Positive Behavior Support Module Two December 1st

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Positive Behavior SupportModule TwoDecember
1st 2nd, 2005
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In your packet

• Everything currently in your binder is from
  Module One, and should be in tabbed sections
• New materials for Module Two should be inserted
  as a whole next section
• Page numbers begin again at 1 for Module Two

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Agenda

• Today
• Introduction
• Team brag and borrow
• Classroom interventions for students with
  at-risk behaviors
• Team time throughout the day
• Tomorrow
• Targeted interventions for students with
  at-risk behaviors
• More team time

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Module 2 Outcomes

• At the end of these two days, teams are expected
  to continue work on action plan...
• Review expectations rules matrix
• Review reward systems
• Discuss data systems/office referral process
• Discuss small group strategies
• Review team process meeting dates

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Participant Expectations and Rules

• 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

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Attention Signal

• Please make note of time limits and watch your
  clocks!
• Trainer will raise his/her hand
• Finish your thought/comment
• Participants will raise their hand
  and wait quietly

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New Reward System

• Group reinforcement
• Refer to the team matrix for expected behaviors
• Time sampling approach will be used by teachers
• Each time a team is observed demonstrating the
  behavior, a ticket is added to the lottery
• Rewards are useful resources given to the PBS
  team as a whole

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PBS Review
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Positive Behavior Support(OSEP Center on PBIS)

• PBS is a broad range of systemic and
  individualized strategies for achieving important
  social and learning outcomes while preventing
  problem behavior

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PBS is Not...

• a specific practice 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

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Tertiary Prevention Specialized
Individual Systems for Students with High-Risk
Behavior
CONTINUUM OF SCHOOLWIDE POSITIVE BEHAVIOR SUPPORT
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Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
80 of Students
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Social Competence Academic Achievement
OUTCOMES
Supporting Decision Making
Supporting Staff Behavior
DATA
SYSTEMS
PRACTICES
Positive Behavior Support
Supporting Student Behavior
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Team ProcessEffective Teams Reminders

• Meet frequently and regularly
• Review roles and tasks
• Execute a well-planned, organized agenda
• Stay on task attend to the objectives of the
  meeting
• End with Action steps to be accomplished before
  the next meeting
• Delegate tasks to committees when needed

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Universal StrategiesSchool-wide Reminders

• Under ideal conditions, a PBS school now
• Has a mission statement with clearly defined
  goals
• Defines expected behaviors for all stakeholders
• Teaches expected behaviors
• Encourages expected behaviors
• Responds consistently to problem behaviors
• Collects and reviews data to drive decision-
  making

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Universal Strategies Specific Settings Reminder

• Under ideal conditions, a PBS school now
• Has a matrix that defines expectations in all
  settings
• Teaches expectations in context
• Rewards students for meeting expectations
• Modifies the physical characteristics, if needed
• Maintains effective routines
• Monitors and evaluates consistently

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Universal Strategies Classroom Level Reminders

• Under ideal conditions, classrooms in a PBS
  school now
• Establish behavioral expectations
• Teach rules, routines and procedures
• Adapt the environment to maximize desired
  behaviors
• Apply pre-correction strategies

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Universal Strategies Classroom Level Reminders

• Under ideal conditions, classrooms in a PBS
  school now
• Model, encourage and reinforce expected behaviors
• Acknowledge progress toward expected behaviors
• View problem behaviors as learning errors
• Recognize relationships between academic, social
  and behavioral success

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Universal Strategies Behavior
Management Systems Reminder

• Under ideal conditions, a PBS school now
• Defines and categorizes problem behaviors
• Utilizes a coherent office behavior referral
  process
• Applies a continuum of effective consequences

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Activity 1 Team
Brag Borrow

• For the next fifteen minutes, finalize a
  presentation that showcases teams
  accomplishments and struggles
• Throughout the course of the two days, you will
  share your presentation with the larger group
• Each group will have up to ten minutes to present
  

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Team Brag Borrow 1

• Please give your undivided attention to these
  two PBS teams as they present some of the great
  things happening at their school so far with
  PBSUse your Bright Ideas handout.

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Interventions for Students with At-Risk Behaviors
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Interventions for Students with At-Risk
BehaviorsOverview

• When to use small group interventions
• Basics of behavior
• Classroom interventions
• Social skill instruction
• Self-management
• Mentors
• Check-in

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Tertiary Prevention Specialized
Individual Systems for Students with High-Risk
Behavior
CONTINUUM OF SCHOOLWIDE POSITIVE BEHAVIOR SUPPORT
5
15
Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
80 of Students
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Interventions for Students with At-risk
BehaviorsBasics 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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Interventions for Students with At-risk
BehaviorsBasics of Behavior
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Interventions for Students with At-risk
BehaviorsBasics of Behavior Analysis
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Interventions for Students with At-risk
BehaviorsMore Basics of Behavior

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

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Activity 2Quiz

• Complete the Quiz on your own
• Pair with a neighbor
• Compare answers
• Discuss relevance of this information to planning
  effective interventions for students with at-risk
  behavior
• Listen for attention signal to end

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Team Brag Borrow 2

• More great news about PBS from two schools, so
  listen up and take notes please.

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Classroom-Based Interventions for Students with
At-Risk Behaviors
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Classroom-Based Interventions for
Students with At-Risk BehaviorsMoving to
Secondary Preventions

• Utilize universal classroom strategies
  consistently
• Explore new approaches that may be appropriate
  for students with at-risk behaviors
• Select strategies and implement over a reasonable
  time frame
• Collect data during and after implementation
• Review and modify

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Classroom-based Interventions for
Students with At-risk Behaviors Techniques to
Minimize At-Risk Behaviors

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

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Classroom-based Interventions for
Students with At-risk Behaviors Surface
Management Proximity Control

• Physical presence of teacher is an external
  source of control for student behavior
• Allows for intervention without any public
  acknowledgement of student or behavior
• As behavior occurs, teacher circulates room,
  moving closer to student
• Proximity can range from standing nearby to
  placing hand on desk or even student
• Teacher does not stop to deal with it

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Classroom-based Interventions for
Students with At-risk Behaviors Surface
Management Antiseptic Bouncing

• Allows the student to exit setting briefly
  minimizes continuation/escalation of behavior
• Signal student to leave while saving face
• Travel to an arranged spot or for set time frame
• Can be done as a helping job
• Prearrange visits with other staff as needed

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Classroom-based Interventions for
Students with At-risk Behaviors Surface
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 ? humor
• Caution If you said it, and you are the only one
  laughing, it wasnt really funny

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Classroom-based Interventions for
Students with At-risk Behaviors Surface
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 correct behavior

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Classroom-based Interventions for
Students with At-risk Behaviors Cognitive
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

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Classroom-based Interventions for
Students with At-risk Behaviors Cognitive
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 symbolic attachment

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Classroom-based Interventions for
Students with At-risk Behaviors Sensory
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 mood
• Can be calming to students with
  anxiety(diagnosed and situational)
• Provides multiple reinforcement opportunities

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Classroom-based Interventions for
Students with At-risk BehaviorsSensory Strategy
Movement

• Physical 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 for
Students with At-risk Behaviors 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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Classroom-Based Interventions for Students with
At-Risk Behaviors Activity 3

• Choose a strategy from your teams card
• Discuss how to apply strategies for at-risk
  students in classroom or other settings
• Report to the entire group and identify three to
  five strategies

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Lunch On Your Own Enjoy your time and PLEASE be
seated at your tables at 110 pm
No eating at your desk today!! ?
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Team Brag Borrow 3

• Here are more fine examples of implementation
  strategies from two PBS schools. Thanks for
  continuing to be a terrific audience.

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Activity 4PBS Team Meeting

• Review team meeting agenda for this afternoon and
  begin PBS work
• Your PBS Coach is here for you!
• Team presentations will continue throughout the
  afternoon
• Consult training agenda for time frame

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Conclusion of Day One

• And the next winners are
• Any questions?
• We will see you tomorrow at 830
• Have a safe drive home!