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Positive Behavior Support
Understanding Why Children Engage in Challenging Behavior
and How to Develop Positive Effective
Strategies to Address It
Agenda Understanding Positive Behavior Supports How does behavior work? Understanding the functions (or reasons)
for problem behavior Developing effective intervention
strategies using the Behavior Analysis and Intervention Summary (BAIS)
Break for lunch Classroom implementation of strategies Parent tools (Keys and Home)
Positive Behavior Support PBS involves comprehensive multi-
component support that focuses on: Preventing problem behavior Using of research-validated practices Teaching new skills Enhancing quality of life Assessing the reasons for problem behavior and
redesigning environments and challenging contexts
Embedding intervention into natural routines Person-centered support
How Behavior Works
There’s so much more than what you see on the surface
The ABCs Behavior – observable response
Antecedents – what happens before the behavior (can function to trigger behavior)
Consequences – what happens after (can reduce or increase the likelihood of behavior through the principles of reinforcement and punishment)
Setting Events
Conditions or circumstances that increase the likelihood of problem behavior
Setting events “set the stage…”
Setting Events
Can be due to social, environmental or physiological factors
May or may not immediately proceed the behavior
Examples may include: lack of sleep, sickness, medication changes, stressful experiences, cultural issues, history and family experiences
Understanding the ABC’s
Preschool Classroom Example
History Medical Conditions Context
Can increase the likelihood of behavior
Antecedent Consequence
Can decrease the likelihood of Behavior Sleep Medications Bad Morning
Can increase theLikelihood of Behavior
Can decrease theLikelihood of Behavior
Triggers
Why is the Behavior Occurring
Determining Function
Problem behavior occurs to accomplish the following:
ActivitiesItems
PhysiologicalStimulation
Attention
ObtainEscape
ActivitiesItems
PhysiologicalStimulation
Attention
Sugai & Horner, 2001
How Do You Determine Function?
Be (or find) an objective observerInterview others in the child’s life
Developing Effective Intervention Strategies
Behavior Analysis and Intervention Summary (BAIS)
BAIS
Let’s use the BAIS: Behavior Analysis and Intervention Summary to develop an effective multi-component intervention to address the example provided earlier
Applying What You KnowWith an example from your classroom
identify the following: How behavior works? How to determine the function (or reason)
for problem behavior Develop effective intervention strategies
using the Behavior Analysis and Intervention Summary (BAIS)
McCart, A. & Bannerman Juracek, D., 2002
McCart, A. & Bannerman Juracek, D., 2002
Classroom Management
Effective Strategies to Consider When Implementing PBS
in the Classroom
Establishing a Classroom Management Plan Diagram your classroom Typical daily schedule include transition
times Clearly defined behavioral expectations
will be for your classroom Layered positive based motivation system Steps to deal with behavioral concerns Back up activities Specific ways to handle transitions Consistency with your students in other
environments
Elements of Effective Classroom Management Strategies Layers of Support Includes choice Touches on individual, group and class-
wide Includes lots of positive components Immediate elements of reinforcement Consistent Considers context
Preferred PBS Practices for the Classroom
Best way to deal with serious problem behaviors is to prevent them in first place
Anticipate problems and intervene before they worsen
Nip things in the bud…have eyes in back of your head
Effective teachers accentuate positive and eliminate the negative
4:1 positives-to-negatives ratio in order to maintain behavior
Establishing Your Classroom Management Plan
Activity
Classroom Set Up Are there areas within your classroom that
clearly differentiated? How have you minimized chaotic areas? How does your classroom look from a
child’s perspective? From another adult perspective?
Is it organized in a way that facilitates transitions?
Schedule What is your daily schedule? Do the children know your schedule? Is it consistent? Is it written or are there pictures? What are the trouble times of day? Note on your schedule each transition as a
specific activity
Transitions For each transition it should be planned… How will you move from one activity to
another? Brainstorm effective transition strategies:
Expectations
Are the school-wide expectations incorporated into your classroom and how?
What are the behavioral expectations for each of the areas of your classroom?
Are the expectations regularly taught and posted?
Motivation System What is your classroom motivation
system? Does it tie into the whole school
motivation system? Do you have a layered approach (using
multiple strategies to meet the needs)?
Behavioral Concerns How do you currently handle behavioral
concerns in your classroom? How could you prevent behavioral
concerns from occurring? How will you handle concerns other than
the office referral process?
The Back Up Identify a menu of strategies to have
available when planned activities go wrong
The bin system Examples of back up strategies
Back to Transitions What are your transition activities? How will your students know it is time to
change activities? How will you continue to teach the
expectations during transitions?
Secrets of Master Teachers
Effective teachers view behavior management problems as instructional problems, as “errors in learning”
Effective teachers know that “telling is not teaching”
Telling a student to behave vs. teaching a student to behave
-
Utah SIGNAL Project Utah
State University
Changing the Focus of Control Effective teachers recognize that the only
behavior they can directly control is their own First thing to do when you encounter a student
with problem behavior is NOT to focus on changing his/her behavior but focus on changing your own teaching behaviors
Utah SIGNAL Project
Utah State University
Time Management Monitor start and stop times. Stick to them! Avoid down time—leads to problem behaviors Discourage unplanned interruptions—leads to
problem behaviors Avoid making unannounced changes in scheduled
activities—unpredictability leads to problem behaviors
Pay attention to how you handle transitions—they can lead to problem behaviorsUtah SIGNAL Project
Utah State University
Ticket to Success
An easier way to address problem behavior systematically
Tickets to Success
Describe problem behavior Figure out why it occurs (that is, the
reason for (or “function” of) the problem behavior
Choose some positive intervention strategies using the questions on the back as a guide
Tickets To Success
Behavior Why? Strategies
Ticketto
Success
Intervention Ideas to Consider
StrategiesCan I change the environment, or routine or schedule to change this behavior?Can I reward or acknowledge a positive behavior instead?Can I teach a new skill to replace this behavior?Can I think of more than one way to address this behavior in a positive way?What can I do to prevent this behavior in the future?
Harmony in The HomeKey Settings and Core Behavioral Strategies for the Home
Focus Child: _______________________ Date: _________________Home Setting: ________________________1) Sketch out a diagram of how a problematic home setting (room, area, floor of the house, outside area) is set up on the back of this page. What changes can be made to make is less problematic environmentally (increase visual supervision, support active engagement in activities, etc.)2) Record a typical daily schedule, include transition times as specific activities.3) Decide what your clearly defined behavioral expectations will be for your home. What do they look like and not look like in this specific environment.4) Select a motivation system for your home or this specific environment, using a layered positive based motivation system; try not to rely on one system.5) Establish clear steps to deal with behavioral concerns when necessary.6) Write down 3 or 4 back up activities that will be available to your child, if a planned activity is not working. Have all needed supplies and materials for these back up activities available.7) Select specific ways to handle transitions in your home. Specifically, how will your child know it is time to change activities and how will they go about moving from one activity to another?8) How will you ensure consistency with your child in other environments in your home or at restaurants, in a vehicle, etc.?
Resources Weaving Intervention into the Fabric of
Everyday Life: An approach to family assessment (Bernheimer & Keogh, 1995)
Contextual Fit for Behavioral Support Plans (Koegel, Koegel, & Dunlap, 1996)
Positive Behavior Support with Families (Lucyshyn, Dunlap, & Albin, 2002)
Parenting with Positive Behavior Support: A practical guide to resolving your child’s difficult behavior (Hieneman, Childs & Sergay, 2006)
Developing Cross-Culture Competence (Lynch & Hanson, 2004)
Resources
Center for Evidence Based Practice www.challengingbehavior.org Online academy PBS modulewww.onlineacademy.org
OSEP Technical Assistance Center on Positive Behavioral Interventions & Supportswww.pbis.org
Kansas Institute on Positive Behavior Support www.kipbs.org
Don’t forget APBS in March 2009
