Welcome to:

Using Positive Behavior Supports

Brought to you by:The Vermont BEST/PBS Team

Agenda

• Introductions, Opening Activity, and Behavioral Expectations

• Key Elements of PBS • Focus on the Universal Level of PBS• What Vermont Schools have been up to….• Application of PBS to your settings• Questions and Discussion

Introductions and ActivityWho’s here? In what settings do you work?

Activity: Working in pairs: Introduce yourselves Complete the T Chart On the left side list what a positive behavioral environment

looks like. On the right side list of what a positive behavioral

environment sounds like.

Effective schools are consistent, predictable, and positive places.

In effective schools, there is a common vision, language, and

set of experiences for all members of the community.

Rob Horner, 2004

Two Worries Regarding Ineffective Responses to Problem Behavior

(in schools)

• Get Tough (practices)• Train & Hope (systems)

Worry #1“Teaching” by Getting Tough

Jerry: “I hate this f____ing school, & you’re a dumbf_____.”

Teacher: “That is disrespectful language. I’m sending you to the office so you’ll learn never to say those words again….starting now!”

Immediate & Seductive Solution….“Get Tough!”

• Clamp down & increase monitoring

• Re-re-re-review rules

• Extend continuum & consistency of consequences

• Establish “bottom line”

When behavior doesn’t improve, we “Get Tougher!”

• Zero tolerance policies

• Increased surveillance

• Increased suspension & expulsion

• Alternative programming

Erroneous assumption that the youth…

• Is inherently “bad”

• Will learn more appropriate behavior through increased use of “aversives”

• Will be better tomorrow…….

Science of behavior has taught us that students….

• Are NOT born with “bad behaviors”

• Do NOT learn when presented contingent aversive consequences

• Do learn better ways of behaving by being taught directly & receiving positive feedback

Worry # 2“Train & Hope”

REACT toProblemBehavior

Select &ADD

Practice

Hire EXPERTto TrainPractice

WAIT forNew

Problem

Expect, But HOPE for

Implementation

So What is PBS?

Positive Behavior Supports (PBS) is asustainable, proactive, school-wide,

systems approach to improving social & academic competence for

all students……using positive, preventive evidence-based strategies, collegial and collaborative teaming,

and data-based decision making.-Adapted from Horner, Sugai, Muscott and Mann

“Mythbusters” - PBS is . . .

• A general approach to preventing problem behavior – NOT an intervention in isolation

• For every student – NOT just students with the most extreme challenging behaviors

• Based on long history of behavioral practices & effective instructional design and strategies

– NOT a passing fad

Primary Prevention:School-/Classroom-Wide Systems for

ALL Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

Continuum ofSchool-wide

Instructional & Positive Behavioral

Support

ALL

SOME

FEW

~80% of Students

~15%

~5%

Establishing Continuum for SWPBS

SECONDARY PREVENTION• Check in/out• Targeted social skills instruction• Peer-based supports• Social skills club•

TERTIARY PREVENTION• Function-based support• Wraparound• Person-centered planning• •

PRIMARY PREVENTION• Teach SW expectations• Proactive SW discipline• Positive reinforcement• Effective instruction• Parent engagement•

SECONDARY PREVENTION• Check in/out • Targeted social skills instruction• Peer-based supports• Social skills club•

TERTIARY PREVENTION• Function-based support• Wraparound• Person-centered planning• •

PRIMARY PREVENTION• Teach SW expectations• Proactive SW discipline• Positive reinforcement• Effective instruction• Parent engagement•

All

Some

FewContinuum of

Support for ALL

SYSTEMS

PRACTICES

DATA

SupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

Positive Behavior Supports – Integrated Elements

• DEFINE expectations for behavior

• TEACH the expected behavior

• REVIEW expectations regularly

• MONITOR performance of expected behaviors• RECOGNIZE individuals when expected behaviors

are demonstrated• CORRECT individuals when expected behaviors are

not demonstrated

PBS is an Instructional Approach

PBS at the Universal Level includes:

1.A statement of purpose

2.Defined behavior expectations

3.Procedures for teaching expected behavior

4.Procedures for encouraging expected behavior

5.Procedures for discouraging problem behaviors

6.Procedures for record-keeping and decision making

1. Statement of Purpose

To enhance the capacity of our school to provide the best behavioral supports

for all students that maximize academic and social achievement.

2. Defined Behavior Expectations

• Few in number

• Positively stated

• Behavioral terms

School RulesNO Food

NO WeaponsNO Backpacks

NO Drugs/SmokingNO Bullying

Activity: Work with your neighbor to reframe these rules to a few positively stated expectations.

3. Teaching Expected Behaviors

• Create a teaching matrix: expectations and settings

• Next, teach the expectations in the settings

• Finally, post the expectations for the specific settings

Teaching Matrix

SETTING

All Settings Hallways Playgrounds Cafeteria

Library/Compute

r LabAssembly Bus

Respect Ourselves

Be on task.Give your best effort.

Be prepared.

Walk. Have a plan.

Eat all your food.Select healthy foods.

Study, read,

compute.

Sit in one spot.

Watch for your stop.

Respect Others

Be kind.Hands/feet

to self.Help/share

with others.

Use normal voice

volume.Walk to

right.

Play safe.Include others.Share

equipment.

Practice good table manners

Whisper.Return books.

Listen/watch.Use

appropriate applause.

Use a quiet voice.

Stay in your seat.

Respect Property

Recycle.Clean up after self.

Pick up litter.

Maintain physical space.

Use equipment properly.

Put litter in garbage can.

Replace trays &

utensils.Clean up

eating area.

Push in chairs.Treat books

carefully.

Pick up.Treat chairs appropriately

.

Wipe your feet.Sit

appropriately.

Exp

ecta

tions

expectation/

social skillsetting

behavior examples

Teach school-wide expectations by:

Teaching Behavioral Expectations

Saying

Showing

Checking

RecognizingAcknowledge students for their positive performance during role play and in natural settings

Model/demonstrate positive examples of how to follow the expectation

Role play how to follow the rule;

Provide time for practice; Assess mastery

Present the expectation;

Explain what and why

– Create song/rap about school expectations– Create Jeopardy-style game of example behaviors

• Students answer with rules (e.g., “What is… keeping my area clean in the cafeteria)

– Brainstorming activity for what students think the expectations should include

– Use current events articles as a foundation for discussion of rules

– Word find

Other Lesson Ideas

Expected behaviors are visible…

4. Encouraging Expected Behaviors

Provide students feedback to let them know when they are meeting expectations (positive acknowledgement)

General Guidelines for Reinforcement (encouraging) Tangible to Social External to Internal Frequent to Infrequent Predictable to Unpredictable

OMMS Business Partner Ticket

6 7 8 Date: ________________Student Name __________________________________

For Demonstrating: Safety Ethics Respect (Circle the trait you observed)

Comments: ___________________________________________

Authorized Signature: ____________________________________

Business Name: ________________________________________

Grand Junction CO 5/06

Are “Rewards” Dangerous?“…our research team has conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.”– Cameron, 2002

• Cameron & Pierce, 1994, 2002• Cameron, Banko & Pierce, 2001

5. Discouraging Problem Behaviors (at the Universal Level)

• Review, practice and pre-correct

• Develop a system for tracking behavior problems

• Use the data to make decisions for strengthening your universal system.

FRMS Total Office Discipline ReferralsSustained Impact

0

500

1000

1500

2000

2500

3000

94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06

Academic Years

Tota

l ODR

s

Pre

Post

Problem SolutionFrom

To ProblemProblem

SolvingSolution

Information (Data)

6. Procedures for Record Keeping & Decision-making

What are your thoughts and questions?Activity: Reflect on the information provided so far and the setting in which you work.

Record your thoughts and questions on the graphic organizer.

We will respond to a sampling of questions now and will also respond to questions at the end of our presentation, as time allows.

How is PBS working in Vermont?

When we first started PBS in 2007, we didn’t know for sure whether PBS

would work in Vermont…

Now we do!

The number of schools working on implementing PBS in Vermont has grown by 1500% in two years

VT PBS Schools Over Time

0

5

10

15

20

25

30

35

40

Feb 07 'Nov 07 'Feb 08 'June 08 Jan 09

# of

Sch

ools

Implementing Secondary Implementing Schoolwide Preparing

VermontPositive Behavior

Supports

PBS Implementing Schools

32 Schools16 Supervisory Unions

PBS Interested

Schools

23 Schools16 Supervisory Unions

Where is PBS being implemented?

Grades Served

16% Pre-K

48% elementary

34% middle school

16% high school

16%

48%

34%

16%

Pre-KElementaryMiddleHigh School

How are they doing?

• 59% fully implemented school-wide PBS within one year

• 60% of fully implementing schools beganimplementing targeted systems of support within 6 months

• Average post implementation SET scores are 95%.

How about behavior… Has that changed?

Fully implementing schools reduced major office discipline referrals (ODR’s) up to 64% within the first year following implementation

www.pbis.org

www.pbsvermont.org

Ticket Out the DoorThank you for your participation today!

One thing I will take away from this workshop and apply to my work is…

A question I still have about PBS is…