Positive Behavior Support Module TwoDay One

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Positive Behavior SupportModule Two-Day One
PBS Team Bart Elliott Patrice Hardy Javier
Martinez Laura Phipps Mitzi Safrit Laura
Winter John Ringo, Coordinator
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In your packet

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

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Agenda

• Today
• Introduction and review
• Appointments
• Secondary level classroom-based interventions
• Team time
• Tomorrow
• Building relationships with students with at-risk
  behavior
• Increasing skills for students with at-risk
  behavior
• More team time and appointments

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Module 2 Outcomes

• At the end of these two days, teams will
• review universal strategies.
• understand when to move to secondary level
  interventions.
• explore options of interventions for students
  with at risk behaviors.
• review team processes.

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Participant Expectations Matrix
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Attention Signal

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

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New Reinforcement System

• Group reinforcement
• Refer to the team matrix for expected behaviors.
• Time sampling approach will be used by coaches.
• When a team is observed demonstrating the
  expected behaviors, a ticket is taken from the
  teams basket and entered in a drawing.
• Rewards are useful resources given to the PBS
  team as a whole.

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PBS Review
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The Winter Review Game

• Find the holiday themed object on your table.
• Read the PBS topic for review on the back.
• When we say, Go! find your mates.
• Discuss review topic together once matches are
  made.
• Prepare to teach the group.

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Positive Behavior Support
Climate Change
Proactive
Instruction

• A systems approach for establishing the social
  culture and individualized behavioral supports
  needed for schools to be effective learning
  environments for all students
• - Rob Horner, Ph.D.
• Co-Director National Technical Assistance Center
  for Positive Behavior Support

Positive Reinforcement
Collaborative Process
data
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Positive Behavior Support

• Establish and teach expectations to all students.
• Reinforce students who meet expectations (or at
  least are trying to).
• Reteach and shape behavior when necessary.
• Establish and teach consequences for behavioral
  errors.
• Support students who continue to engage in
  problem behavior though various supports.

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CONTINUUM OF POSITIVE BEHAVIOR SUPPORT
FBA/BIP De-escalation
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Social Skills Mentoring Check In Self Management
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Defining Teaching Expectations Routines
Procedures Reinforcement Systems Effective
Consequences
80
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(No Transcript)
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Social Competence Academic Achievement
OUTCOMES
Supporting Decision Making
Supporting Staff Behavior
DATA
SYSTEMS
PRACTICES
Positive Behavior Support
Supporting Student Behavior
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Team ProcessEffective Teams Reminders

• Meet frequently and regularly.
• Keep your coach informed of meeting dates, agenda
  items, and action plans.
• Review roles and tasks.
• Execute a well-planned, organized agenda.
• Stay on task and attend to the objectives of the
  meeting.
• End with action steps to be accomplished before
  the next meeting.
• Delegate tasks to committees when needed.

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Universal StrategiesSchool-wide Reminders

• Under ideal conditions, a PBS school will
• have a mission statement with clearly defined
  goals.
• define expected behaviors for all stakeholders.
• teach expected behaviors in context.
• encourage expected behaviors.
• respond consistently to problem behaviors.
• collect and review data to drive
  decision-making.

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Universal Strategies Specific Settings Reminder

• Under ideal conditions, a PBS school will
• have a matrix that defines expectations in all
  settings.
• teach expectations in context.
• reinforce students for meeting expectations.
• modify physical characteristics as needed.
• maintain effective routines.
• consistently monitor and evaluate systems.

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Universal Strategies Classroom Level Reminders

• Under ideal conditions, PBS teams will
• discuss if classrooms should be included on the
  school wide matrix.
• create a classroom matrix, if desired.
• schedule a date for their PBS coach to deliver
  classroom management training to the whole staff.

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Universal Strategies Classroom Level Reminders

• Under ideal conditions, teachers in a PBS school
  will
• model, encourage and reinforce expected
  behaviors.
• acknowledge progress toward expected behaviors.
• view problem behaviors as learning errors.
• recognize relationships between academic, social
  and behavioral success.

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Universal Strategies Responding
to Behavior Violations Reminders

• Under ideal conditions, a PBS school will
• define and categorize problem behaviors.
• utilize a coherent office behavior referral
  process.
• train staff on appropriate use of behavior
  management systems.
• apply a continuum of effective consequences.

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Activity 1 Universals Action Planning

• As a team, complete the first three sections of
  the implementation inventory (school-wide,
  classrooms, non-classrooms).
• Review levels of implementation and create action
  items in order of priority for your school.
• Coaches are here to help!

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Activity 2 Appointments

• Using your appointment sheet, schedule meetings
  with six individuals from other PBS teams.
• You should meet with a different person during
  each scheduled appointment to discuss the
  assigned topic.
• Make sure both people have a chance to share
  ideas.
• Use your bright ideas sheets to keep track of
  ideas.

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Appointment 1School-wide Expectations
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Interventions For Students With At-Risk Behaviors
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Interventions for Students with At-Risk
BehaviorsOverview

• Moving to secondary level interventions
• Basics of behavior
• Classroom interventions
• Secondary level interventions (Day 2)

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Tertiary Prevention Specialized
Individual Systems for Students with High-Risk
Behavior
CONTINUUM OF SCHOOLWIDE POSITIVE BEHAVIOR SUPPORT
5
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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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Moving to Secondary Level Interventions

• Use data to determine who needs more support.
• Aim interventions at the largest group possible.
• Understand why problem behavior occurs in order
  to implement the best possible strategy.

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Basics of Behavior
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Behavior Principles

• Behavior is learned.
• Every social interaction you have with a child
  teaches him/her something.
• Relationships matter!
• Behavior alters when those involved have a prior
  positive relationship.

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Behavior Principles
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Behavior Principles
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Behavior Principles

• There are associations between behavior,
  teaching, and context.
• People engage in behavior to get what they find
  reinforcing or to avoid what they find aversive.
• Need is determined by observing what happens
  prior to and after behavior.

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Behavior Principles

• Behaviors occur because they are signaled by an
  event in the environment (antecedent) and
  reinforced by consequences.
• When X happens, there is a high degree of
  likelihood that Y will result.

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Behavior Principles The ABCs of Behavior

• Understanding purpose of behavior comes from
  repeated observation of
• A Antecedent (stimulus before the behavior)
• B Behavior (observable and measurable act)
• C Consequence (what occurs after the behavior
  that serves to maintain or increase frequency of
  behavior)

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Behavior Principles Antecedents

• Antecedents are events that happen before the
  behavior.
• There are two types of antecedents
• Conditional
• Situational

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Behavior Principles Conditional
Antecedents

• May happen in or out of the classroom
• Increase the likelihood that behavior will occur
• Oversleeping
• Medication or lack of medication
• Hunger
• Conflict with a particular person

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Examples of Conditional Antecedents

• If Andrews medication changes, he is less likely
  to engage in academic tasks first thing in the
  morning.
• If Casey gets less than four hours of sleep the
  night before, it is very likely she will throw
  herself on the ground and cry as soon as she gets
  off the bus.

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Behavior Principles Situational
Antecedents

• Behavior triggered by specific event
• Changes to regularly scheduled events due to bomb
  threats, fire drills, etc.
• Teasing/sarcasm/threats
• Challenged by others
• May be consistent
• Assemblies
• DEAR Time
• May be unique to one situation
• Field trips to the zoo
• Substitute teacher

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Examples of Situational Antecedents

• If 7th graders are asked to participate in an
  assembly with the 8th graders, it is more likely
  that major disruptions will occur.
• If Jeff sits next to Stuart during small group
  activities, it is very likely Jeff will shout
  profanities and leave the classroom.

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Behavior PrinciplesBehavior

• Behavior is
• anything that we say or do.
• how we react to situations and/or conditions.
• learned because a purpose or function is served.
• repeated because a desired outcome occurs.

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Behavior PrinciplesConsequences

• Behaviors that lead to satisfying outcomes are
  likely to be repeated.
• Behaviors that lead to undesired outcomes are
  less likely to be repeated.

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Behavior PrinciplesConsequences

• Behavior is affected by its consequences
• Emily raises her hand. Emilys teacher calls on
  her to share. She is likely to continue to raise
  her hand to share ideas.

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Behavior PrinciplesConsequences

• Behavior is strengthened or maintained by
  reinforcement
• Adam correctly completes his assignments. He is
  allowed extra time on the computer. He will
  likely continue to complete his assignments again
  because he enjoys computer time.

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Behavior PrinciplesConsequences

• Behavior is weakened by withholding consequences
  that have maintained it
• Riley constantly fidgets and taps her pencil to
  get the teachers attention. Instead of scolding
  her, the teacher gives positive attention to
  another student sitting quietly. Riley is more
  likely to sit quietly to get the teachers
  attention.

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Behavior Principles Consequence

• To understand the consequences of a behavior,
  consider
• What is the pay-off?
• What does the student get?
• What does the student avoid?

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Effects of Consequence on the Behavior
CONSEQUENCE EFFECT ON BEHAVIOR
Behavior is likely to continue Usually this
behavior will not reoccur in same situation No
reoccurrence is probable
Desirable Undesirable None
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Activity 3Basics of Behavior Quiz

• Complete the quiz on your own.
• Pair with a neighbor.
• Compare answers.
• Discuss relevance of this information to planning
  effective interventions for students.
• Watch for the attention signal.

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Appointment 2Teaching Expectations
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Lunch On Your Own Enjoy your lunch and PLEASE
return on time!
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Secondary Level Classroom-based Interventions
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Secondary Level Classroom-Based Interventions

• Utilize universal classroom strategies
  consistently.
• Explore new approaches for students with at-risk
  behaviors.
• Implement strategies over a reasonable time frame
  to benefit maximum number of students.
• Collect data.
• Review and modify.

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Secondary Level Classroom-based Interventions

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

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Secondary Level Classroom-based
InterventionsCognitive Routines

• Structure creates safety and comfort by providing
  a sense of purpose, guidelines, and a means to
  anticipate.
• Operate under the assumption that the routine is
  not clear or has not been mastered when it is not
  demonstrated.

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Secondary Level Classroom-based
InterventionsCognitive Repetition

• If its important, say it again!
• Repetition is a natural way for the brain to
  determine importance.
• Information will be available when it is ready to
  be processed.
• Repetition can occur through symbolic
  attachment.

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Secondary Level Classroom-based
InterventionsSurface Management Proximity

• Physical presence of teacher can encourage or
  discourage behavior.
• Teacher circulates room, moving closer to student
• Can range from standing nearby to placing hand on
  desk or even student
• Occurs without any public acknowledgement or
  stopping of instruction

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Secondary Level Classroom-based
InterventionsSurface Management Antiseptic
Bouncing

• Allows the student to exit setting briefly and
  minimizes escalation of behavior.
• Signal student to leave while saving face.
• Student travels to an prearranged area to
  complete a specific task.
• Exit is not seen as a punishment.

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Secondary Level Classroom-based
InterventionsSurface Management Humor

• Humor can be used to effectively redirect
  behavior.
• Allows everyone to save face.
• Caution sarcasm ? humor
• It is crucial to a have a relationship with the
  student prior to using humor.
• Be sure to consider age and cognitive development.

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Secondary Level Classroom-based
InterventionsSurface Management Planned
Ignoring

• This is a refusal to respond.
• It is useful for low-intensity, attention seeking
  behaviors.
• No eye-contact, emotion, or proximity.
• It begins immediately upon behavior initiation.
• Pair ignoring with reinforcement of correct
  behavior.

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Secondary Level Classroom-based
InterventionsSensory Music

• Some students process information better when
  paired with music.
• Is useful to facilitate student transition.
• Impacts and helps regulate mood.
• Can be used as learning tool.

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Secondary Level Classroom-based
InterventionsSensory Movement

• Gross and fine motor movement
• Repetitive movement can improve recall.
• Can increase engagement and time on task in
  students seen as distracted and/or inattentive.
• Provides stress reduction.

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Secondary Level Classroom-based
InterventionsSignaling Cueing

• Visually or verbally based prompts and reminders
• improve overall communication when paired with
  language.
• help to clarify perceptions and process
  information during stress.
• gain student attention by signaling the brain as
  to what is important.
• minimize disruptions to the learning process.

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Activity 4 Secondary Level Classroom-based
Interventions

• Note the strategy on your teams table agenda.
• Discuss how to apply strategies for at-risk
  students in classroom or other settings.
• Be prepared to report a strategy to the whole
  group.

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Appointment 3Reinforcement Systems
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Activity 5PBS Team Meeting

• Review action ideas created in activity one and
  your teams action plan in order to begin PBS
  work.
• PBS coaches will be available!

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Conclusion of Day One

• Any questions?
• We will see you tomorrow at 830.
• Have a safe drive home!