Positive Behavior Supports

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Positive Behavior Supports at the Iowa Juvenile
Home
Iowa Juvenile Home Toledo, IA 52342 [phone]
Craig Rosen Principal crosen_at_dhs.state.ia.us
A Philosophy for education and treatment
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Maine to pay 600,000 in youth detention center
settlement PORTLAND, Maine (AP) The state
will pay 600,000 to settle a lawsuit by a former
resident at the Maine Youth Center whose charges
of excessive restraint and isolation led to a
management shake-up in the states juvenile
corrections system.
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• The Challenge
• Exclusion and punishment are the most common
  responses to conduct disorders in schools.
• Lane Murakami, (1987)
• Rose, (1988)
• Exclusion and punishment are ineffective at
  producing long-term reduction in problem behavior
• Costenbader Markson (1998)

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Social Competence, Academic Achievement, and
Safety
Positive Behavior Support
OUTCOMES
Supporting Decision Making
Information
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
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• Three levels of interventions
• School-Wide Interventions
• Common behavioral expectations
• Targeted Interventions
• Interventions and environments which are designed
  to meet the needs of multiple students
• Individual Interventions
• Functional Behavior Assessments
• Determines what the function of a specific
  behavior and what environmental factors are
  maintaining it

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Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
CONTINUUM OF SCHOOL-WIDE POSITIVE
BEHAVIOR SUPPORT Average MS/HS
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Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
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Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
80 of Students
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CONTINUUM OF SCHOOL-WIDE POSITIVE
BEHAVIOR SUPPORT  
 
Tertiary Prevention -Level III Services -31
Student to teacher ratio -Functional Behavior
Assessments -Highest level of supervision and
security
Continuum of School-Wide Positive
Behavior Supports IJH
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Secondary Prevention -Level II Services -51
Student to teacher ratio -Limited integration
into general education classes -Targeted
Interventions
Primary Prevention -General Education -81
Student to teacher ratio -School-Wide
PBS -Problem Solving Process -AEA Support
Services -Vocational Programs Staff, Settings
46 Tertiary Prevention
25 Secondary Prevention
Primary Prevention -Level I Services -81
Student to teacher ratio -School-Wide
PBS -Paraprofessional support
29 Primary Prevention

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Define School-wide Expectationsfor Social
Behavior

• Identify 3-5 Expectations
• Short statements
• Positive Statements (what to do, not what to
  avoid doing)
• Memorable

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The Circle of Courage Central Values for
Empowerment
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• CURRICULUM FOR TEACHING THE CIRCLE OF COURAGE
  SCHOOL-WIDE BEHAVIORAL EXPECTATIONS
•  
• Define the Expectation Location/Situation
• Mastery is achieving your goals-Using time
  wisely while in class
• Provide a Rationale
• When time is used wisely you are able to get
  more things done, the more things
• (assignments) that are completed in class
  increases the students grade.
•  
• Teach the Critical Discrimination
•  
• Demonstrate Unacceptable Behavior (what the
  behavior does not look like)
• Being tardy without valid excuse
• Talking with others when assignment is due, but
  not completed
• Asking the same questions multiple times

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• Practice Telling the Difference with Multiple
  Examples
• Student comes in after talking with a friend in
  the hall she arrives in class after the bell. A
  student who is showing this skill for using
  management will still have time to do some
  talking in the hall, but also allows time to get
  to class.
• While completing a worksheet over the last
  chapter, the student decides to discuss what is
  for lunch. The assignment is incomplete when the
  bell rings to end class. A student that is
  showing mastery of time management is able to
  complete their worksheet and waits for the next
  prompt or assignment from the teacher.
• On Friday a student is wrapping up their work
  for the week. The student asks if they can listen
  to the radio while working, the teacher replies
  no. A few minutes later the student again asks
  to listen to the radio. The student who shows
  mastery of time management may ask the question
  and not get the answer they want, but continues
  work on their assignment, without argument, until
  completed.
•  

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• Teach for Fluency
• Helping students master the appropriate
  behavior. (Role play feedback)
• Ask students to give examples of both
  appropriate and inappropriate use of classroom
  time in relation to your 3 areas identified
  above. From their examples hold guided
  discussions identifying the pros and cons of
  each situation.
• Plan for reinforcing (transfer use of the
  skills)
• Acknowledge appropriate behaviors regularly
  during class through both verbal and tangible
  positives. Goal of 51 (5 positive interactions
  for every negative)
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• How will this skill be maintained
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• Schedules for re-teaching
• Expectations and skills should be consistently
  reinforced during classes as well as formally
  re-taught at a minimum of once a semester.
• Plan for reinforcing (transfer use of the skills)
• Award positive behavior on behavior data sheet.
  Give certificate of mastery to those who
  participated correctly. Verbally acknowledge
  demonstration of skills.
•  

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IJH Efforts -Goal of a 51 ratio of positives to
negatives (verbal acknowledgement, positives,
etc) -Point system where students would receive
0-4 points in each class depending on their
behavior. Points that are earned would not be
able to be taken away. Points could then be
redeemed daily, weekly, and monthly for
privileges. -Monthly award assemblies based upon
the values of the Circle of Courage. -Student of
the Month
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Discourage and Interrupt Problem Behaviors

• Do not ignore problem behavior
• Office Discipline Referral Forms (SWIS.org)
• Clear guidelines for what is handled in class
  versus sent to the office
• Prevent problem behaviors from being rewarded.
• Do not expect negative consequences to change
  behavior patterns. Negative consequences are a
  way to keep the lid on. Teaching changes
  behavior.

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IJH Efforts -Classroom removals are being
tracked through SWIS data system. -A clear
distinction was drawn between behaviors that were
handled in the classroom and what was sent to the
office. -Using functional assessments to
uncover the motivation for a students behavior
and develop ways to limit the positive
reinforcement for negative behaviors. (i.e. a
student who wants to escape a class or assignment
by acting out. In the past, students were often
rewarded by being removed from class. Our goal
now is to intervene before the student acts out
and teach an alternative skill for escape that is
more socially acceptable. A common set of
consequences are also being developed to develop
more consistency.
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Gathering and Using Information for
Decision-Making

• Using information for effective problem solving.
• Using information to guide sustained
  implementation.
• Decisions regarding systems and individual
  students are based on data rather than opinions.

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IJH Office Discipline Referrals by time of day
for 03-04 school year (through January)
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IJH Average Office Discipline Referrals per Day
Per Month for 03-04 school year (through March)
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• Targeted Interventions
• I. Alternative Classroom for males
• Created a more structured environment for 4-6
  male students.
• Program was implemented at the end of December
  03.
• Data shows a 37 reduction in males being removed
  from class over a 3-month period.
• All students are doing better academically.

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• II. Alternative Clinical Setting for females
• Created a more structured environment in the
  clinical department for 4-6 females.
• Program was implemented in March 03
• This data shows a 46 reduction in restraints
  over a twelve-month period.
• Reduction of 15 hours per month for one staff to
  be involved in a restraint. (Most restraints
  involve 2 or more people.)

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Individual Interventions

• Based on a Functional Behavior Assessment
• Individual Behavior Support Plans
• Avoid behavioral triggers
• Teach replacement skills--must honor the original
  function of the behavior
• Reward acknowledge appropriate behavior
• Consequence inappropriate behavior
• Design supports for staff

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• Functional Behavior Assessment Worksheet
  For_____________
• Student strengths
• Problem Behavior
• Definition of Behavior Use behaviorally specific
  terms (name of behavior) means that (Youth)
  (action verbs describing what the youth is
  doing).
• Examples (Describe in behaviorally specific
  terms what is to be counted)
• Non Examples (Describe what is not to be
  counted)
• Slow Triggers (Describe conditions that
  adversely influence the behavior i.e. meds
  diagnosis, etc)
• Fast Triggers (Precipitating events in the
  immediate environment that set off the problem)
• Perceived Function (What is the youth trying to
  accomplish through the behavior)
• Hypothesis Statement (When this occurs (fast or
  slow triggers) student does (behavior) in order
  to or because(hypothesis)
• Actual Consequence (What is happing in the
  environment to maintain the problem behavior)

 
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• Behavior Support Plan for_________________
• 1. Antecedent/Setting Event Strategies
• 2. Alternative Skills to be taught
• 3. Skill Building Consequence Strategies (How to
  reinforce identified alternative skills)
• 4. Reduction Oriented Consequence Strategies
  (What to do when problem behaviors occur
  including the crisis management plan)
• 5. Long-Term Prevention Strategies (Permanent
  adaptations and quality of life enhancement)
• 6. Supports for Team Members

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• Punishment Seclusion are proving to be a
  potential hazard for litigation and an
  ineffective tool for creating behavioral change
• PBS
• Produces measurable outcomes
• Uses data for decision making
• Creates systems to support staff
• Focuses on research-based best practice for
  supporting behavioral change in students