Tom Ellison

Sullivan County BOCES

Positive Behavorial Interventions & Supports (PBIS)

Universal Administrative Overview

Trainer Speaking Group Activities

P Play NicelyHold yourself to the same standards you expect from students.

Compliment each other for good ideas.

B Be Courteous

to Others

Use a zero voice while speaker is talking so others may hear.

Turn off cell phones.

Give everyone a chance to share.

Listen while others are talking.

I Involve

Everyone

Think about all students in the school while listening to ideas.

Think about all staff in the school while listening to ideas.

Ask opinions from all participants.

Use the democratic process.

S Stay on TaskMake notes on slides as ideas appear or come to you.

Write questions on 3x5 cards and save for breaks

Keep everyone on task assigned as time is tight.

Acknowledgements

•Dr. Rob Horner, Dr. Leanne Hawkin & Dr. Geoff Colvin; University of Oregon

•Dr. George Sugai, University of Connecticut

•Dr. Rob March, University of Colorado

•Dr. Randy Sprick, Safe and Civil Schools

•Kimberlee Breen, Illinois PBIS

•Dr. Lucille Eber, Illinois PBIS Director, National Wrap-Around Initiative Director

•Dr. Laura Riffel, University of Kansas

Training Objectives

• Learn about PBIS (Overview)• Provide examples of implementation • Reflect/self-assess school discipline system• Reflect/self- assess school climate and

culture• Plan for implementation in your school

•Have a little fun, laugh!

LESSONS FROM THE WORLD OF WORKWhat makes a good work environment?

How do the adults act?

The best work environments are places where employees (Buckingham & Coffman 2002, Gallup)

1. Know what is expected

2. Have materials & equipment to do job correctly

3. Receive recognition each week for good work.

4. Have supervisor who cares, & pays attention

5. Receive encouragement to contribute & improve

6. Can identify person at work who is “best friend.”

7. Feel mission of organization makes them feel like their jobs are important

8. See people around them committed to doing good job

9. Feel like they are learning new things (getting better)

10. Have opportunity to do their job well.

1 million workers, 80,000 managers, 400 companies

& educators, students, family members, etc.

What is Positive Behavioral Support?

A new way of thinking about behavior

Broadens intervention from only one approach - reducing challenging behavior to…..

Encompasses multiple approaches: changing systems, altering environments, teaching skills, and appreciating positive behavior

Property of Behavior Doctor Seminars copyright 2009 -

original author must be given credit

BIG IDEA

ALL BEHAVIOR IS SPECIFIC TO THE SETTING AND THE

CONTEXT

“Pupil achievement & behavior can be influenced (for better or worse) by the overall characteristics of the school environment.”  Rutter & Maughan, 2002 

SW-PBS Logic!

Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable(Zins & Ponti, 1990)

Positive Behavioral Interventions & Supports

“PBIS” is a research-based systems approach designed to enhance the capacity of schools to…

(Lewis & Sugai, 1999; Sugai et al., 1999; Sugai & Horner, 1994, 1999)

effectively educate all students, including students with challenging social behaviors adopt & sustain the use of effective instructional practices

PBIS is…

• Not a specific practice or curriculum…it’s a data-based systems-approach to preventing problem behavior

• Not limited to any particular group of students…it’s for all students

• Not new…it’s based on long history of behavioral practices & effective instructional design & strategies

• Not prescriptive…it’s individualized to the unique features of the school; culturally relevant

The Focus is on:

School as unit of implementation Connecting social & academic

achievementTeam-based leadership, problem-solvingData-based decision-makingIncreasing instructional timeInvestments in capacity buildingSustainability of effective practices

School-wide Positive Behavior Support? (a.k.a. PBIS)

• Schools that are:– Predictable

– Students know what is expected

– Teachers know what is expected

– Consistent– Similar standards across adults

– Safe– Unsafe behavior, and physical abuse are not acceptable

– Positive– Adult emphasis on acknowledging appropriate behavior

PBIS is…not a program or curriculum, it is…a System

Change!

BIG IDEA

Big Idea!

“Even research-based, effective practices may not be effective or efficient in addressing school needs if the school does not have a systemic approach for choosing, implementing and sustaining those practices.”

(Adjusted from Zins & Ponte)

What does this mean?

• Putting systems in place that are:–Proactive vs. Reactive

– Based on Prevention not Intervention

–Positive not Punitive

–Effective not just Preferred

–Efficient not Complicated

6 Components of School-wide PBIS 1) Select and define expectations & routines

(Observable, Acknowledgeable, & Teachable)2) Teach behavior & routines directly

(in all settings)3) Actively monitor behavior (MIS-move, interact, scan)

4) Acknowledge appropriate behaviorPredictable/Intermittent/Long-term

5) Review data to make decisions6) Correct behavioral errors

Pre-correction/Boosters/De-escalation/FBA

What does a PBIS school look like?

• 20-80% reduction in Office Discipline Referrals

• 3-5 Behavioral Expectations are posted, taught, modeled, practiced and rewarded.

• Administrator is an active participant on the PBIS team.

• Continuum of behavior support is available to all students.

• Children are caught being good.

What does a PBIS school feel like?

• Students report feeling safer• Teacher’s report higher morale and less

turnover rate.• Administrative staff report having more

time to deal with students on a personal level and not on a behavioral level.

• Parents report feeling more positive about the school.

• People look forward to Mondays, and Tuesdays, and….

Don’t Be confused….Don’t Be confused….

• Tasks that will be completed – 3-5 Behavioral Expectations– Matrix of positive examples– Lesson Plans and Procedures– Office Discipline Referral Forms– Discipline Flow Chart– Making Data Based Decisions– Reinforcement

• Positive• Negative

– Fidelity & Capacity– Working Smarter not Harder

Are you happy with student behavior in

your school??In your classroom??

Take 1 minute and discuss with your neighbors

If you do what you always do….

You will get what you always got!

BIG IDEA

WESTERN HORSE SENSECommon advice from knowledgeable horse trainers includes the adage:

“IF THE HORSE YOU’RE RIDING DIES, DISMOUNT.”Seems simple enough, yet in education we don’t always follow that advice.

Instead of dismounting, we continue to choose from an array of ineffective alternatives which include:

1. Buying a stronger whip2. Trying a new bit or bridle3. Switching riders4. Moving the horse to a new location5. Riding the horse for longer periods of time6. Saying things like, “This is the way we’ve always ridden this horse”7. Appointing a committee to study the horse8. Arranging to visit other sites where they ride dead horses more efficiently9. Increasing the standards for riding dead horses10. Creating a test for measuring our riding ability11. Comparing how we’re riding now with how we did ten or twenty years ago12. Complaining about the state of horses these days13. Coming up with new styles of riding14. Blaming the horses parents15. Tightening the cinch

A Context for PBIS

• Behavior support is the redesign of environments, not the redesign of individuals

• Positive Behavior Support defines changes in the behavior of those who

will implement the plan. – PBIS describes what we will do differently in

order to get a different outcome.

Challenges Facing Schools

•Doing more with less (need more time…)

•High rates of teacher & administrator attrition

•Meeting state standardized testing requirements•Educating increasing numbers of students who are more

different than similar from each other

•Educating students with severe problem behavior•Minors turning into majors (horseplay)

•Exhausting behavioral consequences (positive & negative)• Consequences escalating behavior

When the going gets tough………

How do schools typically respond to disciplinary challenges?

The tough get tougher

Typical response focuses on “Get Tough” consequences

• Review rules & increase monitoring

• Increase security

• Remove, suspend, expel, exclude

• Set zero tolerance policies

But….false sense of safety & security!

• Fosters environments of control• Triggers & reinforces antisocial behavior • Shifts accountability away from school• Devalues child-adult relationship• Weakens relationship between academic

& social behavior programming

Many existing discipline procedures are ineffective

in changing behavior: Punishment

Detention, corporal punishment, loss of privileges

Exclusion Removal from class, suspension, expulsion,

Counseling Using Counselors, Social Workers, Psychologist to talk out problem behavior

Problems with Reactive Strategies

• Punishment alone will not lead to durable change in behavior. (Braaten, 1994)

• Reactive strategies that rely primarily on punishment assume that individuals know what is expected, how to do it, and are properly motivated. Unfortunately it fails to teach the expected behavior. (Horner & Sugai 1999)

• Some forms of punishment may actually be rewarding and maintain problem behaviors. (Gresham, 1991; March & Horner, 2002)

“What gets us in to trouble is not the things we don’t know,

but the things we know for sure that just ain’t so”

Mark Twain

Assumptions

• Students will “get it,” & take responsibility for change

• Someone else will address problem

• Punishment teaches how to act

• Remove troublemakers to improve climate

Assumptions about adolescents

• Adolescents should know better…most do

• Adolescents must take responsibility for own behavior….most know they should & do….appropriately & inappropriately

• Adolescents will learn from natural consequences….most do

Common “rewards” for:

• Inappropriate behavior– Counseling– Principal’s office– After school with an

adult (teacher, staff)– ALC, T1, In-School– Call home– Parent meeting– Special incentives– Time off

• Appropriate behavior– More challenging work– “Free time”– Ignored

Schools that are Least Effective in Supporting Students with Problem

Behavior• Have unclear and/or negative behavioral

expectations.• Have inconsistent implementation of

consequences for problem behavior.• Lack agreement among staff on behavioral

expectations and consequences• Do not accommodate individual student

differences– Gottfredson, Gottfredson, Mayer, 1995

– Mayer, Butterworth, Nafpaktitis, & Sulzar-Azaroff, 1983

Research Findings

• The same research reviews indicate that the most effective responses to problem behavior in school are:

– Clear Behavioral Expectations– Academic Restructuring – Social Skills Training– Individual Behavior Plans

» Gottfredson, 1997» Elliot, Hamburg, & Williams, 1998» Tolan & Guerra, 1994» Lipsey, 1991; 1992

2001 Surgeon General’s Report

• Risk factors associated with increasing # of antisocial behaviors– Antisocial peer networks– Reinforced deviancy

• Recommendations (rearrange contingencies…..prevention)– Establish “intolerant attitude toward

deviance”• Break up antisocial networks…change social

context• Improve parent effectiveness

– Increase “commitment to school”• Increase academic success• Create positive school climates

– Teach & encourage individual skills & competence

We Know….

Academic and social failures are reciprocally and inextricably related.

To improve the academic success of our children, we must also improve their social success.

Began implementation this year (2007-08) and have already seen a

Carbondale High School

30% Decrease

in ODRs for the months of August and September, resulting in a

Gain of 408 Instructional Hours

ISAT 00-05 - % MEETS AND EXCEEDS

0.24

0.47

0.36

0.23

0.42 0.

45

0.24

4 0.28

8

0.46

7

0.48

9

0.61

7

0.72

3

0.41

5

0.54

8

0.55

0.58

9

0.69

2

0.52

6

0

0.1

0.2

0.3

0.4

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0.6

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0.8

0.9

1

READING MATH WRITING

2000

2001

2002

2003

2004

2005

BEFORE PBIS

AFTER PBIS

BEFORE PBIS AFTER PBIS

AFTER PBIS

BEFORE PBIS

Messages Repeated!

1. Successful Individual student behavior support is linked to host environments or schools that are effective, efficient, relevant, & durable

2. Learning & teaching environments must be redesigned to increase the likelihood of behavioral & academic success

HOW DOES PBIS WORK ANYWAY?

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing School-Wide Systems for Student Success

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90%

80-90 -%

Tertiary Supports__________________________________________________________________

Secondary Supports__________________________________________________________________

Universal Supports

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

What’s currently in place?

Tertiary Supports

_________________

_________________

_________________

Secondary Supports

_______________________

_______________________

_______________________

_______________________

_______________________

Universal Supports

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

Parallel Systems

• Academic– Instruction– Data– Interventions– Remediation– Recognition – Consequences– Response to

instructional errors

• Behavioral– Instruction– Data– Interventions– Remediation– Recognition – Consequences– Response to

behavioral errors

BUILDING A SYSTEM OF SUPPORT (SOS)

Positive Behavior Interventions & SupportsA Response to Intervention Model

Universal School-Wide Assessment

School-Wide Prevention Systems

Secondary

Tertiary

AnalyzeStudent Data Interviews, Questionnaires, etc.

Multi-Disciplinary Assessment & Analysis

Simple Individualized Interventions

Group Interventions

Team-Based Wraparound Interventions

Inte

rven

tio

n

Assessmen

tAdapted from T. Scott, 2004

Multiple Perspectives

Observations, Brief Functional Assessment

Multiple settings Complex individualized interventions

Positive Behavior Interventions & SupportsLocal Middle School - RTI

Universal

Secondary

Tertiary

AnalyzeStudent Data

Interviews, Questionnaires, etc.

Multi-Disciplinary Assessment & Analysis

Check and Connect

Breakfast Bunch

Referrals to Mental Health

Inte

rven

tio

n

Assessmen

tAdapted from T. Scott, 2004

Multiple Perspectives

Observations, Brief Functional Assessment

Multiple settings IEP Counseling

Teaching Behaviors

Acknowledgement system

Activity days

Collecting ODR DataCollege Visits

Prison Visits

Lunch Groups

Peer Mediation

Partners

FBA/BIP

Middle School Incidents/Day/Month/100 Students

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2005-2006

Principles

• Systems approach is necessary for the success of any & all programs or initiatives

• Collection & use of data is necessary for identification of student & school needs

• Effective collaborations (students, families, schools, agencies) are necessary

Focus on whole school

• All students, families, staff, settings

• Continuum of behavior support

• Collaborative, integrated initiatives

Give priority to prevention

• Decrease development of new problem behaviors

• Prevent worsening of existing problem behaviors

• Eliminate triggers & maintainers of problem behaviors

• Teach, monitor, & acknowledge prosocial behavior

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport OUTCOMES

Social Competence &Academic Achievement ٭

What does PBIS look like in a school building?

• Expectations directly taught to students, practiced & reinforced

• Shared decision making & open communication w/ staff, students, families & community agencies

• Consistency in student - adult interactions• School-wide focus on prevention• Efficient & effective responses to problem

behaviors• School-wide data collection, analysis & use

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport

OUTCOMES

Social Competence &Academic Achievement ٭

School-Wide Systems

Non ClassroomSettingSystems

Classroom Systems

Individual Student Support Systems

6 Components of School-wide PBIS 1) Select and define expectations & routines

(Observable, Acknowledgeable, & Teachable)2) Teach behavior & routines directly

(in all settings)3) Actively monitor behavior (MIS)4) Acknowledge appropriate behavior

Predictable/Intermittent/Long-term5) Review data to make decisions*(1st, last, always)6) Correct behavioral errors

Pre-correction/Boosters/De-escalation/FBA

1.Common purpose & approach to discipline

2.Clear set of positive expectations & behaviors

3. Procedures for teaching expected behavior

4.Continuum of procedures for encouraging expected behavior

5. Continuum of procedures for discouraging inappropriate behavior

6. Procedures for on-going monitoring & evaluation

School-wide Systems

• Classroom-wide positive expectations taught & encouraged

• Teaching classroom routines & cues taught & encouraged

• Ratio of 6-8 positive to 1 negative adult-student interaction

• Active supervision• Redirections for minor, infrequent behavior

errors• Frequent precorrections for chronic errors• Effective academic instruction & curriculum

Classroom Setting Systems

• Positive expectations & routines taught & encouraged

• Active supervision by all staff–Scan, move, interact

• Precorrections & reminders• Positive reinforcement

Nonclassroom Setting Systems

• Behavioral competence at school & district levels

• Function-based behavior support planning • Team- & data-based decision making• Comprehensive person-centered planning &

wraparound processes• Targeted social skills & self-management

instruction• Individualized instructional & curricular

accommodations

Individual Student Systems

Summary of PBIS “BIG IDEAS” 1. Systems (How things are done) Team based problem solving Data-based decision making Long term sustainability

2. Data (How decisions are made) On going data collection & use ODR’s (# per day per month, location, behavior, student) Suspension/expulsion, attendance, tardies

3. Practices (How staff interact with students) Direct teaching of behavioral expectations On-going reinforcement of expected behaviors Functional behavioral assessment

Function of Universal Team

• Develop fluent understanding of PBIS

• Establish team routines

• Self-evaluate & specify need

• Secure staff commitment/participation

• Secure family involvement/support

• Develop and implement action plan

• Collect & evaluate data regularly

Your PBIS Team• Representative Team

– Teachers, Aides, Parents, SW, Psychologist, Administrators, Students, Volunteers, Support Staff, Community Agencies.

• Don’t reinvent the wheel– What other teams at your school might you assimilate

into or into your PBIS Team. (Discipline, School improvement, Character Ed.)

• Meet Often– 2x a month in the beginning

• Share the Responsibilities– Coach is there to assist and guide NOT do all the work– Assume the coach will be gone in 1 year. Think

Sustainability!

Roles of team members

• Administrator• Coach: Internal, External• Recorder• Time-keeper• Facilitator• Presenter• Data Support• Parent Liaison

PBIS Coach

• Currently has some behavioral expertise

• Has some flexibility in schedule

• Can dedicate hours weekly to PBIS

• Must be able to attend trainings/meetings

• Will be PBIS Team leader• Receives extra training &

support• Liaison to Community of

One Program• Work to create building-

level, district & regional sustainability

• Needs to be designated soon

School, Family & Community Partnerships

Family Support in PBIS

• Schools and communities helping families to create positive and nurturing environments in the home, school and community

Family Involvement in PBIS

• Families helping schools create positive and nurturing learning environments for all children and youth.

6 Components of School-wide PBIS 1) Select and define expectations & routines

(Observable, Acknowledgeable, & Teachable)2) Teach behavior & routines directly

(in all settings)3) Actively monitor behavior (MIS)4) Acknowledge appropriate behavior

Predictable/Intermittent/Long-term5) Review data to make decisions*(1st, last,

always)6) Correct behavioral errors

Pre-correction/Boosters/De-escalation/FBA

School-Wide Behavioral Matrix

PURPOSES: Defines the Expected Behaviors for Specific Settings.

hallways, classrooms, gym, cafeteria, commons, bus loading, bathrooms, assemblies, playground

Creates the “Curriculum” that will guide the teaching of expected behaviors.

Creates consistent, school-wide, expectations

Enhances communication among staff and between students and staff, families. (stakeholders)

School-Wide Behavioral Matrix

Guidelines:

State definitions positivelyUse common and few wordsShow what the behavior “looks like”Should follow OAT: Observable,

Acknowledgeable and Teachable.

Behavioral Expectations & Settings Matrix  

School-wideExpectation

s

Cafe Hallway Classroom Assemblies

  

Be Respectf

ul 

       

  

Be Safe 

       

   

Be a Problem-

Solver   

       

Keep voice level at #2

Follow directions

Walk

Stay to right

Use RestorativeJustice skills

Applaudafter

performance

BERLIN HIGH SCHOOL CONDUCT ACTION GUIDE

Be Responsible Have Respect Strive for SuccessIn the CLASSROOM

In the HALLWAY

In the CAFETERIA

In ASSEMBLIES/EVENTS

•Come prepared.•Be on-time—both feet must be through the classroom door by the time the bell stops ringing.•Pick up after yourself.•Respond to reasonable requests.•Complete your ‘own’ assignments and tasks as required.

•Model positive behavior and acknowledge it in others. •Help others in need.

•Honor others’ personal space.•Apologize if you bump into someone.•Use appropriate language and voice.•Display affection appropriately.

•Be on-time.•Practice polite table manners.•Leave the floor and table clean for the next group using the facility.•Consume only your own food and drink.

•Walk to the right.•Use time for intended purpose only.•Keep the hall and floors clean.

•Be silent during announcements.•Dress appropriately (see Dress Code).•Allow others’ expressions and ideas.•Use appropriate language and voice.•Honor others’ property.

•Engage in learning.•Maintain a positive outlook towards school.•Model positive behavior and acknowledge it in others.

•Wait your turn in line.•Keep your hands, feet and food to yourself.•Use “please” and “thank you”.•Use appropriate language and voice.

•Eat lunch with someone who is eating alone.•Model positive behavior and acknowledge it in others. •Compliment the kitchen staff.

•Participate appropriately.•Come and go in an orderly fashion.•Pick up after yourself.•Sit with your class during school assemblies.

•Help create an environment where everyone can enjoy the activity.•Treat visitors kindly.•Use appropriate language and voice.

•Encourage others to enjoy the presentation or event.•Model positive behavior and acknowledge it in others.

revised: 9/27/07

Voice Levels0 - Silent 1 - Whisper2 - Speaking 3 - Raised voice voice

What Makes School-wide Support Different?You Will Actually Teach Your Behavioral

Expectations

• Transforming broad school-wide expectations into specific, observable behaviors.

• Use of the Expectations by Settings Matrix• Teaching expectations in the actual settings

where behaviors are to occur• Teaching (a) the words, and (b) the actions.• Building social cultures that are predictable, and

focused on student success.

Teaching Behavioral Expectations

1) State behavioral expectations

2) Specify student behaviors (rules)

3) Model appropriate student behaviors

4) Students practice appropriate behaviors

5) Reinforce appropriate behaviors

Components of School Wide Discipline Plan

• Encouraging Appropriate Behaviors

• Discouraging Inappropriate Behavior

Effective Behavior Management

• Research has found that positive reinforcement is the most powerful form of behavior management.

• Punishment– Can be effective as well, however…

• Students must first possess the skills and knowledge required to exhibit desired behavior.

• Punishment can potentially invoke anger and resentment, especially with at-risk students.

Guiding Principles

• Natural consequences are varied, unpredictable, undependable,…not preventive

• “Knowing” or saying “know” does NOT mean “will do”

• Students “do more” when “doing works”…appropriate & inappropriate

There is a proverb which says, “If you’ve told a child 100 times to do something and they don’t do it…it isn’t the child that is a slow learner.”

Avoid the trap of rewarding problem behavior

• Negative reinforcement is alive and well.– Escaping something unpleasant is a reward.

Unpleasant Events

ProblemBehavior

Escape from Unpleasant

Events

Reprimand/Failure Skip School No Reprimand/Failure

Effective Environments

• Problem behaviors are irrelevant– Aversive events are removed– Access to positive events are more common

• Problem behaviors are inefficient– Appropriate behavioral alternatives available– Appropriate behavioral alternatives are taught

• Problem behaviors are ineffective– Problem behaviors are not rewarded– Desired behavior ARE rewarded

Reinforcement

• Positive Reinforcement– A behavior is strengthened because a positive

condition is introduced as a result of the behavior.

• Negative Reinforcement– A behavior is strengthened because a negative

condition is removed as a result of the behavior.

• Punishment– A behavior is weakened because a negative condition

is experienced as a result of the behavior.

Positive consequences…

• are delivered to:– Provide immediate feedback that behavior is

acceptable or desired– Increase likelihood behavior will BE repeated,

i.e., reinforced.

Purpose of Recognition/Feedback

• Teach new behavior

• Encourage/establish infrequent and non-fluent behavior

• Strengthen replacement behaviors that compete with habitual undesirable behavior

• Let kids know when they get it right

Five Hallmarks of Effective Positive Feedback

• Accurate – feedback is related to behavior that has occurred

• Specific & Descriptive – information laden, confirms actions

• Contingent – some level of importance: when learning new behavior; behavior requires effort; individual proud of behavior

• Age & Culturally appropriate • Manner fits adult’s style – individual styles

REINFORCEMENT

•Reinforcement makes the world go round

•Timing and specifics are critical

•Needs to be consistent

•Reinforcement is defined by the individual

•Some of us need more than others

•The “F” Word

Examples of Positive Consequences

• Teacher praise• Demonstrations of teacher approval• Positive feedback• Points (leading to privileges and rewards)• Minutes…• Access to special activities• Mystery awards• Public recognition (class-wide and school-wide)• Menus (store, list of reinforcers)• Parent contact

REFRIGERATOR REINFORCEMENT

•Positive notes home

•Postcards

•Good News referrals

•Awards and certificates

•Emails

Guidelines for Use of Rewards/Acknowledgements

• Move from other-delivered to self-deliveredHighly frequent to less frequentpredictable to unpredictabletangible to social

• Individualize

The quickest way to change behavior….in anyone.

Research indicates that you can improve behavior

by 80% just by pointing out what someone is doing

correctly.

Property of Behavior Doctor Seminars copyright 2009 -

original author must be given credit

Rules of Behavior- Review & New

A group of researchers measured how often students complied with the rules.

What percent do you think?

Children are doing the right thing 80% of the time. These researchers also

measured the percent of time the adults in the environment complimented those

students for having appropriate behavior….. Property of Behavior Doctor Seminars copyright

2009 - original author must be given credit

Reviewing Components of School Wide Discipline Plan

• Encouraging Appropriate Behaviors

• Discouraging Inappropriate Behavior

Negative consequences…

• are delivered to:– Provide immediate feedback that behavior is

unacceptable– Increase likelihood behavior will NOT BE

repeated, i.e. punished.

ISSUES WITH NEGATIVE CONSEQUENCES

Punishment has inherent and inescapable drawbacks including, but not limited to,:

•Escape/avoidance

•Fear

•May become neutral

•May become reinforcing

•Can set a negative climate

•Consequences too harsh to implement unless you’re angry

Staff Motivation

Key to Using Negative Consequences

No Silver bullet!

Rather

MILD CONSEQUENCES

CONSISTENTLY delivered

Procedures for discouraging inappropriate behaviors (System)

• Office vs. Classroom managed – Are distinctions clear?– Do administration and staff need to create a

list? If list already exists, does staff agree?– Are appropriate administrators dealing with

office managed discipline? (Not Counselors, SW’s or Psychologists)

– Does staff feel supported?– Is there a clear flow chart to follow for

misbehavior?

Procedures for discouraging inappropriate behaviors Cont…

• Review behavioral consequences– Should be continuum of responses

• The smallest effort to achieve the greatest effect

– Are we inadvertently reinforcing the inappropriate behaviors for students and staff?• Track who is using consequences/options

– Are consequences having no effect?• Repeat offenders

– Do you need to address behaviors with targeted interventions or wraparound services? (intensive)

PROGRESSIVE NEGATIVE CONSEQUENCES

Dr. Randy Sprick lists two criteria for evaluating progressive negative consequence sytems:

•Does it treat the child with dignity and respect?

•Does it work?

• Use the least amount necessary• Approximate and/or pair with natural

reinforcers• Make part of

routine and systems

• Pre-plan and teach consequences

Effective Reinforcement

Effective Punishment

• Part of routine and system• Use the least amount necessary• Think ahead• Have a bottom line• Avoid power struggles• Pre-plan and

teach consequences

DATA DOES NOT HAVE TO BE A FOUR LETTER

WORD

Steps of Data Collection, Analysis, and Use

Identify sources of information and data

– Office discipline referrals– Attendance, tardies– Detentions, in-school-suspensions, out-of-school

suspensions, expulsions– Academic performance (class work, homework,

grades, classroom tests, state test results) – EBS/PBIS survey– Reinforcers issued

Data

Data Collection, Analysis, and Use(SYSTEM)

Summarize/Organize DataNumber of Office Discipline Referrals By:• “The Big 5 Graphs”

– Number per day per month per 100 students– Time of day– Type of Behavior– Location– Student

• “Additional Graphs”– Day of week– Type of Consequence– Number of Reinforcers– Teacher

Middle School Incidents/Day/Month/100 Students

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2004-2005

2005-2006

Robert J. Kaiser Middle School ODRs/Day/Month/100 Students

0

0.5

1

1.5

2

2.5

3

3.5

4

Sept. Oct. Nov. Dec. Jan. Feb. March April May June

# o

f O

DR

s/d

ay/m

on

th/1

00

stu

den

ts

2006-07

2007-08

2008-09

2009-10

LHS Suspension Rate Comparison

0

100

200

300

400

500

600

700

800

900

ISS OSS

# of

sus

pens

ions

2008-09

2009-10

Liberty High School ODRs/Day/Month/100 Students

0

2

4

6

8

10

12

14

Sept. Oct. Nov. Dec. Jan. Feb. March April May June

# of

OD

Rs/

day/

mon

th/1

00 s

tude

nts

2004-05

2009-10

Why Use Data?

• Communications• Effectiveness, efficiency, & relevance of

decision making• Professional accountability• Prevention…..Use minutes efficiently

3 Elements of Data-based Decision Making using ODR data

1. High quality data from clear definitions, processes, & implementation (e.g., sw behavior support)

2. Efficient data storage & manipulation system (e.g., Excel or SWIS)

3. Process for data-based decision making & action planning process (e.g., team)

Who? Referrals by Student

What?

0

10

20

30

40

50

Num

ber

of R

efe

rrals

Lang Achol ArsonBombCombsDefianDisruptDressAgg/fgtTheftHarassProp D Skip Tardy Tobac Vand Weap

Types of Problem Behavior

Referrals per Prob Behavior

0

10

20

30

40

50

Num

ber

of O

ffic

e R

efe

rrals

Bath RBus A Bus Caf ClassComm Gym Hall Libr Play G Spec Other

School Locations

Referrals by Location

Where?

When?

0

5

10

15

20

25

30

Num

ber

of R

efe

rrals

7:00 7:30 8:00 8:30 9:00 9:30 10:0010:3011:00 11:3012:0012:30 1:00 1:30 2:00 2:30 3:00 3:30

Time of Day

Referrals by Time of Day

EBS School-Wide Survey ResultsMackenzie Staff Priorities (1/2) 12/08

0%

20%

40%

60%

80%

100%

A small # ofpositively &

clearly statedexpectationsare defined.

Expectedstudent

behaviors aretaught directly.

Expectedstudent

behaviors arerewardedregularly.

Problembehaviors are

defined clearly.

Consequencesfor problem

behaviors aredefined clearly.

Distinctionsbetween officevs. classroom

managedproblem

behaviors areclear.

Options exist toallow instruction

to continuewhen problem

behavior occurs.

Procedures arein place toaddress

emergencysituations.

A team existsfor behavior

support planning& problem

solving.

% o

f res

pons

es

Low Priority

Medium Priority

High Priority

Implementing in your school

• Define your expectation for your setting. i.e. Be Safe, Respectable, Responsible

• Define the routines in your setting. i.e. handing in homework, transitions, bathroom

• Teach the expectations and routines• Acknowledge the expected behavior• Correct the unacceptable behavior• Provide more teaching where needed.

Give priority to prevention

• Decrease development of new problem behaviors

• Prevent worsening of existing problem behaviors

• Eliminate triggers & maintainers of problem behaviors

• Teach, monitor, & acknowledge prosocial behavior

Focus on whole school

• All students, families, staff, settings

• Continuum of behavior support

• Collaborative, integrated initiatives

Benefits of PBIS

•Reduction in the number of students requiring special services•Reduction in the number of students placed in alternative education programs•Overall improvement in school climate•Staff have become increasingly student centered•Increased family and community involvement•Decrease in serious infractions•Support and recognition of positive behavior for all students

Rest of 10-11 School YearTraining Calendar:

October 7 Coaches Training- Day 1October 8 Coaches Training- Day 2

October 28 Universal Training Day 1(whole team)

October 29 Universal Training Day 1(whole team)

March 9 Universal Training Day 3(Whole Team)

March 10 Targeted (Tier 2) Training Day 1(Tier 2 Team)

4/12 Targeted Training Day 2(Tier 2 Team)

4/13 Technical Assistance Day

WEB RESOURCESPositive Behavior Support National Center www.pbis.org

School-Wide Information Systems www.swis.org

Intervention Central www.interventioncentral.org

Oregon Research Institute www.ori.orgGreat info on support for families you serve

Oregon Social Learning Center www.oslc.orgFocus on community based interventions

Illinois Statewide PBIS Initiative www.ilpbis.org

Laura Riffel, PHD www.behaviordoctor.org