Overview of Principles of PBS

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Overview of Principles of PBS
Center for School Evaluation, Intervention,
Training www.luc.edu/cseit Supported By
Systematic Analysis and Model Development for
High School Positive Behavior Support Institute
for Education Science, U.S. Department of
Education, Submitted with the University of
Oregon. Awarded 2007. Character Education
Application of Positive Behavior Supports to
U.S. Department of Education, Safe and Drug Free
Schools. Awarded 2007. For personal use. If you
want to use for other purposes, please contact
Hank Bohanon at hbohano_at_luc.edu.  
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By the End of this Session

• Participants will have an increased understanding
  of
• Underlying Principles Supports
• The Law Supporting Supports
• Structure of a Three Tier Model
• Systems, Practices, and Data

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Behavior Principles
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Prevention is concerned with why behaviors
occur
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Which would you rather be? Bad or stupid?
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Principles

• Behavior
• Reinforcement
• Punishment
• Setting events
• Discipline
• Shaping

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Principles

• Behavior Purposive Communitive
• Reinforcement Add or take away something,
  behavior goes up
• Punishment You do something behavior does not
  occur again
• Setting events before behavior
• Discipline to teach
• Shaping baby steps

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Behavior

• What comes to mind when I say this word? -
  behavior
• List four or five ideas and share with a
  neighbor.

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Reinforcement

• What comes to mind when I say this word? -
  reinforcement
• List four or five ideas and share with a
  neighbor.

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Reinforcement

• Addition of preferred stimulus or
• Removal of a negative stimulus
• Follows a behavior
• Increases or maintains the behavior
• Sometimes we think we are punishing, but we are
  rewarding

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10
Punishment

• What comes to mind when I say this word? -
  punishment
• List four or five ideas and share with a
  neighbor.

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Punishment

• An event that follows a behavior that decreases
  the likelihood that behavior will occur in the
  future.

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Punishment

• Punishment stops a behavior
• Alone, it has some major side effects
• Increases escape/avoidance
• Encourages sneaky behaviors
• Generates desire for revenge
• Makes behavior harder to change
• Does not teach
• You cant find a big enough hammer
• It works both ways
• It makes us filter (e.g., Hes always mean to
  me!)

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Question

• Have you ever had a flat on your car, then yelled
  at the dog when you got home?

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Setting Events

• Variables (antecedents) that effect behaviors in
  the future
• This is why quality of life is a factor

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(From Smith Iwata, 1997)
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Discipline (Another Key Component of Prevention)

• What comes to mind when I say this word? -
  discipline
• List four or five ideas and share with a
  neighbor.

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Discipline

• From Disciplina - to teach

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Shaping Behaviors

• What comes to your mind when I say someone is
  shaping behavior?

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Shaping

• Teaching new behaviors by not acknowledging the
  problem behaviors
• Prompting what you want to see
• Reinforcing behaviors that bring the person
  closer to the goal.
• What About Bob?

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PBS and the Law
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What IDEA says about Prevention

• Consider if Impedes
• School-wide
• General education
• Incidental benefit
• Service not a place
• School-improvement
• FBA/BIP

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What IDEA says about Prevention

• In the case of a child with a disability whose
  behavior impedes his or her learning or the
  learning of others, IDEA required the IEP team to
  consider, if appropriate, strategies, including
  strategies and supports to address that
  behavior.
• 20 U.S.C. 1414(d) (3) (B) (I) C.F.R. 300.346

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Organization and Strategies of Positive Behavior
Supports (PBS)
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Proportions of Students with Problem Behavior
Students with chronic/ intense problem behavior
Individual Support
1-7
Group Support
5-15
Frequent/lower intensity problem behaviors
Students without problem behavior/ Minor problems
Schoolwide support
80-90
National Standard
OSEP-PBS
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Three-tiered Approach to Prevention

• Schoolwide prevention focuses on preventing the
  development of new cases of problem behaviors by
  focusing on all students and staff, across all
  settings (i.e., school-wide, classroom, and
  non-classroom/unstructured settings).
• Typically kids with 0-1 office discipline
  referrals per year will respond to these supports

(Blueprint Draft, PBIS Website 2002)
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School-Wide/Universal Supports

• Clearly define and teach expected behaviors
• Post expectations around the building
• Set up a system for acknowledging students who
  meet behavioral expectations (tickets, raffles,
  celebrations, etc.)
• Redirect students by reminding them of
  expectations, pre-teach behaviors before new
  activities
• Collect data about behaviors (observations,
  discipline referrals, interviews, etc.)
• Monitor the data, make changes as needed and
  identify groups and individual students who need
  more intense supports

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School X
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Three-tiered Approach to Prevention

• Group Supports prevention focuses on reducing the
  number of existing cases of problem behaviors by
  establishing efficient and rapid responses to
  occurrences of problem behavior.
• Typically kid who have 2-5 ODRs per year will
  respond to these types of supports

(Blueprint Draft, PBIS Website 2002)
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Group/secondary supports

• Low cost interventions, used for groups of
  students with similar needs
• Team does some investigating to make guesses
  about why groups of kids are having difficulties,
  then designs interventions
• About 10 students seem to be getting written up
  for acting out in class, doing okay academically,
  may need attention check-in/check-out system
  with a few volunteer teachers
• Students coming from 5th period lunch to 4th
  floor class seem to be late Practice leaving
  lunchroom on time, getting to class, set up
  classroom incentive plan for being on time

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Three-tiered Approach to Prevention

• Individual prevention focuses on reducing the
  intensity and/or complexity of existing cases of
  problem behavior that are resistant to primary
  and secondary prevention efforts.
• Typically kids with 6 or more ODRs per year need
  intensive supports

(Blueprint Draft, PBIS Website 2002)
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Training www.luc.edu/cseit
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Individual/Tertiary supports

• Functional Behavior Assessment
• Team gathers lots of information, interviews
  pertinent individuals, observes student in
  multiple settings
• Use data to hypothesize about function of
  students problem behaviors and how to address
  needs
• Intervention designed, monitored, changed as
  needed

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32
Activity

• Pretend you are at a social function with the
  superintendent of your district. He or she walks
  over to you and asks you to explain PBS. You
  have 5 minutes and a cocktail napkin to explain
  it.

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Supporting Social Competence Academic
Achievement
4 PBS Elements
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
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Systems, Practices, and Data

• System an organized or established procedure
• Example An organized, documented, clear
  procedure for distributing Buzzy Bucks that
  anyone could pick up and follow
• Practice actual performance or application
• Example Giving a student a Buzzy Buck to
  acknowledge on time behavior
• Data factual information (as measurements or
  statistics) used as a basis for reasoning,
  discussion, or calculation
• Example Counting the number of Buzzy Bucks that
  have been turned in at the store, comparing it to
  the numbers of Office Discipline referrals

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Training www.luc.edu/cseit