PBIS Team Training

PBIS Team Training

Module 2: Secondary Implementation

Exceptional Children DivisionBehavior Support & Special Programs

Positive Behavior Intervention & Support Initiative

Modules developed by the University of Missouri

Center for School-wide PBIS and revised by

North Carolina PBIS Team

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

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

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 gapsIdentify strategies to improve classroom managementBegin planning systems to support secondary implementation Plan to collect & evaluate secondary dataRevise and update Action PlanMaterials to Assist: slides, workbook, supplemental resources, & Action Plan

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

Attention Signal

Trainer will raise his/her hand

Participants will raise their hand and wait quietly

8

School-wide Implementation

Review

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)

SYSTE

MS

SYSTE

MS

SupportingSupportingStaff BehaviorStaff Behavior

DATA

DATA

SupportingSupportingDecisionDecisionMakingMaking

PRACTICESPRACTICES

SupportingSupportingStudent BehaviorStudent Behavior

PositivePositiveBehavior Behavior Intervention Intervention &&SupportSupport

OUTCOMESOUTCOMES

Social Competence &Social Competence &Academic AchievementAcademic Achievement

11

ResourcesPage 4

Whole School Effective SchoolOrganization

Positive School Climate

Effective StaffDevelopment

Data Based Decision Making

Culturally ResponsivePractices

Parent and Community Partnerships

EffectiveInstructional

Practices

Classroom

Effective InstructionalPractices

PositiveClassroomManagement

Culturally ResponsiveInstruction

Universal Design/Differentiated Instruction

OngoingScreening and Assessment

Classroom Coachingand Consultation

Struggling Students Progress

Monitoring

Behavioral Group Strategies

Mental Health Assistance

Focused Research-based Academic Instruction

Individuals

FBA/BIP

MentalHealth Services

Consider- action for Eligibility

EC

Specially DesignedInstruction

BehaviorInterventions

Related Services

School ImprovementSchool Improvement

Targeted Group Interventions•Small group instruction•Focused academic help sessions

Intensive, Individual Interventions•Tutoring•Academic Remediation Plans•Specially Designed Instruction

Intensive, Individual Interventions•Functional Behavior Assessment & Behavior Intervention Planning

Targeted Group Interventions•Social Skills instruction•Reinforcement of specific skills•Group Behavioral Strategies•Classroom Coaching

Universal Interventions•School-wide rules and procedures•Systematic reinforcement•Social Skills Instruction•Culturally responsive practices•Data-based decision-making•Parent & Community Partnerships

Universal Interventions•Effective instructional practices •Recognition of academic achievement•Culturally responsive practices•Data-based decision-making•Parent & Community Partnerships

Academic Behavior

ResourcesPage 5

Positive Behavior Intervention & Support

13(Sugai, et al, 2010)

Primary PreventionSchool wide and

Classroom wide Systems for All Students,Staff, & Settings ~ 80% of Students

Secondary PreventionSpecialized Group

Systems for Students with At Risk Behavior

~15%

Tertiary Prevention:Specialized

IndividualizedSystems for Students with

High Risk Behavior~5%

CONTINUUM OF POSITIVE BEHAVIOR SUPPORT

ResourcesPage 4

Core

15

GOAL: 100% of students 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)

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)

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)

Dec 7, 2007

Science

Soc Studies

Reading

Math

Soc skills

Basketball

Spanish

Label behavior…not people 18

PBIS

Focuses on prevention Focuses on instruction Uses data to make

decisions & develop appropriate curriculum

Collaborative process

19

PBIS Training & Implementation

All PBIS Modules organized around problem-solving model

20

ResourcesPages 6-8

PBIS

21

PBIS

22

Administrators at Successful PBIS Schools

23

Systems Implementation Logic

Fixsen and Sugai, 201024

Features of a Comprehensive System of PBIS

25

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

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

planWorkbookPages 3-5

Why is it so critical to build School-Wide Interventions before implementing Secondary

and then Tertiary Interventions?

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”


Classroomwide Systems for All Students,Staff, & Settings ~ 80% of Students



~15%




CONTINUUM OF POSITIVE BEHAVIOR SUPPORT

Take a close look at Classroom Management before implementing specific secondary intervention

CollectCollect and Useand Use

DataData

DevelopHypothesis

Discuss andSelect

SolutionsDevelop andImplementAction Plan

Evaluate andRevise

Action Plan.

Problem Solving Meeting Foundations

Team Initiated Problem Solving (TIPS) Model

Identify Problems

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PRACTICESPRACTICES


PositivePositiveBehavior Behavior InterventionIntervention& Support& Support

OUTCOMESOUTCOMES


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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

Triangle of Student Referrals

07%

10-15%

03%

80-90%

90%

Intensive, Individual Interventions Individual Students 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

Referrals by Student as a Universal Screening Tool

0

10

20

Num

ber o

f R

efe

rrals

per S

tudent

Students

Data needed to Problem-Solve

Data from “bounces,” ODR, ISS, after-school detention, OSS should include information about Location Frequency Problem Behavior Motivation

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/interventions/behavior/behrptcd.php

37Level II

ResourcesPage 9

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

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)

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)

How are DBR data summarized?

41

DBR Considerations

Measures perception of behavior “3 to 7” not “he is a 7” No absolutes in Social Behavior Rater Effects

42

43

Data Decision Rules

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

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

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

ResourcesPage 10

Evaluate Program Effectiveness

Pre-test/post-test comparison of criterion for entrance into program (attendance, grades, suspensions, etc.)

Activity: Secondary Data

Assess & Identify Problems Develop Hypothesis & Solutions Identify Action Steps

WorkbookPages 6-7


DataData

DevelopHypothesis

Discuss andSelect


Evaluate andRevise

Action Plan.



Identify Problems

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Systems Support for Effective Teaching

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

Effective Classroom Systems

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

Proof that impulse control…

…and judgment develop last

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

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

Activity: Johnny’s Story

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


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!!

ROTATE STYLES of instruction to provide strong contrast

:•Mini-lectures•Group work•Peer feedback•Reflection

•Individual work•Team time•Computers•Student-led teaching


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


Activity: Classroom System

How can your team support all teachers in using effective classroom systems?

WorkbookPage 8

Activity

Labels

Culturally Responsive Instruction

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)

What Behaviors are StudentsReferred 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)

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


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


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

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)

Activity: Cultural Responsiveness

With your team discuss the implications of disciplinary disproportionality within your school

Problem-solve for possible solutions

WorkbookPage 8

Effective Teaching Plans

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

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

environmentResourcesPages 11-13

Effective Instruction

Effective instructionincreases 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

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

Activity: Effective Teaching Plans

How can our PBIS team help all teachers in our building utilize Best Practice in the Classroom?

WorkbookPage 9

Secondary Team Systems

Secondary Systems

Secondary support team processes Referral process for students Function based intervention

Secondary Support Team Processes

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.

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

Activity: Secondary Support Team Processes

Discuss and outline how your secondary support team will operate

WorkbookPage 9

Secondary Referral Process

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


Classroom wide Systems for All Students,Staff, & Settings ~ 80% of Students



~15%




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

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

TargetedIntervention

TargetedInterventionTargeted

InterventionTargeted

Intervention



Team Assessment of Concern

Team Assessment of Concern

Team ContactTeam Contact

Request for Assistance

Request for Assistance

Secondary Referral ProcessSecondary Referral Process

ResourcesPage 14

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

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

WorkbookPage 10


DataData

DevelopHypothesis

Discuss andSelect


Evaluate andRevise

Action Plan.



Identify Problems

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PositivePositiveBehaviorBehaviorInterventionIntervention& Support& Support

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95

Secondary Practices

To correctly match appropriate intervention practices to

problem behaviors, teams will rely on the science of behavior.

Basics of Behavior

Behavior is learned Every social interaction you have with a child

teaches him/her something

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

Discuss

How would knowing the function of problem behavior assist in developing interventions?

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.

Behavior Interventions

Look for opportunities to: Prevent problem behavior from occurring Teach an acceptable alternative behavior Reward a positive behavior

Behavioral Interventions ResourcesPage 15

Activity: Assess Current Support

List the Student Support Programs being offered in your school now. Decide which behavioral needs are met by each program.

WorkbookPage 11

Common Questions Activity

-or-

We know what you’re really thinking…

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?

Practices In The Classroom

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

ResourcesPage 16

Activity: Classroom Practices

Complete the classroom practices team activity

109

WorkbookPage 12

Tiered Lessons for Students with Behavioral Challenges

(Northey Waterman, 2005)

Select a Differentiated Process

Multiple Intelligences Tiered lessons based on four learning styles Flexible grouping Differentiated learning experiences

(Northey Waterman, 2005)

Multiple Intelligences

Linguistic-skits, letters, speeches

Musical-songs, ballads, commercial jingles

Kinesthetic-skits, dances, videos, talk shows

Naturalist-environment, affect, history, protection

Spatial-maps, posters, models, collages

Logical/Math-database, charts, graphic organizers

Interpersonal skills

(Northey, 2005)

Intrapersonal skills

Four Learning Styles(Northey, 2005)

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.

Flexible Grouping Continuum Examples

1. Foundational to transformational2. Concrete to abstract3. Simple to complex4. Single facet to multiple facets5. Small leap to great leap6. More structured to more open7. Less independent to more independent8. Slow to quick

Environmental Assessment

Physical Arrangement

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

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?

Establish Expectations, Rules, and Routines

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

Establish Procedures Based on Expectations

Develop a schedule Teach an attention signal Teach routines for repetitive

tasks Use precorrects

Develop Classroom Schedule

Establish predictable schedules illustrate with icons, time, etc.

Schedule non-instruction time Evaluate the variety and time for each activity. POST

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

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!

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

Effective Routines - Rationale

The number one problem in the classroom The number one problem in the classroom is not discipline; it is the lack of procedures is not discipline; it is the lack of procedures and routines. A vast majority of the and routines. A vast majority of the behavior problems in the classroom are behavior problems in the classroom are caused by the failure of students to follow caused by the failure of students to follow procedures and routines.procedures and routines.-Harry Wong-Harry Wong

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

Encourage Expected Behavior

Encourage Expected Behavior

Provide praise for correct academic responses and appropriate social behavior leading to:

Increases in student correct responsesIncreases in on task behaviorDecreases in disruptive behaviors

(Sutherland, 2000)

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

Examples of Non-Verbal Feedback

Wink Nod Thumbs-up Pat on the back High-five Hug (when and where appropriate)

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

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?

Teaching Rules

Teach your expectations

before theactivity or

transition begins.

Teach your expectations

before theactivity or

transition begins.

Monitor studentbehavior

by circulatingand visually

scanning.

Monitor studentbehavior

by circulatingand visually

scanning.

Provide feedbackduring the activity and

at the conclusionof the activity.

Provide feedbackduring the activity and

at the conclusionof the activity.

Begin the cycle again forthe next activity.

Give Precorrects

PRECORRECTS function as REMINDERS Opportunities to practice Prompt for expected behavior Especially helpful before teacher

anticipates behavior learning errors

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.”

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

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

Techniques to Improve Compliance

Do not use a question format Get up close - proximity Use a quiet voice Make eye contact Give them time

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

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

Some Examples…

Whole Group

Verbal Responses

Whole Group Action Responses

Whole Group Written Responses

Smal

l

Group

s/par

tner

s

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_________________.

Minimize and Correct Student Behavior Errors

Techniques to Minimize At-Risk Behaviors

Surface Management Cognitive Approaches Sensory Strategies Signaling Systems

Surface Management: Proximity

Physical presence of the teacher is an external source of control for student behaviorAllows for intervention without any “public” acknowledgement of the student or behaviorTeacher circulates around the room, moving closer to the student as behavior occursProximity can range from standing nearby to placing a hand on the desk or shoulderThe teacher continues teaching!

Surface Management: Antiseptic Bouncing

Allows the student to exit the setting briefly and minimizes continuation/escalation of the behaviorSignal 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

Surface Management: Humor

Humor can be used to effectively redirect and/or de-escalate behaviorA good ice-breaker allows everyone to save faceCaution: avoid sarcasm!Caution: If you said it, and you are the only one laughing, it wasn’t really funny!

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

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

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

Sensory Strategy: Music

There are specific neurons for processing music…it may be a preferred learning style.Specifically helpful in spatial reasoning and mathUseful to facilitate student transitionImpacts and helps regulate moodCan be calming to students with anxiety….Provides multiple reinforcement opportunities

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

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

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.

Signaling Systems: Verbal CueingCATCH 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.

What should be your first strategy to address repetitive

student behavior errors?

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

How does it look…Correct Student Behavior Errors

1. Signal that an error has occurredRefer to rules: "We respect others in this room by not using

put downs.”2. 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.”

Utilize Effective Reinforcement Strategies

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 ReinforcementStrategies

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

Assessing Classroom Environment

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

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

ResourcesPages 16-22

Secondary Interventions(Practices)

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?

Some Secondary Interventions…Some Secondary Interventions…

-Small Group Social Skills Instruction-Check In/Check Out (CICO or BEP) -Mentoring

Targeted Social Skills Instruction

“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

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

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

Assessment of Social Skills

Skill based deficit Provide strong incentive to observe if

student can perform under such conditions

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

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

To effectively teachsocial skills you must ALWAYS

determine what you want the student to do INSTEAD

Social Skill Areas

Cooperation skills Assertion skills Friendship skills Empathy skills Self-control skills School and classroom skills

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


Select & group students with similar needs Type of problem behavior Intensity of problem behavior Age/Developmental level Gender Develop group behavior management plan


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


Select curricula & write lessons Consider students’ developmental level Commercial curricula, online lessons, or

custom lessons Materials needed Meeting space

requirements/limitations ResourcesPages 23-24

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


Communicate with teacher and parents Written parent permission best practice Determine how teacher(s)/parent(s) can

encourage/participate (homework)


Evaluate effectiveness Pre/Post Data Comparison Teacher/Parent Feedback Student Assessment

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

Activity: Teaching Skills

We need 12 volunteers

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

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

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

Research-Based SS Curricula

ResourcesPage 25

Second Step

VideosPre-KK-12-34-5

Middle School

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

WorkbookPage 13

Check-In Check-Out(CICO, aka BEP)

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

Behavior Education Program

DVD

10 Critical Features of CICO/BEP

1. Linked directly to school-wide expectations and/or academic goals

2. Continuously available for student participation3. Implemented within 3 school days of team

determination4. Can be modified based on assessment and/or

outcome data5. Includes structured prompts for ‘what to do’ in

relevant situations(Crone, Horner, & Hawken, 2004)

10 Critical Features of CICO/BEP continued…

6. Student receives positive feedback from staff7. Includes a school-home communication exchange

system at least weekly8. Orientation materials provide information for a student

to get started on the intervention9. 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)

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

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

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

CICO/Behavior Education Program –

Referral Flow ChartTeacher(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

ResourcesPages 26-32

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

WorkbookPage 13

Mentoring

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

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

Activity: Secondary Practices

Use your workbook to begin planning for Social Skills and CICO implementation

WorkbookPages 14

Implementation Evaluation & Action Planning


DataData

DevelopHypothesis

Discuss andSelect


Evaluate andRevise

Action Plan.



Identify Problems

Using the Referrals by Student report at the Secondary Level

Use the data to identify groups of

students for secondary

interventions.

What?

Where?

When?

When?

Why?

Do we have a problem?


DataData

DevelopHypothesis

Discuss andSelect


Evaluate andRevise

Action Plan.



Identify Problems

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

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 lessonsImplement CICO Reinforce on-task behaviors with DPR

Write your Precise Problem Statement

here.


DataData

Develop Hypothesis

Discuss andSelect


Evaluate andRevise

Action Plan.



Identify Problems

Quick Review

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

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.






Who? By When?


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


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 lessonsImplement CICO Reinforce respectful behaviors with DPR

Write Solutions here.


DataData

Develop Hypothesis

Discuss andSelect


Evaluate andRevise

Action Plan.



Identify Problems

Quick Review






Who? By When?


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



Re-teach Responsibility lessonsImplement CICO Reinforce on-task behaviors with DPR Document

Implementation here.

Document Goal here.


DataData

Develop Hypothesis

Discuss andSelect


Evaluate andRevise

Action Plan.



Identify Problems

Quick Review






Who? By When?


Measures, & Updates

SS

JA

All teachers

11/1/10

11/3/10

11/3/10



Re-teach Responsibility lessonsImplement CICO Reinforce on-task behaviors with DPR Evaluate here.

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

WorkbookPage 15

Practical Suggestions

Keep in mind the importance of communication, especially listening

Remember your purpose Get parents/community involved Continue ongoing assessment of program

effectiveness

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

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

WorkbookPages 16-17

Documents

PBIS Team Training