Welcome GLPS Staff !! Professional Development Day Fall 2003

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Welcome GLPS Staff !!Professional Development
DayFall 2003

• Todays Topic
• POSTIVE
• BEHAVIORAL
• INTERVENTIONS

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How many of you have used one or more of the
following, when a students behavior disrupts
your instruction time??

• DETENTION
• SUSPENSION
• ISOLATION
• VERBAL WARNINGS

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THE STATISTICS

• In one state, expulsions increased from 426 to
  2088 and suspensions went from 53,374 to 66,914
  over a four year period.
• A suburban high school with 1400 students
  reported over 2000 office referrals from
  September to February of one school year.
• An urban middle school with 600 students reported
  over 2000 discipline referrals to the office from
  September to May.
• Students reported, being suspended or expelled
  from school is one of the top three school
  related reasons for leaving school.

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You can see the challenges teachers face when
educating students with severe problem behavior
is increasing.

• These students represent 1-5 of the schools
  population, however they can account for 50 of
  the behavioral incidents handled by
  administrators, etc.

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The ways that educators have been trying to solve
these problems in the past, have not been
working!!

• What we need to do is find out WHY the student
  misbehaved in the first place.
• So how can we teach students more acceptable ways
  to behave????

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POSITIVE BEHAVIORAL INTERVENTION SUPPORT!

• Used to understand the individual who has the
  challenging behavior
• Used to find patterns that may be creating the
  challenging behavior
• Approach used when trying to understand the
  physical and social context of behavior

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Traditional Behavioral Mgmt. vs. PBIS

• Traditional Behavior Mgmt.
• Negative consequences
• Attempts to fix the student
• Views the student as the problem
• Focuses on reducing or eliminating the behavior

• Positive Behavioral Intervention Support
• Positive approaches!
• Changes the systems, settings, etc.
• Looks closely at the system, setting, etc. as the
  problem
• Created by a collaborative team

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Why should we consider PBIS at Grand Ledge High
School??

• Problem behavior in our school is occurring more
  often with even more intensity
• Students misbehave to reach a desired outcome or
  to satisfy a specific need
• Being able to understand why the behavior is
  occurring can provide us essential information to
  create a plan that will help eliminate these
  behavior problems
• Over time we should see remarkable changes that
  not only benefit staff and administrators, but
  also improve the quality of life of our students.
• It is a long term solution it changes the
  system not just the one child

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HOW DO WE GET STARTED?

• FUNCTIONAL BEHAVIOR ASSESSMENT
• We will use techniques and strategies to help us
  identity the reasons behind the certain problem
  behaviors.

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WHO SHOULD BE INVOLVED??

• Teachers
• IEP team (other teachers of the student, school
  psychologist, etc.)
• Parents
• Administrators

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Step 1 Determine How Serious the Problem Is

• Find out if the behavior is coming from boredom,
  fear of embarrassment, or too high of
  expectations within the classroom
• Is the students behavior is significantly
  different from his/her classmates?
• Have traditional behavior management strategies
  been unsuccessful?
• Is the students behavior a threat to the safety
  of other students or take away important learning
  opportunities from the other students in class?

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If you answered yes or if any of those apply to
your situation

• ..then we need to continue with a Functional
  Behavior Assessment!!
• On to Step 2..

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Step 2 Collecting Information

• Observe and record behavior of student in various
  settings
• Observe students taking part in various
  activities within the classroom
• Discuss students behavior with other school
  teachers, administrators, and family members

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Recording the Data

• Scatterplots are a great way to record
• When the behavior is occurring
• Single events that are triggering behavior
• Who the student is with when behavior occurs

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What Did You Observe??

• Did the behavior only occur in a particular
  location or setting? (classroom, playground,
  small group work, in a large group)
• How often does the behavior occur?
• Where there any events that took place
  immediately before or after the behavior?
• Was there anyone else present in the
  room/environment during the incident?
  (substitute, administrator, parent, peer)

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Step 3 Categorize the Behavior

• Now that we know when, where, and how often the
  behavior occurs, lets focus on the primary
  purposes
• Escape
• Tangible
• Attention
• Sensory

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ESCAPE

• STUDENT ESCAPES FROM PERSON, TASK, ENVIRONMENT,
  ETC.
• Example Students behavior may occur when
  teacher ask student to complete an assignment in
  class.

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TANGIBLE

• STUDENT DESIRES A SPECIFIC ITEM OR ACTIVITY.
• Example Student may have had an item taken away
  from him/her in the classroom, which leads to the
  behavior.

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ATTENTION

• STUDENT WANTS THE POWER OR DESIRES ATTENTION
  FROM OTHER STUDENTS OR ADULTS.
• Example Students behavior may occur when a
  substitute teacher or administrator is in the
  classroom, and student wants the attention
  focused on himself/herself.

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SENSORY

• STUDENTS BEHAVIOR FEELS GOOD OR MEETS A SENSORY
  NEED.
• Example Behavior usually occurs when the
  student is feeling stressed. Extreme
  frustration, hunger, fatigue can also bring on
  the behavior.

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Step 4 Develop a Behavior Intervention Plan

• Should contain strategies to teach the student
  replacement behaviors
• Should include POSITIVE strategies
• Must be agreed upon by students, parents,
  teachers, counselors, administrators, etc.

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What should the Functional Behavioral Assessment
Include?

• Clearly describes the challenging behaviors
• Identifies the events, times, and locations in
  which the behavior does or does not occur
• Contains the data that accurately supports the
  summary statements
• Includes a summary of what influences the
  challenging behaviors

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How Will We Know If It Is Working??

• Information on the effectiveness of the Behavior
  Intervention Plan will be collected regularly
• Plan may have to be redesigned or implemented in
  a few ways
• Support from others is needed to make sure the
  plan is working

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IS THERE EVIDENCE THAT PBIS WORKS??

• It takes time.we need to be patient!!
• Evidence supports that it takes 3-4 years to
  implement, and studies show the results are
  favorable
• One middle school saw a 54 reduction of office
  discipline referrals, and 300 fights per year
  were reduced to a handfull

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WE NEED SCHOOL-WIDE SUPPORT

• LETS GET STARTED
• Form the behavior support team
• Secure administrator agreement, support, and
  participation
• Commitment from at least 80 of staff

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MORE INFORMATION?

• There are many useful websites and books where
  you can find more information on Positive
  Behavioral Interventions Support.
• www.pbis.org

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THANK YOU FOR YOUR TIME!!

• GOOD LUCK
• AND HAVE A
• WONDERFUL
• AFTERNOON!!