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POSITIVE BEHAVIOR INTERVENTION AND SUPPORT
WHAT IS PBIS?
POSITIVE BEHAVIOR INTERVENTION & SUPPORT
Why PBIS at our School?• When implemented with fidelity, PBIS is associated with
reductions in problem behavior and increases in academic performance
• Increases the likelihood that desired behaviors will be repeated
• Focuses staff and student attention on desired behaviors
• Reduces the need for engaging in time consuming punitive disciplinary measures
http://www.pbis.org/common/pbisresources/presentations/SWPBS_Intro_10_04_07.ppt#1
PBIS is a school wide system that creates a positive school culture:
• School environment is predictable:– Common language
– Common vision (understanding of expectations)
– Common experience (everyone knows)
• School environment is positive:– Regular recognition for positive behavior
• School environment is safe:– Violent and disruptive behavior is not tolerated
• School environment is consistent:– Adults use similar expectationshttp://www.pbis.org/common/pbisresources/presentations/SWPBS_Intro_10_04_07.ppt#1
POSITIVE BEHAVIOR INTERVENTION & SUPPORT
PBIS IS…Effective Process:
Gradual Process
Professional Development
Increased Efficiency
Expectations:
Defined by building team with staff input
Implemented by ALL staff
Reflect behavior needs/challenges of school
Teaching:
Appropriate behavior is taught
Positive behavior is publicly acknowledged
Inappropriate behavior is corrected
TRADITIONAL DISCIPLINE VS. PBIS
• Traditional Discipline: ΔFocuses on the
student’s problem behavior
ΔGoal is to stop undesirable behavior through the use of punishment
• Positive Behavior Intervention & Support: ΔReplaces undesired
behavior with a new behavior or skill
ΔAlters environments, teaches appropriate skills, and rewards appropriate behavior
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 Intervention & Support
Layering of Support
Universal Core
Supplemental Support
Intensive Support
10
Build a System of Support
Students fluidly move between
a seamless support system
11
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
FEATURES OF A COMPREHENSIVE SYSTEM OF PBIS
• Total staff commitment to managing behavior• Clearly defined and communicated expectations
and rules• Clearly defined consequences for correcting rule-
breaking behaviors and procedures for acknowledging appropriate behavior(s)
• An instructional component for teaching students expected behaviors
• A support plan to address the needs of students with chronic, challenging behaviors
Poverty & Language
Approximately one year (11-18 months)• Children in poverty—hear 250,000 words per
year
• Children in homes of professionals—hear 4 million words per year
(Hart & Risley, 1995)
14
Affirmative statements
• Professional—30 per hour
• Working class—15 per hour
• Poverty—6 per hour (prohibition twice as often as affirmative feedback)
(Hart & Risley, 1995)
Poverty & Language
15
Poverty & Language
“To keep the confidence-building experiences of welfare children equal to those of working class children, the welfare children would need to be given 1,100 more instances of affirmative feedback per week…” (p.201).
“It would take 26 hours per week of substituted experience for the average welfare child’s experience with affirmatives to equal that of the average working-class child” (p. 202).
(Hart & Risley, 1995)(Hart & Risley, 1995)
16
NC SCHOOLS PARTICIPATING IN PBIS INITIATIVE
1 5 9 27147
296
548691
790909
1000+
0
200
400
600
800
1000
1200
17
0
10
20
30
40
50
60
K-6 6-9 9-12Susp
ensi
on/E
nrol
lmen
t/10
0 St
uden
ts
School Type
Suspensions Across Type of School
2005-06
2006-07
2007-08
2008-09
2009-10
PBIS1
8
We’re Implementing PBIS; Now What?
In The Beginning
• PBIS team trained staff for school-wide implementation
• We/You did whatever it took to keep it going (fresh)
• A person with a PASSION
• Lot‘s of Excitement
• Enthusiasm
• New Ideas
As time wore on . . . .
• New staff
• New initiatives
• Burn out
• Overwhelmed
• Overworked
• Etc…..Etc…Etc…
Challenge #1
Challenge # 2
Challenge # 3
Challenge # 4
Competing, Inter-related National Goals
• Improve literacy, math, geography, science, etc.• Make schools safe, caring, & focused on teaching
& learning• Improve student character & citizenship• Eliminate bullying• Prevent drug use• Prepare for postsecondary education• Provide a free & appropriate education for all• Prepare viable workforce• Affect rates of high risk, antisocial behavior • Leave no child behind• Etc….
Challenge # 5
Challenge # 6
How do these various problems/issues effect our students?
How do we train new staff?
How do we keep the momentum?
?
??
??
???
?
What does PBIS at Erwin What does PBIS at Erwin Middle School Look Like:Middle School Look Like:
•Be ReadyBe Ready•Be RespectfulBe Respectful•Be ResponsibleBe Responsible
These three expectations should become who you are at Erwin MS!
PBIS at Erwin Middle School
School Wide Behavior Expectations Matrix
Expectation Classroom Hallway Restrooms CafeteriaBefore/After
School Bus
Be Respectful
Speak one at a time for good listening. Speak to others in a courteous manner. Allow for teaching and learning without interruptions
Keep hands and feet to yourself. Use appropriate language. Stay to the right, and speak quietly. Follow teacher directions. Maintain a proper pace.
Use appropriate language and volume. Keep your hands and feet to yourself.
Be courteous to peers and adults. Talk quietly with peers, and remain seated. Use utensils and trays for intended purposes. Only touch your own food.
Be kind and courteous. Use appropriate language and volume. Keep hands and feet to yourself.
Use appropriate language and volume. Remain orderly and seated. Respect school property.
Be Ready
Be in your seat with necessary materials and ready to work when class begins.
Have a signed agenda or hall pass.
Have a signed agenda.
Have lunch money and lunch number ready.
Go to your assigned area upon arrival and dismissal. Listen to announcements. Watch for your ride.
Board your bus in a timely manner. Exit at the appropriate time when the bus arrives at your stop.
Be Responsible
Work during time provided. Complete and turn in tasks, as well as make up work when absent. Keep work organized and in agenda. Follow classroom rules.
Keep your belongs with you. Keep hallways clean.
Use the bathroom for its intended purpose. Wash hands with soap and water. Keep bathroom clean, and remember we share it with everyone.
Get everything you need before you sit down. Clean up after yourself.
Keep your belongings with you. Get all needed materials before going to your classroom. Know your bus number and how you are getting home before you come to school. Follow school rules.
Know your bus number.
The Power of Two Letters
• Language is powerful
• That’s why we define expectations -- so we can teach what they mean
• Use the matrix to teach what the expectations look like using the word “by”
• Expectation BY Rule
Mascorro, 2008 34
School Wide Behavior Expectations Matrix
Expectation ClassroomSpecials/Resource
Hallway CafeteriaPlay-
ground
WeRespect
Ourselves
Be my best.Be onTask.
Be prepared.
Be my best.Be on task.
Be prepared.
Walk and move carefully.
Practice good manners.
Play safely
WeRespect Others
Listen and follow directions.
Share materials.Move carefully.
Keep hands, feet and objects
to myself.Listen.Share.
Stay on the right.Give others
proper space.
Clean up after myself.
Keep hands, feet and objects to
myself.
Share equipment
Keep hands and feet to
myself.Include others.
WeRespectLearning
Listen to instructions.
Give your best.
Listen to instructions.
Do/Give my best effort.
Help others.
Be quiet in hallways.
Listen to adult’s directions.
Talk in quiet/indoor voices.
Enter/Exit the building quietly.
Follow play-ground rules.
WeRespectProperty
Use materials properly.
Help keep room clean.
Use equipmentmaterials and
furniture properly.
Keep hands and feet to myself.
Clean up after
myself.
Share.Use
equipment properly.
Thank you for showing respect for others BY…staying on the right.
Thank you for Respecting Property BY…
Cleaning up afteryourself. 35
Behavioral Correction
• “By… tells me…”
– By touching your neighbor, it tells me we should review where you are seated.
– By putting your hands on the walls, it tells me we must review the hallway expectations again.
36
• Signal that an error has occurred• Refer to rules• Ask for an alternative appropriate response
• Provide an opportunity to practice the skill • Provide verbal feedback
Correct Student Behavior Errors
37
Corrections
Help students to take responsibility for their own behavior:
– “What are you doing?”– “What should you be doing?”– “Show me.”
38
What Do You Do With Data ?
• Make Informed Decisions
• Look At Trends
• Use Data To Inform
Discipline System
It’s time to play…
Majoring
on the
Minors?
42
Minor Behaviors Major Behaviors
*cursing *horseplay*bullying*defiance*electronic devices*tardy*dress code violations*loitering*unauthorized areas*inappropriate behavior in cafeteria*violation of classroom rules*PDA*running in hallway*stealing*classroom disruption*vandalism*violation of hallway rules*gang related issues*lewd and obscene gestures*cheating*forgery
*bullying/threatening others*sexual harassment*discrimination*alcohol*drugs*weapons*pulling fire alarm*bomb threat*unauthorized area*blatant defiance and disruption and disrespect*stealing*repeated minors for same behavior/same teacher after parents have been contacted*fighting*vandalism*aggressive behavior with intent to harm*tobacco*illegal substances*gang related issues
ConsequencesConsequencesPossible Consequences for Minor Possible Consequences for Minor • *warning*warning• *time out inside classroom*time out inside classroom• *time out outside classroom*time out outside classroom• *conference with student*conference with student• *re-teach/model appropriate *re-teach/model appropriate
behaviorbehavior• *confiscation of item*confiscation of item• *silent lunch*silent lunch• *parent conference*parent conference• *classroom or after school detention*classroom or after school detention• *written reflection of behavior*written reflection of behavior• *letter of apology*letter of apology• *loss of privileges*loss of privileges• *seat change*seat change• *student contacting parent*student contacting parent• *parent contact*parent contact• *conference between any involved *conference between any involved
partiesparties• *behavior contract*behavior contract• *in school intervention (work *in school intervention (work
assignment, behavior essays, etc.)assignment, behavior essays, etc.)
Possible Consequences for MajorPossible Consequences for Major *include all possible consequences *include all possible consequences for minor behaviorsfor minor behaviors
• *morning/after school detention*morning/after school detention• *parent conference*parent conference• *ISS lunch*ISS lunch• *ISS for a period*ISS for a period• *ISS full day*ISS full day• *OSS with parent conference before *OSS with parent conference before
re-admittancere-admittance• *parent to accompany child during *parent to accompany child during
schoolschool• *referral to counseling*referral to counseling• *child/family team meeting*child/family team meeting• *hearing board*hearing board• *referral to SRO*referral to SRO• *FBA*FBA• *conference with *conference with
teacher/student/administratorteacher/student/administrator• *different grade level for a period of *different grade level for a period of
timetime
ReferralsReferralsMinor ReferralsMinor Referrals
• If a student exhibits a If a student exhibits a minor behavior, you minor behavior, you should document it on a should document it on a minor referral form.minor referral form.
• You meet with the You meet with the student and determine student and determine appropriate appropriate consequences. consequences.
• If a student gets multiple If a student gets multiple minor referrals for the minor referrals for the same issue, you should same issue, you should write a major referral.write a major referral.
Major ReferralsMajor Referrals• If a student exhibits a If a student exhibits a
major behavior, you major behavior, you should document it on a should document it on a major referral form and major referral form and give it to your grade give it to your grade level administrator.level administrator.
• An administrator will An administrator will meet with the student meet with the student and determine and determine appropriate appropriate consequences.consequences.
ODRs (Office Discipline Referrals) over the past three years at Erwin Middle
School
0%
5%
10%
15%
20%
25%
2009-2010 2010-2011 2011-2012
ISS/OSS
Problem- Solving for all
students
Something is “wrong” with
this student…
48
DECISION MAKING• Is there a problem?
• What areas/systems are involved?
• Are there many students or a few involved?
• What kinds of problem behaviors are occurring?
• When are these behaviors most likely?
• What is the most effective use of our resources to address this problem?
Problem-Solving Model
• Change in mind-set is necessary for all
• Student problems are defined
• Questions drive assessments
• Engage in instruction that addresses learning
• Intervention/instructional change is derived from analysis of baseline data
“Ensure positive student outcomes, rather than determining failure or deviance.”
(Deno, 1995)
Acknowledgement/
Recognition
Shouldn’t children this age already know what is expected of them and how
to behave?•Behavior that is acknowledged is more likely to occur again
•Behavior that is ignored is less likely to be repeated
•No good behavior should be taken for granted, or it may decline
Positive Reinforcement ppt, Johns & Patrick, Sprague & Holly, 2004
Praising feels unnatural. Won’t kids think it sounds
phony?
• The more you praise, the more natural it will feel.
• If you praise appropriate behaviors that truly happened, there is nothing phony about it.
• Kids who get praise will tend to praise others.
Positive Reinforcement ppt, Johns & Patrick, Sprague & Holly, 2004
Isn’t praise manipulative and coercive?
• The purpose of praise is to reinforce and increase positive behavior with the student’s knowledge
• Praise helps clearly describe expectations so that students can successfully meet them.
Positive Reinforcement ppt, Johns & Patrick, Sprague & Holly, 2004
Isn’t giving a reward like bribing students to do what you want them
to do?
• A bribe attempts to influence or persuade someone to produce a desired behavior that hasn’t yet happened.
• A reward reinforces a desired behavior that has already happened.
Positive Reinforcement ppt, Johns & Patrick, Sprague & Holly, 2004
Won’t students come to depend on tangible rewards?
Don’t extrinsic rewards decrease intrinsic motivation?
• Tangible rewards should be accompanied with social rewards.
• When a message that recognizes a student’s efforts as being responsible for success is given with a reward, internal motivation will actually be strengthened.
Positive Reinforcement ppt, Johns & Patrick, Sprague & Holly, 2004
Shouldn’t rewards be saved for special achievements?
• By acknowledging only the “big” behaviors, adults send the message that everyday behaviors of courtesy, responsibility, and respect are not important.
• Small steps on the way to achievement need to be recognized.
Positive Reinforcement ppt, Johns & Patrick, Sprague & Holly, 2004
Do students in middle and high school still need acknowledgement?
• People of all ages, including adults, need to be recognized and acknowledged for their efforts.
• Students of all ages need recognition, praise, and rewards particularly during the difficult transition of adolescence.
Positive Reinforcement ppt, Johns & Patrick, Sprague & Holly, 2004
Acknowledgement Guidelines
• Acknowledge frequently in the beginning• Acknowledgement should be contingent on
students engaging in the desired behavior(s)
• Refrain from taking back a reinforcer that has been earned, or threatening the loss of reinforcement
• Students should be eligible to earn acknowledgement throughout the day
60
Acknowledgement Guidelines
• Keep ratios of reinforcement to correction high (4:1) (Walker, Ramsey, & Gresham, 2004)
• Involve all staff in implementing your school’s reinforcement system
• Develop a data based system for monitoring and documenting appropriate behaviors
• Involve students to help develop meaningful reinforcers
61
Goals of Acknowledgement
• Create a learning environment where students are engaged and successful
• Teach, support, and encourage students to be “self-managers”
• Help students generalize the skills they learn in school to life experiences beyond school
(Horner, 2009) 62
Acknowledging School-Wide Expectations:
REINFORCERS “RATIONALE”
• Humans require regular & frequent feedback on their actions
• Humans experience frequent feedback from others, self, & environment
• W/o formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors
Words Can Change Your Brain• Ruminating on…a list of negative words can actually
damage key structures that regulate your memory, feelings and emotions. (1)
• When turning negative thoughts and words into positive affirmations, the communication process improves and one gains self control and confidence. (10)
• It takes longer for the brain to respond to positive words and thoughts…therefore, we must generate at least three for every negative. (13)
• Positive words and thoughts propel the motivational centers of the brain into action and help us build resilience when faced with life’s problems. (17)
Psychology Today, Words Can Change Your Brain, Newberg, Andrew M.D. and Waldman, Mark Robert. July 31, 2012.
Relationship is Key• “It’s hard to lead someone you don’t know.”
Tony Dungy• How a person feels in the environment ties directly
to how they respond.• Help the child feel validated.• Students that have a caring adult role model are
65% more confident in their school performance.• No significant learning occurs without a
significant relationship. Dr. James Comer
Tara Brown, The Connection Coach, presentation notes NC School Counseling Conference, Friday, November 9, 2012
Dopamine
• Emotions are the fast lane to the brain!
• Dopamine is a chemical neurotransmitter that impacts attention, memory storage, comprehension and executive function.
• Increased positive interaction stimulates the release of dopamine.
Tara Brown, The Connection Coach, presentation notes NC School Counseling Conference, Friday, November 9, 2012
•Positive interactions include: smiles, compliments, laughter, encouragement, great peer interactions, positive school and class climates.
•CEO of your classroom – Chief Emotional Officer
Be Dopamine Dispensers!!
Dopamine
Tara Brown, The Connection Coach, presentation notes NC School Counseling Conference, Friday, November 9, 2012
Daily Incentives at CAEMSDaily Incentives at CAEMS
Wristband given to students exhibiting Wristband given to students exhibiting appropriate behavior. Wristbands entitle appropriate behavior. Wristbands entitle students to:students to:
• Have preferential seating in cafeteriaHave preferential seating in cafeteria
• Leave for bus parking lot 2 minutes earlyLeave for bus parking lot 2 minutes early
• Put band in drop box for daily drawingPut band in drop box for daily drawing
School-wide Incentives at CAEMSSchool-wide Incentives at CAEMS
• ““AAAAAA”” card - Students receive card - Students receive points for attendance, attitude, and points for attendance, attitude, and academics. Students must have at academics. Students must have at least one point in each area and 6 least one point in each area and 6 points to receive a card.points to receive a card.
• Students can earn a Students can earn a ““AAAAAA”” card at card at the end of every grading period.the end of every grading period.
• Rewards include the following:Rewards include the following:1.1. Homework passHomework pass2.2. Front of café lineFront of café line3.3. Bathroom passBathroom pass4.4. MS athletic event admissionMS athletic event admission5.5. AAA card event AAA card event 6.6. Sit with any grade in morningSit with any grade in morning
* * ““AAA GoldAAA Gold”” card – students who card – students who receive 9 points total – they get receive 9 points total – they get rewards listed above and morning rewards listed above and morning computer lab timecomputer lab time
AttendanceAttendance AttitudeAttitude AchievementAchievement
0 days 0 days absent = 3 absent = 3 pointspoints
O referrals = 3 O referrals = 3 pointspoints
All AAll A’’s = 3 s = 3 pointspoints
1 day absent 1 day absent = 2 points= 2 points
1 referral = 1 1 referral = 1 pointpoint
AA’’s and Bs and B’’s = s = 2 points2 points
2 days 2 days absent = 1 absent = 1 pointpoint
Not okayNot okay AA’’s, Bs, B’’s, and s, and CC’’s=1 points=1 point
““AAAAAA”” Card Events Card Events
• Special events for ONLY students with Special events for ONLY students with ““AAAAAA”” cards are held at the end of each cards are held at the end of each nine weeks.nine weeks.
• Past events include a pep rally, talent Past events include a pep rally, talent show, faculty/student basketball game, show, faculty/student basketball game, movie afternoon, breakfast for 8movie afternoon, breakfast for 8thth graders, graders, etc.etc.
• Students must present their Students must present their ““AAAAAA”” card in card in order to attend each event.order to attend each event.
What really mattersIs the positive socialacknowledgement & interaction!!
CELEBRATE
• SUCCESS–ODRs (Office Discipline Referrals)
–SUSPENSIONS
–POSITIVES
–FAMILY INVOLVEMENT
No Magic Solutio
ns
Success
!!
Hard Work
Collaboration
DELEGATION
TEAM Work !!
PBIS should be your school culture
It takes everyone!
Help them create a different future story.
