Positive Behavioral Interventions and Supports – Day 2 Training

Lori Lynass, Ed.D., Bella Bikowsky Ph.D., Tricia Hagerty M.Ed.NWPBIS Network, Inc.www.pbisnetwork.org

Prize Drawing for On-Time Participants!

Check-in

Questions And Thoughts From Day OneAgenda For Day Two:• Warm Up & Quick Review• Responding To Problem Behaviors• Screening• Using Data For Decision Making• Buy-in From Staff• Maintaining And Sustaining SWPBS

Warm Up Activity

• What additional thoughts/insights from day one training would you like to share with your team?

• What items do you want to add to your action plan?

15 Minutes

Warm Up Activity

• Share out some of your insights with a person from another school.

10 Minutes

Acknowledging Desired Behaviors

“Celebrate what you want to see more of."-Thomas J. Peters

Bad Leonard

https://youtube.googleapis.com/v/1yuQq5VPZmg

Reinforcement Systems: Rationale

• Focuses attention on desired behaviors • Increases the repetition of desired

behaviors • Fosters a positive school climate• Reduces amount of time spent on

discipline• Increases instructional hours

Reinforcement Systems: Typical Concerns

• “Aren’t we bribing them to do what they should do anyway?”

• “Where are we going to get the money to buy all that stuff?”

• “We are reinforcing materialism.”

• “It keeps them from learning intrinsic motivation.”

Acknowledgement Research

• Alfie Kohn – Are our reactions helping the child to feel a sense of control over her life - or to constantly look to us for approval?

• Carol Dweck – Honor the Effort “You showed me you can use your level 1 voice for 20 minutes, you are working hard on this.”

• Daniel Pink – Move away from carrot and stick approaches to “Now that you have completely all your work in a timely manner, you have extra time to do a free choice activity”

Every Child Needs a Champion

Rita Pierson – TED Talks

Starbucks PBIS Example

Tomcat Tickets

TICKET BOX

Students Caught Being Responsible

Reinforcement Systems: Planning

• Get input on possible reinforcements.• Consider menus to accommodate different needs.• Determine how students will earn reinforcement

(group/individual).• Decide how reinforcers will be distributed and managed.• Align school wide system with classroom systems.• Keep it simple.

Reinforcement Systems: Guidelines for Implementing

• Encourage every staff member to reinforcement positive student behavior and review often

• Reward frequently in the beginning• Ensure that earned = kept• Provide equal access to reinforcement for

all students• Collect data on frequency of reinforcement

Donation Round-Up

Dolphin Pride Awards

“Bus Bucks”

• Procedures– Review bus citations– On-going driver meetings– Teaching expectations– Link bus bucks w/ schools– Acknowledging bus

drivers

• Springfield P.S., OR

ACTIVITYReinforcement

• What Methods Could You Use to Recognize & Reinforce Students?– Use Blue Worksheet On Page #19.

– Ideas for High Level and Low Level Reinforcement– Who Will Manage the Reinforcement System?– How Will you Reinforce Staff?

20 Minutes

The Need for Prevention and Intervention

• Without prevention and early intervention, children at-risk are likely to:– Experience mental health problems, such as diagnoses of

conduct disorder in adolescence and antisocial personality disorder in adulthood (Reid & Patterson, 1991; Conroy, Dunlap, Clarke, & Alter, 2005.)

– Fail courses, drop out of school, not engage in postsecondary education, and have greater difficulties with social relationships and employment (Bullis & Cheney, 1999; Neel, Meadows, Levine, & Edgar, 1998).

In PBIS We Strive to:

• Make Behaviors Ineffective and Inefficient by:– Restructuring the Environment– Our Procedures– Our Responses

• It is generally about environmental and adult behavior change and making small changes for big gains.

PreventionHow can we decrease the likelihood the

behavior will occur?

Always Ask:

• What in our environment & culture supports this behaviors occurrence?

• What are some small changes we can do for big return?

• How can I respond so the behavior is less likely to occur in the future?

• TEACH, TEACH and TEACH– Video Clip Examples

Universal

Targeted

IntensiveRTI

Continuum of Support for ALLScience

Soc Studies

Reading

Math

Soc skills

Basketball

Spanish

RACHEL

Outcomes

Systems: To sustain the implementation

Data: For decision making

Practices: Evidenced-based and doable

SWPBS IMPLEMENTATION DRIVERS

Systems for Responding to Problem Behaviors

WHAT DO WE KNOW ABOUT PREVENTING PROBLEM BEHAVIOR?

• Surgeon General’s Report on Youth Violence (2001)

• Coordinated Social Emotional & Learning (Greenberg et al., 2003)

• Center for Study & Prevention of Violence (2006)

• White House Conference on School Violence (2006)

• Positive, predictable school-wide climate• High rates of academic & social success• Formal social skills instruction• Positive active supervision &

reinforcement• Positive adult role models• Multi-component, multi-year school-

family-community effort

Responding to Problem Behaviors

• Setting up the Systems

• Prevention of and Response to Problem Behaviors

• Monitoring Our Progress and Problem Solving

What are the Issues?

• What problem behaviors do we witness on a daily basis? What does our data say?

• Do the approaches we use and that the school uses positively impact these problem behaviors or seem to make them worse?

15 Minutes

Systems for Responding to Problem Behaviors

Scenario Activity

• Read Over the Statements on the Colored Half Sheets

• Place Your Sheet On The Continuum For What Response Feels Most Appropriate

• Is There Agreement With Your Staff?

Steps to be taken…

• Establish levels of behavior and the behaviors that fall within each level

• Define the behaviors• What levels are handled in the setting and by whom?• Develop a hierarchy of responses to problem behaviors that

fit level of behavior - make this universal for at least level 2 & 3 behaviors

• Check to see that process is working and make changes as needed

Have we clearly defined these behaviors?

• Use blue worksheet on page #22• What process would work for your school to

define your problem behaviors?

• Who needs to be involved?

15 Minutes

Levels of Problem Behaviors

When Developing Consequences…

• Establish re-entry procedures for staff and students to follow when a student returns to class

• Align data collection procedures with the school-wide discipline plan

• Develop documentation processes that facilitate the analysis of problems at all levels

Establish an effective hierarchy of consequences for problem behavior

• Do not ignore problem behavior – (unless you are convinced the behavior is

maintained by adult attention).• Establish predictable consequences• Establish individual consequences AND group

consequences

Video Example of Establishing Responses

Problem behaviors

• Level out your problem behaviors. Which are managed in the setting and which come to office?

• What should be the process before a student comes to office?

• What will be the process once a student is sent to the office?

• How will you gain staff buy in?

30 Minutes

Lunch

Data Collection And Analysis

Why Collect Discipline Information?

• Decision making• Professional Accountability• Decisions made with data (information) are

more likely to (a) be implemented, and (b) be effective

It starts with a good referral form!

Components of a PBIS Office Referral Form

• Date• Time of the Incident• Location of the Incident• Teacher’s Name/Name of Referring Staff• Student’s Name• Problem Behavior• Possible Motivation for the Behavior• Others Involved• Administrative Decision• Other Comments

The Office Discipline Referral Form

• Use blue worksheet on page #29• Consider next steps for creating or modifying your existing

office discipline referral form.• Refer to examples in the handouts• Add items to action plan.

15 Minutes

Data Systems in PBIS

Key features of data systems that work.

• The data are accurate• The data are very easy to collect (1% of staff time)• Data are used for decision-making

– The data must be available when decisions need to be made (weekly?)– Difference between data needs at a school building versus data needs

for a district– The people who collect the data must see the information used for

decision-making.

SWIS – PBIS’s Data System

• Maintained by University of Oregon• Web Site Based – www.swis.org• Allows easy Student Data Input• Creates Data Charts/Analysis• Assists Team in Discussing Data with Staff• Small yearly investment ($250.00)

Using ODR Data for Problem-Solving

• Use data to identify a possible problem• Use data to build a precise “problem statement”• Use data to select a solution (intervention)• Use data to assess if a solution is (a) being implemented (b) effective

Using Office Discipline Referrals for Team Planning

School-Wide Systems

Non ClassroomSettingSystems

Classroom Systems

Individual Student Support Systems

Primary versus Precision Statements

• Primary Statements– Too many referrals– September has more

suspensions than last year

– Gang behavior is increasing

– The cafeteria is out of control

– Student disrespect is out of control

• Precision Statements– There are more

ODRs for aggression on the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment.

The Problem-Solving “Mantra”• Do we have a problem?

(identify)• What is the precise nature of our problem?

(define, clarify, confirm/disconfirm inferences)• Why does the problem exist, & what can we do about

it?(hypothesis & solution)

• What are the actual elements of our plan?(Action Plan)

• Is our plan being implemented, & is it working?(evaluate & revise plan)

• What is the goal?(What will it look like when there is not a problem?)

Newton, J.S., Todd, A.W., Algozzine, K, Horner, R.H. & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon unpublished training manual.

Building Problem Statements• Primary Statements:

• Indicate a discrepancy between what we have and what we want.

• Precise Problem Statements:– Indicate the problem with sufficient precision to allow

problem solving• What is happening (and how does it differ from what we want)

• How often is it happening• When is it happening• Where is it happening• Who is involved• Why does it keep happening

Problem Solving MantraUsing your data and the information you have about your school?• Do we have a problem?

(identify a problem/concern)• What is the precise nature of our problem?

(define, clarify, confirm/disconfirm inferences)

• Create a precision statement about one issue in your school

15 Minutes

Intervening with Minor Problem Behaviors

Three Goals of Responding to Problem Behaviors

1. Stop the Problem Behavior and Re-engage Students to Their Task

2. Avoid Escalation of Behavior3. Ensure the Expected Behavior is Performed in

the Future

Basic Intervention Steps For Minor Problem Behaviors

• First Focus on Keeping Instruction Going and Assign a Task to Students if Needed

• Praise Students Who Are On-Task• Use Proximity• Make A Clear Request• Provide Choices• Have Plan for Non-compliance• Do Not Make Mountains of Molehills

Consistent Correction Procedures While Teaching

• Teach Students How You Will Respond and Be Consistent– I will make eye contact– I will ask you “Are you with me?”– I will move closer to you– I will point to the in class “Break Space”– I will hand you the Buddy Room Form– CCE “person” helps process in the moment

Chronic Problem Behavior

Determine Function, Match Intervention, Use Good Fidelity,

Repeat if Needed

“Can’t Do versus Won’t Do”

• Can’t Do or Don’t Know When To Do- Skill Deficit - Performance Deficit - Perception Deficit

• Won’t Do- Function of Behavior

Monitoring Behavior: Using Active Supervision

Moving, Scanning & Proximity

• Continuously:– Scan the Environment– Circulate (Even When Intervening)– Praise Desired Behavior

* Video Vignette of One High School

Small Changes on the Playground: One Schools Changes

• We zoned off the playground and set expectations about where adults would supervise.

• We ordered orange vests and organized fanny packs with everything a “duty” could possibly need!

• We created office and bathroom passes to clear up why kids were coming inside. Discovered clothespins are more sanitary!

• We created a problem solving resource wall to use when needed.

• Added indoor recess choices: computer lab, more toys & games

Implementation and Sustainability

Top Ten Reasons PBIS Fails

1. Lack of continuous administrative support & involvement2. Lack of awareness and understanding that staff set and

change culture in schools3. Lack of understanding commitment and buy-in from staff4. Lack of understanding that academic success is driven by

school culture5. Not working through the PBIS processes as a team6. Taking on too much too fast 7. Inconsistency of implementation by staff8. Looking for the negative vs. positives in student behavior9. Focusing only on the high risk students10.Not tracking, reporting out, and responding to data

Team Time

• Add any remaining items to action plan.

• Create some specific next steps with due dates for completion.

• Plan to visit a local school implementing SWPBS (Ask me for schools).

Action Planning

Review the Initial Benchmarks of Quality • What items need to be added to your action

plan? • What steps need to occur to accomplish these

action items? • Who will be responsible for this?

* Review Roll Out Checklist on page #34

15 Minutes