PBS Team Training

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PBS Team Training

• Module 2 Universal Implementation

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(No Transcript)
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Modules developed by the University of Missouri
Center for School-wide PBS and revised by
North Carolina PBS Trainers
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Expectations

• 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

• Trainer will raise his/her hand
• Participants will raise their hand and wait
  quietly

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Institute 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

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Training Matrix
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PBS 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

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Module 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

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Module 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

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• Before we begin
• Lets review

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Positive 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

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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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School Improvement
Workbook Pages 1-2
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CONTINUUM OF POSITIVE BEHAVIOR SUPPORT
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Positive Behavior Support
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School-wide Systems of Positive Behavior Support

• Utilize data-based decision-making
• Focus on the use of a continuum 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

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School-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 taught
• Positive behaviors are publicly acknowledged

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School-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
• ALL Students

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Universal Strategies School-wide

• Statement of purpose
• 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

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PBS Team Responsibilities

• Assess behavior management practices
• Examine patterns of behavior
• Obtain/Retain staff commitment
• Develop a school-wide plan
• Obtain parental participation and input
• Oversee, monitor, and evaluate all planned
  objectives and activities developed by the team

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PBS Team Responsibilities

• Once practices are established teams
• should meet at least once a month to
• Analyze existing data
• Make changes to the existing database
• Problem-solve solutions to critical issues
• Develop/Review Action Plan

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Team 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?

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Its Time to Consider Secondary PBS
Implementation When

• Universals are not sufficient to impact behavior
• Students display chronic patterns
• Concerns arise regarding students behavior

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Why is it so critical to build School-Wide
Interventions before implementing Secondary and
then Tertiary Interventions?
Jenga
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Positive Behavior Support
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Secondary Systems

• Ensuring that all staff are using best classroom
  practices
• Rationale Brain-based learning
• Cultural Responsiveness
• Effective Teaching Plans
• Secondary Team Functions
• Function Based Intervention
• Data Decision Rules
• How Students Access Targeted Interventions

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The Science of Learning
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HUMAN NATURE

• Is stubborn and inflexible. We do more of the
  same even when it doesnt work.
• American culture encourages us to look for the
  quick fix.

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What is perceived by the brain determines the
chemical response.
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Activity
LABELS
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How one interprets reality when under stress is
most reflective of ones significant life
experiences.
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• The Brain Begins to Customize Itself for its
  Particular Lifestyle

• by pruning away unneeded cells and
• billions of unused connections.
• 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?

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The 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 get from learning this?
• Do people that matter to me know or want to know
  this?

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The 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

Limbic System
Cortex
Midbrain
Brainstem
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To Avoid Functioning in Limbic Mode

• In your classroom, students must feel
• Safe
• Wanted
• Successful

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The Chemistry of Attention

• Dopamine levels decrease as focused attention
  time is required or enforced
• Dopamine regulates emotion, movement, and thought
• Research suggests 8-12 minutes of maintained
  attention for grades 3-7
• When learners are drowsy or out of it, its
  likely that brain chemical levels are low

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How should we plan instruction?

• Provide engaging activities
• Physical movement
• Use humor
• Play music
• Change location
• Drama/Storytelling
• Games
• Discussions
• Celebrations

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How should we plan instruction?

• Rotate styles of instruction to provide strong
  contrast
• mini-lectures
• group work
• peer feedback
• Reflection
• individual work
• team time
• Computers
• student-led teaching

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How should we plan instruction?

• Use emotion to trigger attention
• Alert Students Senses
• Trigger Significant Memories
• Introduce a Sense of Novelty
• Build in time for processing and rest so
  information has a chance to make it into
  long-term memory

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How should we plan instruction?

• BONUSphysical activity triggers release of
  hormones that enhance neural communication,
  elevates mood, and assists in long-term memory
  formation!!

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Creating a Climate for Learning

• Clear, Positive Expectations
• Clear Rules
• Positive Role Modeling
• Acceptance of Shaping
• Respect for Each Student

• Limit Setting
• Praise
• Procedures Routines
• Positive Reinforcement
• Structured Academic Success

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A childs life is like a piece of paper on which
every passerby leaves a mark.Chinese Proverb
Activity Johnnys Story
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Culturally Responsive Instruction
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Culturally Responsive Instruction

• Acknowledge students differences as well as
  their commonalities
• Validate students cultural identity in classroom
  practices and instructional materials
• Educate students about the diversity of the world
  around them
• Promote equity and mutual respect among students
• Assess students ability and achievement validly

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Culturally 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

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Think, 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?

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Effective Teaching Plans
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Whos In Charge of the Mood of the Classroom?
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• 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

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Effective 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 strategies (academic
  and social)
• Provide direction for needed PBS system supports

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Components of An Effective Teaching Plan
Workbook Pages 4-6

• Define classroom rules based on school-wide
  expectations
• Outline routines (attention signal, etc)
• Establish schedule 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

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Sustaining and Maintaining Effective Classroom
Practices

• Ongoing staff development
• Effective teaching plan
• Peer coaching
• Mentoring
• Supportive environment
• Team based problem solving
• Positive parent contact

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Effective 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
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Team Time

• How can our team help all teachers in our
  building utilize Best Practice in the Classroom?

Workbook Page 7
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Secondary Team Systems
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Secondary Team Systems

• Function Based Intervention
• Data Decision Rules
• How Students Access Targeted Interventions

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Function Based Interventions
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To correctly match appropriate interventions to
problem behaviors, teams will rely on the science
of behavior.
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Basics of Behavior

• Behavior is learned
• Every social interaction you have with a child
  teaches him/her something

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Functional Perspective

• Every behavior serves a purpose
• (every picture tells a story
• 
  
• Every behaviors purpose is to meet a need
  (either real or perceived)
• The WHY of behavior

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Think, Pair, Share

• How would knowing the function of problem
  behavior assist in developing interventions?

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Brief 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.

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Behavior Interventions

• Look for opportunities to
• Prevent problem behavior from occurring
• Teach an acceptable alternative behavior
• Reward a positive behavior

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Behavioral Interventions
Workbook Page 8
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Team Time

• List the Student Support Programs being offered
  in your school now. Decide which behavioral
  needs are met by each program.

Workbook Page 9
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How will students access Secondary Interventions?
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Access 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

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Working 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

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Targeted Intervention
Targeted Intervention
Targeted Intervention
Team Assessment of Function
Workbook Page 10
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Referral 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
• Form
• To Whom

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Referral 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

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Team Time

• Complete Part I and Part II of the CISS to help
  you plan for implementation of Secondary Systems

Workbook Pages 11-17
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Common Questions

• -or-
• We know what youre really thinking

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Do Problem Students Deserve Positive Attention?

• Students are not equal.
• Some have received a lot of attention from
  infancy.
• Some have received very little attention.
• Many have only received negative attention.

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When I Change Interactions, Am I Giving a
Misbehaving Student Her/His Way?

• The teacher begins to take control by initiating
  interactions while the student is being
  responsible.

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Is it Appropriate to Give Even More Time and
Attention to Students Who Misbehave?

• Reducing the amount of attention the student gets
  for misbehavior and increasing attention for
  appropriate behavior is not changing the time It
  is simply restructuring your time.

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Wont the Students Know The Positive Attention is
Phony?

• Over time, positive interactions become normal
  and the student is likely to invite more natural
  positive interactions.

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What Do You Do When You Just Dont Like the
Student?

• Be professional!

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Supporting Staff Behavior
SYSTEMS
Positive Behavior Support
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Secondary Practices

• Effective Classroom Practices
• Targeted Small Group Interventions
• Small group social skills instruction
• Mentoring
• Check-in/ Check-out or BEP

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Practices In The Classroom
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What is the single best practice to reduce
problem behavior in the classroom?
AN EFFECTIVE AND ENGAGING LESSON PLAN!
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Practices in the Classroom

• Assess Physical Arrangement of Classroom
• Establish Behavioral Expectations/Rules
• Encourage Expected Behavior
• Minimize and Correct Student Behavior Errors
• Provide Effective Instruction

Workbook Pages 18-21
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Physical Arrangement
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Physical 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 student work.

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Classroom 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?

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Think, 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

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Establish Expectations, Rules, and Routines
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Establish 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 FLUENCY
• Reinforce consistently

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Teaching 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?

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Teaching 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.
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Establish Procedures Based on Expectations

• Develop a Schedule
• Teach an Attention Signal
• Teach Routines for Repetitive
• Tasks
• Use Precorrects

Let's take a closer look!
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Develop Classroom Schedule

• Establish predictable schedules
• illustrate with icons, time, etc.
• Schedule non-instruction time
• administration time
• personal time
• Evaluate the variety and time for each activity.

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Develop 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.

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Sample 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

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Teach Attention Signal

• Always use a simple portable cue to prompt
  students to listen.
• Avoid starting instruction until all students are
  attending
• Reinforce students who attend immediately
• Provide specific verbal praise to peers to
  redirect students
• Consistency, consistency, consistency!

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Think, 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?

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Routines

• 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.

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Effective 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

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Effective RoutinesWhy They Help Manage Behavior

• Support for transition times and basic
  activities that happen on a regular basis
• Establish predictability
• Clear Expectations for Student Behavior
• Clear Expectations for Adult Behavior

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Teach 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?

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Effective Routines

• Use Think-Pair-Share to brainstorm a list of
  procedures teachers need to teach
• You have 2 minutes
• Share your list!

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Give Precorrects

• Precorrects function as reminders
• Opportunities to practice
• Prompt for expected behavior
• Especially helpful before teacher anticipates
  behavior learning errors

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Precorrect 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.

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Encourage ExpectedBehavior
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Encourage 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 disruptive behaviors
• (Sutherland, 2000)

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Encourage Expected Behavior Verbal Feedback

• Timely and Accurate
• Specific and Descriptive
• (Tie to school-wide expectations)
• Contingent
• Age-appropriate
• Given in a Manner that Fits Your Style

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Examples of Non-Verbal Feedback

• Wink
• Nod
• Thumbs-up
• Pat on the back
• High-five
• Hug (when and where appropriate)

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Ratio of Interactions

• Strive to keep an 81 ratio of positive-to-negativ
  e 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

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Increasing 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

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Increasing Positive Interactions

• Based on the concept that most students want and
  need adult attention.
• Leads students to feel like valued members of the
  learning community

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Positive Interactions

• It sounds so easy
• but it can be so difficult!

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Think, 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

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Techniques to Improve Compliance

• Do not use a question format
• Get up close
• Use a quiet voice
• Make eye contact
• Give them time

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Techniques to Improve Compliance

• Tell them only twice
• 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

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Increasing Opportunities to Respond Active
Participation

• Encourages everyone to become involved in
  learning
• Increases rate of responses of all learners
• Increases attainment of material presented
• Allows reluctant learners a secure environment to
  practice
• Decreases inappropriate or off task behavior

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Whole Group Oral Response

• Strategy for reviewing or memorizing information
• Students repeat information in unison when
  teacher prompts

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Practice Time!

• Students should be reinforced at a rate of _____
  to ______.
• Universal strategies used in classroom management
  are to teach rules and _________.
• PBS stands for_________________.

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Whole 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

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Whole Group Written Response

• Plan for short written responses (not more than
  one item)
• Teach 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

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Small 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

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Minimize and Correct Student Behavior Errors
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Techniques to Minimize At-Risk Behaviors

• Surface Management
• Cognitive Approaches
• Sensory Strategies
• Signaling Systems

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Surface Management Proximity

• Physical presence of the teacher is an
  external 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!

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Surface 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 prearranged.

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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 should not be used!
• Caution If you said it, and you are the only one
  laughing, it wasnt really funny!

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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 the correct behavior

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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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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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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.
• Provides multiple reinforcement opportunities

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Activity
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Sensory 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

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Signaling 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

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Signaling Systems VISUAL 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.

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Signaling 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.

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What should be your first strategy to address
repetitive student behavior errors?
RE-TEACH!
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Correct Student Behavior Errors

• Emotion Free response
• More effective if students have been taught
  expected behaviors
• Minimize attention other than to signal an error
  has occurred
• Praise for appropriate behavior

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Correct 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.

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Utilize Effective Reinforcement Strategies
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Effective 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.

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More Reinforcement Strategies

• Group contingencies or individual systems
• Yes/no bag
• Compliance matrix
• Lottery tickets

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The 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!)

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Steps 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.

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Yes 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.

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Compliance Matrix
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Lottery 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.

148
Targeted Social Skills Instruction
149

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

150
Teaching 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.

151
Two 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
• Prompted social initiations
• Home and school rewards
• Individual and group contingencies

152
Assessment of Social Skills

• Skill based deficit
• Provide strong incentive to observe if student
  can perform under such conditions.

153
Assessment 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.

154
Social Skills Instruction

• Direct instruction
• Skill based approach
• Social problem solving
• Strategy based approach
• Opportunistic 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

155
To effectively teachsocial skills you must
ALWAYS determine what you want the student to
do INSTEAD
156
Social Skill Areas

• Cooperation skills
• Assertion skills
• Friendship skills
• Empathy skills
• Self-control skills
• School and classroom skills

157
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

158
Social Skills Instruction for Small Groups

• Select group students with similar needs
• Type of problem behavior
• Intensity of problem behavior
• Age/Developmental Level
• Gender
• Develop Group Behavior Management Plan

159
Social 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

160
Social 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

161
Social Skills Instruction for Small Groups

• Select curricula and write lessons
• Tell, Show, Practice, Assess, Repeat
• Teach replacement behaviors
• First Day Lesson

162
Social Skills Instruction for Small Groups

• Select curricula and write lessons
• Rationale
• when and why
• Modeling
• Role play
• Feedback
• Coach to fluency

163
Generalization 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).

164
Generalization Strategies

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

165
Social 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)

166
Social Skills Instruction for Small Groups

• Evaluate effectiveness
• Pre/Post Data Comparison
• Teacher/Parent Feedback
• Student Assessment

167
Social 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.

168
Following 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.

169
Following Directions

• Model examples and non-examples.
• Provide an example from your life of when you
  followed directions.
• Provide more examples than non-examples.

170
Following 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.

171
Critical Components of Behavior Instruction

• Teach the skill.
• Demonstrate the skill.
• Provide multiple opportunities for practice with
  feedback.
• Reinforce and encourage when students demonstrate
  the skill.

172
Key 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.

173
Published 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!!!
174
Team 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.

175
Mentoring
176
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.

177
Mentoring

• Part of a systems approach to providing
  critical intervention for students who
• Lack a role model
• Experience academic failure
• Maintain behavior with adult attention

178
Mentors

• Official/non-official adult friend/confidant
• Persistent presence around the school
• Universally recognized
• Approachable
• Cheap/cost effective

179
Mentors 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
• Commitment for entire academic year
• Requires a shift in student-adult relationship

180
Implementation/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

181
Essential Components of Mentoring Programs
Continued

• Orient mentors and students
• Monitor mentoring process
• Ensure a good match
• Evaluate program effectiveness

182
Involve 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

183
Personnel

• Community Volunteers
• Local businesses
• Grandparents
• Retired individuals
• Universities
• High schools
• Local service agencies
• Advisory board consisting of school personnel,
  students, and parents

184
Determine 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

185
Define Target Population

• Clearly define population and selection criteria
• Academic failure, absentees, etc.
• Age/grade level

186
Develop Activities and Procedures

• Determine length and frequency of mentor-student
  contact
• Daily
• Weekly
• Monthly
• Activities should be planned in advance and
  placed on a schedule to be shared with
  participants

187
Example Mentor and Student Calendar of Scheduled
Activities for the Year
Workbook Page 25
188
Orient 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

189
Monitor Mentoring Process

• Continuous monitoring to determine success
• Provide ongoing support for the mentor
• Formal/informal
• Where
• When
• How often

190
Ensure Good Match

• Predictors of a good match
• Personality
• Common interests
• Natural bonds
• Gender
• Most important
• Mentors ability to empathize

191
Successful 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)

192
Mentoring 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 parent permission

193
Mentoring 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

194
More 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

195
(No Transcript)
196
Mentoring 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

197
Check-In
198
Check-In

• is another systems strategy that can be used in
  conjunction with other strategies or as a
  component of the larger system.

199
A Check-In Example

• Fern Ridge Middle School
• High Five Program The BEP

Workbook Pages 26-31
200
Goals 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

201
Check-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 seek adult attention

202
BEP 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

203
BEP Program Structure

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

204
BEP 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

205
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)
206
Team 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
207
Supporting Staff Behavior
SYSTEMS
Positive Behavior Support
208
Data

• Small Group Outcome Data
• Data decision rules
• Data Collection Tool DBR
• Evaluation of Secondary level of PBS

See Data Manual pages 33-35
209
Small Group Outcome Data
210
Small 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

211
Small 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.

212
Small Group Outcome Data

• How will collecting this data impact
• Teachers
• 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

213
Triangle of Student Referrals
214
Data Decision Rules
215
Data Decision Rules

• Can be used by teams to determine set points
  where students will be referred for additional
  support
• Can be used to determine focus of implementation

216
Data 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

217
Data Decision Rule Examples
Workbook Page 33
218
Data Collection Tool DBR
219
Defining Characteristics of the DBR (Direct
Behavior Report)

• 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)

220
Many 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
• range of behaviors

221
ExampleStandard DBR
Workbook Page 34
222
Who are those kids?

• Create an excel spreadsheet to track
  interventions such as check-in/check-out,
  mentoring, or social skills group outcomes.

223
Create a chart to show the number of referrals
students received prior to intervention.
224
Create a chart to show the number of referrals
students received pre- and post- intervention.
225
Evaluationof Targeted Interventions
226
Evaluate Program Effectiveness

• Pre-test/post-test comparison of criterion for
  entrance into program (attendance, grades,
  suspensions, etc.)

227
Evaluate Program Effectiveness

• Possible outcomes Increase in
• Student attendance
• Work completion/grades
• Academic performance
• Completion of homework
• Parental/teacher involvement
• Positive student-teacher interactions

228
Evaluate Program Effectiveness

• Decrease in
• Meetings with counselor
• Office referrals
• Time outs
• Suspension
• Detention

229
Practical Suggestions

• Keep in mind the importance of communication,
  especially listening
• Remember your purpose
• Get parents/community involved
• Continue ongoing assessment of program
  effectiveness

230
Additional Support

• www.ncpublicschools.org/positivebehavior/
• Regional Coordinator contact information
• Resources (also Workbook page 36)
• Links
• Data Manual Collection Tools
• Implementation Survey Tools

231
Team 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?