State of South Dakota Special Education Programs Positive Behavior Interventions & Support: BOOSTER...

State of South Dakota Special Education Programs

Positive Behavior Interventions & Support:

BOOSTER TRAININGJuly 19, 2010

SD PBIS Trainers:Ruth Fodness – [email protected] Oyen – [email protected] Hubert – [email protected]

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ObjectivesReview data & progress with PBIS within the school settingShare portfolios with other schoolsDiscuss ways to incorporate ideas within your own school settingDeveloping ConsequencesDiscussion of students in need of intensive behavioral interventionsIntervention planning by Tiers

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VIDEO #10

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Data Review

Review your system of implementationWhat is working? What needs improvement?

Review dataWhere are problematic behaviors occuring? What types of preventative measures can be made to alleviate these problematic behaviors?

Action PlanDetermine who, what, when, where, and how these ideas can be implemented

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Portfolio

Share Portfolios with other schools!Identify any ideas you may be able to use in your school.Action plan --how you can incorporate ideas into your school setting?

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Why aren’t traditional disciplinary methods working for some students?

Not related to the function of the behavior!If a student tries to avoid a task by disrupting & the teacher sends him to the office or to time out, then….

The behavior has served it’s functionThe task has been avoided, andThe student will see no need to change his behavior

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What Is the Purpose ofDeveloping Consequences?

The more students know the rules & consequences for misbehavior & are aware that the rules in a school are applied fairly under a “system of laws,” the less victimization &disorder is present in the school (Mayer & Leone, 1999)

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Why Aren’t Traditional Consequences Effective?

They have not been aligned with: School-wide expectations Clearly defined rules A system for teaching expectations and

rules A system for rewarding appropriate

behaviors

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Why Aren’t Traditional Consequences Effective for Some Students?

Not related to the function of the behavior! If a student tries to avoid a task by disrupting and the teacher sends him to the office or to time out, then…

the behavior has served it’s functionthe task has been avoided, andthe student will see no need to change

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School-Wide PlanThe absence of a school-wide plan may lead to:

Inconsistent administration of consequencesExclusionary practices that encourage further misbehavior through escapeDisproportionate amounts of staff time & attention to inappropriate behaviors Miscommunication among staff, administration, students, & parentsOver reliance on punishment of problem behaviors

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Without a school-wide plan, we may not address the needs of students who:

prefer exclusionary consequences to completing a particular taskhave more fun when they misbehave than when they follow school ruleswant adult attention & have found that misbehaving is a quick way to get ithave not learned the expected behaviors

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Clearly identify where various behaviors will be managed (classroom vs. office referral)Develop an array of responses to problem behaviors Include opportunities in the array of consequences for students to learn &/or practice more acceptable behaviors

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When Developing Consequences…


Defined A hierarchy of discipline procedures for given rule

violations Purpose

To align the consequences with the rule violation. The same consequence should not follow all rule violations occurring on campus. Therefore, a hierarchy from least to most severe consequences should be aligned with rule violations that are deemed as least to most severe in nature

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Continuum ofDiscipline Procedures


When Developing Consequences…

Develop a system for notifying:staff involved with the discipline of a particular studentparents to avoid inconsistenciesstudents of their responsibilities with regard to consequences if the intervention will not be administered immediatelyAVOID long delays between the notification of misbehavior & the implementation of a disciplinary action

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Establish minimum disciplinary actions for each behavior that requires an office referral

Notify staff, students, & parents that administrators may extend disciplinary actions beyond the minimum if the behavior is excessive

Refrain from establishing a policy of revoking previously earned rewards

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Establish re-entry procedures for staff & students to follow when a student returns to class

Align data collection procedures with the school-wide discipline plan

Develop documentation processes that facilitate the analysis of problems at all levels

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Example: When delivering consequences

Staff trained to immediately correct: Name problem behavior State school-wide expected behavior Model expected behavior Ask student to demonstrate behavior Provide acknowledgement to student

Staff trained to administer consequence: Follow procedures based on major/minor

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Challenges Aligning consequences with other components

of the school-wide positive behavior support plan

Communicating among staff & administration Communicating with parents Developing a hierarchy of consequences Maintaining consistency in delivery of

consequences

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Solutions Provide opportunities for staff, families, &

students to contribute ideas Align plans for consequences with other

components of the school-wide plan Streamline documentation procedures to

facilitate communication Train all staff & administrators in procedures to

maintain consistency Identify each person’s role in the process

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• Train multiple staff to assume responsibilities for detention, in-school-suspension, & other disciplinary processes

• Plan for other staff to assume the roles of people who are absent

• Tape training sessions & keep training materials on file for use during booster sessions & with newly hired staff

• Notify all parents of the new discipline procedures• Plan lessons to inform students of the discipline policies &

procedures

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Points to Remember• Differentiate behaviors that are to be managed in

the classroom (minors) & behaviors that will generate office referrals (majors)

• Establish a system that matches the intensity of the disciplinary action with the severity of the behavior– Example: fighting = suspension– Example: tardy = conference & detention

• Maintain consistent responses to rule violations21



The Good Behavior Game rewards children for displaying appropriate on-task behaviors during instructional timesclass is divided into two teams and a point is given to a team for any inappropriate behavior displayed by one of its membersteam with the fewest number of points at the Game's conclusion each day wins a group rewardIf both teams keep their points below a preset level, then both teams share in the reward.program was first tested in 1969; several research articles have confirmed that the Game is an effective means of increasing the rate of on-task behaviors while reducing disruptions in the classroom (Barrish, Saunders, & Wolf, 1969; Harris & Sherman, 1973; Medland & Stachnik, 1972)



The Response Cost Raffle

low-cost classroom management strategy developed for students with mild to moderate behavior problemsintervention is both efficient & effective without the use of a complex token economy systemlarge body of evidence on the use of response cost behavior management strategies to reduce disruptive behaviorsintervention will generalize across settings and grade level.



Response Cost Raffle Procedures

1. Create and explain classroom rule chart. 2. Create & explain list of raffle prizes and reinforcement schedule 3. Explain behaviors that must be exhibited in order to participate in raffle 4. Give each student five (5) cards and students will display cards on desks. 5. If student displays inappropriate behavior (breaks a rule), immediately remove the card from the student’s desk. 6. At the end of each period, collect all the cards, put in envelope/shoebox, select card, and award student with prize. (This step can be varied. You can select the time of day when you hold the raffle. Suggested schedule: at least 3 x’s per day.)


VIDEO #11

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Reflection Questions Answer these questions about your SW-PBS team: 1. Does your team need to review & revise the

consequences for behaviors labeled as "major"? 2. Does your team need to review & revise the

consequences for behaviors labeled as "minor"? If yes, what consequences need to be added to the list?

3. Do you think consequences are delivered consistently across all teachers on campus?

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4. Do you think administrators deliver consequences consistently across all students?

5. Has your team look at your data to determine if all possible consequences are being utilized? If yes, what did your team discover?

6. How can your team help the faculty learn more effective strategies when dealing with "minor" behavior problems?

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DISCIPLINE RESOURCESCummings, Carol (1996). Managing to Teach, Edmonds, WA : Teaching-Incorporated.Lewis, T.J., Sugai, G., & Colvin, Geoff (1998). Reducing problem behavior through a school-wide system of effective behavioral support: Investigation of a school-wide social skills training program and contextual interventions. School Psychology Review, 27, 446-459.White, Algozzine, Audette, Marr, & Ellis (2001). Unified Discipline: A School-Wide Approach for Managing Problem Behavior, Intervention in School and Clinic, 37: 3First Step to Success (Sopris West) www.sopriswest.com Positive Adolescent Choices Training (937) 775-4300 Project ACHIEVE www.coedu.usf.edu/projectachieve Promoting Positive Thinking Strategies www.drp.org/paths.html Second Step Curriculum www.cfchildren.org http://www.responsiblethinking.com/

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Using Competing Pathways

Diagramming Functional Behavioral AnalysisBased on the work of Diana Browning Wright

Adapted with permission from Nishioka and Sprague

Defines alternatives or competing behaviors & the contingencies associated with themSelect intervention procedures that will make the problem behavior irrelevant, inefficient, & ineffective

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Diana Browning Wright, 2010


Applied Behavior Analysis Principles

Behavior is shaped by experiencesLearned

Functional relationship between behavior & environmental events

Antecedent eventsBehaviorConsequence events

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Guiding Behavioral Principles

Human behavior is lawfulHuman behavior is important, understandable, & predictableHuman behavior is learnedHuman behavior is malleable & teachableBehavior does not occur in a vacuum…it is affected directly by environmental events

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Diagram Functional Assessment Summary Statement

Scenario:

When the teacher &/or peers ask Michael to do something he doesn’t like, he begins to swear and hits to avoid the task. This behavior is more likely if he has had a conflict with a peer.

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Testable Hypothesis Diagram

Scenario: When the teacher &/or peers ask Michael to do something he doesn’t like, he begins to swear and hits to avoid the task. This behavior is more likely if he has had a conflict with a peer.

Setting Event Antecedent Problem Behavior ConsequencePeer conflict Teacher/peer Swearing & hitting Avoid requests

request or tasks

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Fundamental Rule

You should not propose to reduce a problem behavior without identifying the alternative, desired behaviors the person should perform instead of the problem behavior (O’Neill, pg. 71).

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Define Alternative Behaviors

Must meet same function as problem behaviorBe in the individual’s repertoire or easily taught, & represent the beginning point for teaching desired behaviorHave a good contextual fit with the setting & situation Must be able to do it as easily as problem behavior

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Reinforcement Wisdom!

“Knowing” or saying “know” does NOT mean “will do”Students “do more” when “doing works”…appropriate & inappropriate!Natural consequences are varied, unpredictable, undependable,…not always preventive

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Defining Guidelines

Design antecedent strategies to make triggering antecedents ineffective.

So they no longer serve as triggersDesign behavior teaching strategies to make problem behaviors inefficient.

So more acceptable behaviors are easier to do.

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Design consequence strategies to make maintaining consequences irrelevant.

So they no longer are present orAre less reinforcing

Design setting event strategies to eliminate ore neutralize effects of setting events.

So they have less impact on routines and reinforcers

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A context for Behavior Intervention Plans

Behavior support is the redesign of environments, not the redesign of individualsCreating Pathways gives a context to incorporate into a behavioral intervention plan.

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Behavior Support Plans

“A Behavior Support Plan is the specification of what the adults will do to address challenging behavior impeding the learning of a student or his/her peers.” Three key points will be addressed in a team-developed behavior support plan:Understanding how this behavior is related to the context in which itoccursUnderstanding how this behavior serves a purpose or function for the student: how something is either gained, or something is avoided or protested with this behaviorTaking this analysis and specifying in this behavior plan how we will seek to teach a new behavior that serves the same purpose or function—but one we can accept; AND specifying how this behavior plan will seek to remove, alter or add variables that remove the need for this student to use challenging problem behavior” Diana Browning Wright

PENT DirectorBehavior Analyst/School Psychologist/Teacher



IS BEHAVIOR PLAN NEEDED????



Behavior Support Team

Who Should Be on a Behavior Support Team?The members of the Behavior Support Team will depend upon the specific needs of the student in question. In some cases the team may consist of regular education teachers, an administrator and a counselor. In other cases the Student Study Team, 504 team or IEP team may form the Behavior Support Team.



Successful Behavior Plan Phases

1. Addressing the Problem Behavior•Teacher/staff member makes personal contact with parent/guardian to establish a working relationship, discuss concerns and brainstorm possible solutions•Classroom interventions are implemented and data collection on outcomes begins•If classroom interventions are unsuccessful, teacher informs other professionals that student exhibits behavior that is interfering with the learning of student and/or peers




2. Understanding the Problem Behavior•Teacher may consult with other professionals (counselor, administrator, school psychologist, program specialist, language/speech specialist, nurse, etc) to understand the cause of the misbehavior and brainstorm solutions•Teacher collected data is evaluated: checklists, observations, event records




3. Developing a Behavior Support Plan•The Behavior Support Plan Team meets to formally discuss & strategize on:1) contributing environmental factors,2) functional factors (why the student is misbehaving) (If the student has an IEP, this is an IEP team function.)•A formal plan of action, the BSP, is developed with behavior goals.•Roles/responsibilities are assigned. Many people can be designated on the BSP.•A system of communication between the involved parties is formalized.




4. Implementing the Behavior Support Plan•The environment &/or curriculum is changed to support both functionally equivalent replacement behavior (FERB) AND general positive behaviors•New appropriate behaviors and FERB is taught & reinforced•Goal(s) acquisition is continuously monitored as specified•Four reactive strategy phases are outlined & followed•The communication plan to progress monitor the interventions is followed




5. Monitoring/Evaluating the Plan•Team members monitor the success of plan & document progress•Team re-convenes to review progress

• If unsuccessful, team plans next steps• Revise, redo, assess, etc


VIDEO #12

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Researched-Based Interventions

http://www.promisingpractices.net/http://www.colorado.edu/cspv/blueprints/index.htmlhttp://www.ecu.edu/cs-cas/psyc/rileytillmant/EBI-network-homepage.cfmhttp://www.findyouthinfo.gov/http://evidencebasedprograms.org/wordpress/http://www.challengingbehavior.org/http://ies.ed.gov/ncee/wwc/http://nrepp.samhsa.gov/http://www.interventioncentral.org/



Behavioral Interventions

Prevention Emphasis on teaching Environmental redesign Antecedent manipulations

Function-based support Comprehensive interventions Systems change




“Stay Close”

You create a safe, positive environment & establish yourself as a source of caring,

empathy, & reinforcement.

Tools for Positive Behavioral Change Glenn Latham, 2008



Staying Close

Means….Showing you care.Being attentive.Listening.“Just” talking.Matching emotions.Being near.Touching.

Does not mean….• Lecturing.• Setting the record

straight.• Moralizing.• Being judgmental.• Problem solving.




When to Stay CloseRoutine times during the day.Meal times, car rides.Brief moments between other things.Between school & an appointment, after the soccer game, before washing up for dinner.Special times you are spending just with them.Spending the day together shopping, fishing, or just talking.When you are upset with them or someone else; after you have calmed down. Tools for Positive Behavioral Change

Glenn Latham, 2008



How to “Stay Close”1. Get physically close.2. Touch appropriately.3. Match facial expressions.4. Use the appropriate tone of voice.5. Use relaxed body language.6. Ask open-ended, positive questions.7. Listen while the child speaks.8. Use empathy statements.9. Avoid reacting to junk behavior.10. Stay cool throughout the process (No coercives).



CLASSWIDE SYSTEMS TO CUE, SHAPE & MODEL BEHAVIOR

STRATEGIES FOR TEACHERS:(See Handouts)Rainbow Club“Slot Machine” GameGolden Nugget ClubTeam Basketball Competition




Time AwayA procedure to keep task-avoiding studentsunder instructional control

Time Out vs.• Access to reinforcement is

removed or reduced for a specific time period contingent on a response

• Often used as punishment for misbehavior

• Teacher tells the student when to leave & when to return, often with lengthy removals being the norm

Time Away• The student exercises the option to

leave a learning task which has become aversive to him

• Student moves to a location in the environment designated for this purpose & remains there until he is ready to cope with the demands of the learning environment

• The student returns to the learning location by initiation, not by teacher signaling return




Time Away Systems

The BeachAustraliaThe Think TankDinosaur Time




A Correction Strategy explained…



Check-in Check-out

Student meets with astaff person to review target behavior &receive encouragement & self monitoring datasheet in a.m., & reviewsresults in p.m.)

Instructions for Mentors & Student Invitation Letter

Welcome to the Check In – Check Out Mentoring Program

Instructions

1. Check in your student every morning. Remember to check for homework, a signed behavior chart, and have a brief chat about your student’s night and morning.

2. Complete the check in – check out log for the morning. Add any notes that are pertinent.

3. Check your student out in the afternoon. Remember to check for copied homework assignments, a completed behavior chart. Have a brief chat about your student’s day. Reward your student for positive behavior.

4. Complete the check in – check out log for the afternoon. Add any notes that are pertinent.

5. At the end of each two week period, please send the folder to room ______ by 12:00 pm to input the data. I will return the folder to you before the end of the day. A list of dates to turn in the folder is below.

Hawthorne Elementary School 125 Kingston Road Baltimore, MD 21220

Date Dear Parent(s)/Guardian(s) of Name of Student , Your child, Name of Student , has been selected to participate in our Check In – Check out Program (formerly the Mentoring Program) this year! This is the second year that we will have this program at Hawthorne Elementary School. The purpose of this program is to build a positive relationship between a staff member and a student in order to help the student have successful days both academically and behaviorally. By participating in the Check In – Check Out (CICO) program, your child will gain goal setting and organizational skills, and build a supportive relationship with a teacher, administrator, or resource person in addition to his or her homeroom teacher. The student will stop by his or her mentor’s classroom/office every morning and at dismissal for a quick meeting. Behavior and academic review will be discussed as well as praise and encouragement. This is a simple, yet effective way to keep your child motivated. Your child will come home every day with a behavior calendar in order for you to see how they are progressing. If you are interested in having your child participate in this exciting program, please fill out the permission slip below and return it to your child’s homeroom teacher. If you have any questions, feel free to contact Program Coordinator’s Contact Information . Sincerely, The PBIS Committee ___ Yes, I would like my child, ________________________________, to participate in the Check In – Check Out Program. ___ No, I would prefer that my child, ____________________________, not be assigned a Mentor. _________________________________ ________________________

Parent Signature Date



Setting Expectations

You let the child know what behavior is expected & what the consequences arefor meeting & not meeting the expectation.



Steps to Setting Expectations

1. Pick a TimePlan the Time•You are both calm.•Away from the behavior.•Convenient for both of you.•Adequate length of time.

2. Pick a PlacePlan the Place•That is quiet.•Where you will not be interrupted.•That is neutral.




3. Set a Positive ToneThink about it first:•This is more than just being cheerful when talking to the child.•A positive tone also means making POSITIVE STATEMENTS about APPROPRIATE BEHAVIOR.•Praise the child for doing the expected behavior in the past. Say something like, “I really liked it when you washed and dried all of the dishes right after dinneron Thursday night.”•If the expected behavior has never happened, think ofsomething similar.





4. State the Expectation•Tell the child clearly what specificappropriate behavior you expect.•Say in a calm manner, “ I expect you to ________”, or “I want you to __________.”

5. Briefly Reflect theChild’s Feelings (Empathy)•If there is a negative response or protest, acknowledge it briefly with an empathy statement.•Say something like, “It seems like you are frustrated by this.”•Do this only one time.



6. Benefits to the Child•Be prepared to briefly explain to the child why it is good for them to do this behavior (health, safety and well-being).•This motivates the child to listen in what might be a difficult situation.

7. Clearly Statethe Consequences . . .•Consequences should be:•Positive (giving instead of taking away, not a threat)•Reasonable, controllable, & non-punishing to you•Appropriate to the situation, as possible•If the expectation is not met, the child does not earn the positive consequence.



8. Negotiate as Necessary•Remember, past behavior is the best predictor of future behavior.•If the child has been responsible in the past, then maybe you can negotiate the terms.•If the child usually does things other than what you want, then wait to negotiate until after the child has been doing the behavior you want for a period of time.

9. Ask the Child to Restate the Behavior & Consequences•Have the child tell you the whole plan.•Remember: They are not earning the positive consequence by not doing the expected behavior. You are not taking it away.





10. Acknowledge & Praise theChild’s Restatement•Praise this even if they tell you with an “attitude,” grudgingly, or sullenly.

11. Avoid Reacting toJunk Behavior•Avoid using coercives such as arguing, lecturing, or being sarcastic.•Return to the expectation.

12. Stay Cool!•Use empathy & understanding, but keep cool & stay on course. (No coercives!)•If the child protests more than three times, terminate the discussion.•Try again later, when emotions are calm.



Behavioral Contract

You make a written agreement with the child that identifies the expectations & consequences for meeting & not meetingthe expectations.



When to Use a Behavioral Contract

When Setting Expectations is not enough:The child’s behavior continues to be inconsistent after you Set Expectations.The child needs more structure.When the child has a history of compliance with contracts.When you want the behaviors to be done more independently.



A contract helps you stay on track.When you need a written record for documentation.When you have multiple students & multiple expectations.Helps you stay organized.



What to Include In a Contract

The “expectations,” including:Appropriate behaviors.State as positives (do’s, not don’ts). Include only

a few, no more than four.When & how often the appropriate behaviors are

expected.The short-term & long-term “consequences” for:Meeting the expectations stated in terms of what

will be earned, not taken away.Not meeting the expectations.



Contract beginning and ending dates.Review times:DailyWeekly

Signatures (if appropriate).



How to Write a ContractWrite with child, including all previous stated required informationMake the expectations & consequences “positive”Use positive behaviors (do’s, not don’ts).Include only a few behaviors, no more than four.Tell what consequences they’ll earn, not what you’ll take away.Make the consequences fair & worth it.Make contract public & age-appropriate



Mystery Motivator

This reward system intrigues students because it carries a certain degree of unpredictability. The strategy can be used with an entire class or with individual students.



Activity

List Tier 1, Tier 2, and Tier 3 Interventions currently being implemented in your buildingWhich Tier(s) need to be strengthened?Action plan –How will you strengthen the interventions at the identified Tier

State of South Dakota Special Education Programs Positive Behavior Interventions & Support: BOOSTER...

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