Positive Behavior Support Module TwoDay Two

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Positive Behavior Support Module Two-Day Two

• December 2006

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Review of Yesterday
We did all that?

• Team sharing
• Interventions for students with at-risk behaviors
• Overview
• Basics of Behavior
• Classroom-based strategies
• Team time

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Whats In Store For Today

• More interventions for students with at-risk
  behaviors
• Social Skills
• Self-Management
• Mentoring
• Check-In
• Team Sharing

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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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CONTINUUM OF SCHOOLWIDE INSTRUCTIONAL
POSITIVE BEHAVIOR SUPPORT
Tertiary Prevention Specialized
Individual Systems for Students with High-Risk
Behavior
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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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Team Brag Borrow 4
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Interventions for Students with At-Risk Behaviors

• Social Skills
• Self-Management
• Mentoring
• Check-In

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Social Skills
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Social Skills Where do they come from?

• Direct instruction at home or in community
• Indirect instruction (observation/experience)
• Reinforcement and feedback
• Maintenance and generalization
• Can be setting specific

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Social Skills Rationale for Instruction

• Behavior is learned.
• Social skills training teaches students a process
  or strategy to resolve problems.
• Replace problem behavior with a more desirable
  behavior for that setting.

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Social Skills Rationale for Instruction

• Students learn appropriate behavior in the same
  way a child who doesnt know how to read learns
  to readthrough instruction, practice, feedback,
  and reinforcement.

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Social Skills Assessment Areas

• Cooperation
• Assertion
• Friendship
• Empathy
• Self-control
• Anger Management
• Problem solving
• And many more

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Social Skills Assessment

• Skill deficits (cant do)
• Student is unable to demonstrate skill given
  multiple opportunities and across settings.
• Performance deficits (wont do)
• Student demonstrates skill inconsistently or in
  specific opportunities and settings.

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Social Skills Approach

• Skill deficits (cant do)
• Direct instruction
• Social problem solving
• Opportunistic teaching
• Performance deficits (wont do)
• Individualized behavior management
• Prompting, cuing, reinforcement
• Motivation

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Social Skills Direct Instruction

• The new behavior must be feasible and efficient
  for student to perform.
• Replacement behaviors meet same/similar needs.
• Environment must reinforce the replacement
  behaviors.
• Problem behavior must not be more reinforcing
  than the replacement behavior.

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Social Skills Planning Instruction

• Curriculum and materials
• Teaching Schedule
• Student group/membership
• Generalization strategies
• Group/behavior management
• Comprehensive lesson plan

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Social Skills When to Use
Class-wide Skill Instruction

• Problem? Many students
• run into classroom after recess yelling and
  pushing.
• experience chaotic and inefficient transitions
  between classes.
• have difficulty working cooperatively.
• speak over one another during
  discussion.

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Social Skills When to Use
Small Group Skill Instruction

• Problem? Particular students
• tease or ostracize other students.
• have difficulty utilizing self-control when angry
  or frustrated.
• struggle making and maintaining friends.
• dominate group learning situations.

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Social Skills Lesson Components

• Rationale- rule for when to use the skill
• Teach- teach the rule
• Modeling- demonstrate the skill
• Role play- students practice the skill
• Performance feedback- praise and correction
• Opportunities for generalization to follow
• ALL COMPONENTS MUST BE IMPLEMENTED TO ENSURE
  SUCCESSFUL LEARNING OF SKILLS

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Social Skills Lesson Sample Following Directions
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Social Skills Lesson Sample Following
Directions

• Discuss rationale for the critical skill
• What would happen if you do or do not follow
  directions?
• Create opportunities for feedback and dialogue.
• Elicit responses from students when, where
  with whom they would use this skill.
• What situations might lead someone to ignore
  directions?

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Social Skills Lesson Sample Following
Directions

• Teach the critical skill in steps
• Attend to the person giving directions
• Acknowledge (verbal or nonverbal) directions
• Ask clarifying questions as needed
• Comply
• Check back if appropriate
• Assess outcome

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Social Skills Lesson Sample Following
Directions

• Model examples and non-examples
• Provide actual and fictional stories
• Have students generate based on observed and
  personal experience
• Focus on choices and outcomes
• Provide more examples than non-examples
• End with an appropriate example

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Social Skills Lesson Sample Following
Directions

• Role play/practice with feedback
• Students are assigned varied roles
• Scenarios scripted or generated by the group
• Students and teachers observing provide specific
  feedback
• Scenarios should progressively match settings and
  actual situations

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Social Skills Lesson Sample Following
Directions

• Performance Feedback
• Adults recognize and reinforce skills
  demonstrated in natural settings
• Feedback should be frequent immediately following
  instruction
• Provide student opportunities to describe choices
  made and outcomes
• Re-teach when behavior lapses

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Social SkillsGeneralization Strategies

• Provide a range of useful skill variations.
• Teach and provide feedback in the targeted
  setting.
• 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.

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Social Skills Key Points

• 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, it is what they do!

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Activity 5Social Skills

• Using the lesson plan form, create a social
  skills lesson for a whole class or small group.
• Brainstorm other ways your team could use social
  skills lessons as part of a comprehensive
  school-wide plan
• When to teach?
• Who could teach?
• What audience(s)?
• What does the data tell you?

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Team Brag Borrow 5
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Self-Management
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Self-Management

• When behavior is initially learned by a student,
  the teacher is primarily responsible for managing
  the behavior (monitoring, reinforcement schedule,
  feedback, pre-correction, prompting).
• Once behavior is successfully managed over a
  period of time, move to student control of
  behavior (self-management).

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Self-Management

• Self-monitoring
• Student is taught to objectively record the
  frequency of a given behavior or class of
  behaviors
• Self-reinforcement
• Students are given opportunities to reward or
  reinforce their own behaviors

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Self-Management

• Self-Management is more likely to succeed if the
  student is interested in changing his/her
  behavior and is motivated to work for specified
  contingencies.
• The teacher must teach the procedure and provide
  several opportunities to practice.

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Self-Monitoring Getting Started

• Pre-Intervention (teacher and student)
• Goal-setting
• Developing criteria to meet goals
• Choosing reinforcements and
  consequences
• Select data collection approach

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Self-Management
Self-Monitoring

• Teaching the recording procedure
• Choose the specific behavior.
• Develop an easy to use recording method.
• event recording
• permanent product
• time sampling
• evaluation
• Define the recording schedule.

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Self-Management
Self-Monitoring

• Implementing a recording procedure
• Find times when both teacher and student can
  record behavior.
• Develop goals, criteria, and contingencies to
  encourage accurate responding.
• Plan reinforcement strategies.

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Self-Management
Self-Monitoring

• Increasing effectiveness of self-monitoring
• Provide immediate chance to record after targeted
  behavior or end of time.
• Give prompts as needed.
• Plan periodic checks for accuracy.
• Modify based on outcomes.

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Activity 6Self-Monitoring Practice

• Select a partner, one of you will b the teacher
  and the other the student
• Clearly define what on task will look like.
• For the next five minutes of the presentation,
  use the self monitoring grid to track the
  students on task behavior (one minute
  intervals)
• Collect data independently
• When the five minutes are up compare for accuracy

x
x
o
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Self-Management
Self-Reinforcement

• Preparing for self-reinforcement
• Reach consistent level of accuracy before fading
  teacher control over monitoring
• Maintain teacher control of reinforcement until
  self-monitoring is
  mastered
• Develop and agree upon
  self-reinforcement procedure

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Self-Management
Self-Reinforcement

• Implementing self-reinforcement
• Begin with immediate and contingent
  reinforcement, paired with natural reinforcement
• Gradually fade external reinforcement as student
  becomes fluent at self-reinforcement
• Move from tangible to natural reinforcers and
  immediate to intermittent schedules

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Self-Management Evaluating
Effectiveness

• Data collected in generalized settings
• Other teachers encouraged to monitor
  self-management and reinforce successful attempts
• Provide periodic "booster" sessions if
  generalized responding decreases

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Activity 7Self-Management Planning

• With a partner, discuss how your school could
  provide self-monitoring and self-reinforcement
  for students with at-risk behavior
• When could this be included?
• What target behaviors may respond to this?
• Which staff members should be involved?

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• Lunch On Your Own
• Enjoy your time

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Team Brag Borrow 6
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Mentoring Programs
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Mentoring

• Occurs when an experienced adult develops a
  personal relationship with a student through
  which the older adult or mentor encourages and
  guides the student.

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Mentoring Programs

• Part of a systems approach to providing
  additional interventions to students for whom
• Data indicates a need for secondary level
  positive behavior support
• Positive adult role models are lacking
• Academic difficulties are common
• Positive adult attention increases appropriate
  behavior

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Mentoring Programs Mentors

• Can be a school or community member
• Different relationship than typical school-based
  adult/child
• Commitment to continued presence at school
• Approachable/safe person
• Invested in the success of the student

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Mentoring Programs Mentors

• Provide guidance, support, and encouragement for
  the student while modeling such skills as
  effective communication, empathy and concern for
  others, and openness and honesty
• Commitment is ongoing, at least for entire
  academic year
• Support is unconditional and non-judgmental

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Mentoring Programs
Essential Components

• Involve a variety of school personnel
• Specify program goals and objectives
• Define target population
• Develop activities and procedures
• Orient mentors and students
• Ensure good match
• Monitor mentoring process
• Evaluate program effectiveness

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Mentoring Programs Sample
Program

• Elementary school
• High of free and reduced lunch
• High of minority representation
• 3rd year of PBS implementation

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Mentoring Programs Sample
Program

• Goals
• Reduce office referrals by 25
• Reduce office referrals for students identified
  as moderately at risk (secondary level)
• On-going monitoring/evaluation of program (twice
  a year)

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Mentoring Programs Sample
Program

• Structure
• Data-based student selection
• Designed to meet the needs of students with
  multiple referrals who
• exhibited attention-maintained behavior
• lacked role models
• experienced academic failure
• Obtained parent permission

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Mentoring Programs Sample
Program

• Implementation
• Provided 30 minute staff in-service
• Emphasized staff commitment/role
• Time to talk about students interests, issues,
  background, etc.
• Not responsible for homework or tutoring
• Not case management
• Shared district confidentiality policies
• Orientation meeting with students

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Mentoring Programs Sample
Program

• Implementation
• Mentors and students paired
• Scheduled mentor-student meeting times
• Recess/Lunch
• Before or after school
• During special classes (art, PE, music)
• During silent reading
• Obtained staff agreement on time commitment
• Provided ongoing support to staff
• Reported outcomes to staff

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Mentoring Programs Sample
Program

• Outcomes
• Reduction in Office Referrals
• 58 moderately at-risk students
• 20 school-wide
• Change in tone of teacher conversation
• Positive shift in parent views
• Positive administrative feedback

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Check-in Programs
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What is Check-In?

• Identified school staff provide structured
  support for students
• daily contacts
• written documentation of progress
• coordination with teachers
• Used in conjunction with other strategies as a
  component of the larger system
• Involves implementation steps similar to
  mentoring programs (goals, target population,
  orientation, training, evaluation)

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Check-in 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

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Check-in 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
• Parent Expectations
• Attend planning and review meetings
• Sign Contract Agreement and Report Form
• Review progress with child
• Communicate with school

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Check-in ProgramEvaluation

• Evaluate based on criterion for entrance into
  program
• Student attendance
• Work completion/grades
• Academic performance
• Completion of homework
• Parental/teacher involvement
• Quality of student-teacher interactions
• Frequency of meetings with counselor
• Office referrals
• Suspension/Detention/Time-out/etc.

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Check-In ProgramExample Lynn Road Elementary
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Lynn Road Check-in Program Goals

• Students were selected based on number of
  referrals to the office, low test scores and
  teacher input
• Goal was to reduce office referrals, help
  students build self esteem, develop positive
  relationships with adults, and increase academic
  performance

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Lynn Road Check-in Program Structure

• Adult check-in buddies were assigned based on
  student needs
• Students checked in with buddy twice a day (am
  and pm)
• Student was responsible for getting buddy
  initials after each check-in on calendar
• Check-in buddy asked two questions
• How is your day going?
• What did you do well today?

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Lynn Road Check-in Program Evaluation

• Test scores increased for all participating
  students
• Fewer office referrals overall for participating
  students
• Teachers reported that students were easier to
  connect with and became more confident in class

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Secondary School Check-In Programs

• The essential components are the same.
  Additional strategies
• Utilizing Advisor/Advisee relationship
• Use agenda/planners to track check-in times
• Build on naturally occurring relationships within
  extracurricular activities
• Access existing resources such as Behavior
  Support Teachers, Intervention Coordinators, SST
  Coordinators, etc.

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Students with At-Risk Behaviors
Review
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Social 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

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Self-Management

• Involves teaching all students in the small group
  a system to help them monitor and reinforce their
  own behavior.

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Mentors

• Adults who provide guidance, support, and
  encouragement for the student while modeling such
  skills as effective communication, openness,
  honesty, empathy, and concern for others.

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Check-in

• An adult makes contact with identified student at
  beginning and end of each day.
• Students obtain feedback on behavior throughout
  day.
• Effective strategy for students who seek adult
  attention.

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Activity 8 Interventions for At-Risk Behavior

• If you have secondary level interventions in
  place in your school, list discuss the
  effectiveness of the program(s).
• If you do not have secondary level
  intervention(s) in place in your school or are
  not pleased with the outcomes, discuss what you
  would like to see done differently and how this
  can be accomplished utilizing a systems approach.

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Activity 9PBS Team Meeting

• Continue your work from yesterday afternoon.
• Make sure to plan dates for upcoming PBS team
  meetings and coordinate these with your coach.
• Your coach is here to support your work!
• Consult training agenda for time frames.

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Conclusion

• Be sure to fill out the evaluation form before
  you leaveremember that your valuable input helps
  us to give you what you need.
• Enjoy the holiday season!

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We will see you all again for Module 3!

• Until then
• Focus time and energy on solidifying universal
  strategies before moving on to interventions for
  students with at-risk behavior.
• Continue with regular meetings.
• Your coaches are here to help you keep moving
  forward!

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HAVE A GREAT WEEKEND!