you leave class, collect all
your materials, put your papers in the bin, and
quietly walk out of the room. - Sam, show us how to be respectful and line up
quietly for gym.
109Increasing Positive Interactions
- Focus on teaching students to get attention
through responsible behavior rather than
misbehavior. - Require adults to change the ratio of adult to
student interactions from primarily negative to
primarily positive
110Increasing Positive Interactions
- Based on the concept that most students want and
need adult attention. - Leads students to feel like valued members of the
_______________
111Positive Interactions
- It sounds so easy
- but it can be so difficult!
112Think, Pair and Share
- Think about what you need to do to increase your
positive interactions with students - Pair up with another person
- One person shares
- Listen for signal
- The second person shares
113Techniques to Improve Compliance
- Do not use a question format
- Get up close
- Use a quiet voice
- Make eye contact
- Give them ____________
114Techniques to Improve Compliance
- Tell them only ____________
- Give one direction at a time
- Tell students what you want them to do (rather
than what you dont) - Verbally reinforce compliance
- Get up and move
115Increasing Opportunities to Respond Active
Participation
- Encourages everyone to become involved in
learning - Increases _______ of responses of all learners
- Increases attainment of material presented
- Allows reluctant learners a secure environment to
practice - Decreases inappropriate or off task behavior
116Whole Group Oral Response
- Strategy for reviewing or memorizing information
- Students repeat information in unison when
teacher prompts
117Practice Time!
- Students should be reinforced at a rate of _____
to ______. - Universal strategies used in classroom management
are to teach rules and _________. - PBS stands for_________________.
118Whole Group Action Responses
- Students are asked to do something during the
lesson - Example
- Put your finger on the title of the story
- Point to the hour hand on the clock
- Touch the action word in the sentence
119Whole Group Written Response
- Plan for short written responses (not more than
one item) - __________ a signal for students to indicate
completion (e.g. put your pencils down and look
up when you are finished) - Have individual materials available paper,
slates, chalkboards or white boards
120Small Groups / Partners
- Used to give everyone a chance to
- Express thoughts
- Answer a question
- Verbally participate when there could be a
variety of answers - Answers can be shared with other groups or whole
group - Answers can be written on overhead by the teacher
and presented to group
121Minimize and Correct Student Behavior Errors
122Techniques to Minimize At-Risk Behaviors
- Surface Management
- Cognitive Approaches
- Sensory Strategies
- Signaling Systems
123Surface Management Proximity
- Physical presence of the teacher is an
_______________ source of control for student
behavior. - Allows for intervention without any public
acknowledgement of the student or behavior of
concern - As behavior occurs, the teacher circulates
around the room, moving closer to the student - Proximity can range from standing nearby to
placing a hand on the desk or even on the
students shoulder. - The teacher is allowed to continue teaching!
124Surface Management Antiseptic Bouncing
- Allows the student to exit the setting briefly
and minimizes continuation/escalation of the
behavior - Signal student to leave while saving face.
- Travel to an arranged spot for a set time frame.
- This can be done as a helping job.
- This process should __________________.
125Surface Management Humor
- Humor can be used to effectively redirect and/or
de-escalate behavior. - A good ice-breaker allows everyone to save face
- Caution sarcasm should not be used!
- Caution If you said it, and you are the only one
laughing, it wasnt really funny!
126Surface Management Ignoring
- Quite simply, refusal to respond
- Useful for low-intensity behaviors
- No eye-contact, emotion, proximity, message
(verbal, gesture, tone, expression) - Begins immediately upon behavior initiation
- Pair with reinforcement of the correct behavior
127Cognitive Approach Routines
- Structure creates safety and comfort
- Provides a sense of purpose, work guidelines and
ability to anticipate - Structure that is universal will especially
benefit certain students - Additional individual structure may be needed
128Cognitive Approach Repetition
- If its important, say it (write it, do it)
again! - Natural way for the brain to determine importance
- Ensures information will be available when it is
ready to be processed - Can also be done through _________________
attachment
129Sensory Strategy Music
- There are specific neurons for processing
musicit may be a preferred learning style. - Specifically helpful in spatial reasoning and
math - Useful to facilitate student transition
- Impacts and helps regulate __________
- Can be calming to students with anxiety.
- Provides multiple reinforcement opportunities
130Sensory Strategy Movement
- Physical movement (gross and fine motor)
- Associated with language development and problem
solving - Repetitive movement can improve recall
- Can increase engagement and time on task with
students seen as being easily distracted or
inattentive - Provides stress reduction
- Provides multiple reinforcement opportunities
131Signaling System Cueing
- Visually/Verbally based prompts and 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
132Signaling Systems _________ CUEING
- Visuals are the strongest aide in quick learning.
- Vision also has dedicated neurons in the brain.
- Children need gestures to make language clearer.
- Stress makes the brain more dependent on visuals
not only to hear and process, but also to
establish perceptions. - Use visual cues to get students attention, to
clarify language, as a behavioral intervention,
and to signal the brain as to what is important.
133Signaling Systems CATCH PHRASES (Verbal Cueing)
- Nike?
- Trix?
- US Army?
- 910-555-1212
- 910-555-1212
- Key Points in your lessons should be reduced to
catch phrases. - Rules/Procedures should be reduced to catch
phrases.
134What should be your first strategy to address
repetitive student behavior errors?
135Correct Student Behavior Errors
- _____________ response
- More effective if students have been taught
expected behaviors - Minimize attention other than to signal an error
has occurred - Praise for appropriate behavior
136Correct Student Behavior Errors
- Signal that an error has occurred
- Refer to rules "We respect others in this room
and that means not using put downs. - Ask for an alternative appropriate response
"How can you show respect and still get
your point across?" - Provide an opportunity to practice the skill and
provide verbal feedback - "That's much better, thank you for showing
respect - toward others.
137Utilize Effective Reinforcement Strategies
138Effective ReinforcementStrategies
- Behavior(s) are determined and taught
- Reinforcement is contingent upon appropriate
behavior - Be generous with reinforcers at the beginning
- Reward class when
- Students who have not exhibited behavior in the
past are exhibiting the behavior now. - Students who have exhibited behaviors in the past
continue to exhibit them.
139More Reinforcement Strategies
- Group contingencies or individual systems
- Yes/no bag
- Compliance matrix
- Lottery tickets
140The Yes and No Bag
- Things needed to implement include
- - 50 or so yes and no cards
- - A container, box or bag
- - A reward (mystery motivator!)
141Steps to Implement Yes and No
- Decide on the behavior(s) to be reinforced.
- Teach the desired behavior(s).
- Catch the students doing the desired behavior.
- Describe the behavior and put a Yes ticket in
the bag. - If you see an inappropriate behavior, state the
desired behavior and put a No ticket in the bag.
142Yes No
- At the designated time, draw a ticket out of the
bag.
If it is a Yes ticket, the students receive
the reinforcer.
- If it is a No ticket, there is no reinforcer
that day.
143Compliance Matrix
144Lottery Tickets
- Determine the behavior(s) you want to reinforce
- Teach the behavior to the students
- Give the student a ticket when you see the
behavior. - Have student write his/her name on ticket
- and put ticket in box/bin.
- At a designated time, draw a ticket out of the
bin and present a reinforcer to the student whose
name is on the ticket.
145Targeted Social Skills Instruction
146- Students learn appropriate behavior in the same
way a child who doesnt know how to read learns
to readthrough instruction, practice, feedback,
and encouragement.
147Teaching Behavior
- Inappropriate behavior is viewed as a skill
deficit. - Social skills training teaches students a process
or strategy to resolve problems. - Teaching behavior is used when a student needs to
replace problem behavior with a more desirable
behavior.
148Two Types of Social Skill Deficits
- Skill deficits (cannot do)
- Direct teaching approach
- Coaching, modeling, behavior rehearsal
- Performance deficits (will not do)
- Incentive-based management approach
- Prompting, cuing, reinforcement
- _______________ social initiations
- Home and school rewards
- Individual and group contingencies
149Assessment of Social Skills
- Skill based deficit
- Provide strong incentive to observe if student
can perform under such conditions.
150Assessment of Social Skills
- Performance based deficit
- Motivational deficit
- Observe if student performs skill following
introduction of motivational strategy. - motivationvaluebelief in abilityget reward
promised (Vroom, 1964) - Discrimination deficit
- Student frequently performs skill, but fails to
perform under specific circumstances. - Oblivious to social cues or social demands of
situation.
151Social Skills Instruction
- Direct instruction
- Skill based approach
- Social problem solving
- Strategy based approach
- __________________ teaching (not enough alone)
- Prompt students who have missed an opportunity to
practice a skill - Provide correction when skill is incorrectly or
inappropriately demonstrated - Debrief when student uses inappropriate behavior
in place of appropriate social skill
152To effectively teachsocial skills you must
ALWAYS determine what you want the student to
do INSTEAD
153Social Skill Areas
- Cooperation skills
- Assertion skills
- Friendship skills
- Empathy skills
- Self-control skills
- School and classroom skills
154Social Skills Instruction for Small Groups
- Select group students with similar needs
- Determine staff responsible
- Determine best time for instruction
- Select curricula write lessons
- Communicate with teacher and parents
- Evaluate effectiveness
155Social Skills Instruction for Small Groups
- Select group students with similar needs
- Type of problem behavior
- Intensity of problem behavior
- Age/Developmental Level
- _______________
- Develop Group Behavior Management Plan
156Social Skills Instruction for Small Groups
- Determine staff responsible
- Consider size of group and type of problem
behavior when assigning staff to (co) lead - Determine best time for instruction
- Lunchtime, After/Before School, Rotating Schedule
157Social Skills Instruction for Small Groups
- Select curricula write lessons
- Consider students developmental level
- Commercial curricula, online lessons, or custom
lessons - Materials needed
- Meeting space requirements/limitations
158Social Skills Instruction for Small Groups
- Select curricula and write lessons
- Tell, Show, Practice, Assess, Repeat
- Teach replacement behaviors
- First Day Lesson
159Social Skills Instruction for Small Groups
- Select curricula and write lessons
- Rationale
- when and why
- Modeling
- Role play
- Feedback
- Coach to fluency
160Generalization Strategies
- During instruction
- Use naturally occurring examples within the role
plays. - Use naturally occurring reinforcers.
- Use appropriate language.
- Pinpoint activities in which students are likely
to engage. - Target useful skills (skills likely to be
reinforced by others).
161Generalization Strategies
- Provide a range of useful skill variations.
- Teach in the targeted ______________.
- When teaching, include peers the target student
is likely to encounter in the problem setting. - Use a number of adults when teaching.
- Continue teaching for a sufficient amount of time.
162Social Skills Instruction for Small Groups
- Communicate with teacher and parents
- Written parent permission best practice
- Determine how teacher(s)/parent(s) can
encourage/participate (homework)
163Social Skills Instruction for Small Groups
- Evaluate effectiveness
- Pre/Post Data Comparison
- Teacher/Parent _____________
- Student Assessment
164Social Skill Example Following
Directions/Instructions
- Discuss rationale for the critical rule
- What would happen if you do or do not follow
directions? - If you follow directions, your parents may see
you as more responsible and cooperative which
could lead to more privileges. - Your teacher will view you as a learner because
you follow through. - If you dont follow directions, an adult might
think you are deliberately misbehaving or
ignoring them. - Elicit responses from students when, where
with whom they would use this skill.
165Following Directions
- Teach/describe the skill and skill steps.
- Look at the person.
- Acknowledge (verbal or nonverbal).
- Decide if you need to ask any clarifying
questions. - Do the task immediately.
- Check back if appropriate.
166Following Directions
- Model examples and non-examples.
- Provide an example from your life of when you
followed directions. - Provide more examples than non-examples.
167Following Directions
- Role play / practice with feedback.
- Students role play scenarios elicited from the
group. - Students and teachers observing can provide
specific feedback. - Review and test
- Identify one time in which you did not follow
directions. - Identify one time in which you did follow
directions.
168Critical Components of Behavior Instruction
- Teach the skill.
- _______________ the skill.
- Provide multiple opportunities for practice with
feedback. - Reinforce and encourage when students demonstrate
the skill.
169Key Points
- Its not what they know, its what they do.
- Behavior can be taught.
- Students need multiple opportunities to practice
behavioral skill deficits. - Teachers need to reinforce students when they
demonstrate targeted skills.
170Published Curriculum
- http//www.ssd.k12.mo.us/Staff/instructional_tools
/index.html - Electronic curriculum
- 84 social skills lessons
- Lesson design
- Age appropriate activities
- Role play rating sheets
- Age appropriate homework sheets
- Assessment surveys
- Progress reports
Free!!!
171Team Time
Workbook Pages 22-24
- Using your behavior matrix as a guide, make a
list of lesson plans your teachers need to teach
class-wide/schoolwide social skills, and targeted
groups that might be required - Start writing lesson plans if time allows
- Discuss how teachers will show evidence of social
skill lessons. Consider possible reinforcers for
those who do.
172Mentoring
173Mentoring
- Occurs when an experienced adult develops a
personal relationship with a student through
which the older adult or mentor encourages and
guides the student.
174Mentoring
- Part of a systems approach to providing
critical intervention for students who - Lack a role model
- Experience academic failure
- Maintain behavior with adult attention
175Mentors
- Official/non-official adult friend/confidant
- Persistent presence around the school
- Universally recognized
- Approachable
- Cheap/cost effective
176Mentors Role
- To provide guidance, support, and encouragement
for the student while modeling such skills as
effective communication, empathy and concern for
others, and openness and honesty - _______________ for entire academic year
- Requires a shift in student-adult relationship
177Implementation/Program Development Mentoring
- Essential components of mentoring programs
- Involve personnel who have contact with students
- Select program staff
- Determine program goals and objectives
- Define target population
- Develop activities and procedures
178Essential Components of Mentoring Programs
Continued
- Orient mentors and students
- Monitor mentoring process
- Ensure a good match
- Evaluate program effectiveness
179Involve Personnel Who Have Contact With Students
- Teachers
- suggest program type best fit
- Administrators
- actively involved in scheduling, recruiting, and
mentor selection - Counselors
- train mentors, troubleshoot problems, etc.
- Secretaries
- Cooks
- Custodians
180Personnel
- Community Volunteers
- Local businesses
- Grandparents
- Retired individuals
- Universities
- High schools
- Local service agencies
- Advisory board consisting of school personnel,
students, and parents
181Determine Program Goals and Objectives
- Based on needs of students
- Determined by advisory board
- Focus on basic needs of students
- Academic
- Achievement
- Behavior
- Communication
- Attendance
- Social skills
182Define Target Population
- Clearly define population and ____________________
________ - Academic failure, absentees, etc.
- Age/grade level
183Develop Activities and Procedures
- Determine length and ____________ of
mentor-student contact - Daily
- Weekly
- Monthly
- Activities should be planned in advance and
placed on a schedule to be shared with
participants
184Example Mentor and Student Calendar of Scheduled
Activities for the Year
Workbook Page 25
185Orient Mentors and Students
- Before formal process begins
- Both mentor and student should understand roles
and hold positive expectations - Mentors must be aware of student needs and
characteristics - Determine individual student goals and outcomes
186Monitor Mentoring Process
- Continuous monitoring to determine success
- Provide ongoing ___________ for the mentor
- Formal/informal
- Where
- When
- How often
187Ensure Good Match
- Predictors of a good match
- Personality
- Common interests
- Natural bonds
- Gender
- Most important
- Mentors ability to empathize
188Successful Mentoring Example
- Elementary school
- High percentage of low SES minority students
- 3rd year of implementing systems of positive
behavior support - Program Goals
- Reduce office referrals by 25
- On-going monitoring/evaluation of program (twice
a year)
189Mentoring Program Structure
- Data-based student selection
- Designed to meet the needs of repeat offenders
who - Exhibited attention maintained behavior
- Lacked role models
- Experience academic failure
- Obtained ______________ permission
190Mentoring Program Implementation Steps
- Provided 30 minute staff in-service
- Emphasized staff commitment and role
- Primarily a time commitment
- Time to talk about students interests, problems,
background, etc. - Not responsible for homework
- Shared district confidentiality policies
- Obtained staff agreement on time commitment -
Staff volunteered and selected a student - Reminded staff of the purpose of time with
students
191More Implementation Steps
- Had orientation meeting with students
- Scheduled mentor-student meeting times
- Recess
- Lunch
- Before or after school
- During special classes (art, PE, music)
- During silent reading
- Provided ongoing support to staff
- Reported outcomes to staff
192(No Transcript)
193Mentoring Program Outcomes
- Reduction in Office Referrals
- 20 school-wide
- 58 moderately at-risk students
- Change in tone of teacher conversation
- Positive shift in parent views
- Positive administrative feedback
194Check-In
195Check-In
- is another systems strategy that can be used in
conjunction with other strategies or as a
component of the larger system.
196A Check-In Example
- Fern Ridge Middle School
- High Five Program The BEP
Workbook Pages 26-31
197Goals of Fern Ridge BEP
- To assist students with behavioral and academic
concerns - To provide structure and positive support for
students to ensure their success within the
school setting - To build positive, caring, and meaningful
relationships between students and adults
198Check-In
- Provides an adult for the student to make contact
with on a regular basis - Beginning of the day
- End of the day
- Effective for students who ___________ adult
attention
199BEP Program Structure
- Check-in Coordinator
- Facilitator of check in and check out, weekly
meetings, and summarizing data - Staff Expectations
- Accept Daily Progress Report Card from students
- Complete after each class
- Provide students with constructive positive
feedback - Attend weekly meetings as necessary
200BEP Program Structure
- Parent Expectations
- Attend planning and review meetings
- Sign Contract Agreement and Report Form
- Review progress with child
- ________________ with school
201BEP Program Structure
- Student Expectations
- Attend training
- Check-in before and after school
- Get Daily Progress Report form signed by each
teacher - Take Report form home, review with parents
202 BEP Cycle
Weekly BEP Meeting
BEP Plan
9-Week Graph
EXIT
Adapted from Crone, Horner, Hawken, Responding
to Problem Behavior in Schools The Behavior
Education Program (2004)
203Team Time
- Discuss which secondary strategies you think
would be most helpful at your school. - Think about necessary steps to implement each
strategy at your school.
Workbook Page 32
204Supporting Staff Behavior
SYSTEMS
Positive Behavior Support
205Data
- Small Group Outcome Data
- _________ decision rules
- Data Collection Tool DBR
- Evaluation of Secondary level of PBS
See Data Manual pages 33-35
206Small Group Outcome Data
207Small Group Outcome Data
- Identification of which students are in need of
the most support - Assess problem behavior at the individual and
small group level pre- and post-intervention
208Small Group Outcome Data
- How will collecting this data impact
- School Administrators
- Document the educational and behavioral progress
of at-risk students - identify which interventions are most effective
in working with at-risk students - PBS Teams
- determine the effectiveness of functional based
behavioral supports and address problem areas
through a team-based approach.
209Small Group Outcome Data
- How will collecting this data impact
- ___________________
- Provides clear way to focus time and energy on
interventions that are shown to be effective - Gives clear way to communicate progress to other
staff and parents - Students, parents, and communities
- Improves quality of interventions for children
- Gives common way for teachers and parents to
communicate about progress
210Triangle of Student Referrals
211Data Decision Rules
212Data Decision Rules
- Can be used by teams to determine set points
where students will be referred for additional
support - Can be used to determine ________________ of
implementation
213Data Decision Rule Examples
- Any student that is absent more than 3 days in
one month (or one 4 week period) will be referred
for intervention - Any student who receives 2 or more ODRs within a
9-week period will be referred for intervention - Any student who fails one or more classes will be
invited to join a small group related to
classroom success
214Data Decision Rule Examples
Workbook Page 33
215Data Collection Tool DBR
216 Defining Characteristics of the DBR
(_________________________________)
- The DBR involves a brief rating of target
behavior over a specified period of time - a behavior(s) is specified
- rating of the behavior(s) typically occurs at
least daily - obtained information is shared across individuals
(e.g., parents, teachers, students) - the card is used to monitor the effects of an
intervention and/or as a component of an
intervention - (Chafouleas, Riley-Tillman McDougal, 2002)
217Many Potential Uses for the DBR
- Increase communication (teacher-student,
home-school) - As a component of an intervention package,
particularly in self-management - Provide quick assessment of behaviors,
especially those not easily captured by other
means - Monitor student behavior over time
- Flexible
- K-12,
- or
- 1 student or larger group
- ________________ of behaviors
218ExampleStandard DBR
Workbook Page 34
219Who are those kids?
- Create an excel spreadsheet to track
interventions such as check-in/check-out,
mentoring, or social skills group outcomes.
220Create a chart to show the number of referrals
students received prior to intervention.
221Create a chart to show the number of referrals
students received pre- and post- intervention.
222Evaluationof Targeted Interventions
223Evaluate Program Effectiveness
- Pre-test/post-test comparison of criterion for
entrance into program (attendance, grades,
suspensions, etc.)
224Evaluate Program Effectiveness
- Possible outcomes Increase in
- Student ________________
- Work completion/grades
- Academic performance
- Completion of homework
- Parental/teacher involvement
- Positive student-teacher interactions
225Evaluate Program Effectiveness
- Decrease in
- Meetings with counselor
- Office referrals
- Time outs
- Suspension
- Detention
226Practical Suggestions
- Keep in mind the importance of communication,
especially _______________ - Remember your purpose
- Get parents/community involved
- Continue ongoing assessment of program
effectiveness
227Additional Support
- www.ncpublicschools.org/positivebehavior/
- Regional Coordinator contact information
- Resources (also Workbook page 36)
- Links
- Data Manual Collection Tools
- Implementation Survey Tools
228Team Time Synthesis
Workbook Page 35
- What will your team do now to address current
needs (refer to action plan, current data, and
inventory)? - Create a data decision rule How will your team
know when you are ready to move toward
implementation of more Secondary Interventions ? - How will you keep your foundation stable?