Tier 1 Positive Behavior Support: Addressing the Behavior...
Transcript of Tier 1 Positive Behavior Support: Addressing the Behavior...
Positive Behavior
Support:
Addressing the Behavior
of All Students
Alina Rodriguez, Curriculum Support Specialist
Division of Special Education
Clinical Behavioral Services
Topics of Discussion
Provide a comparison of RtI and PBS
Review Elements of PBS
PBS Team, Administrative Support
Faculty Commitment, Participation
Effective Discipline
Data Entry & Analysis
Expectations & Rules
Reward/Recognition Program
Lesson Plans for Teaching Behavior
Provide additional resources
What is RtI?
Multi-tiered
Problem solving approach • Committed leadership with well-defined roles
• Collaborative team processes
• Effective coaching and team facilitation
• Problem solving process approach consistently used
Evidence-based instruction/intervention • Behavioral and academic skills are learned and taught
• Written practices, policies, and implementation plans
• Use of “evidence-based” programs and practices
• Intensity and method of professional development aligned with expected responsibilities of trainees
• Coaching activities included in professional development in which implementation is the goal
What is RtI?
Increasing levels of intensity
• Recognizes that behavioral and academic skills are learned and taught
Decisions based on data
• Evaluation included effectiveness of interventions and fidelity of implementation
Progress monitoring
What is School-wide
Positive Behavior Support?
The application of evidence-based
strategies and systems to assist schools
to increase academic performance,
increase safety, decrease problem
behavior, and establish positive school
cultures.
Positive Behavior Support…
Aims to build effective environments in which positive behavior is more effective than problem behavior
Is a collaborative, assessment-based approach to developing effective interventions for problem behavior
Emphasizes the use of preventative, teaching, and reinforcement-based strategies to achieve meaningful and durable behavior and lifestyle outcomes
Tiers of PBS • Tier 1 – (Universal) Procedures and processes intended for all
students, staff, in specific settings and across campus
• Tier 1 & 2 – (Classroom) Processes and procedures that reflect school-wide expectations for student behavior coupled with pre-planned strategies applied within classrooms
• Tier 2 – (Supplemental) Processes and procedures designed to address behavioral issues of groups of students with similar behavior problems or behaviors that seem to occur for the same reasons (i.e. attention seeking, escape)
• Tier 3 – (Intensive) Processes and procedures reflect school-wide expectations for student behavior coupled with team-based strategies to address problematic behaviors of individual students
Tiered Model of School Supports & the Problem-Solving Process
ACADEMIC and BEHAVIOR SYSTEMS
Tier 3: Intensive, Individualized Interventions & Supports
The most intense (increased time, narrowed focus, reduced group size) instruction and intervention based
upon individual student need provided in addition to and aligned with Tier 1 & 2 academic and behavior instruction
and supports.
Tier 2: Targeted, Supplemental Interventions & Supports
More targeted instruction/intervention and supplemental support in addition to and aligned with the core academic
and behavior curriculum.
Tier 1: Core, Universal Instruction & Supports
General academic and behavior instruction and support provided to all students in all settings.
Florida’s State Transformation Team on RtI (Dec. 3, 2009)
For academics
or behavior, RtI
principles &
characteristics
are the same
across tiers.
Responding to
Behavior: Traditionally
Reactive/Consequence Strategies
Office referral, detention, suspensions, etc.
Used to try to teach the “right way”
May actually reinforce the behavior of concern
Individual counseling and therapy
Restrictive and segregated settings
Implement packaged programs
Traditional Discipline versus PBS
Traditional
Discipline:
Goal is to stop
undesirable behavior
through the use of
punishment
Focuses on the
student’s problem
behavior
Positive Behavior
Support:
Goal is to stop
undesirable behavior
by:
Replacing with a new
behavior or skill
Altering environments
Teaching appropriate
skills
Rewarding appropriate
behavior
What will PBS look like in our
school?
Data will be used to help track progress and identify areas to target for intervention
Discipline referral Processes & Procedures will be Consistent throughout the school
The school will develop and use school-wide Expectations & Rules in settings across campus to Teach students appropriate behavior
A Reward System will be used to encourage and model appropriate behavior and Effective Consequences will be developed and used to discourage inappropriate behavior.
Elements of School-wide PBS
PBS Team, Administrative Support
Faculty Commitment, Participation
Effective Discipline
Data Entry & Analysis
Expectations & Rules
Reward/Recognition Program
Lesson Plans for Teaching Behavior
Implementation Planning
Classroom PBS Systems
Evaluation
PBS Team
TEAM MEETS AT LEAST MONTHLY TO:
Assess the current behavior management practices
Examine patterns of behavior
Obtain staff commitment
Develop a school-wide plan
Obtain parental participation and input
Oversee, monitor, and evaluate all planned objectives and activities developed by team
School PBS Team Tasks
Develop the School-Wide PBS action plan
Monitor behavior data
Hold regular team meetings (at least monthly)
Maintain communication with staff and coach
Evaluate progress
Report outcomes to Coach/Facilitator & District Coordinator
Participation from Administration
Administrators should actively communicate
their commitment to the process
Administrator should be familiar with
school’s current data and reporting system
Efforts regarding “change” have potential to
fade without administrative support
If a principal is not committed to the change
process, it is unwise to move forward in the
process
Buy-In: We’re in it for the long haul
Staff and administrator commitment is
essential for success
Work towards maintaining 80% buy-in
Emphasize that PBS is a 3-5 year process:
PBS is not a pre-packaged plan and is often a
philosophical shift for staff, expect some initial
resistance
Rewards and incentives for staff often help maintain
and boost staff participation
It Is an Ongoing Process
Faculty buy-in is NOT a one shot deal, it needs to be
ongoing and a continuous process
Just like a good marriage, diet plan….
Need to get faculty support for ALL critical elements
prior to implementation
Present everything to your faculty as a draft
waiting for their input
More likely to get faculty support and implement
with fidelity
Consider an election process
Office vs. Teacher-Managed
A clear distinction must exist between
problem behaviors that are teacher/staff
managed versus problem behaviors that
are office-managed or crisis
Office-Managed Incidents
Defined: Discipline incidents that must be handled by the
administration. These may include but are not
limited to: physical fights, property damage, drugs,
weapons, tobacco, etc.
Teacher-Managed Incidents
Defined: Discipline incidents that can be handled by the classroom
teacher and usually do not warrant a discipline referral to
the office*. These may include but are not limited to:
tardiness to class, lack of classroom material, incomplete
classroom assignments, gum chewing, etc.
* These incidences are still tracked but the
consequence is delivered by the teacher in the classroom
Emergency or Crisis Incidents
Defined: Discipline incidents that require immediate response from administration and/or crisis response team. These incidences may cause short-term change to a school’s Positive Behavior Support Plan and may include: Bomb Threats, Weapons Alerts, Intruder, Fire Evacuations, etc.
*These incidents do not necessarily result in an ODR
Purpose: Maintain order and safety during emergency situations
*Each school is urged to consult their district and school policies for emergency/crisis incidents
Office Discipline Referral (ODR) Forms
In formatting the referral form, you must make sure to answer the following questions: Who What When Why Where
Clarity on the referral form takes the guess work out of the data entry person’s job
Data will be more reliable and accurate as judgment calls are minimized
Characteristics of a Referral Form
•Student’s Name
•Date
•Time of Incident
•Student’s Teacher (optional)
•Student’s Grade Level
•Referring Staff
•Location of Incident
•Problem Behavior
•Possible Motivation
•Others Involved
•Administrative Decision
•Other Comments (BRIEF
Narrative)
The following categories need to be included on the form:
The Discipline Referral Process
Should Include: A System for Notifying:
Staff involved with the discipline of a particular student
Parents to avoid inconsistencies
The system should not rely entirely on the student’s ability and/or willingness to inform parents of problems
Students to remind them of their responsibilities if the intervention will not be administered immediately
2nd Step (Same behavior)
Complete Tracking form
Intervention
Behavior ceases. No further action
Write Referral (Attach teacher tracking forms if applicable.) Send the student with the referral to Room 1.
4th Step (Same behavior) Seek Assistance from PBS Team
Behavior ceases. No further action
a) Copy of referral and/or letter sent to the parent b) School retains copies c) Copy of referral to (how given to teacher?) teacher for files (when?…time frame?)
Administration determines course of action or consequences
Behavior ceases. No further action
3rd Step (Same behavior)
Complete Tracking form Intervention Contact Parent
Verbal Warning. Restate Expectation/rule
NO
YES
DISCIPLINE FLOW CHART
Data Entry procedures followed:
Data Clerk enters daily into Terms
Use the Existing Database
Where behaviors are occurring (i.e., setting)
What types of behaviors are occurring
What types of consequences are delivered to discipline students
When problem behaviors occur most frequently
How many discipline referrals, suspensions, and/or expulsions occurred last school year
How many faculty are absent daily
Other (loss of instruction time, absences, ESE referrals, etc.)
Designing Solutions
If many students are making the same
mistake, it is typically the system that
needs to change, NOT the students
Teach, monitor and reward before
relying on punishment
Why Haven’t Traditional “Punishments”
Been Effective?
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 function
The task has been avoided, and
The student will see no need to change
Is Suspension Working?
Suspension is a strong indicator a student will drop out of school (Achilles, et al, 2007; Cassidy & Jackson, 2005)
Suspension does not appear to be a deterrent for future misconduct (Achilles, et al, 2007; Anderson & Kincaid, 2005; Costenbader & Markson, 1997; Bacon, 1990)
OSS is often used to provide relief to teachers, and doesn’t address
the issues that led to misbehavior (Morrison & Skiba, 2001)
Students removed by suspension are often those who need to be in school (academics) (Christle et al., 2004)
Suspension is most frequently doled out to minority students, low SES and those served by special education (Achilles, et al, 2007)
Guidelines for
Identifying Expectations
Identify behaviors expected of all students and staff in all settings
Select 3 to 5 behaviors
State expectations in positive terms
Select expectations that are general enough to be applicable in multiple settings, but specific enough to be of assistance in generating rules for targeted settings
How Are Expectations
and Rules Similar?
Both should be limited in number (3-5)
Both should be positively stated
Both should be aligned with the school’s
mission statement & policies
Both should clarify criteria for successful
performance
How Rules are Different
Rules describe specific behaviors:
Observable
Measurable
Rules may apply to a limited number
of settings
Rules clarify the SW-Expectations for
specific settings
Keeping it Out There
Tickets/Tokens with the school-wide expectations typed on them
Posters - written and graphic cues in the setting where the behaviors are expected
Agendas/Planning Book Covers
School Marquee
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Why Develop a
School-Wide Reward System?
Rewards are effective when:
used to build new skills or sustain desired
skills
used with contingent delivery of rewards for
specific behavior
gradually faded over time
• Akin-Little, Eckert, Lovett, Little, 2004
Why Develop a
School-Wide Reward System?
The immediate reward (ticket/token) acts as a teaching
tool for desired behavior
Focuses staff & student attention on desired behaviors
The immediate reward is a bridge to long-term reward
The immediate reward increases likelihood of repeating
the desired behavior
Fosters a positive school climate
Reduces the need for engaging in time-consuming disciplinary
measures
Access to long-term reward increases the power of the
immediate reinforcer
What is Behavior?
ANYTHING we SAY or DO:
Focus on what is observable rather than intentions
HOW WE REACT to our environment
Behaviors are LEARNED and continue because
they serve a PURPOSE or FUNCTION
We engage in behaviors because we have learned
that a DESIRED OUTCOME occurs
Importance of
Basic Behavior Principles
Must know why behavior is occurring to develop an effective intervention plan
When you understand what is happening at your school and why it is happening, your team will be able to change how things work (the system) to increase appropriate behavior and decrease inappropriate behavior
Top Behavior Principles
1) Understand the function (WHY) of behavior
2) Understanding comes from observation of ABCs
3) Antecedents precede and increase the likelihood of behavior (PREVENTION STRATEGIES)
4) Behavior tends to be repeated or discontinued because of the consequences/outcomes
5) Consequences should be consistent and immediate
6) Modeling can strengthen or weaken behavior
“If a child doesn’t know how to read, we teach.”
“If a child doesn’t know how to swim, we teach.”
“If a child doesn’t know how to multiply, we teach.”
“If a child doesn’t know how to drive, we teach.”
“If a child doesn’t know how to behave, we…
…teach? …punish?”
“Why can’t we finish the last sentence as
automatically as we do the others?”
(Herner, 1998)
Once you have developed expectations and rules, it is not enough to just post words on the walls of the school…
YOU MUST TEACH THEM
CONSISTENTLY ACROSS CAMPUS!
My School’s
Expectations… 1. Be Safe
2. Be Responsible
3. Be Respectful
Why Develop a
System for Teaching Behavior?
Behaviors are prerequisites for academics
Procedures and routines create structure
Repetition is key to learning new skills: For a child to learn something new, it needs to be
repeated on average of 8 times
For a child to unlearn an old behavior and replace with a new behavior, the new behavior must be repeated on average 28 times (Harry Wong)
Why Develop a
System for Teaching Behavior?
We must assume: Students will require different curricula,
instructional modalities, etc… to learn appropriate behavior
We need to teach expectations/rules and appropriate behaviors as effectively as we teach academic skills
How Do We Teach Behavior?
Introductory Events:
Teaching school expectations and rules
On-going Direct Instruction:
Social skills programs (LEAPS, Character Ed., etc…)
Embedding in Curricula
Academics
Refresher Trainings
Keeping it Out There:
School pledges, songs, cheers
Daily announcements
LEAPS Behavior Curriculum
198 Social and Emotional Development Lesson Plans Multi-Modal Assessments
Group Assessments Tiered Benchmarks
Individual and Group Monitoring and Modalities Automated Reporting for Fidelity and Progress
For more information about Leaps or to schedule an online demonstration,
please call (877) 775-5327 or visit www.goleaps.com
Register now for additional webinars in the Changing Behaviors Educational Webinar Series: www.behaviorwebinar.com
The 411 on Behavioral RTI – What, When, Where and Why Behavioral Response to Intervention: Tier 1 – Yes, Your Teachers Can!
Behavioral Response to Intervention: Tiers 2 & 3 – Making Interventions Matter
Additional Resources
Directors: Rob Horner & George Sugai
USF: Don Kincaid, Heather George, & Glen Dunlap
Click Here…
Click Here…
Click Here…
Teacher
“I have come to a frightening conclusion. I am the
decisive element in the classroom. It is my
personal approach that created the climate. It is
my daily mood that makes the weather. As a
teacher, I possess tremendous power to make a
child’s life miserable or joyous. I can be a tool of
torture or an instrument of inspiration. I can
humiliate or humor, hurt or heal. In all situations, it
is my response that decides whether a crisis will be
escalated or de-escalated and a child humanized or
dehumanized.”
Dr. Haim Ginott
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QUESTIONS?
Contact Information
Robin J. Morrison, Instructional Supervisor and District PBS Coordinator
Division of Special Education
Phone: 305-995-1806
Email: [email protected]
Florida PBS Project
Website: http://flpbs.fmhi.usf.edu
OSEP Center on PBIS
Website: http://www.pbis.org