The Missing Piece in PBS: The Missing Piece in PBS:

AApplied pplied BBehaviorehavior AAnalysisnalysis for Educatorsfor Educators

Dr. Lynn SingletarySharon Henry

Sessions 30A & 30BPresentation for

2008 LA PBS 1st Annual Statewide PBS Conference:

Living in the Triangle: Refocused and Recommitted

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Discipline continues to be cited year after year as the number one concern facing educators (Phi Delta Kappa / Gallup Poll)

Our schools are more diverse then ever before◦Different learning histories◦More and more students enter school lacking

school skills◦Lack of the science of teaching

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“In modern times there are opposing views about the practice

of education. There is no general agreement about what the

young should learn either in relation to virtue or in relation

to the best life; nor is it clear whether their education ought

to be directed more towards the intellect than towards the

character of the soul… And it is not certain whether training

should be directed at things useful in life, or at those

conducive to virtue, or at non-essentials… And there is not

agreement as to what in fact does tend towards virtue. Men

do not all prize most highly the same virtue, so naturally they

differ also about the proper training for it.”

Guess Who??

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The great education The great education debatedebate

Aristotle wrote passage more than 2,300 years ago

Educators are still debating Different approaches to resolving these fundamental issues have given rise to different schools of thought concerning the philosophy of education

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The Emergence of Positive Psychology: The Building The Emergence of Positive Psychology: The Building of a Field of Dreamsof a Field of Dreams Shane J. Lopez, PhD University of KansasShane J. Lopez, PhD University of Kansas

“The socio-economic thriving of the US sets the stage

for bold developments in a science of health, rather

than focusing on illness and strife. It is time to go

beyond our attempts to cure mental illness and

devote more energies to preventing sickness and

promoting well-being. Positive psychological science

and practice can fuel the identification and

understanding of human strength and virtue.”

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What is the science of behavior What is the science of behavior analysis?analysis?

It is a science that deals with everyday life and effective use of positive reinforcement

Sweeping advances range from treatment of clinical problems such as depression, childhood autism, learning disabilities to achieving workplace productivity and safety using behavioral methods

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Behavioral ScienceBehavioral Science

A science that has the same properties as any other science (chemistry, natural science, etc.,) ◦Observation◦Data collection◦Reliability of occurrence◦Replication◦Measurability

Explains why. . . ◦people do what they do & say what they say &

under what conditions

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ABA attempts to improve individual and social conditions.

In education, direct instruction, precision teaching, and other behavior analysis approaches have great success within regular & special education, or adult and higher education. However, these programs have not been widely adopted yet.

In industry, performance management produces results (i.e., Fortune 500 companies train managers in these

approaches). Other programs related to environmental concerns, such as littering, energy and water conservation, and recycling, have been developed.

In clinical areas related to personal problems, parenting, child-rearing, corrections, drug and alcohol treatment and in health-related areas, such as weight control and smoking cessation,

Successful programs grounded in behavior analysis are well documented.

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During the 1950’s. . . During the 1950’s. . .

The study of behavior (called behavior modification) grew out of a disenchantment with traditional methods of psychotherapy and the belief in the utility of the scientific method for solving problems.

The Discipline of Applied Behavior The Discipline of Applied Behavior Analysis Analysis

(Sidney Bijou, Don Baer 1961; Don Baer, Montrose Wolf, Todd (Sidney Bijou, Don Baer 1961; Don Baer, Montrose Wolf, Todd Risley, 1968)Risley, 1968)

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1. Applied- behavior must be important to the subject or society

2. Behavioral- behavior chosen for study must be in need of improvement and be measureable

3. Analytical- demonstrated functional relationship and believability

4. Technological- explicit description, clear procedures

5. Conceptually systematic- interventions are derived from basic principles of behavior change

6. Effective- behavior change is meaningful to person changing and others

7. Generality- behavior change lasts over time and appears in other environments

From: Cooper, Heron, Heward (1987) Applied Behavior Analysis

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Positive Behavior Support Positive Behavior Support (PBS)(PBS)

emerged out of a emerged out of a dissatisfaction regarding dissatisfaction regarding traditional methods for traditional methods for addressing serious addressing serious behavior problems behavior problems (Horner et al., 1990; (Horner et al., 1990;

Ruef, Poston, & Humphrey, 1999).Ruef, Poston, & Humphrey, 1999).

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Traditional methods of trying to Traditional methods of trying to change problem behaviors . . . change problem behaviors . . .

focused exclusively on consequences, unacceptably intrusive and reactive

And, ultimatelyineffective in helping students realize

meaningful changes in behavior

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Traditional Behavior Management Traditional Behavior Management Vs. Vs.

Positive Behavior SupportPositive Behavior Support

TBM Views individual as problem and seeks to “fix” him or her, ◦is short term fix,◦and little support after

PBS views systems, settings, and lack of skill as part of the “problem”, ◦is long term,◦and built in support system

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““Some kids are just B-Some kids are just B-A-D”A-D”

The sciencescience of human behavior has taught us that children are not “born with bad behavior,” and that they do not learn better ways of behaving when presented aversive consequences for their problem behaviors (Patterson, Reid, Dishion, 1992)

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National Education Goals Reported lack of ack of discipline was the top challenge facing discipline was the top challenge facing American schools.American schools.

School systems began to “get tough” by implementing reactive and punitive policies such as zero tolerance and “three strikes you are out” legislation.

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Research has shown

that using punishment alone, without teaching or reinforcing pro-social behavior, is ineffective and has been associated with increases in aggression, vandalism, truancy, and dropout rates (Mayer, 1995; Mayer & Sulzer-Azaroff, 1990; Skiba & Peterson, 1999).

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Positive Behavior Support Positive Behavior Support (PBIS.org)(PBIS.org)

Prevent “behavioral earthquakes” -system-wide primary prevention effort in schools,

-consists of rules, routines, and physical arrangements that are developed and taught by school staff to prevent initial occurrences of problem behavior.

The adoption of a preventive approach (PBS) is the first step in creating positive school wide changes.

Sustaining positive school wide changes (social and or academic) is more than having positive expectation, new vision statements, well written lesson plans, teamwork, discipline referral system…

What works is a combination What works is a combination of of antecedentantecedent (rules, routines, (rules, routines, physical arrangements) & physical arrangements) & consequencesconsequences (what happens (what happens after rule following and rule after rule following and rule violating)violating)

PBSPBS

Antecedents & Consequences required

Antecedents & Consequences required

here!here!

Antecedents are necessary and effective in starting the behavior change process.

Antecedents must be backed up by consequences.

“Antecedents set the stage for a behavior to occur one time. Consequences get it to occur again and again.” Aubrey Daniels, 2001

Examples: Antecedents: posted rules, teaching and modeling

appropriate skills, telling kids the right way to behave.

Consequences: ROUTINE feedback such as conduct grade, positive mark on a tracking card, access to what is reinforcing (i.e., Fun Friday, free time, free dress, etc.).

ConsequencesConsequences

. . . will tell you why a behavior is occurring and not occurring.

Consequences are perceived as reinforcing (maintain or increase behavior) or punishing (decrease or stop a behavior).

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Positive Reinforcement Positive Reinforcement

Think strengtheningIncreases a behavior

R+ describes a relationship between a behavior and a consequence

Examples may be praise, money, positive feedback from a supervisor, a day off from work, . . .

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PunishmentPunishment

Think weakeningDecrease a behavior

Providing an undesired consequence (P) following a behavior decreases the likelihood of the behavior recurring

Examples may be reprimands, embarrassing comments, the look,

WarningWarningWarningWarningWarningWarningWarningWarningSignificantly more time is given to the talk

about the plan and providing training …

What makes the difference??

Leadership (principal, district office, teachers) manages the events that come before behavior (antecedents) and prompts behavior to occur.

They also identify the events that follow behavior (consequences) and influence the future likelihood the behavior will occur again

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First Things FirstFirst Things First“to change the behavior of those around you, you must change what you do. By changing what you do, you change the environment for those around you, which in turn changes them.”

Aubrey C. Daniels: Other People’s Habits (McGraw Hill, 2001)

What we What we DODO must must match what we match what we SAYSAY! !

Sounds simple… Sounds simple…

What is the first thing we must change about what we do?

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ActionsActions that support positive that support positive behaviorsbehaviors

Respond to individual needs (preferences, strengths, and

needs)

Alter environments- if something in the environment

influences or triggers the challenging behaviors- organize

the environment for success

Explicitly teach new skills. Many students need to learn

alternative or replacement behaviors- telling them what not

to do is not good enough- they must know what to do.

Genuinely appreciate and acknowledge all the positive

behaviors you observe.

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What is behavior?What is behavior?

Anything a person says or does (good / adaptive, bad / maladaptive)

Also what a person does not say or do (sitting silently)

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Why do we do what we do?Why do we do what we do?Human behavior is learned.

Both adaptive and maladaptiveLearning occurs as a result of the

consequences of behavior.Behavior that is followed by a pleasant

consequence tends to be repeated and thus learned

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What works in terms of What works in terms of learning?learning?

No ambiguity◦Explicit, direct instruction

Small steps◦Sequence information (minimizes errors)

Practice until proficient Provision of positive and corrective

feedback

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Good programming includes:Good programming includes:

Using programs, methods, or strategies that promise results (evidence) when used with integrity

Stakeholder involvement Training (first and ongoing)Mechanism for monitoring progress

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““Behavior is key to success”Behavior is key to success”

What is required to successfully implement sustained change in organizations/programs ◦ The right strategic goals◦ The right processes to make the program or business work◦ The right behaviors for making everything work◦ The right consequences to support the behaviors that

drive all the key outcomes

(L. Braksick, 2000)

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ComponentsComponentsDevelop a formal leadership teamDecide on expectationsMake a plan of actions that includes

incentives for rule following and rule violating

Develop a system of accountabilityProvide lots of training and supportUse the data to make decisions about

behavior change progress

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Treatment / program or intervention integrity refers to the degree to which the “treatment agent” implements the “intervention” as planned.

However, failure to get child behavior change is often attributed to the fact that the program or intervention plans are not implemented as describe or intended.

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Practice not widespreadPractice not widespread

It is important to specify or operationalize the components of a program or an intervention for inspection of integrity

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Points to rememberPoints to remember

We are all models & powerful change agents

Focus on what we want to see more of (all the positive we can find) and we will see more positive

8 systematic components necessary in effective classroom management plans

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1. Kids need to know the rules 1. Kids need to know the rules /expectations/expectations

1. Remember observable and measurable

2. Think order, safety & respect

• Follow teacher directives (“I need you to….”)- ORDER

• Keep hands feet objects and unkind comments to self-SAFETY & RESPECT FOR SELF AND OTHERS

• Raise hand for teacher attention-ORDER

• Stay in assigned area- SAFETY & ORDER

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2. Accountability

Develop tracking system

*You need a way to monitor youth behavior change (i.e., track how well they are learning to do what you taught them to do )

Develop daily, weekly and monthly level system

Behavior tracking sheet

Incentives chart

Level changes

Manage data using Excel

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3. Determine a Schedule of Reinforcement

• Determine specific time periods to REINFORCE rule following

• The schedule you choose should be relative to the rates of inappropriate behaviors

• Hourly, q2hrs, per activity, 2 times day, end of day

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4. Decide on consequences for rule following and rule violating

Rule following:

Stickers, praise, edibles, varied tangibles, fun Friday, dress down day, A in conduct, other

Rule violating:

Depending on degree: Can not earn points, can not access incentive or engage in fun activities, must participate in social skills class, increased practice opportunities for student, behavior plan,

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5. Find out what is reinforcing--ask the kids to tell you what they would like to earn for engaging in the expected behaviors

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* * Guidelines for reducing Guidelines for reducing misbehaviormisbehavior

Stay calmHumiliation, sarcasm, and ridicule should

never be used as a consequenceOffer choices about events that affect

themUse a realistic timelineUse appropriate consequences

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6. Develop a way to track and score their behavior changes. In other words, how many points / grade does a student need to access incentives?

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7. Practice makes fluent• Get prepared

• Train and provide feedback

• Practice Practice Practice

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• Analyze data

• Make necessary changes

• Implement updated plan

• Analyze data

• Make necessary changes

• Implement updated plan

8. Analyze data and make necessary changes

Enter GCM PBS Plan

Websites of interest

www.behavior.orgwww.interventioncentral.orgwww.indiana.edu/~safeschl/www.ed.gov/about/offices/list/osers/osep/www.boystown.org/btpresswww.sopriswest.com