Secondary Schools: Positive Behavior Supports

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Secondary SchoolsPositive Behavior Supports

• Annual Iowa PBS Conference
• Dr. Hank Bohanon
• Loyola University of Chicago
• hbohano_at_luc.edu

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Purpose

• Provide encouragement to current and new
  secondary school teams

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Tasks

• The Principles of Support
• Have your staff internalized them?
• Teaching, Acknowledging, and Redirecting
• Systems, Data, Practice
• Moving Beyond Schoolwide Supports

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Thank you!

• Iowa
• CPS High School Student Development Department
• Chicago Public Schools
• IL-PBIS
• Center on Positive Behavior Supports
• Dr. Wayne Sailor, Dr. Rachel Freeman, Dr. Amy
  McCart, Nicki Wolfe, Peter Griggs and research
  team

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Thank you

• Staff and Leadership of CPS Schools
• Research Team from Loyola
• Dr. Pamela Fenning pfennin_at_luc.edu
• Contact about policy and group level supports
• See article
• Journal of School Violence (2004), Vol. 3, (1)

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Current Loyola Team

• Kelly Carney
• Carrie Culos
• Donna Glover
• Sarrah Harris
• Kira Hicks
• Dr. Beverly Kasper
• Kristyn Moroz
• Myoung Minnis
• Amy Warpinski

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What is working well?

• Youth teams have started
• Wrap around planning has begun

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What IDEA says about PBS

• Consider if Impedes
• School-wide
• General education
• Incidental benefit
• Service not a place
• School-improvement
• FBA/BIP

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Principles

• Behavior Purposive Communitive
• Reinforcement Add or take away something,
  behavior goes up
• Punishment You do something behavior does not
  occur again
• Setting events before behavior
• Discipline to teach
• Shaping baby steps

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• Cedrick seems to disturb other students in
  English class by yelling out. When other students
  are complimented for being on task, Cedrick will
  look around and then go to sleep.
• Which of the previous principles of PBS are at
  work?

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• A principal heard about a policy from another
  local school, cell phones are prohibited from
  use within the building.
• What would you hope this principal would
  consider prior to adopting this policy?

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• Cell phones may be used in cafeteria, but
  should be turned off in the hallways and
  classrooms.

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Developing Components

• Systems
• General survey of priorities, EBS, TIC tell you
  what you want to do
• Practices
• SET tells you how much is in place
• Data
• Referral Data tell you with whom to focus

Steve Romano and Hank Bohanon
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Systems, Practice, Data

• Review the following intervention (High School)
• Determine
• What systems are needed?
• What instrument would you use?
• What data could be used to evaluate impact?
• Office Discipline Referrals?
• Curriculum Based Measures?
• Attendance?

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Systems/Data

• System - SET Information
• Overall Score approximately 80
• Teaching _at_ 65
• Acknowledgment _at_ 50
• Impact data
• School has access to discipline and attendance
  data

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Practice

• To address tardies (high school) names of
  students from class were put into a drawing. Four
  students names were drawn at random weekly, if
  they had no tardies, they could choose a prize.

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Report from School

• Teachers were not able to sustain, teachers did
  not remember to conduct drawings.
• We can use department chairs to provide reminders
  and support to staff (System)

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PROPORTIONS OF STUDENTS WITH PROBLEM BEHAVIOR
Students with chronic/ intense problem behavior
Individual Support
1-7
Group Support
Frequent/lower intensity problem behaviors
5-15
Students without problem behavior/ Minor problems
Schoolwide support
80-90
OSEP-PBS
National Standard
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Group Supports
Data
Teams
Individuals

• Data driven
• Team based
• Comprehensive

• Representative
• Top 3 goal
• Use data
• Have mission
• Meet regularly

• Identify
• concerns
• Prioritize
• Simple questions
• Useful presentation

• Address skill
• deficits
• Function-based
• Multiple students

Acknowledgment Systems
Administrative Supports
Engaging Schools
Instructing Behavior

• Clear responses
• for and behavior
• Encourage, discourage
• and monitor behavior
• Prompt and reward
• staff

• Across settings
• Examples/
• non-examples
• Re-teaching
• Pre-teaching
• Prompting

• Knows the team
• Attends training
• Anticipates needs
• Plans meetings
• Liaison between
• team and staff

• Ask questions
• Identify concerns
• Build on strengths
• Pacing

Hank Bohanon and Brigid Flannery
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Teaching, Acknowledging, and Redirecting
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How do you Teach What is Expected in your
Home/School?

• We are always teaching!

Implicitly Indirectly
Explicitly Directly
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School wide Expectations

• Identify expectations of the setting
• Develop team/plan/support
• Directly teach expectations
• Consistent Consequences, Acknowledge/Reinforce
  (Tall, Vente, Grande)
• Collect Data
• Communicate with staff
• On-going evaluation

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Group Instruction

• Identify areas of need
• Identify groups that need extra support and good
  models
• Lesson
• Identify expectation
• Rationale
• Non-example/example
• Practice/Feedback (Set limits and pre-teach stop
  prompt)
• Evaluation
• Additional programs that support groups of
  students (e.g., tutoring, after-school care)

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Westmont (IL) High School

• Office-Managed
• Attendance Tardy
• Insubordination
• Fighting
• Vandalism
• Verbal/Physical Intimidation
• Weapons
• Gang Representation
• Cutting Class/School/Teacher Detention
• Theft
• Drug Violations
• Directed Profanity
• Arson
• Harassment (including sexual)
• Controlled Substances
• Threats
• Security Threat/Breach
• Repeated/Severe Offenses

• Teacher-Managed
• Excessive talking
• Tardy Inform Parents
• Off Task
• Drinks/Food/Headphones (as
• posted)
• Missing Homework
• Not Prepared for Class
• Inappropriate Language
• Dishonesty
• PDA
• Hallway Disruption
• Passing Notes
• Cheating/Plagiarism

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Redirection

• Positive classroom support strategies
• Privacy, eye contact and proximity (Mendlers
  rules)
• Vicarious reinforcement
• Acknowledging expected behaviors
• Task interspersal

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Group SupportsTeaching

• Positive classroom support strategies
• Behavior momentum
• Priming
• Posted routines and schedules
• Prompting and pre-teaching for transitions

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Moving Beyond Schoolwide
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Two Types of Group Supports
Interventions for teaching new skills (groups of
students)
Interventions based on purpose or
function (similar functions)
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Samples of Functions of Behavior

• Escape something negative
• Avoid something negative
• You got something (object)
• Attention (good, bad, or ugly)
• You were over stimulated
• Setting events (what happened way in advance?)

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Hall walking

• You found a student in the hall when they are
  not supposed to be.
• Talk about one function based reason why this
  might be the case
• Talk about one teaching issue that might be
  involved
• How might your team respond if there were several
  students like this?

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Behavior Assessment Pathway
Steve Ramono, ISBE
Maintaining Consequence THE FUNCTION Get
something Get away from Something
Problem Behavior
Setting Event
Triggering Event or Antecedent

• Student presented
• math worksheet

• Student
• uses profanity
• and refuses to
• do work

• No peer contact
• for 30 minutes

• Students in
• class laugh
• Student is
• sent to office
• and does not do
• assignment

Adapted from Edmonson Turnbull, 2002
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Behavior Assessment Pathway
Steve Ramono, ISBE
Maintaining Consequence THE FUNCTION Get
something Get away from Something
Problem Behavior
Setting Event
Triggering Event or Antecedent

• Students enter
• the room

• Students
• push and
• shove their
• way to their
• desk

• Student come in
• from recess

• Students delay
• starting work, teacher
• has to verbally correct

Adapted from Edmonson Turnbull, 2002
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Behavior Assessment Pathway
Steve Ramono, ISBE
Maintaining Consequence THE FUNCTION Get
something Get away from Something
Problem Behavior
Setting Event
Triggering Event or Antecedent

• Down time from set up

• Students delay getting started

• Instructor changes rooms

• Avoid work? Socialization (attention?)

Adapted from Edmonson Turnbull, 2002
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Behavior Assessment Pathway
Steve Ramono, ISBE
Maintaining Consequence THE FUNCTION Get
something Get away from Something
Problem Behavior
Setting Event
Triggering Event or Antecedent

• Friend enters late

• Student becomes loud and disrupts the class

• Not Sure

• Adult corrects, students laugh

Adapted from Edmonson Turnbull, 2002
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Share with the group

• Great article on professional development
• http//www.ku-crl.org/archives/pd/partnership.html
  
• High Schools and PBS
• http//www.pbis.org/highschool.htm
• Tennessee Examples
• http//web.utk.edu/swpbs/