Download - Texas Behavior Support Initiative: Module 21 Module 2: Schoolwide/Classroom Interventions
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Texas Behavior Support Initiative: Module 2 1
Module 2: Schoolwide/Classroom Interventions
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Texas Behavior Support Initiative: Module 2 2
Module 2: Agenda
• Positive Behavioral Support Framework
• Schoolwide Supports• Classroom Supports
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Texas Behavior Support Initiative: Module 2 3
Positive Behavioral Support (PBS)
• Systems Approach• Data Driven Decision-Making• Team Based Problem-Solving• Prevention Focus for ALL
Students• Effective Teaching• Staff Development
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Texas Behavior Support Initiative: Module 2 4
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Texas Behavior Support Initiative: Module 2 5
PBS Involves:
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Texas Behavior Support Initiative: Module 2 6
PBS is NOT…
• A specific curriculum
• Limited to any particular group of students
• New
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Texas Behavior Support Initiative: Module 2 7
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Texas Behavior Support Initiative: Module 2 8
PBS will …
• Improve academic achievement and school climate
• Increase appropriate behavior
and school/community involvement
• Prevent inappropriate behavior• Reverse escalating patterns of
problem behaviors
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Texas Behavior Support Initiative: Module 2 9
Schoolwide Systems of Support
• Data Driven Decision-Making
• Statement of Purpose• Schoolwide
Expectations• Procedure for Teaching
Expectations• Specific Setting
Interventions
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Texas Behavior Support Initiative: Module 2 10
Data Driven Decision-Making
Systematic data
collection/ analysis
Data generated
Multiple levels of
data analysis
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Texas Behavior Support Initiative: Module 2 11
Indicators: Universal
• Total referrals per year per student is high• Average number of referrals per day is high
Universal
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Texas Behavior Support Initiative: Module 2 12
Indicators: Selected or
Targeted
• Proportion of students with 0-1 referrals is low, but proportion of students with 2-10 is high
• Students have received >10 referrals
• 5% of students with most office referrals account for high percentage of all referrals
• High frequency of suspensions/expulsions
Selected
Targeted
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Texas Behavior Support Initiative: Module 2 13
Statement of Purpose
Approach for teaching and learning
Foundation for school operations
Expectations for behavior
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Texas Behavior Support Initiative: Module 2 14
Schoolwide Rules for Behavior
• Determine expected behaviors
• Identify replacement behaviors
• Define expected behaviors for all areas of the school
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Texas Behavior Support Initiative: Module 2 15
Teaching Expected Behavior
Show
TellPractice
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Texas Behavior Support Initiative: Module 2 16
Encouraging Expected Behavior
• Provide incentives across all settings
• Combine token incentives with social acknowledgement
• Build and provide a continuum of strategies
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Texas Behavior Support Initiative: Module 2 17
Incentives might include:
• High levels of praise for appropriate behavior
• Access to desirable activities
• Recognition (public recognition, notifying parents, etc.)
• Special privileges
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Texas Behavior Support Initiative: Module 2 18
Discouraging Problem Behavior• Develop a continuum of
procedures• Provide clear examples with
specific consequences • Implement procedures
consistently• Decide the who/where/what
of behavior management• Provide proactive strategies
for students with chronic problem behaviors
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Texas Behavior Support Initiative: Module 2 19
Specific Setting Systems
• Routines• Physical factors• Setting-specific
behavior• Instructional strategies• Support• Implementation/
monitoring
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Texas Behavior Support Initiative: Module 2 20
Classroom Systems
• Extend the schoolwide system to help ensure student success with a variety of instructional styles and classroom routines.
• Ensure classroom routines overlap with schoolwide positive behavior support systems
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Texas Behavior Support Initiative: Module 2 21
Classroom Settings: Key Questions
• What do I want my classroom to look like?
• How do I want my children to treat me as a person?
• How do I want my children to treat one another?
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Texas Behavior Support Initiative: Module 2 22
Classroom Settings: Key Questions (cont.)
• What kind of values do I want to communicate to my students?
• How do I want children to remember me when the last day of school ends?
Kameenui and Simmons, 1990
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Texas Behavior Support Initiative: Module 2 23
Comprehensive Intervention Plan
Prevention
Interruption
Crisis response
Follow-up
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Texas Behavior Support Initiative: Module 2 24
Phase 1: Prevention
Prevention
Intent = increase the likelihood that the student(s) will
productively and successfully engage in class and school
activities
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Texas Behavior Support Initiative: Module 2 25
Prevention Strategies
Classroom Space
Practical Schedule
InstructionStudy Skills
ExpectationsClassroom Routines
Proactive Behavior System
Social Skills
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Texas Behavior Support Initiative: Module 2 26
Designing Classroom Space
• Identify classroom functions
• Arrange classroom to ensure functions can take place effectively
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Texas Behavior Support Initiative: Module 2 27
Setting a Practical Schedule
Secondary---pay attention to managing instructional time within large blocks of time
Elementary---construct schedules after schoolwide and specialist period are set
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Texas Behavior Support Initiative: Module 2 28
Managing Instruction
Academic underachievement
Problem behavior
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Texas Behavior Support Initiative: Module 2 29
Managing Instruction: Critical Steps
• Assess students’ skill level (80% rule)
• Utilize appropriate curriculum
• Utilize effective delivery strategies
• Vary instruction
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Texas Behavior Support Initiative: Module 2 30
Teaching Study Skills
Repeated disciplinary exclusions from instruction keep students from learning many specific learning strategies, or study skills, necessary for success in school.
—Geoff Colvin
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Texas Behavior Support Initiative: Module 2 31
Teaching Expectations
• Explain reason• Specify required
behavior• Practice behaviors• Monitor
performance• Provide feedback
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Texas Behavior Support Initiative: Module 2 32
Establishing Classroom Routines
•Enter classroom
•Access materials
•Turn in homework
•Obtain assistance
•Organize assignments
•Move about room
•Transition activities
…Students manage
tasks independently
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Teaching Social Skills
Social competence is predictive of long term psychological, social adjustment and success in school.
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Texas Behavior Support Initiative: Module 2 34
Comprehensive Social Skills Programs
• Understand and define terms
• Review key research assumptions
• Assess social skills
• Provide systematic classroom instruction
• Utilize social skills curriculum resources
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Texas Behavior Support Initiative: Module 2 35
Social Skills Instruction
• Modeling
• Role Play
• Performance Feedback
• Transfer of Training
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Implementing Proactive Behavior Management System
Good behavior = positive consequences
Problem behavior = negative consequences!
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Texas Behavior Support Initiative: Module 2 37
Rules for Using Positive Consequences
• Deliver at high rate• Deliver consistently and
immediately• Emphasize social reinforcers• Incorporate delayed/longer-term
reinforcers• Vary reinforcers• Maintain consistent criteria for
reinforcement
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Rules for Using Negative Consequences
• Deliver consistently• Should be mild• Applied in conjunction
with + consequences
• Ensure ratio of 3 positive to 1 negative
• Maintain student’s dignity
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Texas Behavior Support Initiative: Module 2 39
Interdependent Group Contingency Management
All for one
and one
for all!!
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Texas Behavior Support Initiative: Module 2 40
Mystery Motivator
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Texas Behavior Support Initiative: Module 2 41
Spinners
5
6
1
4
3 2
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100 Squares Bingo1 2 3 4 5 6 7 8 9 10
11 12 13 14
100
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Big Ideas!
• PBS is a broad range of schoolwide, classwide and individualized strategies for achieving important social and learning outcomes while preventing challenging behavior of all students.
• Data drive the decision-making process in PBS.
• All three levels of intervention must be in place for successful schools!