3. Modules developed by
the University of Missouri
Center for School-wide PBIS
and revised by
North Carolina PBIS Team
4. 4
Training organized around three “modules”
School responsibilities
Complete Working Agreement
Attend training
Develop action plans
Share Annual Data Requirements with NCDPI
NCDPI responsibilities
Provide training support
Provide limited technical assistance
Provide networking opportunities
PBIS Training Overview
5. Overview: Module 2
Review
Data : Classroom Data, Data Decision Rules,
Evaluation
Systems: Referral Process, Intervention Team,
and Effective Classroom Design and
Management
Practices: Effective Classroom
Management/lessons, Small Group Social Skills
Instruction, Check-in/Check-out, Mentoring
Team Time
6. Module 2 Accomplishments and
Products
At the end of these two days, teams are expected to use
the problem-solving model to:
Assess current level of implementation & determine plan
to address gaps
Identify strategies to improve classroom management
Begin planning systems to support secondary
implementation
Plan to collect & evaluate secondary data
Revise and update Action Plan
Materials to Assist: slides, workbook, supplemental
resources, & Action Plan
7. Be Responsible
Return promptly from breaks
Be an active participant
Be Respectful
Silence cell phones
Listen attentively to others
Be Kind
Participate in activities
Listen and respond appropriately
to others’ ideas
Expectations
7
8. Attention Signal
Trainer will raise
his/her hand
Participants will raise
their hand and wait
quietly
8
10. What is PBIS?
10
“…a framework or approach
comprised of intervention practices
and organizational systems for
establishing the social culture,
learning and teaching environment,
and individual behavior supports
needed to achieve academic and
social success for all students.”
(Sugai, et al, 2010, p. 13)
14. Primary Prevention
School wide and
Classroom wide Systems
for All Students,
Staff, & Settings ~ 80% of Students
Secondary Prevention
Specialized Group
Systems for Students with
At Risk Behavior
~15%
Tertiary Prevention:
Specialized
Individualized
Systems for Students with
High Risk Behavior
~5%
CONTINUUM OF POSITIVE BEHAVIOR
SUPPORT
Resources
Page 4
15. Core
15
achieve
at high levels
Tier I: Begins with clear goals:
1.What do we expect all
students to know, understand
and do as a result of our
instruction?
2.How will we know if these
goals are met?
3.How will we respond when
students do not meet the goals
with initial instruction?
4.How will we respond when
some students have already
met the goals?
(Batsche, 2010)
16. Supplemental
16
Tier II
< 20% of students
Core
+
Supplemental
To Achieve Benchmarks
1.Where are the students
performing now?
2.Where do we want them to be?
3.How long do we have to get
them there?
4.How much do they have to
grow per year/month to get
there?
5.What resources will move them
at that rate?
6.How will we monitor the
growth of students receiving
supplemental instruction?(Batsche, 2010)
17. ve, Individualized
17
Tier III
< 5% of Students
Core
+
Supplemental
+
Intensive Individual Instruction
…to achieve benchmarks
1. Where is the student
performing now?
2. Where do we want him/her
to be?
3. How long do we have to get
him/her there?
4. What supports has he/she
received?
5. What resources will move
him/her at that rate?
6. How will we monitor and
evaluate the student’s
growth?
(Batsche, 2010)
18. Dec 7, 2007
Science
Soc Studies
Reading
Math
Soc skills
Basketball
Spanish
Label behavior…not people 18
19. PBIS
Focuses on prevention
Focuses on instruction
Uses data to make
decisions &
develop
appropriate
curriculum
Collaborative
process
19
20. PBIS Training & Implementation
All PBIS
Modules
organized
around
problem-
solving
model
20
Resources
Pages 6-8
26. Assess the current behavior management
practices
Examine patterns of behavior
Obtain staff commitment
Develop a school-wide plan
Obtain family and community participation and
input
Oversee, monitor, and evaluate all planned
objectives and activities developed by the team
PBIS Team Responsibilities
26
27. Activity: Audit of School-wide
Implementation
1. Complete the Universal section of the
Implementation Inventory (or review your
completed Inventory)
2. Determine if your score is above 80%
3. Address any areas of concern on your action
plan
Workbook
Pages 3-5
28. Why is it so critical to build School-Wide
Interventions before implementing
Secondary and then Tertiary Interventions?
29. It’s Time to Consider Secondary
PBIS Implementation When…
Universals have been implemented but are
not sufficient to impact specific behaviors
Students display chronic patterns
Behavior is impacting academic progress and
“time in class”
30. Primary Prevention
School wide and
Classroomwide Systems
for All Students,
Staff, & Settings ~ 80% of Students
Secondary Prevention
Specialized Group
Systems for Students with
At Risk Behavior
~15%
Tertiary Prevention:
Specialized
Individualized
Systems for Students with
High Risk Behavior
~5%
CONTINUUM OF POSITIVE BEHAVIOR
SUPPORT
Take a close look at Classroom
Management before
implementing specific
secondary intervention
33. Secondary Data
IIO at least Level 1 and SET scores at least 80%
Triangle Data
Data Collection Tool: DBR
Data decision rules
Small Group Outcome Data
Evaluation of Secondary level of PBIS
NC PBIS Data
Collection
Manual
34. Triangle of Student Referrals
07%
10-15%
03%
80-90%
90%
Intensive, Individual Interventions
•IndividualStudents
•Assessment-based
•Intense, durable procedures
Targeted Group Interventions
•Some Students (at-risk)
•High Efficiency
•Rapid Response
Universal Interventions
•All Settings
•All Students,
•Preventive, proactive
1-5%
Students with 6+
referrals
Students with 2-5
referral
Students with 0-1
referrals
36. Data needed to Problem-Solve
Data from “bounces,” ODR, ISS, after-school
detention, OSS should include information
about
Location
Frequency
Problem Behavior
Motivation
37. DBRs
Daily Behavior Report = DBR
The DBR involves a brief rating of target
behavior over a specified period of time
Additional examples at
http://www.interventioncentral.org/htmdocs/in
terventions/behavior/behrptcd.php
37
Level II
Resources
Page 9
38. 38
Characteristics of DBR
The DBR involves a brief rating of target
behavior over a specified period of time
behavior(s) is specified
rating of the behavior(s) typically occurs at least
daily
obtained information is shared across individuals
(e.g., parents, teachers, students)
the card is used to monitor
the effects of an intervention
as a component of an intervention
(Chafouleas, Riley-Tillman & McDougal, 2002)
39. 39
Potential Uses for the DBR
Increase communication
As a component of an intervention package,
particularly in self-management
Provide “quick” assessment of behaviors,
especially those not easily captured by other
means
Monitor student behavior over time
Flexible (Chafouleas, Riley-Tillman & McDougal, 2002)
40. A systematic DBR possesses the
following 4 characteristics:
1. The behavior of interest must be
operationally defined
2. The observations should be conducted
under standardized procedures
3. The DBR should be used in a specific time,
place, and at a predetermined frequency
4. The data must be scored and summarized in
a consistent manner
40(Chafouleas, Riley-Tillman & McDougal, 2002)
45. Data Decision Rules
Can be used by teams to determine set points
where students will be referred for additional
support
Can be used to determine focus of
implementation
46. Data Decision Rule Examples
Any student that is absent more than 3 days in
one month (or one 4 week period) will be
referred for intervention
Any student who receives 2 or more ODRs
within a 9-week period will be referred for
intervention
Any student who fails one or more classes will
be invited to join a small group related to
classroom success
47. Data Decision Rule Examples
IF... FOCUS ON...
More than 40% of students receive one or more office
referrals
More than 2.5 office referrals per student
School Wide System
More than 35% of office referrals come from non-
classroom settings
More than 15% of students referred from non-
classroom settings
Non-Classroom System
More than 60% of office referrals come from the
classroom
50% or more of office referrals come from less than
10% of classrooms
Classroom Systems
More than 10-15 students receive 5 or more office
referrals
Targeted Group Interventions /
Classroom Systems
Less than 10 students with 10 or more office referrals
Less than 10 students continue rate of referrals after
receiving targeted group settings
Small number of students destabilizing overall
functioning of school
Individual Student Systems
Resources
Page 10
48. Evaluate Program Effectiveness
Pre-test/post-test comparison of
criterion for entrance into program
(attendance, grades, suspensions, etc.)
53. Secondary Systems
Supporting effective classroom systems
Brain-based learning
Cultural Responsiveness
Effective Teaching Plans
Secondary Team Functions
Data Decision Rules
How Students Access Targeted Interventions
55. Brain-Based Learning
Students are functioning from either:
Limbic System: Fight or Flight
Cerebral Cortex: Analytical, Logical
Brain develops from back to front
Frontal Cortex: Self-regulation, attention,
critical thinking
Problem-solving, long-term planning develop
last
58. Classroom Implications
Emotional responses from students = reduced
reasoning, logic, ability to understand
consequences
To avoid functioning in limbic mode in the
classroom, students must feel
Safe
Wanted
Successful
59. Perception is Reality
What is “perceived” by the brain determines
the chemical response
How one interprets reality when under stress is
most reflective of one’s significant life
experiences
Repetitive experiences reinforce synaptic
pathways
61. The Chemistry of Attention
Dopamine levels decrease as focused attention
time is required or enforced
Dopamine regulates emotion, movement, and
thought
Research suggests 8-12 minutes of maintained
attention for grades 3-7
When learners are drowsy or “out of it,” it’s
likely that brain chemical levels are low
62. Classroom Implications
Provide ENGAGING activities:
•Physical
movement
•Use humor
•Play music
•Change location
•Drama/Storytelling
•Games
•Discussions
•Celebrations
BONUS…physical activity triggers release of
hormones that enhance neural communication,
elevates mood, and assists in long-term memory
formation!!
63. ROTATE STYLES of instruction to
provide strong contrast
:•Mini-lectures
•Group work
•Peer feedback
•Reflection
•Individual work
•Team time
•Computers
•Student-led
teaching
Classroom Implications
64. Use emotion to trigger attention
Alert Students’ Senses
Trigger Significant Memories
Introduce a Sense of Novelty
Build in time for processing and rest so
information has a chance to make it into long-
term memory
Classroom Implications
65. Activity: Classroom System
How can your team support all teachers in
using effective classroom systems?
Workbook
Page 8
68. Is School Discipline Fair?
30 Years of Study
Disproportionality found based on
race/ethnicity & gender in:
Office referrals
Suspension & expulsion events
Corporal punishment
Alternative schools
Inconsistently applied rules
(Skiba, 2008)
69. What Behaviors are Students
Referred For By Race?
White students referred
more for:
Smoking
Vandalism
Leaving w/o permission
Obscene Language
Black students referred
more for:
Disrespect
Excessive Noise
Threat
Loitering
Of 32 infractions, only 8 significant differences:
(Skiba, 2008)
70. Other Cultural Factors
Students who receive free lunch are at increase
risk for school suspension
Students whose fathers did not have a full time
job were significantly more likely to be
suspended
Both low and high income adolescents agreed
that low income students were unfairly
targeted by disciplinary practices
Skiba, Micheal, Nardo & Peterson, 2002
71. Culturally Responsive Instruction
Acknowledge students’ differences as well as
their commonalities
Validate students’ cultural identity in classroom
practices and instructional materials
Educate students about the diversity of the
world around them
Promote equity and mutual respect among
students
Assess students’ ability and achievement validly
72. Culturally Responsive Instruction
Foster a positive interrelationship among
students, their families, the community, and
school
Motivate students to become active
participants in their learning
Encourage students to think critically
Challenge students to strive for excellence as
defined by their potential
Assist students in becoming socially and
politically conscious
73. APA Recommendations: Reducing
Disciplinary Disproportionality
School-wide:
Teacher training in classroom behavior
management
Reducing cultural mismatch
Avoid one-size-fits-all discipline
Use data to facilitate change
(Skiba, 2008)
74. Activity: Cultural Responsiveness
With your team discuss the implications of
disciplinary disproportionality within your
school
Problem-solve for possible solutions
Workbook
Page 8
76. Effective Teaching Plans…
Are for all teachers
Become fluid, living, breathing documents
Support reflective, thoughtful, well-planned
teaching & use of effective strategies (academic
and social)
Provide direction for needed PBIS system
supports
77. Components of An Effective Teaching
Plan
Define classroom rules based on school-wide
expectations
Outline routines (attention signal, etc)
Establish schedule for teaching routines and procedures
Decide strategies for encouraging appropriate behavior
and discouraging problem behavior
Plan a variety of instructional
strategies
Establish effective classroom
environment
Resources
Pages 11-13
78. Effective Instruction
Effective instruction
increases the likelihood
of correct student
responses
Correct responding is
correlated with positive
teacher interactions
Leading to increased academic achievement
of students and positive behavioral exchanges
between students and teachers
Gunter, Hummel, & Venn, 1998
79. Creating a Climate for Learning
Clear, Positive
Expectations
Clear Rules
Positive Role
Modeling
Acceptance of
Shaping
Respect for Each
Student
Limit Setting
Praise
Procedures &
Routines
Positive
Reinforcement
Structured Academic
Success
80. Activity: Effective Teaching Plans
How can our PBIS team help all
teachers in our building utilize Best
Practice in the Classroom?
Workbook
Page 9
84. PBIS Secondary Support Team
Processes
How will you structure your team?
Subcommittee of existing PBIS team?
Separate team dedicated to problem-solving
secondary behavior concerns?
Who will be on your team now?
Counselor, Social Worker, Behavior Specialist,
ISS coordinator, others, etc.
85. What does the PBIS Secondary
Support Team do?
For secondary levels of support:
Create data decision rules
Create referral form & flow chart for Secondary
Support Process
Facilitate referral process for intervention & support
Oversee secondary intervention implementation
Evaluate data to determine intervention progress &
effectiveness
88. Who is appropriate for Secondary
interventions?
APPROPRIATE
Low-level problem behavior (not severe)
2-5 office referrals
Behavior occurs across multiple locations
Examples:
talking out
minor disruption
work completion
89. Primary Prevention
School wide and
Classroom wide Systems
for All Students,
Staff, & Settings ~ 80% of Students
Secondary Prevention
Specialized Group
Systems for Students with
At Risk Behavior
~15%
Tertiary Prevention:
Specialized
Individualized
Systems for Students with
High Risk Behavior
~5%
Data Decision Rules
0-1 ODRs
2-5 ODRs
6 or more
ODRs
Other data decision rules:
-# minor incident referrals
-absences
-teacher concern
-behavior screening results
90. Referral Process
Simple referral process for staff (referral form
example)
Team receives referral
Respond to teacher referral within 48 hours
Team assigns secondary intervention
Intervention begins within 10 days
Team evaluates
Continue Intervention
Move to next step in problem solving process
92. Critical Features
Rapid access to intervention
Very low effort by teachers
Positive System of Support
Students agree to participate
Implemented by all staff/faculty in a school
Flexible intervention based on assessment
Functional Assessment
Adequate resources allocated (admin, team)
Continuous monitoring for decision-making
93. Activity: Secondary Referral
Process
Review and discuss sample Secondary Support
System Referral Flow Chart and Referral Form
to begin designing the system for your school
Workbook
Page 10
97. To correctly match appropriate
intervention practices to
problem behaviors, teams will
rely on the science of behavior.
98. Basics of Behavior
Behavior is learned
Every social interaction you have with a child
teaches him/her something
99. Functional Perspective
Every behavior serves a purpose
(…every picture tells a story …)
Every behavior’s purpose is to meet a need
(either real or perceived)
The “WHY” of behavior
101. Brief Behavioral Assessment
Eddie’s teacher is increasingly frustrated with
his outbursts. Anytime she asks Eddie to work
independently or turn in assignments, Eddie
talks back, yells out, gets out of his seat, or
“starts something” with his classmates. Eddie’s
teacher says that she has tried repeatedly to
talk to him about this behavior to no avail.
102. Behavior Interventions
Look for opportunities to:
Prevent problem behavior from occurring
Teach an acceptable alternative behavior
Reward a positive behavior
104. Activity: Assess Current Support
List the Student Support Programs being
offered in your school now. Decide which
behavioral needs are met by each program.
Workbook
Page 11
106. Common Questions??
Do Problem Students Deserve
Positive Attention?
When I Change Interactions, Am I Giving a
Misbehaving Student Her/His Way?
Is it Appropriate to Give Even More Time and
Attention to Students Who Misbehave?
Won’t the Students Know The Positive Attention is
Phony?
What Do You Do When You Just
Don’t Like the Student?
108. Preparing the Classroom Teacher
Rules are defined for each of the expectations
and posted in classrooms
Routines have been established
Praise is given and made priority
Acknowledgement
Procedure for tracking discipline issues
Range of consequences are consistent
108
Resources
Page 16
114. Flexible Grouping
Flexible grouping helps to avoid “tracking”
students at certain levels or learning styles.
Students can get to know more of their peers if
they are required or inspired to become
involved in group work with everyone in class
at some point.
115. Flexible Grouping Continuum
Examples
1. Foundational to transformational
2. Concrete to abstract
3. Simple to complex
4. Single facet to multiple facets
5. Small leap to great leap
6. More structured to more open
7. Less independent to more independent
8. Slow to quick
118. Physical Arrangement
Reduce congestion in high-traffic areas
Ensure the teacher can easily see all students
Make teaching materials and student supplies
easily accessible
Make sure students can easily observe whole
class presentations
Devote some display space to student work
119. Classroom Arrangement
Considerations
What type of activities will students typically
be doing?
What type of student interaction does the
teacher want?
What arrangements will foster these activities
and interactions?
121. Establish Behavioral
Expectations and Rules
Use school-wide expectations as basis for
classroom rules
Clearly and positively stated
State in observable terms
Posted and referred to frequently
Teach explicitly to FLUENCY
Reinforce consistently
122. Establish Procedures Based on
Expectations
Develop a schedule
Teach an attention signal
Teach routines for repetitive
tasks
Use precorrects
123. Develop Classroom Schedule
Establish predictable schedules
illustrate with icons, time, etc.
Schedule non-instruction time
Evaluate the variety and time for each activity.
POST
124. Develop A Schedule...
Down Time Causes Problems
Unscheduled time in a classroom is
an open invitation to disruptive
behavior.
Scheduled time is one of the basic
proactive variables that is under
teacher control.
At least 70% of the school day
should be scheduled for academic
activity
125. Teach Attention Signal
Always use a simple portable cue
Avoid starting instruction until all students are
attending
Reinforce students who attend immediately
Provide specific verbal praise to peers to redirect
students
Consistency, consistency, consistency!
126. Routines
Used for transition times and basic activities
that happen on a regular basis
Establish clear expectations for students and
adults
PLAN, POST, and TEACH routines
127. Effective Routines - Rationale
The number one problem in the classroomThe number one problem in the classroom
is not discipline; it is the lack of proceduresis not discipline; it is the lack of procedures
and routines. A vast majority of theand routines. A vast majority of the
behavior problems in the classroom arebehavior problems in the classroom are
caused by the failure of students to followcaused by the failure of students to follow
procedures and routines.procedures and routines.
-Harry Wong-Harry Wong
128. Effective Routines:
Why They Help Manage Behavior
Support for transition times and basic
activities that happen on a regular basis
Establish predictability
Clear Expectations
for Student
Behavior
Clear Expectations
for Adult Behavior
130. Encourage Expected Behavior
Provide praise for correct academic responses and
appropriate social behavior leading to:
Increases in student correct responses
Increases in on task behavior
Decreases in disruptive behaviors
(Sutherland, 2000)
131. Encourage Expected Behavior:
Verbal Feedback
Timely and accurate
Specific and descriptive
(Tie to school-wide expectations)
Contingent
Age-appropriate
Given in a manner that fits your style
133. Ratio of Interactions
4:1 ratio of positive-to-negative statements
Each time you have a negative interaction, tell
yourself you owe that student positive interactions
Identify specific times you will give positive feedback
Schedule individual conference time
Scan the room for appropriate behaviors
Engage in frequent positive interactions with all
students
134. Teaching Effective Rules
Tell-Show-Practice-Assess-Repeat
Give positive reinforcement for appropriate
student use
Consider consequences for errors
re-teach
redirect
time to “Cool Down”
Reflect! Are the rules working? Why or why
not?
135. Teaching Rules
Teach your
expectations
before the
activity or
transition begins.
Teach your
expectations
before the
activity or
transition begins.
Monitor student
behavior
by circulating
and visually
scanning.
Monitor student
behavior
by circulating
and visually
scanning.
Provide feedback
during the
activity and
at the conclusion
of the activity.
Provide feedback
during the
activity and
at the conclusion
of the activity.
Begin the cycle again for
the next activity.
136. Give Precorrects
PRECORRECTS function as REMINDERS
Opportunities to practice
Prompt for expected behavior
Especially helpful before teacher
anticipates behavior learning errors
137. Precorrect Examples
“Remember to put your papers in the bin
before you quietly walk out of the room.”
“Sam, show us how to be respectful and
line up quietly for gym.”
138. Increasing Positive Interactions
Focus on teaching students to get attention
through responsible behavior
Require adults to change the ratio of adult
to student interactions from primarily
negative to
primarily
positive
139. Increasing Positive Interactions
Based on the concept that most students
want and need adult attention
Leads students to feel like valued members of
the learning
community
140. Techniques to Improve
Compliance
Do not use a question format
Get up close - proximity
Use a quiet voice
Make eye contact
Give them time
141. Techniques to Improve
Compliance
Tell them only twice
Give one direction at a time
Tell students what you want them to do (rather
than what you don’t)
Verbally reinforce compliance
Get up and move
142. Increasing Opportunities to Respond:
Active Participation
Encourages everyone to become involved in
learning
Increases rate of responses of all learners
Increases attainment of material presented
Allows reluctant learners a secure environment
to practice
Decreases inappropriate or off task behavior
144. Practice Time!
Students should be reinforced at a rate of _____
to ______.
Universal strategies used in classroom
management are to teach rules and _________.
PBIS stands for_________________.
146. Techniques to Minimize At-Risk
Behaviors
Surface Management
Cognitive Approaches
Sensory Strategies
Signaling Systems
147. Surface Management: Proximity
Physical presence of the teacher is an external
source of control for student behavior
Allows for intervention without any “public”
acknowledgement of the student or behavior
Teacher circulates around the room, moving closer to
the student as behavior occurs
Proximity can range from standing nearby to placing a
hand on the desk or shoulder
The teacher continues teaching!
148. Surface Management:
Antiseptic Bouncing
Allows the student to exit the setting briefly and
minimizes continuation/escalation of the
behavior
Signal student to leave while “saving face”
Travel to an arranged spot for a set time
This can be done as a “helping job”
This process should prearranged
149. Surface Management: Humor
Humor can be used to effectively redirect and/or
de-escalate behavior
A good ice-breaker allows everyone to save face
Caution: avoid sarcasm!
Caution: If you said it, and you are the only one
laughing, it wasn’t really funny!
150. Surface Management: Ignoring
Quite simply, refusal to respond
Useful for low-intensity behaviors
No eye-contact, emotion, proximity, message
(verbal, gesture, tone, expression)
Begins immediately upon behavior initiation
Pair with reinforcement of the correct behavior
151. Cognitive Approach: Routines
Structure creates safety and comfort
Provides a sense of purpose, work guidelines
and ability to anticipate
Structure that is universal will especially
benefit certain students
Additional individual structure may be needed
152. Cognitive Approach: Repetition
If it’s important, say it (write it, do it) again!
Natural way for the brain to determine
importance
Ensures information will be available when it is
ready to be processed
Can also be done through symbolic attachment
153. Sensory Strategy: Music
There are specific neurons for processing music…
it may be a preferred learning style.
Specifically helpful in spatial reasoning and
math
Useful to facilitate student transition
Impacts and helps regulate mood
Can be calming to students with anxiety….
Provides multiple reinforcement opportunities
154. Sensory Strategy: Movement
Physical movement (gross and fine motor)
Associated with language development and
problem solving
Repetitive movement can improve recall
Can increase engagement and time on task for
those easily distracted/inattentive
Provides stress reduction
Provides multiple reinforcement opportunities
155. Signaling System: Cueing
Visually/Verbally based prompts and reminders
Improve overall communication when paired
with language
Respond to the brain’s needs during stress to
process information & clarify perceptions
Gain student attention by signaling what is
important
Minimize disruptions to the learning process
156. Signaling Systems: VISUAL
CUEING
Visuals are the strongest aide in quick learning.
Vision also has dedicated neurons in the brain.
Children need gestures to make language clearer.
Stress makes the brain more dependent on visuals not
only to hear and process, but also to establish
perceptions.
Use visual cues to get students’ attention, to clarify
language, as a behavioral intervention, and to signal
the brain as to what is important.
157. Signaling Systems: Verbal Cueing
CATCH PHRASES
Nike?
Trix?
Burger King?
Conjunction
Junction?
Key Points in your lessons should be reduced
to catch phrases.
Rules/Procedures should be reduced to catch
phrases.
158. What should be your
first strategy
to address
repetitive
student behavior errors?
159. Correct Student Behavior Errors
“Emotion Free” response
More effective if students have been taught
expected behaviors
Minimize attention other than to signal an
error has occurred
Praise for appropriate behavior
160. How does it look…
Correct Student Behavior Errors
1. Signal that an error has occurred
Refer to rules: "We respect others in this room by not using
put downs.”
1. Ask for an alternative appropriate response
"How can you show respect and still get your point across?"
3. Provide an opportunity to practice the skill and provide
verbal feedback
"That's much better, thank you for showing respect
toward others.”
162. Behavior(s) are determined and taught
Reinforcement is contingent upon appropriate
behavior
Be generous with reinforcers at the beginning
Reward class when:
Students who have not exhibited behavior in the past
are exhibiting the behavior now.
Students who have exhibited behaviors in the past
continue to exhibit them.
Effective Reinforcement
Strategies
163. Verbal Praise Paired With
A system to deliver group contingencies or
individual reinforcement
“Yes/no” bag
Compliance matrix
Lottery tickets
A process for students to exchange
token/lottery tickets
165. Things to Consider First…
Establishment of a universal (school-wide)
system does not guarantee individual
teachers are implementing with high integrity
Students who appear “At-Risk” may benefit
more from a teacher improving his/her skills
in behavior management than in student
participating in targeted interventions
166. Practices in the Classroom
Assess physical arrangement of classroom
Establish behavioral expectations/rules
Encourage expected behavior
Minimize and correct student behavior errors
Provide effective instruction
Resources
Pages 16-22
168. Is It Really Resistance To
Intervention?
Before Implementing a Secondary Intervention,
You Must Ask:
Is the Student Receiving an Adequate
“DOSE” of the Universal Intervention?
169. Some Secondary Interventions…Some Secondary Interventions…
-Small Group Social Skills Instruction
-Check In/Check Out (CICO or BEP)
-Mentoring
171. “Students learn
appropriate behavior in
the same way a child who
doesn’t know how to read
learns to read—through
instruction, practice,
feedback, and
encouragement.”
- Tim Lewis
172. Teaching Behavior
Inappropriate behavior is viewed as a skill
deficit
Social skills training teaches students a process
or strategy to resolve problems
Teaching behavior is used when a student
needs to replace problem behavior with a
more desirable behavior
173. Two Types of Social Skill Deficits
Skill deficits (cannot do)
Direct teaching approach
Coaching, modeling, behavior rehearsal
Performance deficits (will not do)
Incentive-based management approach
Prompting, cuing, reinforcement
Prompted social initiations
Home and school rewards
Individual and group contingencies
174. Assessment of Social Skills
Skill based deficit
Provide strong incentive to observe if
student can perform under such conditions
175. Assessment of Social Skills
Performance based deficit
Motivational deficit
Observe if student performs skill following
introduction of motivational strategy
motivation=value*belief in ability*get reward promised (Vroom, 1964)
Discrimination deficit
Student frequently performs skill, but fails to
perform under specific circumstances
Oblivious to social cues or social demands of
situation
176. Social Skills Instruction
Direct instruction
Skill based approach
Social problem solving
Strategy based approach
Opportunistic teaching (not enough alone)
Prompt students who have missed an opportunity to
practice a skill
Provide correction when skill is incorrectly or
inappropriately demonstrated
Debrief when student uses inappropriate behavior in place
of appropriate social skill
178. Social Skill Areas
Cooperation skills
Assertion skills
Friendship skills
Empathy skills
Self-control skills
School and classroom skills
179. Social Skills Instruction for
Small Groups
Select & group students with similar needs
Determine staff responsible
Determine best time for instruction
Select curricula & write lessons
Communicate with teacher and parents
Evaluate effectiveness
180. Social Skills Instruction for
Small Groups
Select & group students with similar
needs
Type of problem behavior
Intensity of problem behavior
Age/Developmental level
Gender
Develop group behavior management plan
181. Social Skills Instruction for
Small Groups
Determine staff responsible
Consider size of group and type of
problem behavior when assigning staff to
(co)lead
Determine best time for instruction
Lunchtime, before/after school, rotating
schedule, intervention block
182. Social Skills Instruction for
Small Groups
Select curricula & write lessons
Consider students’ developmental level
Commercial curricula, online lessons, or
custom lessons
Materials needed
Meeting space
requirements/limitations
Resources
Pages 23-24
183. Generalization Strategies
Provide a range of useful skill variations
Teach in the targeted setting
When teaching, include peers the target
student is likely to encounter in the problem
setting
Use a number of adults when teaching
Continue teaching for a sufficient amount of
time
184. Social Skills Instruction for
Small Groups
Communicate with teacher and parents
Written parent permission best practice
Determine how teacher(s)/parent(s) can
encourage/participate (homework)
185. Social Skills Instruction for
Small Groups
Evaluate effectiveness
Pre/Post Data Comparison
Teacher/Parent Feedback
Student Assessment
186. Social Skill Example:
Following Directions/Instructions
Discuss rationale for the critical rule
What would happen if you do or do not follow
directions?
If you follow directions, you may be seen as more
responsible & cooperative which could lead to more
privileges
Your teacher will view you as a learner because you follow
through
If you don’t follow directions, an adult might think you are
deliberately misbehaving or ignoring them
Elicit responses from students: when, where & with whom
they would use this skill
188. Following Directions
Teach/describe the skill and skill steps
Model examples and non-examples
Acknowledge (verbal or nonverbal)
Decide if you need to ask any clarifying questions
Role play/practice with feedback
Do the task immediately
Students and teachers observing can provide specific feedback
Review and test:
Identify one time when you did not follow directions
Identify one time when you did follow directions
189. Critical Components of
Behavior Instruction
Teach the skill
Demonstrate the skill
Provide multiple opportunities for practice
with feedback
Reinforce and encourage when students
demonstrate the skill
190. Key Points
It’s not what they know, it’s what they do
Behavior can be taught
Students need multiple opportunities to
practice behavioral skill deficits
Teachers need to reinforce students when they
demonstrate targeted skills
193. Activity: Social Skills Groups
Using your ODR data determine which social
skills lessons and groups are most needed at
your school, list:
When will lessons be taught
How will team ensure
instruction is occurring
Evidence of lessons
Possible reinforcers for participation
Workbook
Page 13
195. CICO
Research-based intervention effective
with 75% of students who participate
Check-in & check-out daily with an adult at
school
Daily performance data used to evaluate
progress
197. 10 Critical Features of CICO/BEP
1. Linked directly to school-wide expectations and/or
academic goals
2. Continuously available for student participation
3. Implemented within 3 school days of team
determination
4. Can be modified based on assessment and/or
outcome data
5. Includes structured prompts for ‘what to do’ in
relevant situations
(Crone, Horner, & Hawken, 2004)
198. 10 Critical Features of CICO/BEP
continued…
6. Student receives positive feedback from staff
7. Includes a school-home communication exchange
system at least weekly
8. Orientation materials provide information for a
student to get started on the intervention
9. Orientation materials provide information for staff/
subs./ volunteers who have students using the
intervention
10. Opportunities to practice new skills are provided
daily
(Crone, Horner, & Hawken, 2004)
199. Why does CICO work?
Improved structure
Increase in contingent feedback
Elevated reward for appropriate
behavior
Linking school and home support
Organized to morph into a self-
management system
200. Is My School Ready to
Implement a CICO System?
• School-wide system of behavior support in
place (SET Score 80% or higher)
• Staff buy-in for implementation of the CICO
• Administrative support
• No major changes in school climate data
• CICO implementation a top priority
201. How Do You Build Student and Staff
“buy-in” for the CICO?
Give CICO program a high profile in your
school
Promote CICO as positive support not
punishment
Collaboratively involve referring teachers in
CICO process
Provide regular feedback to staff, students,
and families
202. CICO/Behavior Education Program –
Referral Flow Chart
Teacher(s), Vice Principal and/or Pupil Personnel Worker refer student to Grade Level
Team
Grade Level Team
discusses
concerns and makes a
decision
Team decides that student is
not a potential candidate for
BEP – Recommends actions
for teacher(s)
Student Studies Team meets to review student data
– Recommends BEP or alternative action
SST recommends and develops
alternative action plan – IEP
Process, Tri-County Youth
Counseling Services, Small
Group Counseling, etc.
Guidance Counselors, Pupil
Personnel Worker or
School Psychologist
implement SST action plan
Behavior Education Program
1. Vice Principal contacts parents to initiate Behavior
Education Program
2. Grade Level BEP Coordinator meets with student to
instruct on process and procedures of program
Team decides that the student is
a potential candidate for BEP –
Recommends student to SST and
initiates Baseline Data
Resources
Pages 26-32
203. Activity: Check-in/Check-out
Use your ODR discipline data to identify
students with similar behavioral needs to
consider for CICO
Document steps for implementing CICO
Workbook
Page 13
205. Mentoring
Part of a systems approach to providing
critical intervention for students who:
Lack a role model
Experience academic failure
Maintain behavior with adult attention
206. Implementation/Program
Development Mentoring…
Essential components of mentoring programs
Involve personnel who have contact with students
Select program staff
Determine program goals and objectives
Define target population
Develop activities and procedures
218. Problem Statements
Write a “problem statement” that specifies the
precise nature of the problem
The more Ws (what, when, where, who, why)
you incorporate into the problem statement,
the more precise the problem statement will
be
The more precise the problem statement, the
easier it will be to generate a solution that
“fits” the problem
219. Implementation and Evaluation
Precise Problem Statement,
based on review of data
(What, When, Where, Who,
Why)
Solution Actions (e.g.,
Prevent, Teach, Prompt,
Reward, Correction,
Extinction, Safety)
Who? By
When?
Goal with Timeline,
Fidelity & Outcome
Measures, & Updates
SS
JA
All
teachers
11/1/10
11/3/10
11/3/10
JM will earn 80% of
his daily points on his
daily progress report
per day for 4/5 days per
week by 12/18/10
Problem-Solving Action Plan
We have 8 students with 2-5
ODRs from Sept. to Nov. for
primarily disrespectful
behaviors in the morning
reading class and afternoon
social studies class in order to
access peer and adult
attention.
Re-teach
Responsibility lessons
Implement CICO
Reinforce on-task
behaviors with DPR
Write your Precise
Problem Statement
here.
220. CollectCollect
and Useand Use
DataData
Develop
Hypothesis
Discuss and
Select
Solutions
Develop and
Implement
Action Plan
Evaluate and
Revise
Action Plan
.
Problem Solving
Meeting Foundations
Team Initiated
Problem Solving
(TIPS) Model
Identify
Problems
Quick
Review
221. Solutions – Generic Strategies
Prevent
Define & Teach
Reward/reinforce
Withhold reward/reinforcement – “Extinction”
Use non-rewarding/non-reinforcing corrective
consequences
Safety may need to be considered
222. Prevent “Trigger”
Define & Teach Reteach Respect lessons
Implement CICO to provide more frequent feedback and instruction
about respectful behaviors.
Reward/Reinforce Reward students earning 80% of points on DPR
Withhold Reward
Corrective consequence
Other
Safety
Problem statement: We have 8 students with 2-5 ODRs from Sept. to Nov. for primarily
disrespectful behaviors n the morning reading class and afternoon social studies
class in order to access peer and adult attention.
223. Implementation and Evaluation
Precise Problem Statement,
based on review of data
(What, When, Where, Who,
Why)
Solution Actions (e.g.,
Prevent, Teach, Prompt,
Reward, Correction,
Extinction, Safety)
Who? By
When?
Goal with Timeline,
Fidelity & Outcome
Measures, & Updates
SS
JA
All
teachers
11/1/10
11/3/10
11/3/10
JM will earn 80% of
his daily points on his
daily progress report
per day for 4/5 days per
week by 12/18/10
Problem-Solving Action Plan
JM has received 2 ODRs
during the first grading period
for disruptive behaviors in the
classroom during reading
possibly motivated by
attention.
Re-teach Respect
lessons
Implement CICO
Reinforce respectful
behaviors with DPR
Write Solutions
here.
224. CollectCollect
and Useand Use
DataData
Develop
Hypothesis
Discuss and
Select
Solutions
Develop and
Implement
Action Plan
Evaluate and
Revise
Action Plan
.
Problem Solving
Meeting Foundations
Team Initiated
Problem Solving
(TIPS) Model
Identify
Problems
Quick
Review
225. Implementation and Evaluation
Precise Problem Statement,
based on review of data
(What, When, Where, Who,
Why)
Solution Actions (e.g.,
Prevent, Teach, Prompt,
Reward, Correction,
Extinction, Safety)
Who? By
When?
Goal with Timeline,
Fidelity & Outcome
Measures, & Updates
SS
JA
(CICO)
All
teachers
11/1/10
11/3/10
11/3/10
All 8 students will earn
80% of daily points on
their daily progress
report per day for 4/5
days per week by
12/18/10
Problem-Solving Action Plan
JM has received 2 ODRs
during the first grading period
for disruptive behaviors in the
classroom during reading
possibly motivated by
attention.
Re-teach
Responsibility lessons
Implement CICO
Reinforce on-task
behaviors with DPR Document
Implementation
here.
Document
Goal here.
226. CollectCollect
and Useand Use
DataData
Develop
Hypothesis
Discuss and
Select
Solutions
Develop and
Implement
Action Plan
Evaluate and
Revise
Action Plan
.
Problem Solving
Meeting Foundations
Team Initiated
Problem Solving
(TIPS) Model
Identify
Problems
Quick
Review
227.
228. Implementation and Evaluation
Precise Problem Statement,
based on review of data
(What, When, Where, Who,
Why)
Solution Actions (e.g.,
Prevent, Teach, Prompt,
Reward, Correction,
Extinction, Safety)
Who? By
When?
Goal with Timeline,
Fidelity & Outcome
Measures, & Updates
SS
JA
All
teachers
11/1/10
11/3/10
11/3/10
Problem-Solving Action Plan
JM has received 2 ODRs
during the first grading period
for disruptive behaviors in the
classroom during reading
possibly motivated by
attention.
Re-teach
Responsibility lessons
Implement CICO
Reinforce on-task
behaviors with DPR Evaluate here.
229. Activity: Action Planning
Use your disciplinary data & action steps you
have been creating to apply the problem-
solving model
Use the TIPS problem solving worksheet to
assist you with the process
Workbook
Page 15
230. Practical Suggestions
Keep in mind the importance of
communication, especially listening
Remember your purpose
Get parents/community involved
Continue ongoing assessment of program
effectiveness
231. Evaluate Program Effectiveness
Decrease in…
Meetings with
counselor
Office referrals
Time outs
Suspension
Detention
Increase in…
Student attendance
Work
completion/grades
Academic performance
Completion of
homework
Parental/teacher
involvement
Positive student-
teacher interactions
232. Activity: Action Items for Next
Meeting
Using the Team Planning form in the back of
your workbook identify your next steps (action
plan) regarding secondary interventions
Evaluations
Have a safe trip home!
Additional Resources:
www.ncpublicschools.org/positivebehavior/
www.pbis.org
Workbook
Pages 16-17
Notas del editor
Module 2 of 3. Each is 2 days (12 contact hours) in length, for a total of 36 contact hours.
Materials Needed:
Workbooks
Expectations to Post
Poster/flip chart paper
Masking tape
Markers
Post-it notes
Music (CD’s & CD Player or speakers for computer
Tickets
Incentives
Cards/Sticker with Stereotypes for “Labels” Activity
Alka Seltzer and water jug or soda for “Johnny” Activity
Johnny Story
Jenga
Extra pens/pencils
Optional items
Candy
“fidgets” for tables (slinkys, playdough, squeeze balls, etc)
Training & Technical assistance sponsored by NC DPI, EC Division
Overview of Institute
Discuss the training dates for each module if known.
2. Discuss school responsibilities—remind teams of the important of staying intact and attending every meeting.
3. Review the PBIS M1 Readiness list or timeline and ask if there are any concerns or questions that need to be addressed at this time.
4. Action planning has been designed as an integral part of the training. Schools will leave with the beginnings of an action plan and action items.
5. As participants of the training, teams are asked to share their outcomes with their district coordinator. Specifically, teams are asked to complete an annual Implementation Inventory, SET/ BoQ, and Data Spreadsheets (achievement, ODR, Suspension-Expulsion Data – all available on website). The District Coordinator will share information with Heather Reynolds, PBIS State Consultant.
Module Two Agenda
Review this general agenda.
We will take breaks but take care of your own needs throughout.
Yes, we will have lunch breaks both days! Discuss lunch plans.
Discuss start and end times.
Team Outcomes for Module 2
This is a list of outcomes we expect your team to accomplish by the end of the institute. Each team will need to address their own priorities, so this is not a firm “to do” list.
Your team will continue to monitor progress of implementation at the Universal level. You will learn how to determine which students need secondary interventions and how to facilitate group interventions to meet their needs. You will also learn about a variety of secondary practices that are research based practices that could be utilized to further establish your schools continuum of supports. Your team will also learn how to collect data and apply the problem solving process to inform Secondary levels of implementation.
We work hard at putting practices in place throughout training that we share with you as useful. One of these is group expectations throughout our next 2 days of training. We hope to practice the following expectations and ask that you take care of your needs as they arise.
Attention Signal: used at all PBIS functions in NC
These are the directions for the signal that will be used to gain audience attention throughout the training.
Show the slide.
Practice by asking everyone to turn to their neighbor and say, “good morning” and tell them how happy you are to be here today.
After about 15 seconds, raise your hand and say, “Attention here.” Time how long it takes all participants to get quiet.
Give a ticket to the team or individual who responded to the attention signal first.
Reference:
Sugai, G., Horner, R.H., Algozzine, R., Barrett, S., Lewis, T., Anderson, C., Bradley, R., Choi, J. H., Dunlap, G., Eber, L., George, H., Kincaid, D., McCart, A., Nelson, M., Newcomer, L., Putnam, R., Riffel, L., Rovins, M., Sailor, W., Simonsen, B. (2010). School-wide positive behavior support: Implementers’ blueprint and self-assessment. Eugene, OR: University of Oregon.
Positive Behavior Intervention & Support Graphic
This graphic describes the interplay between the four key elements of PBIS. Each element supports the other:
Outcomes: academic and behavior targets that are endorsed and emphasized by students, families, & educators
Practices: interventions and strategies that are evidence-based
Data: information that is used to indentify status, need for change, and effects of interventions
Systems: support that are needed to enable the accurate and durable implementation of the practices of
PBIS systems consider multiple points of support: individual, classroom, school-wide, district, community, state
(From SWPBIS Implementers Blueprint and Self-Assessment (Sugai, et al, 2005) Teams can get a copy of the blueprint at www.pbis.org.) TRAINER COULD BRING A HARD COPY OF THIS TO SHOW.
Supporting staff behavior addresses changing adult behavior to change student behavior. Emphasis is usually on practices. Practices are often implemented without systems and data to support them. To maximize effectiveness and gained desired outcomes, we must address each element.
Research validated practices, interventions, strategies, curriculum, etc. to achieve goals and outcomes. Data are used to guide which Practices should be selected and/or adapted to achieve goals/outcomes. The selection and use of evidenced-based practices
Are given priority.
Systems change – considerations that support the effective and efficient selection and implementation of practices by school personnel (e.g., teachers, school psychologist, administrators.) These…. (new Implementation Blueprint, p. 11).
Schools have many responsibilities that span a range from the whole school to individual students with very intensive needs. (refer to responsibilities for each area on the graphic). While it is challenging for schools to establish systems to address all of these responsibilities, the North Carolina model for school improvement, RtI (Responsiveness to Instruction) assists schools with establishing a framework for providing a continuum of supports to address many of these responsibilities. If you think about the increasing intensity associated with these responsibilities you can see how a continuum of supports is necessary for schools to meet these demands (CLICK). This pyramid reflects the RtI problem solving model and depicts the continuum of supports that schools will create in order to meet these levels of responsibility in both areas, academic and behavioral. You are attending PBIS training, and are well on your way to establishing a continuum of supports in your school to address behavioral challenges. This would be reflected in the behavioral side of this pyramid.
PBIS is a framework above all else. It gives you a system created out of the roots of ABA and evidence-based interventions to achieve social competence for students, while enhancing their academic experience and achievement for all students.
Reference:
Sugai, G., Horner, R.H., Algozzine, R., Barrett, S., Lewis, T., Anderson, C., Bradley, R., Choi, J. H., Dunlap, G., Eber, L., George, H., Kincaid, D., McCart, A., Nelson, M., Newcomer, L., Putnam, R., Riffel, L., Rovins, M., Sailor, W., Simonsen, B. (2010). School-wide positive behavior support: Implementers’ blueprint and self-assessment. Eugene, OR: University of Oregon.
Let’s take a closer look at constructing a continuum of support (Lewis & Sugai, 1999; Sugai etal., 2000; Walker et al., 1996):
(CLICK) Primary prevention focuses on preventing the development of new cases of problem behaviors by focusing on all students and staff, across all settings. We expect that primary/school-wide/universal implementation will result in about 80% of students gaining the necessary behavioral and social skills necessary to be successful in school.
(CLICK) Secondary prevention focuses on reducing the number of existing cases of problem behaviors by establishing efficient and rapid responses to problem behavior. Secondary prevention is only implemented after the successful implementation of S-W PBIS and should result in an additional 15% of students learning necessary skills.
(CLICK) Tertiary prevention focuses on reducing the intensity and/or complexity of existing cases of problem behaviors that are resistant to primary and secondary prevention efforts. Once SW and Secondary efforts are in place, tertiary prevention & intervention focuses on the remaining 2-5% of the population continuing to show skill deficits.
When all three levels have been successfully implemented (a 3-5 year process) the school will have created a comprehensive system of behavioral support.
Primary prevention focuses on preventing the development of new cases of problem behaviors by focusing on all students and staff, across all settings. We expect that primary/school-wide/universal implementation will result in about 80% of students gaining the necessary behavioral and social skills necessary to be successful in school.
Batsche, G.M. (August, 2010). We know what RtI is, now what do we do with it? Critical elements for successful implementation. Presented at the Response to Intervention (RtI) Summer 2010 Institute: Building a Context for Excellence, Macomb ISD, Clinton Township, MI. Retrieved from http://www.misd.net/rti/6A%20‑Batsche%20Critical%20Elements%20for%20Success%20keynote.pdf
Secondary prevention focuses on reducing the number of existing cases of problem behaviors by establishing efficient and rapid responses to problem behavior. Secondary prevention is only implemented after the successful implementation of S-W PBIS and should result in an additional 15% of students learning necessary skills.
Batsche, G.M. (August, 2010). We know what RtI is, now what do we do with it? Critical elements for successful implementation. Presented at the Response to Intervention (RtI) Summer 2010 Institute: Building a Context for Excellence, Macomb ISD, Clinton Township, MI. Retrieved from http://www.misd.net/rti/6A%20‑Batsche%20Critical%20Elements%20for%20Success%20keynote.pdf
Tertiary prevention focuses on reducing the intensity and/or complexity of existing cases of problem behaviors that are resistant to primary and secondary prevention efforts. Once SW and Secondary efforts are in place, tertiary prevention & intervention focuses on the remaining 2-5% of the population continuing to show skill deficits.
Batsche, G.M. (August, 2010). We know what RtI is, now what do we do with it? Critical elements for successful implementation. Presented at the Response to Intervention (RtI) Summer 2010 Institute: Building a Context for Excellence, Macomb ISD, Clinton Township, MI. Retrieved from http://www.misd.net/rti/6A%20‑Batsche%20Critical%20Elements%20for%20Success%20keynote.pdf
Updated version of the triangle recognizes that each individual has a range of support needs, and strength areas in which they require very little support.
Also, we don’t want to talk about “red kids” vs. “green kids.” The point is not to categorize children, but to use the graphic to help us understand that our core instruction must be meeting most students’ needs, and then to determine how we can provide additional support beyond the core instruction we provide for every student.
What if we went to the doctor not for medication after we have a cold, but we went to ask for prevention medicine to ensure that we stay well?
In PBIS we do just that. We focus on what we can do to prevent problem behavior, not how do we react to problem behavior. We teach behavior the same way we teach academics. We do not wait for the student to fail.
The PBIS workshop has been designed to follow the Problem-Solving Model approach.
The Problem-Solving Model framework will ensure the school’s ability to weave initiatives together, such as Response to Instruction. PBIS utilizes the problem solving approach as does Response to Instruction.
It is imperative that we continue to look at new initiatives within our schools with a lens of how we remain effective by adding something new. With the PSM approach we are able to stay effective and efficient.
These are more key features of PBIS
Effective Process: Effective professional development must include training teachers on the operational definitions of each expectation and rule for THEIR SCHOOL, what do we mean when we say “respect” or what does it look like to be “on time”. This is critical if expectations are going to be taught consistently.
Focuses on establishing school environments that support long term success—this effort takes commitment, leadership (administrators and team), if change is to take place in adults and the system. You may see change but universal systems will not impact tough kids.
Is implemented consistently by staff and administration—everyone. A “critical mass” of staff teaches & practices. Consistent implementation by all staff every day of school is an important concept of PBIS.
Appropriate student behavior is taught—this cannot be emphasized enough. When students do not display the expected behavior, they must be taught.
Positive behaviors are publicly acknowledged—publicly acknowledging social behavior is more than “catch them being good.” Examples include a red card to go to the front of the line, Student of the Month, etc.
Schools with Effective Discipline Systems
Have Effective Leadership
Work smarter not harder—schedule regular meeting times that are protected, use an agenda, and get communication methods established.
Are actively involved to support
Provide direction for clarity of purpose
While administrative support is critical, consideration of implementation science is necessary to support sustainable change. You always want to ensure that you have the system in place to support the practice, the practice in place to support the system, and the data in place to assess the success of both.
These beginning questions help us determine if a new initiative is going to pay off in the end. When you begin a new process, initiative, program, etc. We want it to be…
Effective…for the good of the cause
Efficient…to the implementers
Relevant…to the environment and the context of your school
Durable…to stand the tests of time and the trials/errors that will occur
Scalable…so your success can be shared and replicated at other sites
Logical…to make sense to those that you want to invest – “Does it make sense?”
Think work smarter not harder. If you improve school climate and have a foundation where staff wants to come to work and students want to come to learn, parents are more satisfied and community is in support behavior problems are more likely to be less and academics are more likely to improve.
Activity: Jenga
What happens if we jump straight to individual students with high number/intensity of problem behaviors?
You will lead the group in playing a short round of the game Jenga. You will ask participants to name one behavior that happens in schools. These can be common office referrals or things they often see in their classes. After naming the behavior they will pull one piece out of the stack of blocks and place it on top. You will continue until the stack of blocks tumbles over.
Ask the group what they think this activity has to do with PBIS? Validate their responses.
To close the activity explain:
Imagine that the stack of blocks is our PBIS pyramid. The point of the activity is to explain that when we spend more time focusing on the top and depleting the support for the bottom, we will not have a strong foundation. This can result in challenges from gaps in resources and supports at the universal level all the way to having more problems at the top.
Knowing this, what indicators can teams use to know they are ready to move on?
When to Use Targeted Small Group Interventions
These are some general guidelines to help determine when targeted small group interventions are needed:
Universals are not sufficient to impact behavior—it is often reported from schools implementing universal PBIS strategies that the “at risk” students become very obvious. These are the students that continue to exhibit that they have not learned the expected behavioral expectations, rules and routines and continually misbehave.
Students display chronic patterns—this may be indicated by office referral data.
Concerns arise regarding students’ behavior—when students’ behavior is becoming a concern and needs attention.
Let’s take a closer look at constructing a continuum of support (Lewis & Sugai, 1999; Sugai etal., 2000; Walker et al., 1996):
(CLICK) Primary prevention focuses on preventing the development of new cases of problem behaviors by focusing on all students and staff, across all settings. We expect that primary/school-wide/universal implementation will result in about 80% of students gaining the necessary behavioral and social skills necessary to be successful in school.
(CLICK) Secondary prevention focuses on reducing the number of existing cases of problem behaviors by establishing efficient and rapid responses to problem behavior. Secondary prevention is only implemented after the successful implementation of S-W PBIS and should result in an additional 15% of students learning necessary skills.
(CLICK) Tertiary prevention focuses on reducing the intensity and/or complexity of existing cases of problem behaviors that are resistant to primary and secondary prevention efforts. Once SW and Secondary efforts are in place, tertiary prevention & intervention focuses on the remaining 2-5% of the population continuing to show skill deficits.
When all three levels have been successfully implemented (a 3-5 year process) the school will have created a comprehensive system of behavioral support.
The TIPS model
The larger outer circle is the system of Meeting Foundations that supports the use of the problem solving model
The inner circles provide the strategies for using data to identify and solve problems
Positive Behavior Support Graphic: Data
Next we will look at how the PBIS framework uses data to support effective decision making.
Data Manual: www.ncpublicschools.org/positivebehavior/data/collection/
Useful in tracking number of students likely to benefit from Secondary Support
Student with 2-5 are candidates for more support in behavior, academic, or both areas.
Other Names for DBR
Home-School Note
Behavior Report Card
Daily Progress Report
Good Behavior Note
Check-In Check-Out Card
Performance-based behavioral recording
Effective behavioral assessment and intervention procedures in applied settings require the use of empirically-supported yet feasible techniques
To date, feasible assessment of behavior skills has been focused on ODR data – which may not be sensitive to capture all behaviors of interest
To date, support for feasible, formative assessment of academic skills is available (e.g., CBM) – but attention has not been directed toward social behaviors
Strengths
Highly Flexible
Highly Feasible, Acceptable, and Familiar
Minimal Cost Given Potential Amount and Uses for Data
Reduced Risk of Reactivity (atypical behavior)
Can be used in assessment, intervention, and communication
Weaknesses
Rater Influence (history)
Limited Response Format
Limited Knowledge about Psychometric Adequacy
Chafouleas, S.M., Riley-Tillman, , T.C., & McDougal, J.L. (2002). Good, bad, or in-between: How does the daily behavior report card rate? Psychology in the Schools, 39(2), 157-169.
60% of teachers surveyed already use DBRs to change student behavior
32% to monitor or observe student behavior
81% to identify positive behaviors, 77% to identify negative behaviors
86% use with individual students, 19% with whole class, 9% with small groups
32% use DBRs “routinely” as part of classroom management plan
Increase communication (teacher-student, home-school)
As a component of an intervention package, particularly in self-management
Provide “quick” assessment of behaviors, especially those not easily captured by other means
Monitor student behavior over time
Flexible
K-12,
+ or –
1 student or larger group
range of behaviors
(Chafouleas, Riley-Tillman, & Sassu, 2006)
Ensure that use is “systematic”
Identify and operationally define a behavior of interest
Use a system of observation in a specific time and place
Score and summarize the data in a consistent manner
(Similar to the criteria that define systematic direct observation (Salvia & Ysseldyke, 2004)
Provide checks on integrity and acceptability
Understand correspondence with other data sources
Data can be quantified, compared, combined, and summarized for summative and formative purposes.
For example, DBR data of Susie’s disruptive behavior over the week can be summarized into a statement of average daily or weekly rating (6 out of 9 points) or most likely period of high or low disruption if multiple ratings per day are taken (just before lunch).
Since DBR involve rating on some scale, data are summarized relevant to the scale.
For example, a simple yes/no checklist can be easily depicted through a bar chart whereas rating information might be plotted on a line graph, with the intervals on the y-axis indicating the DBR scale.
It is important to consider the fact that the DBR measures the teachers’ perception of the behavior, not the actual behavior (ex. Engaged in the behavior 5 times). Further, we are measuring changes in the teachers perception of the behavior as a movement between scores, and not using a score as a description of a student. Remember, in social behavior there are no absolutes, the goals must be defined within a given social context. In addition, who the rater is matters because we are measuring perceptions. Teachers perceptions tend to move consistently once established on the scale of 1-10, however, it is not appropriate to compare one teachers score of 5 to another teachers score of 1. Thus, keep consistency in the rater for the duration of the intervention.
This is another way to document DBR data.
Evaluate Program Effectiveness
Regardless of the targeted small group interventions, your team will want to have some methods to determine the effectiveness of the strategies being used.
Determine in advance how to measure program effectiveness.
Find an easy way to collect this information...most of this information is easily accessible to staff.
5 minutes – ask for volunteers
The TIPS model
The larger outer circle is the system of Meeting Foundations that supports the use of the problem solving model
The inner circles provide the strategies for using data to identify and solve problems
Positive Behavior Support Graphic: Systems
To begin talking about the solutions that the PBIS framework provides, we will look first at the systems necessary to support your staff in implementation.
Your secondary PBIS team will need to establish systems to support effective teaching in your school.
Emphasize that even though we look at these kids as individuals to identify them, our goal is to look for ways to intervene with the whole group of them
Limbic System: located beneath the cortex in the central region of your brain. It is associated with certain emotions and memory processes, as well as, biological rhythms. The amygdala is located within the limbic system, as well as, the hippocampi and hypothalamus.
Limbic lobes: Sex, rage, fear; emotions. Integration of recent memory, biological rhythms.
Olfactory pathways: smell
Amygdala and their different pathways.
Hippocampi and their different pathways.
Hypothalamus- temperature, hunger, homeostasis
The next part of the brain you will want to know about is the cerebral cortex. This is the outer layer of gray matter. The cerebral cortex is associated with analyzing sensory information, processing memories, learning, forming thoughts, and decision making. So when we are teaching students, this is the part of the brain we want activated to facilitate successful outcomes.
Outermost layer
Composed of gray matter
Left and right hemisphere
Analyze:
sensory data
perform memory functions
learn new information
form thoughts
make decisions
The pre-frontal cortex is specifically critical for attention, judgment, self-regulation or inhibition, as well as personality and temperamental traits. Impairments associated with this region of the brain are often associated with short-term memory loss, inattention, lack of concentration, inability to process new information, inappropriate behaviors, and moodiness.
It’s important for educators to keep child development in mind when we think about behavioral expectations for students. We know that the brain develops from the back to the front. This area is last part of the brain to fully develop. What does that mean for students?
Events that trigger memories of trauma or painful emotional experiences result in limbic response. Can you control every emotional response you have? Whenever you experience stress, real or perceived, your limbic systems initiates a chemical response from your autonomic nervous system (fight or flight).
Teachers need to know that when you observe rage and fear a student’s limbic system is responding. When this part of the brain is engaged in self-preservation (fight or flight for example) the ability of the brain to plan, reason, and process consequences is reduced.
In order to avoid these responses, teachers are encouraged to think about facilitating an environment where students feel safe, wanted, and successful.
The brain strives for efficiency and tries to help us become more efficient by knowing the things you do most often and helps you to do those things more often and better…
When things work, your brain tries to help you access that skill or behavior faster in the future.
More practice = increased efficiency
Actually “worn into” synaptic pathways
(student who uses profanity as a typical response this becomes their “go to” response)
The things that you do less often do not appear effective and so they are not given the opportunity to develop.
To change a behavior we have to strengthen alternative synaptic pathways
(same student does not access other problem solving responses). To effectively change behavior, we need opportunities for not just practice, but perfect practice
Retrieved from Discovery Health:
http://health.howstuffworks.com/mental-health/human-nature/behavior/form-a-habit.htm
A child’s life is like a piece of paper on which every passerby leaves a mark.Chinese Proverb
While we may not be able to address developmental delays or impairments of the prefrontal cortex, we do know some strategies that we can utilize to increase attention.
Focus on 8- 12 minutes!!
Dopamine can help our brains to sustain attention for this limited amount of time for students in grades 3-7. This suggests the importance of breaking down our instructional time so that we have small blocks of time.
Do we have our instructional time set up in these small increments of time with activity transitions planned after about 12 minutes?
The bottom line here is you help support greater development of the brain by having an engaging, interesting environment.
Who has ever been to a gray office with few pictures or interesting objects? How did you feel?
Boring environments = thinning effect on
the cortex
+disruptions
Enriched classroom =thickening of cortex
+ increases in judgment
creativity
planning
problem solving
Think about our classrooms and the activities and tasks that we ask our students to do? Are they different? Are they new and interesting? Do they require their attention or is it the same things they’ve been doing all year?
The bottom line here is you help support greater development of the brain by having an engaging, interesting environment.
Who has ever been to a gray office with few pictures or interesting objects? How did you feel?
Boring environments = thinning effect on
the cortex
+disruptions
Enriched classroom =thickening of cortex
+ increases in judgment
creativity
planning
problem solving
Think about our classrooms and the activities and tasks that we ask our students to do? Are they different? Are they new and interesting? Do they require their attention or is it the same things they’ve been doing all year?
Provide a variety of learning formats but allow transition and “down” times so that the brain has time to process the new information. This will lead to better retention and therefore, possibly less frustration.
We’ve talked about different parts of the brain and how each is related to learning outcomes. Now let’s discuss what culturally responsive instruction means for your school.
Here’s what we know- in 30 years of literature disciplinary disproportionality has consistently been identified regarding a variety of disciplinary factors.
Skiba, R.J. (2008). Disproportionality in special education: What do we know and what should we do? Presented at the Indiana Department of Education Disproportionality Soultions Summit. Indianapolis, Indiana.
Specifically, we know that significant differences exist for the types of behaviors students are referred for based upon his or her race. White students are more likely to be referred for more objective behaviors that are easier to define and observe. While Black students are more likely to be referred for subjective types of behaviors, where variability in the definition and observation of the behavior is much more subjective.
Skiba, R.J. (2008). Disproportionality in special education: What do we know and what should we do? Presented at the Indiana Department of Education Disproportionality Soultions Summit. Indianapolis, Indiana.
From the study, there also appeared to be differences in the types of punishment meted out to students from different SES. High SES students report receiving mild and moderate consequences ex. (Teacher reprimands, seat reassignments) Low SES students report more severe consequences, sometimes delivered in a less than professional manner ex.( yelled at in front of class, made to stand in the hall all day and a search of personal belongings)
You can also talk about perceptions of students and staff regarding SES and other areas that you need to consider.
Skiba, R.J., Michael, R.S., Nardo, A.C., & Peterson, R. (2002). The color of discipline: Sources of racial and gender disproportionality in school punishment. Urban Review, 34, 317-342.
1) Acknowledge students’ differences as well as their commonalities. While it is important for teachers to note the shared values and practices of their students, it is equally incumbent that teachers recognize the individual differences of students. Certainly, culture and language may contribute to behaviors and attitudes exhibited by students. For example, some cultures forbid children to engage in direct eye contact with adults; thus, when these children refuse to look at the teacher,
they are not being defiant but practicing their culture. However, for teachers to ascribe particular characteristics to a student solely because of his/ her ethnic or racial group demonstrates just as much prejudice as expecting all students to conform to mainstream cultural practices. Moreover, because each student is unique, learning needs will be different. Recognizing these distinctions enhances the ability of the teacher to address the individual needs of the students. The key is to respond to each student based on his/her identified strengths and weaknesses, and not on preconceived notions about the student’s group affiliation.
2) Validate students’ cultural identity in classroom practices and instructional materials. Teachers should, to the extent possible, use textbooks, design bulletin boards, and implement classroom activities culturally supportive of their students. When the school-assigned textbooks and other instructional materials perpetuate stereotypes (e.g., African Americans portrayed as athletes) or fail to adequately represent diverse groups (e.g., books containing no images or perspectives of Native Americans, Latinos(as), and other non-Anglo Saxons), teachers must supplement instruction with resources rich in diversity and sensitive in portrayal of individuals from different backgrounds. By utilizing images and practices familiar to students, teachers can capitalize on the strengths students bring to school. The more students experience familiar practices in instruction and are allowed to think differently, the greater the feeling of inclusion and the higher the probability of success. For example, in some communities, members work together in a supportive manner to accomplish many tasks in their daily lives. Reflecting these home practices in instructional approach, such as the use of cooperative learning (Putnam, 1998), increases the likelihood of success for these students.
3) Educate students about the diversity of the world around them. As the “village” in which students live becomes more global, they are challenged to interact with people from various backgrounds. When students are ignorant about the differences of other groups, there is a greater probability of conflicts. Particularly in the classroom where student diversity is increasing, students need the skills to relate to each other positively, regardless of cultural and linguistic differences. Teachers need to provide students with learning opportunities (e.g., have students interview individuals from other cultures; link students to email pals from other communities and cultures) so that they might become more culturally knowledgeable and competent when encountering others who are different. Furthermore, students will develop an appreciation for other groups when they learn of the contributions of different peoples to the advancement of the human race. A word of caution, this requires active research and planning by teachers so that cultural stereotypes are not inadvertently reinforced.
4) Promote equity and mutual respect among students. In a classroom of diverse cultures, languages, and abilities, it is imperative that all students feel fairly treated and respected. When students are subjected to unfair discrimination because of their differences, the results can be feelings of unworthiness, frustration, or anger, often resulting in low achievement. Teachers need to establish and maintain standards of behavior that require respectful treatment of all in the classroom. Teachers can be role models, demonstrating fairness and reminding students that difference is normal. Further, teachers need to monitor what types of behaviors and communication styles are rewarded and praised. Oftentimes these behaviors and ways of communicating are aligned with cultural practices. Care must be taken so as not to penalize a student’s behavior just because of a cultural difference.
5) Assess students’ ability and achievement validly. The assessment of students’ abilities and achievement must be as accurate and complete as possible if effective instructional programming is to occur. This can only be accomplished when the assessment instruments and procedures are valid for the population being assessed. In today’s schools students possess differences in culture and language that might predispose them to different communication practices and even different test-taking skills. Hence, assessment instruments should be varied and suited to the population being tested. When this does not occur, invalid judgments about students’ abilities or achievement are likely to result. Further, tests that are not sensitive to students’ cultural and linguistic background will often merely indicate what the students don’t know (about the mainstream culture and language) and very little about what they do. Thus, the opportunity to build on what students do know is lost.
6) Foster a positive interrelationship among students, their families, the community, and school. When students come to school they bring knowledge shaped by their families and community; they return home with new knowledge fostered by the school and its practitioners. Students’ performance in school will likely be affected by the ability of the teacher to negotiate this home-community-school relationship effectively. When teachers tap into the resources of the community by inviting parents and other community members into the classroom as respected partners in the teaching-learning process, this interrelationship is positively reinforced. To further strengthen their bond with the students and their community, teachers might even participate in community events where possible. Moreover, everyone benefits when there is evidence of mutual respect and value for the contributions all can make to educating the whole student.
7) Motivate students to become active participants in their learning. Teachers must encourage students to become active learners who regulate their own learning through reflection and evaluation. Students who are actively engaged in their learning ask questions rather than accept information uncritically. They self-regulate the development of their knowledge by setting goals, evaluating their performance, utilizing feedback, and tailoring their strategies. For example, by examining his or her learning patterns, a student may come to realize that reviewing materials with visual aids enhances retention, or that studying with a partner helps to process the information better. It is important, therefore, that teachers structure a classroom environment conducive to inquiry-based learning, one that allows students to pose questions to themselves, to each other, and to the teacher.
8) Encourage students to think critically. A major goal of teaching is to help students become independent thinkers so that they might learn to make responsible decisions. Critical thinking requires students to analyze (i.e., examine constituent parts or elements) and synthesize (i.e., collect and summarize) information, and to view situations from multiple perspectives. When teachers provide opportunities for students to engage in this kind of reasoning, students learn how to think “outside the box.” More important, these students learn to think for themselves. These students are less likely to accept stereotypes and to formulate opinions based on ignorance. To foster these skills, teachers might devise “what if” scenarios, requiring students to think about specific situations from different viewpoints.
9) Challenge students to strive for excellence as defined by their potential. All students have the potential to learn, regardless of their cultural or linguistic background, ability or disability. Many students often stop trying because of a history of failure. Others, disenchanted with a low-level or irrelevant curriculum, work just enough to get by. Teachers have a responsibility to continually motivate all students by reminding them that they are capable and by providing them with a challenging and meaningful curriculum. Low teacher expectations will yield low student performance. It is important to engage students in activities that demonstrate how much they can learn when provided with appropriate assistance. As students progress, teachers need to continually “raise the bar,” giving students just the right amount of assistance to take them one step higher, thereby helping students to strive for their potential.
10) Assist students in becoming socially and politically conscious. Teachers must prepare students to participate meaningfully and responsibly not only in the classroom but also in society. Meaningful and responsible participation requires everyone to critically examine societal policies and practices, and to work to correct injustices that exist. Students must be taught that if the world is to be a better place where everyone is treated fairly, then they have to work to make it so. This is their responsibility as citizens of their country and inhabitants of the earth. To foster this consciousness, teachers might have students write group or individual letters to politicians and newspaper editors voicing their concerns about specific social issues; or students might participate in food or clothing drives to help people less fortunate.
The American Psychological Association recommends taking these steps to reduce disciplinary disproportionality.
Reducing cultural mismatch: actively recruiting teachers & staff that reflect the student population
Use data to transform: systems & practices that are maintaining disciplinary disproportionality
Skiba, R.J. (2008). Disproportionality in special education: What do we know and what should we do? Presented at the Indiana Department of Education Disproportionality Soultions Summit. Indianapolis, Indiana.
Effective Teaching Plans
Focus on how the PBIS team support struggling teachers? Mentor, PLCs,
We have talked about a number of management strategies to the classroom. Now we are going to talk about the purposes and benefits of using Effective Teaching Plans.
Are for all teachers—these plans are helpful for those who are “struggling” because they have a class of students who need a lot of instruction to learn expected behaviors, rules and routines. Effective Teaching Plans are also helpful for teachers who need some new strategies.
Become fluid, living, breathing documents—Effective Teaching Plans are working documents teachers should feel free to change and alter regularly.
Support reflective, thoughtful and well planned teaching—effective Teaching Plans are a tool for reflective teachers who continually strive to enhance student learning of academics and behavior.
Provide direction for needed PBIS system supports—the Effective Teaching Plan addresses many of the classroom management strategies we have been discussing, such as teaching rules and routines. Therefore it may provide direction to the PBIS team about the PBIS system supports that are needed. For example, a survey of teachers may indicate teachers do not have classroom rules. The PBIS team could then use the Effective Teaching Plan to help teachers think through classroom rules and ways to teach them.
Handout #21 is an example—refer participants to this handout.
Components of an Effective Teaching Plan
Your role as the team is to function in the problem solving model.
Workbook handout can be used to work with struggling teachers
This slide provides an overview of the components or parts of an effective teaching plan.
Refer participants to the Blank Effective Teaching Plan form they can share with their teachers.
Effective Instruction
In summary, we have been discussing effective instructional strategies to help manage student behavior.
Effective instruction increases the likelihood of correct student responses—all the strategies we have discussed are proven to increase the likelihood of correct responses by students.
Correct responding is correlated with positive teacher interactions—we have discussed the importance of positive interactions as a method to increase correct responding.
Effective instruction and correct responding lead to increased academic achievement of students and positive behavioral exchanges between students and teachers—this is the “bottom line” of student learning and a positive learning atmosphere.
Reference
Gunter, P. L., Hummel, J.H., & Venn, M. L.(1998). Are effective academic instructional practices used to teach students with behavior disorders? Beyond Behavior, 9(3), 5-11.
Each of these variables set the tone for learning. These are powerful contributors for student’s academic success in the classroom.
Ask if participants use any of these in their classrooms.
Clear, positive expectations & rules: Students can’t meet our expectations if they don’t know what they are. We must clearly define and demonstrate the behaviors we want from students
Role-modeling is tremendously powerful. Do we role model what we expect our students to do in our classrooms? Have you ever seen someone in the hall screaming “Be quiet in the halls!” We want to show students the appropriate way to show respect, be positive, and be sure that adults follow these procedures as well.
Acceptance of Shaping: We don’t change behavior radically overnight, instead we change it by gradually shaping the problem behavior into the replacement behavior we want. As part of this process, we have to be willing to accept the small changes in behavior that will eventually add up the new behavior that is our goal
Progress of positive behaviors is an INCREASE, not to be a set number. If your team set a number of ODR reductions and doesn’t meet that number but does decrease ODR have they succeeded or failed?
Respect for each student: respect is a two-way street
Limit setting: Students need to know what we expect AND what we don’t. They also need to know what the consequences will be when they don’t meet expectations
Praise: Specific, contingent, positive feedback
Procedures & Routines: Help create structure and predictability
Positive Reinforcement: Acknowledgement when students meet expectations
Structured Academic Success: Success breeds success. Students who are struggling sometimes need guaranteed opportunities for success to build their confidence so they are willing to take academic risks later.
Space for teams to brainstorm this question is provided at the top of workbook page 11.
How Can Our Team Help All Teachers in Our Building Use These Classroom Systems?
Ask if anyone is concerned about how to answer this question.
In addition to supporting effective teaching, your PBIS Secondary team is a critical part of your Secondary System of support.
Consider how you will structure your PBIS secondary support team. You may continue with one team and appoint several team members to be responsible for coordination, implementation, and communication about secondary supports. Some teams elect to have some separate secondary team meetings and then reconvene with the whole PBIS team regularly. The key is to figure out how to appoint the responsibilities while keeping universal implementation in mind as well. In addition, consider any addition team members who might need to be invited to join the team.
Your secondary support team will be responsible for creating data decision rules, a referral form and process for secondary support services, supporting intervention implementation, and evaluating effectiveness of interventions.
This activity begins on the second half of page 11.
Generally, students who would benefit from secondary supports demonstrate low-level problem behavior, have 2-5 office referrals, and demonstrate behavior across settings. (If behavior is in one location, it might be an issue with the environment, rather than the student.)
This graphic shows the number of office discipline referrals associated with each level of support within the continuum. For secondary supports we would ask that students with 2-5 referrals be referred for secondary supports. Other data decision rules might include: absences, teacher concern, or behavior screening results.
When establishing the referral process keep in mind the following steps.
Process for Assistance- an example of a referral for secondary support
Our goal is to design a system that allows this process to take place.
Following this model the teacher is never left on his/her own.
The team meets within 48 hours of initial request for assistance.
The team provides strategies for the teacher to implement immediately.
The team checks in with the teacher the next day to see how things are going.
If strategies are not successful, the team assesses to get the needed information to develop an individual plan for the student.
The critical component is that all pieces are connected. This sends the message that this is “our student, our responsibility” and the teacher doesn’t feel he/she is alone. It is a team process with everyone supporting each other.
Used with permission from the Center on Positive Behavioral Interventions and Supports, University of Oregon, Eugene.
In order to ensure the efficiency and effectiveness of secondary support systems, access to support must be quick. Teachers must not feel that the process is a burden, but rather an easy way to access support. The supports should be something students will choose to participate in. Flexibility, time, resources, and consistency are all factors that must be considered.
The TIPS model
The larger outer circle is the system of Meeting Foundations that supports the use of the problem solving model
The inner circles provide the strategies for using data to identify and solve problems
Positive Behavior Support Graphic: Practices
Next we will take a look at some specific practices that support implementation
The Basics of Behavior
This points out a basic fact that behavior is learned. We have discussed this throughout our institute. This is easy to see when students are displaying appropriate behavior but it is not so obvious when students have learned behavior that is inconsistent with the expectations of school. So we need to focus on teaching and modeling behavior we want students to learn.
Kids aren’t born being mean and hateful. They are just trying to figure out how things work. Humans like the world to be predictable and we watch for social cues to help figure out how the world works.
The following is an example of liking life to be predictable—we are running late for work, we get in our car and the battery is dead. The car is not acting predictably which often causes us to act up (curse, hit the steering wheel, slam the door, etc).
Functional Perspective: the purpose of behavior is to meet a need
The point here is to start thinking about why students misbehave in the presence of universal strategies and review the science of behavior. The behavior may serve the purpose of addressing an actual need for the student. It may also be an attempt to meet a “perceived” need of the child. The perceived need does not exist but to the child the craving to fill the void is just as real as hunger to you and me.
Show slide
Give a precorrect and remind participants of the Attention Signal that will be used to signal the end of the sharing time.
Give the participants 2 minutes each to discuss.
Give the Attention Signal.
Ask the participants to share some of their ideas.
Discussion might include:
Students with similar behavior to “get” or “avoid” could be grouped together for social skills instruction.
The function of behavior could help guide the content of the social skills lessons.
Give tickets to participants as they participate and say, “Thank you for being respectful and being an active participant.”
Have participants read about Eddie’s behavior. Ask participants what they think is the function of the behavior. The function of the behavior is simply what does the child get or avoid from performing the behavior? Without this knowledge correcting the behavior error and or completing a Functional Behavior Assessment or implementing a Behavior Intervention Plan is fruitless.
When we talk about behavioral interventions we must look for ways to prevent problem behavior, replace the inappropriate behavior with a new behavior that we teach, and find ways to acknowledge that appropriate behavior when the person performs it.
So, for Eddie we want to look at the triggers. For Eddy the triggers were: teacher present, staff directive, independent work, and little attention. Is there any way that we can do anything to remove or change these conditions?
We could provide more attention during independent work time to see if this affects the behavior. What else could we do?
We know Eddies behavior includes verbal blurt outs, talking back, yelling, and being out of his seat. What new Behavior can we teach Eddie?
We could teach him to stay seated and raise his hand to access teacher attention. What else could we do?
It seems as though Eddie is accessing attention from the teacher and his peers. How can we be sure the teacher and his peers respond differently? We can ask the teacher and his peers to ignore the inappropriate behavior and only respond to his appropriate behavior. What else?
We see the pay off is likely to be to an attempt to gain attention. We can be sure to meet this need when Eddie does the hand raising behavior. This is the way we can be sure the new behavior still meets his need.
Think about your school and what resources you have available for those secondary students.
On large sheets of sticky poster paper write the following questions, 1 per page. Provide markers and allow small groups to rotate through each of the questions and write their own personal responses to each question. 1. Do problem students deserve positive attention?2. When I change interactions am I giving a misbehaving student his/her own way? 3. Is it appropriate to give even more time and attention to students who misbehave? 4. Won’t the students know the positive attention is phony? 5. What do you do when you just don’t like the student?
Do Problem Students Deserve Positive Attention?
Students are not equal.
Some have received a lot of attention from infancy.
Some have received very little attention.
Many have only received negative attention.
When I Change Interactions, Am I Giving a Misbehaving Student Her/His Way?
The teacher begins to take control by initiating interactions while the student is being responsible.
Is it Appropriate to Give Even More Time and Attention to Students Who Misbehave?
Reducing the amount of attention the student gets for misbehavior and increasing attention for appropriate behavior is not changing the time; It is simply restructuring your time.
Won’t the Students Know The Positive Attention is Phony?
Over time, positive interactions become “normal” and the student is likely to invite more natural positive interactions.
What Do You Do When You Just Don’t Like the Student?
Be professional!
Do Problem Students Deserve Positive Attention?
Keep in mind that students are not equal and their needs vary widely from one student to the next. To treat everyone the same is to ignore this fact. Equitable, on the other hand, implies that students get what they need.
Trainer Note: The next 5 slides have been created to show the question first. After you discuss the question, you must push Enter on your laptop to show the answer(s).
Discussion
Show the question. This question may be one you are having now, which is rather fundamental to the concept of increasing positive interactions with students.
Discuss as a large group.
Push Enter to show our answer. The short answer is yes, problem students do deserve positive attention. This is because all students do not come to school with the same positive background. We discussed this early in Module One.
Universal Strategies in the Classroom
In this session, we will provide an overview of some universal systems teachers in your school can use to
effectively manage student behavior.
PBIS teams will need to think about a couple of things as we go through this information:
As a team member, you need to think about how you can help all the teachers in your school
implement these strategies.
We want you to think about any teachers who are struggling with classroom management. The PBIS
team will want to be sure teachers are using these behavioral, instructional, and environmental
management methods prior to additional interventional strategies for those “tough kids.”
What are tiered lessons?
Tiered for 2+ levels of students’ readiness
Teach same objective differently with the same amount of time:
Tiered lessons for heterogeneously grouped classes allows all of your students to be challenged at their own specific readiness level and permits you to more closely match their learning styles and interests.
You can tier a lesson for two or more levels of students’ readiness. Most classroom teachers have a sense of low, middle, and high readiness levels so it is reasonable to design a lesson for those three levels.
It is important to remember that you should be teaching the same objectives to all students, and mastery of the content should take the same amount of time. For instance, high level students should not be given more projects than lower students; however, they can read faster so they could be given more to read. Most importantly, even though the level of difficulty will be different for each tier, each student should be challenged to do his/her best at whatever level he/she is performing.
*Northey Waterman, S. S. (2005). Handbook on differentiated instruction for middle and high schools. Larchmont, NY: Eye on Education.
*this author’s name has changed was Sheryn Spencer Northey is now Sheryn Spencer Waterman
*Northey Waterman, S. S. (2005). Handbook on differentiated instruction for middle and high schools. Larchmont, NY: Eye on Education.
*this author’s name has changed was Sheryn Spencer Northey is now Sheryn Northey Waterman
Note that whenever you attempt to differentiate for learning styles, you need to be able to accommodate more sound and movement going on together in the room. If your classroom cannot accommodate multifaceted activities, you may need to find another space (like media center) or find a way to segment your space.
*Northey, S. S. (2005). Handbook on differentiated instruction for middle and high schools: Eye on Education
*this author’s name has changed was Sheryn Spencer Northey is now Sheryn Spencer Waterman
Mastery of Style – Needs concrete evidence, practice, needs to know what to expect, needs quick/accurate feedback
Self-Expression-Multi-tasker, creative, wants to work with others, discuss open-ended questions, allow to create
Understanding- Analyze situations, debate, thinking and studying relationships, interpret
Interpersonal-Seeing how concepts relate to people, work in groups, share ideas, role play, learn about feelings, wants to empathize
*Northey, S. S. (2005). Handbook on differentiated instruction for middle and high schools: Eye on Education
*this author’s name has changed was Sheryn Spencer Northey is now Sheryn Spencer Waterman
“Tracking” means consistent homogeneous grouping
Students can be grouped throughout the year in various ways for various types of assignments. They can be grouped to represent heterogeneous readiness levels, learning styles, or interests, or they can be grouped by homogeneous readiness levels, etc.
Framework of Flexible Grouping may best be utilized in this manner:
Pretest students’ understanding of a concept or skill
teach or review the concept or skill
assess student learning
give assignments based on students’ level of mastery
See handout
Physical Arrangement
Here are some things to consider when arranging the classroom:
Reduce congestion—congestion and tight spaces are invitations for students to misbehave. Consider where space is tight and make adjustments. Also the teacher will want clear walk ways for easy access to all students in the room.
Ensure the teacher can easily see all students—often bookshelves and file cabinets are used to divide the room into sections or stations. Make teaching materials and student supplies easily accessible—it is important to carefully consider where to store materials and supplies so instructional time is not lost searching for these items. When creating work spaces throughout the classroom it is important to still be able to see all students.
Make sure students can easily observe whole class presentations. Just as it is important for the teacher to have a view of all students, it is equally important that students can see the teacher when whole class instruction takes place.
Devote some display space to student work. Displaying work is very motivating to students and is an easy change to the physical arrangement of the classroom.
Classroom Arrangement Considerations
Here are some questions to help teachers make decisions about their classroom arrangement:
What type of activities will students typically be doing? The teacher will need to make determinations such as if whole group activities or small group activities are most typically used.
What type of student interactions does the teacher want? The answer to this question will have a significant effect on the arrangement of the classroom. For example, if the teacher wants students to work together in groups, student desks can be arranged in “pods.”
What arrangements will foster these activities and interactions? The answers to the first two questions will lead to the answer to this question. Desks arranged in a row usually indicate the teacher involves the students in whole group activities and plans for limited student to student interaction. Teachers who use a lot of small group activities or stations will arrange their classroom in clusters of desks and pods to facilitate students’ interaction.
Establish Behavioral Expectations & Rules
Use school-wide expectations—remember to have 5 or less rules so students and staff can remember them.
State in observable terms—you cannot observe a student being respectful; rather you can observe a student picking up and throwing away their trash to be respectful of others. You can’t measure attitudes but you can measure getting to work in a timely fashion.
Posted and referred to frequently—post the rules at student eye level in a way that is big, bold and beautiful. Refer to the rules often so they become the underlying structure of the classroom.
Teach explicitly to fluency—you want to tie all behavior (appropriate and inappropriate) to the school-wide expectations and your classroom rules. We are working toward student and staff fluency!
Consistently reinforced—give students regular feedback when they are following the classroom rules.
Develop classroom schedule
Discussion
Ask participants why they think developing a classroom schedule is an effective classroom management
strategy.
Establish predictable schedules—designate regular activities. Illustrate using pictures and icons so all students understand what is taking place during a designated time.
Schedule non-instruction time—for administrative duties (attendance, lunch count, etc.) and personal time (restroom breaks, individual student conferences, etc.).
Evaluate the variety and time for each activity—as with every aspect of teaching, teachers should examine their schedule to decide if they are providing a variety of teaching activities and are allowing an appropriate amount of time to each activity.
Develop a Schedule...Down Time Causes Problems
Unstructured and unscheduled time in a classroom is an open invitation to disruptive behavior.
Scheduled time is one of the basic proactive variables that is under teacher control.
70% of the school day should be scheduled for academic activity.
It is important to keep students engaged and learning. If anything, over prepare lesson plans in an effort to avoid down time as much as possible.
Teach Attention Signal
Another strategy effective teachers use is a method to gain and maintain student attention.
The signal needs to be portable so it can be used in the classroom and in all settings. Yelling or blowing a horn are not appropriate; they model what we do not want students to do. Some good examples are rhythmic clapping or saying “Quiet on the set.” The critical point is to teach and practice.
Avoid starting instruction—you want the attention of all students. Quietly wait until you have everyone’s attention.
Reinforce students who attend immediately—to ensure students attend immediately after the attention signal, give positive feedback to those who do so.
Provide specific verbal praise to peers to redirect students—give specific positive feedback about what you as the teacher observe about how kids respond to the signal. Then start asking the kids to “notice” what they observe.
Consistency—consistent use of the same signal and reinforcement for students who respond appropriately is a key to effectiveness.
Routines
In Module One we discussed why routines are beneficial and the importance of teaching classroom procedures. Keep in mind that we teach the procedure. Once the student can demonstrate the procedure on his/ her own without prompting then the procedure has become a routine.
Used for transition times—we are talking about big routines, such as lining up to go to lunch, and the many small routines that take place during the day, such as putting away reading books and getting out math books or turning in homework.
Establish clear expectations for students and adults—make sure everyone knows the routines.
Plan, post, and teach routines. As we have discussed before, it is not enough to just tell students a procedure. It must be carefully planned, posted and taught.
Effective Routines-Rationale
Now we are going to talk about the second “R”—routines.
The same teaching process that we described earlier to teach rules can be used to teach procedures.
A nonschool example where we are taught procedures is at the Department of Revenue License Bureau. Just think of how chaotic it would be without the signs reminding us of what documentation we need to bring, which line to be in, how to write out your check, etc.
Reference
Wong, H.K. (1998). The effective teacher: The first days of school. Mountain View, CA: Harry K. Wong Publications.
Effective Routines—Why They Help Manage Behavior
These are two reasons routines are so effective in managing behavior.
Support for transition times and regular activities—these are the times when behavior is likely to escalate.
Establish predictability—routines help students know what to expect and teachers to be more consistent.
Encourage Expected Behavior
Encouraging expected behavior is another effective strategy to manage classroom behavior. We just touched on this topic in Module One and will discuss in more detail later in this session.
Reference
Sutherland, K. S. (2000). Promoting positive interactions between teachers and students with emotional/behavioral disorders. Preventing School Failure, 44(3), 110-115.
Positive Interactions—Verbal Feedback
These are points about how to make verbal feedback effective to increase positive student behavior, which is our goal.
Timely and Accurate—it is very important to give feedback right after the student has displayed the behavior. If there is a delay in the feedback you may reinforce an inappropriate behavior.
Specific and Descriptive—”Good Job” is ineffective because it is not specific or descriptive. It does not tell the student what they did that was appropriate. To reinforce the school expectations and rules, tie them to verbal feedback. We have modeled this throughout the institute by giving you specific feedback when tickets have been distributed.
Contingent—feedback must be conditional on the student displaying appropriate behavior.
Age-appropriate—feedback must be given based on the language of the student.
Given in a manner that fits your style—it must be given sincerely and in a way in which you are comfortable.
Examples of Non-verbal Feedback
Often it is not appropriate and convenient to give verbal feedback. For example, if a school rule is to be quiet in the hallway, the teacher will want to use non-verbal feedback techniques. Keep in mind the importance of knowing your students. Even a pat on the back much less a hug can be threatening to some.
Here are some examples…
Ratio of Interactions
Teachers should strive to keep a 4:1 ratio. This is a general guide and goal to strive toward.
These are some techniques for a teacher to reach the goal of the 4:1 ratio.
This ratio is difficult because we often are so happy when a student is acting appropriately we don’t want to jinx it by giving the student a positive statement.
Teaching Effective Rules
Tell, show, practice—just as you would an academic task you want students to learn.
Give positive reinforcement—this will teach students the rules and increase the likelihood they will use the appropriate behavior in the future.
Consider consequences for errors—remember that we want to consider students not displaying the appropriate behaviors as learning errors.
Re-teach—go over the rules again, show an example and practice the appropriate way for the students to follow the rules.
Redirect—guide the student to an activity to help them follow the rules successfully.
Time to cool down—sometimes students need a few minutes to collect themselves before they can come back and follow the rules.
Reflect—teachers need to step back and take a look at their practices and ask themselves if their strategies are working. Celebrate your success! If your students are still struggling with following the classroom rules, think about your strategies and make adjustments. Do you need to teach the rules more intensely? Do you need to devote more time to teaching them? Are you giving enough positive verbal and nonverbal reinforcers?
Activity
Before showing the next slide, ask the group what they do when a student makes a math or reading error.
Listen to their responses.
Distribute a ticket to the team that participates and say, “Thank you for being responsible and participating in our discussion.”
Show the next slide.
Teaching Lessons on Expectations
The first step is to teach by telling, showing, and practicing—just as you would an academic task you want students to learn.
Next, monitor student behavior—to see how students are doing with the expectation.
Next, provide feedback—this will teach students the rules and increase the likelihood they will use the appropriate behavior in the future. If learning errors occur, the classroom teacher will need to:
Reteach—go over the rules again, show an example and practice the appropriate way for the students to follow the rules
Redirect—guide the student to an activity to help them follow the rules successfully
Time to cool down—sometimes students need a few minutes to collect themselves before they can come back and follow the rules
Begin the cycle again—teaching expectations and rules in a PBIS classroom goes on all day long. The teacher needs to make teaching expectations an integral and important part of his/her job.
Give Precorrects
This is a list of basics for using precorrects.
Precorrects are reminders.
Precorrects can give students opportunities to practice the expected behavior.
Precorrects can be verbal or modeled prompts for the expected behavior.
Precorrects are provided when teachers anticipate students will not display the appropriate behavior.
Precorrect Example
Read the examples.
Note that the second example is a school-wide expectation “Be respectful.”
Increasing Positive Interactions
These are some simple yet very powerful ways to increase positive interactions.
Focus on teaching students to get attention through responsible behavior—when teachers give high rates of positive responses to desired behavior, students are being taught responsible behavior.
Require adults to change the ratio of adult to student interactions—we discussed this in Module One. Do you remember the recommended ratio of positive interactions to corrective statements? (Answer is 4 to 1). This is easy to say and difficult to do. Videotaping the teacher is a very effective way to give the teacher feedback about his/her ratio of positive interactions.
Increasing Positive Interactions
These are more basics of increasing positive interactions.
Based on the concept that most students want and need adult attention—this is a basic premise that for the most part, students want and need adult attention.
Leads students to feel like valued members of the learning community—it is difficult for a student to feel valued when the majority of the interactions with his/her teacher are negative. Using the student’s name is very important to all students and is especially important in high school, when students sometimes feel they are just a face in the large crowd and not an individual.
Techniques to Improve Compliance
Give Attention Signal to reconvene the group.
We are continuing to discuss classroom management strategies.
Many teachers struggle with getting students to follow their directions. This is a list of effective and specific strategies that have been effective in improving student compliance and disrespect.
Do not use a question format—a student is more likely to comply if the teacher makes a statement. Also some teachers have developed the habit of adding “ok?” to the end of a request or direction. This question is not appropriate when the teacher is not really giving the student a choice.
Get up close—it is more difficult to ignore a request when the teacher is close to the student. Keep in mind the student’s personal space and do not invade. If the teacher stands relatively near the student, he/she is more likely to comply. In other words don’t make a request from across the room.
Use a quiet voice—a raised voice will not help the teacher achieve compliance.
Look them in the eyes—this is similar to getting up close.
Give them time—it is important to give the student enough time to process the teacher’s request and then respond.
Techniques to Improve Compliance
.
Don’t give multiple requests—this may cause confusion and chaos. Give only two requests for compliance. Also give only one direction at a time.
Make more start requests—tell the students what you want them to do more often than what you don’t want them to do.
Verbally reinforce compliance—if you want students to comply, you need to reward them for doing so.
Get up and move—the teacher is going to have to be active to implement the list above!
Increasing Opportunities to Respond—Active Participation
These are the benefits of getting all students to actively participate in learning:
Encourages everyone to become involved.
Increases the number of responses for everyone in the class.
Increases attainment—since more students are responding they are more likely to learn more and attain the material being presented.
Allows reluctant learners to respond—when everyone is expected to be involved and participating, those learners who are insecure or have not been successful in the past, will feel more safe and willing to practice.
Decreases inappropriate or off task behavior—with a faster pace and active participation, students do not have time to be off task.
Whole Group Oral Response
Teachers can plan learning activities to include whole group oral responses, which is one way to have all students actively participate.
Strategy for reviewing or memorizing information—this is a drill and practice strategy that may be unique and interesting for your students.
Students repeat information in unison when teacher prompts—the teacher will need to teach the students the prompt used for the students to respond.
Action -Put your finger on the title of the story
Point to the hour hand on the clock
Touch the action word in the sentence
Sometimes it is more appropriate to have a written response. Here are some suggestions for planning whole group written responses.
Short response—plan a short answer that can be completed in a short period of time. You do not want behavior problems to occur because students are idle.
Give a signal—tell students what you want them to do to indicate they are finished with their work.
Have materials available—here are suggestions.
Whole group written responses are good for math problems, practicing spelling words, states and capitals, and short answer test review.
Practice Time
Students should be reinforced at a rate of 4 to 1.
Universal strategies used in classroom management are to teach rules and expectations.
PBIS stands for positive behavior support.
Discuss how this engages all in instruction.
It is important to pause and give students time to think. This is particularly helpful for students with learning difficulties.
Even if all students don’t give a response, they will hear the correct answer. That is why this is such a good strategy to help reluctant learners.
Give a ticket to the team that participates and say, “Thank you for being responsible and actively participating.”
These are the four techniques that can be used to minimize challenging behavior that we will discuss now.
One of the best ways to prevent problem behavior is TO BE THERE. Proximity is a great way to help redirect students and prevent behaviors simply by moving closer.
Think about the importance of this with supervision on the playground and in the cafeteria.
Bouncing is a strategy used by teachers to allow a student to take an out of class time out in another classroom. Be sure to arrange this process ahead of time and prepare expectations for the other teacher and the student. This can include written rules to post in that area. The strategy is used so that the student can leave his/her classroom briefly to prevent escalation, allow them to save face, or to take a cool down.
Some classrooms allow that student or the teacher to initiate the process. Some schools have set this up as a helping job, in which the student who might need to leave the class is given a task to do such as: taking a note to the office making a request for office supplies or taking a note to another class asking that they be allowed to stay for a brief time.
Humor can be used as a way to prevent the escalation of behavior but it should be used cautiously. We have to always avoid sarcasm or cruel humor. It’s a good idea to avoid laughing at students and instead find other things to laugh about. Don’t be afraid to have fun.
The funny thing about humor is that everyone thinks they are funny. We all know someone who really is not that funny but thinks that they are. Just be sure that your students don’t think that person is you.
Ignoring is not as simple as it sounds. This management strategy should only be used for low intensity behaviors. It should never be used for a dangerous behavior, so be cautious about how students behaviors escalate in an attempt to get your attention. Those serious, unsafe behaviors can never be ignored.
After you have started ignoring a students behavior be prepared for increases in the problem behavior before it gets better. The challenge is not giving in. If you should give in, the problem behavior will likely increase in intensity next time because the student has previously been successful in accessing your attention.
Be sure to provide immediate positive reinforcement for the appropriate behavior.
Routines allow students and staff to know what is going to happen and when it’s going to happen. This helps everyone to feel more comfortable. Routines are useful for all students but extremely important for many students in order to be successful. Some students might require additional individual structures.
Repetition is very important for learning. The brain tries to speed up the process for us to access information that we have repeated numerous times. Our school expectations, for example, are very important and should be repeated often.
Symbolic attachment = pairing new information with a symbol (linguistic, physical, or otherwise) to improve recall
Option to use the music activity. Play about 30 seconds of 10 different songs (variations in style, pace, genre). Each person will number their paper from 1-10, listen to the song, and then write an adjective to describe how the song makes them feel. After you’ve completed all 10, review how different people felt about each of the songs. The key is to notice how music affects people differently. Ask the group what that would mean for including music in the classroom…or how have they used music in the classroom in ways that consider the whole class.
Music can be very beneficial in the classroom to help signify transitions, influence mood, and be a reinforcer for students. Ask teams if anyone uses music in their classroom and what they believe the benefits are.
Chicken dance
Repetitive movement – Wilson tapping sounds
Geometric shapes – have students use their bodies to create shapes
What are other ways to incorporate movement
When we are under stress we know that it can be very difficult to process verbal information. Using a visual cue can help us to respond when we are under stress. Visual cues also help tell the brain what is important, such as highlighting or bold text.
Relationships is the key poem with participants putting their hands on their heart when they hear the phrase relationship is the key throughout the poem.
We know that catch phrases work!
Ask participants: What is the catch phrase for Nike? (Just Do It)
Trix? (Trix are for kids.)
Burger King? (Have it your way.)
Conjunction Junction? (What’s your function).
Reduce lessons to catch phrases and repeat them frequently as a sort of summary of the information. Ask participants, “What would be an appropriate catch phrase for what we have learned so far today?” Then use that catch phrase later in the day.
Correct Student Behavior Errors
Discussion
Show this slide and discuss.
Make the analogy to learning to read. What can the classroom teacher do when a student makes chronic errors?
Discussion should address these points:
Teacher will need to reflect about teaching that has taken place: When was the behavior taught? Do I need to re-teach? Do I need to provide more opportunities for practice? Do I need to reinforce more consistently? Is this an individual student learning error, or is the entire class displaying the misbehavior?
Teacher may want to discuss with other teachers to get ideas.
If the misbehavior presents a threat to self, others or a disruption of learning, more intensive or specialized interventions may be required.
Distribute a ticket to the team that participates and say “Thank you for being responsible and participating in our discussion.”
Correct Student Behavior Errors
Even though we are discussing positive behavioral support, teachers still need to correct students when they make errors and perform inappropriate behaviors.
“Emotion Free” response—corrections are more effective if teachers use a business-like voice and manner.
More effective—this goes back to the idea that student behavior errors are learning errors. It only makes sense that corrections will be more effective if students have been taught the behaviors in the first place.
Minimize attention—teachers need to signal to the student that they have made an error, but otherwise, attention needs to be minimal. Teachers don’t want to reinforce the misbehavior with adult attention.
Praise for appropriate behavior—it is important to re-teach the behavior, and praise the student when it is performed correctly.
Correct Student Behavior Errors
Activity
Before reviewing this slide, ask the group what they do when a student makes a math or reading error.
Discuss how they come up with a remediation plan similar to the steps as listed here for correcting a social skill learning error.
Effective teachers always state the desired behavior instead of highlighting the inappropriate.
Effective teachers have a consistent way to respond to student errors in social skills.
Effective Reinforcement Strategies
Reinforcement Strategies are systems designed to increase desired behavior by giving the class something the students value.
Behavior(s) are determined and taught—the teacher decides the behavior to increase, such as raising hands, and teaches the expected behavior.
Reinforcement is contingent upon appropriate behavior—students have to earn the reward and it is not taken away.
Be generous—at first the teacher should give out lots of tickets, points, or whatever the reinforcer might be.
Reward the class when students who have not exhibited behavior in the past are exhibiting the behavior now—this helps get the students attention and increase the likeliness they will increase the behavior. Of course, teachers do not want to forget to give reinforcers to those students who have always exhibited the expected behaviors.
We have modeled an effective reinforcement strategy throughout this institute by giving the tickets when our “class” has complied with requests.
We will share more examples of effective classroom reinforcement strategies in Module Two.
Reinforcement Strategies
Here are some group contingency and individual systems that we will review. These are practice strategies teachers can use to give students positive feedback and increase positive feedback for students. The phrase “group contingency” refers to a group of students expected to perform target behavior(s) to then receive a reinforcer. Their reinforcer is contingent on them performing the behavior.
Processes for students to exchange tickets or tokens for different reinforcement options could be based on fixed ratio reinforcement system (earning a specific number of tickets/tokens).
Reference
Jenson, W.R., Rhode, G., & Reaves, H.K. (1994-1995). The tough kids tool box. Longmont, CO: Sopris West.
Universal Strategies: Classroom
Discussion
This slide is an overview of what will be covered in this section of the module.
This section discusses the basic universal strategies classroom teachers in a PBIS school would use.
These are strategies for ALL teachers to become proficient/fluent in using.
We will talk about each of these in greater depth in this section.
Students Learn Appropriate Behavior….
We continue to stress this analogy.
Tim Lewis is a professor at the University of Missouri and one of the Co-directors of the OSEP-sponsored national PBIS technical assistance partnership.
Teaching Behavior
For those students who have not learned appropriate behavior as we just discussed, we need to teach them the expected behavior.
Inappropriate behavior is viewed as a skill deficit—it is not enough to talk through appropriate behavior in the “teachable moment.” There must be a consistent, planned approach to teach to student skill deficits.
Social skills training teaches students a process or strategy to resolve problems—just as we teach students strategies to tackle an unfamiliar word, social skills instruction teaches students strategies to resolve problems.
Teaching behavior is used when a student needs to replace behavior—this is the entire purpose of social skills instruction. We want to teach students what to do instead of misbehaving.
Two Types of Social Skill Deficits
Skill deficits—children with social skill deficits do not actually have the necessary skill levels to perform in a socially competent fashion. Examples of skill deficits include not knowing how to make friends, being unable to carry on a conversation, or having no idea how to join an ongoing peer group. Criteria for determining a skill deficit is that either the child does not know how to execute the skill or the child has never previously demonstrated the skill. Social skill deficits require a direct teaching approach.
Performance deficits—in contrast, a performance deficit means the child has the social skill in his or her repertoire, but does not perform it or does not do so at acceptable levels. Likely causes of performance deficits are motivational problems or a lack of opportunities to perform social skills. Performance deficits require an incentive-based, management program.
Assessment of Social Skills
This is a list of methods to assess whether a student has a skill deficit or a performance deficit, which will help you determine the best teaching approach to use.
Observation—direct observation of the student and interviewing family members and others who know the child.
Skill based deficit—provide strong incentives to see if the student will perform the skill under those circumstances. If the student performs the skill when strong incentives are provided, he or she does not have a skill deficit.
Performance based deficit—there are two types of performance deficits:
Motivational deficit—this determines if a student has the skill but will not perform unless there is something in it for her/him.
Discrimination deficit—if observations or interviews show the student performs the skill regularly but only under specific circumstances, it is a discrimination deficit. Sometimes students are not aware of social cues or demands of given situations.
Assessment of Social Skills
This is a list of methods to assess whether a student has a skill deficit or a performance deficit, which will help you determine the best teaching approach to use.
Observation—direct observation of the student and interviewing family members and others who know the child.
Skill based deficit—provide strong incentives to see if the student will perform the skill under those circumstances. If the student performs the skill when strong incentives are provided, he or she does not have a skill deficit.
Performance based deficit—there are two types of performance deficits:
Motivational deficit—this determines if a student has the skill but will not perform unless there is something in it for her/him.
Discrimination deficit—if observations or interviews show the student performs the skill regularly but only under specific circumstances, it is a discrimination deficit. Sometimes students are not aware of social cues or demands of given situations.
Vroom, V.H. (1964). Work and motivation. Oxford, England: Wiley.
Social Skills Instruction
This is a list of methods to teach social skills.
Direct instruction—skill based approaches tend to rely on direct instruction. This is an effective teaching method for students who have significant skill deficits, the tough kids.
Social problem solving—strategy based approaches focus on developing improved cognitive awareness of social situations and understanding adaptive strategies for responding to them. Target students are taught to generate a range of alternatives for dealing with social situations.
Opportunistic teaching—this highly recommended strategy for developing socially competent performance is an important adjunct to the two teaching strategies mentioned above, direct teaching of essential social skills and problem-solving strategies. Opportunistic teaching is effective for students who may know the skill but fail to perform it under certain circumstances. This strategy is not effective in isolation. It is not effective to just talk about social skills when a student misbehaves. Remember the phrase that applies here: “Telling ain’t teaching and told ain’t taught.”
Social Skill Areas
These are common types of social skills that most social skills curricula address.
Cooperation skills—getting along with others.
Assertion skills—appropriately speaking up for yourself.
Friendship skills—initiating and maintaining friends.
Empathy skills—appropriately showing concern for others.
Self-Control skills—maintaining restraint and composure of body and voice.
School & Classroom skills—using appropriate skills and routines to be successful in school.
Social Skills Instruction for Small Groups
Here are some things to consider:
Group students—one way to select is through teacher nomination. Depending on the number of students nominated, they may be grouped according to the social skill errors they make. Another way would be to make a data decision rule. For example, students are “invited” to join the group after eight office referrals.
Determine staff responsible—often nonclassroom personnel, such as the school counselor, have more flexibility in their schedule to take on this added responsibility. Whoever runs the group needs to have expertise in group management and teaching social skills.
Determine best time for instruction—if at all possible, small groups should be scheduled so students do not miss instructional time. Some schools schedule small groups after school.
Select curricula and write lessons—as mentioned earlier, you will want to use a published curricula if it matches the needs of the students. For example, students who are aggressive will focus on maintaining self-control, while students who are introverted might focus on how to initiate a conversation.
Communicate with teachers and parents—it is important to communicate the skills being taught in the small group so the teacher can focus on the same skills in class. If their child has been identified for small group instruction, regular communication with parents is also important.
Evaluate effectiveness—the effectiveness of the small group instruction may be based on student performance in the small group, their ability to generalize and office referral data for these students. Student self-assess information may also be helpful in determining if the small group instruction is effective.
Social Skills Instruction for Small Groups
Group students—one way to select is through teacher nomination. Depending on the number of students nominated, they may be grouped according to the social skill errors they make. Another way would be to make a data decision rule. For example, students “invited” to join the group after eight office referrals.
Determine staff responsible—often nonclassroom personnel, such as the school counselor, have more flexibility in their schedule to take on this added responsibility. Whoever runs the group needs to have expertise in group management and teaching social skills.
Determine best time for instruction—if at all possible, small groups should be scheduled so students do not miss instructional time. Some schools schedule small groups after school.
Select curricula and write lessons—as mentioned earlier, you will want to use a published curricula if it matches the needs of the students. For example, students who are aggressive will focus on maintaining self-control, while students who are introverted might focus on how to initiate a conversation.
Communicate with teachers and parents—it is important to communicate the skills being taught in the small group so the teacher can focus on the same skills in class. If their child has been identified for small group instruction, regular communication with parents is also important.
Evaluate effectiveness—the effectiveness of the small group instruction may be based on student performance in the small group, their ability to generalize and office referral data for these students. Student self-assess information may also be helpful in determining if the small group instruction is effective.
Social Skills Instruction for Small Groups
Group students—one way to select is through teacher nomination. Depending on the number of students nominated, they may be grouped according to the social skill errors they make. Another way would be to make a data decision rule. For example, students “invited” to join the group after eight office referrals.
Determine staff responsible—often nonclassroom personnel, such as the school counselor, have more flexibility in their schedule to take on this added responsibility. Whoever runs the group needs to have expertise in group management and teaching social skills.
Determine best time for instruction—if at all possible, small groups should be scheduled so students do not miss instructional time. Some schools schedule small groups after school.
Select curricula and write lessons—as mentioned earlier, you will want to use a published curricula if it matches the needs of the students. For example, students who are aggressive will focus on maintaining self-control, while students who are introverted might focus on how to initiate a conversation.
Communicate with teachers and parents—it is important to communicate the skills being taught in the small group so the teacher can focus on the same skills in class. If their child has been identified for small group instruction, regular communication with parents is also important.
Evaluate effectiveness—the effectiveness of the small group instruction may be based on student performance in the small group, their ability to generalize and office referral data for these students. Student self-assess information may also be helpful in determining if the small group instruction is effective.
Social Skills Instruction for Small Groups
Group students—one way to select is through teacher nomination. Depending on the number of students nominated, they may be grouped according to the social skill errors they make. Another way would be to make a data decision rule. For example, students “invited” to join the group after eight office referrals.
Determine staff responsible—often nonclassroom personnel, such as the school counselor, have more flexibility in their schedule to take on this added responsibility. Whoever runs the group needs to have expertise in group management and teaching social skills.
Determine best time for instruction—if at all possible, small groups should be scheduled so students do not miss instructional time. Some schools schedule small groups after school.
Select curricula and write lessons—as mentioned earlier, you will want to use a published curricula if it matches the needs of the students. For example, students who are aggressive will focus on maintaining self-control, while students who are introverted might focus on how to initiate a conversation.
Communicate with teachers and parents—it is important to communicate the skills being taught in the small group so the teacher can focus on the same skills in class. If their child has been identified for small group instruction, regular communication with parents is also important.
Evaluate effectiveness—the effectiveness of the small group instruction may be based on student performance in the small group, their ability to generalize and office referral data for these students. Student self-assess information may also be helpful in determining if the small group instruction is effective.
Generalization Strategies, Continued
Provide a range of useful skill variations.
Teach in the targeted setting—teach where the behavior is likely to occur. Give precorrect reminders before the skill is likely to be needed. For example if a student has trouble playing cooperatively on the playground, some lessons should be taught on the playground.
When teaching, include peers—let classmates be a part of your lesson.
Use a number of adults—you will want to plan for generalization with a variety of adults so the student will learn to perform the skill with various adults.
Continue teaching for a sufficient amount of time—you will want to be absolutely certain the student has learned how to perform the skills in a variety of settings and situations before discontinuing instruction.
Social Skills Instruction for Small Groups
Communicate with teachers and parents—it is important to communicate the skills being taught in the small group so the teacher can focus on the same skills in class. If their child has been identified for small group instruction, regular communication with parents is also important.
Evaluate effectiveness—the effectiveness of the small group instruction may be based on student performance in the small group, their ability to generalize and office referral data for these students. Student self-assess information may also be helpful in determining if the small group instruction is effective.
Social Skills Instruction for Small Groups
Evaluate effectiveness—the effectiveness of the small group instruction may be based on student performance in the small group, their ability to generalize and office referral data for these students. Student self-assess information may also be helpful in determining if the small group instruction is effective.
Social Skill: Following Directions/Instructions
The first step to teach a social skill is to discuss the rationale for the rule. One way to start the lesson is to pose a question such as “What would happen if you do or do not follow directions?”
Following directions activity – focuses on teaching expected behavior and what occurs if students are not provided this instruction
Have 2 groups – one group is taken by one of the trainers and only told to go to the other side of the room to the other exit door. The other group is asked to line up arms length apart, follow the leader of the group, without talking the group is instructed to walk to the other exit door by walking around the tables.
Purpose: If you want to see a specific set of behaviors, social skills instruction must be specific
Following Directions, Teach/Describe the Skill & Skill Steps
The next step is to teach the skills.
This is an example of following directions.
Key Components of Behavior Instruction
This is a review of the important points we just covered.
Key Points
Here are some final thoughts about teaching behavior.
It’s not what they know, it is what they do—the thing that matters is if the student performs the social behavior.
Behavior can be taught—students can learn the behavioral skills they need to be successful.
Students need multiple opportunities—there is no quick fix or magic answer. Many students have had a very long learning history of not performing prosocial skills. We need many chances to practice the new social skills they are being taught.
Teachers need to reinforce students—incentives for continuing to perform the behavior are very important.
Published Curriculum
Handout
Published Social Skills Curricula
This curriculum was developed at Special School District of St. Louis County and is available free on the internet.
Point out Module One: Published Social Skills Curricula, for more examples of social skills curricula.
Second Step: Violence Prevention Curriculum – Pk- grade 8
Video Previews: http://www.cfchildren.org/programs/ssp/second-step-video-previews-1/
Pre-K: http://www.cfchildren.org/programs/ssp/early-learning/videos/
K-1: http://www.cfchildren.org/programs/ssp/kindergarten-grade1/videos/
2-3: http://www.cfchildren.org/programs/ssp/grades2-3/videos/
4-5: http://www.cfchildren.org/programs/ssp/grades4-5/videos/
Middle School : http://www.cfchildren.org/programs/ssp/ms/msvideo/
Team Time
Handout
Social Skills Lesson Plan Form
This is time to practice writing social skill lesson plans. Social Skills Lesson Plan Form, is a blank form you can use to start writing lesson plans.
You have until lunch to work with your team.
We will signal when it is time to go to lunch and give you directions about the location of lunch.
When it is time for lunch, announce the team that earned more tickets and dismiss them first.
Check-In(CICO, aka BEP)
Check-in is another system’s approach to support students with at-risk behavior.
These are key features- more detail in next slide of intervention
www.pbismaryland.org/SI2008/SI2008BaltimoreCountyHawthorne%20ES%20Check%20In%20Check
www.pbis.org/common/pbisresources/presentations/BEP_CICO_Anne.ppt
Guilford Publications, Inc (Producer). (2005). The behavior education program: A check-in, check-out intervention for students at risk [DVD]. Available from www.guilford.com
Crone, D.A., Horner, R.H., & Hawken, L.S. (2004). Responding to problem behavior in schools: The behavior education program. New York: Guilford Press.
Crone, D.A., Horner, R.H., & Hawken, L.S. (2004). Responding to problem behavior in schools: The behavior education program. New York: Guilford Press.
Improved structure
Prompts throughout the day for correct behavior
System for linking student with at least one adult
Increase in contingent feedback
Feedback occurs more often and is tied to student behavior
Inappropriate behavior is less likely to be rewarded
Elevated reward for appropriate behavior
Adult and peer attention
Linking school and home support
Organized to morph into a self-management system
SCHOOL WIDE SYSTEM IN PLACE
without school-wide system- too many kids engaging in problem behavior. Need to get rid of “noise” and implement primary level of prevention
STAFF Buy-In
commitment to implementing the CICO
Administrative Support
allocated time/money (without this, program cannot survive)
No major changes in school climate
e.g. administrative turnover, major changes in funding
CICO implementation a top priority
Often schools are implementing too many thing at once (e.g., Second Steps, Drug Prevention, Students Today aren’t ready for Sex) and there may not be enough resources (in terms of personnel time) to pull off another program.
Doris- this is from the manual we are creating- maybe it will be a handout also.
Is your school ready to implement the CICO? Prior to Implementation of the CICO, it is recommended that the following features be in place. Please circle the answer that best describes your school at this time.
Yes No 1) Our school has a school-wide discipline system in place. In essence, we have decided on 3-5 rules, taught the rules to students, provide rewards to students for following the rules and provide mild consequences for rule infractions.
Yes No 2) We have secured staff buy in for implementation of the CICO. In essence, the staff agrees that this is an intervention needed in the school to support students at risk for more severe forms of problem behavior.
Yes No 3) There is administrative support for implementation of the CICO intervention. In essence, there is money allocated for the implementation of the program.
Yes No 4) There have been no major changes in the school system that would prevent successful implementation of the CICO intervention. Major changes include things such as teacher strikes, high teacher or administrative turnover, or major changes in funding.
Yes No 5) We have made implementation of the CICO one of our top priorities for this school year.
This is another example of a referral flow chart from Matthew Henson Middle school (Maryland).
You can find the whole document at www.pbismaryland.org/members.htm#Welcome_
Click on Coaches Resources button, the look for “BEP Development & Implementation Guide” with the documents under the 1/25/06 Coaches’ Meeting.
Mentoring
Emphasize that the purpose of mentoring is generally for personal support and encouragement, which in turn often has positive effects of improved academics and behavior.
Occurs when an experienced adult develops a personal relationship with a student through which the older adult or mentor encourages and guides the student.
Mentoring
These are the characteristics of students who might benefit from a mentor.
Official/non-official adult friend/confidant
Persistent presence around the school
Universally recognized
Approachable
Cheap/cost effectiveTo provide guidance, support, and encouragement for the student while modeling such skills as effective communication, empathy and concern for others, and openness and honesty
Commitment for entire academic year
Requires a shift in student-adult relationship
Implementation/Program Development-Mentoring
This and the following slide are a “to do list” of recommended procedures for implementing a mentoring program.
Briefly mention each component and explain that each one will be discussed more in-depth.
Teachers suggest program type “best fit”
Administrators actively involved in scheduling, recruiting, and mentor selection
Counselors train mentors, troubleshoot problems, etc.
Secretaries, Cooks , Custodians
This slide is not intended for any Mental Health Professionals and it is important to emphasize a match/building a relationship between student and staff again for further information on Mentoring, please contact your Regional Coordinator.
For Pre/Post utilize the same concept/procedures for social skill mentioned earlier.
The TIPS model
The larger outer circle is the system of Meeting Foundations that supports the use of the problem solving model
Meeting Foundations were taught earlier in the training
The inner circles provide the strategies for using data to identify and solve problems
This slide provides a visual as to what you are teaching… for the next set of slides, you are focusing on ‘identifying the problem’
Student with 2-5 are candidates for more support in behavior, academic, or both areas.
Time to define hypothesis. Why are the behaviors occurring? This leads to more solvable solutions.
Ready for hypothesis and solution building
The TIPS model provides a framework for developing solutions. There are five main areas for intervention, not including safety.
Prevent – Remove or alter “trigger” for problem behavior
Define & Teach – Define behavioral expectations; provide demonstration/instruction in expected behavior (alternative to problem behavior
Reward/reinforce – The expected/alternative behavior when it occurs; prompt for it, as necessary
Withhold reward/reinforcement – For the problem behavior, if possible (“Extinction”)
Use non-rewarding/non-reinforcing corrective consequences – When problem behavior occurs
Although not a “solution strategy,” Safety may need to be considered (i.e., procedures that may be required to decrease likelihood of injuries or property damage)
Same problem, changing reinforcer to match hypothesis is good.
Ready for hypothesis and solution building
Ready for action planning
Practical Suggestions
More BIG IDEAS!
Evaluating Program Effectiveness (continued)
These are more data examples to help your PBIS team determine if your program is effective.
