CALIFORNIA PBIS COALITION

Welcome! You have joined us for:

Regaining School Muscle Memory: The Fundamentals of Behavior - An Overview

CALIFORNIA PBIS COALITION

We will begin at 11:00amThe materials for this webinar can be found at:

https://tinyurl.com/cpcwebinars

CALIFORNIA PBIS COALITION

California PBIS CoalitionA collaborative organization using evidence-based, culturally

relevant practices to build the capacity for all stakeholders in the

implementation of PBIS as a multi-tiered system following the

National PBIS Blueprints for professional development,

implementation, and evaluation.

Est 2011

Ariel ClarkPrevention and Intervention Specialist

Desert Mountain SELPA

Charis WashingtonPrevention and Intervention Specialist

Desert Mountain SELPA

CALIFORNIA PBIS COALITION

Google Folder Access

https://tinyurl.com/cpcwebinars

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Be Respectful Keep your microphone muted

Be SafeUse kind facial expressions

Be Responsible Participate in polls, chat box questions and

breakout rooms

OutcomesExplore possible impacts of safer-at-home and COVID-19 on students and familiesBasic understanding of behavioral concepts and environmental arrangementIdentify ways to disseminate the information school-wide

Tertiary Prevention (5%):• Specialized • Individualized• Systems for Students with High-Risk Needs

Secondary Prevention (10-15%):• Specialized Group• Systems for Students who need more

supports

Primary Prevention (80%):• Universal• School/Classroom-Wide Systems for All

Students, Staff, & Settings

How this pandemic is shaping our lives

Impact on Student Behavior as a Result of COVID-19 and Beyond

Impact of School Closure

Interrupted learning and academic regression

Lack of structure

Lack of access to resources

Social isolation in an abusive home

COVID Crisis Impact on Working Families Over the first month of the study, a 67 percent increase in

severe mental health symptoms for adults

42% increase in externalizing behaviors for children

Existing mental illness may be exacerbated by the pandemic

Previous research has found large increases in both adult and youth suicidality in response to economic downturns

https://econofact.org/snapshot-of-the-covid-crisis-impact-on-working-familieshttps://tinyurl.com/y8bg2nt7

Signs of Depression and Anxiety in Youth Irritability Somatic complaints (headache, stomachache, etc.) Apathy Mood swings Behavioral Regression (tantrums, wetting, thumb sucking) Aggression Substance use Suicidal ideation Separation issues Distractionhttps://www.cdc.gov/coronavirus/2019-ncov/daily-life-coping/managing-stress-anxiety.html#parents

?

What behaviors do you think you will see when school starts back up?

Answer via Chat

Box

Possible Behaviors

upon the Return to

School

How this knowledge can help you and your students thrive

Understanding Behavior Concepts During COVID-19 and Beyond

Consider This…

Is this a problem behavior?Or is it a pet peeve?Is it something that you find annoying?

What is Problem Behavior?

Prevent your student from

learning a new behavior

Prevent your student from

showing previously learned skills

Appear self injurious, harmful

to others, or property

Disrupt the classroom or generalized environment

Appear appropriate but

occurs in excess

Does the behavior…

Garden weeds attach themselves to healthy plantslike undesirablebehaviors attachthemselves tostudents

Our students are like healthy plants that have problem behaviors that impede their growth and development.

The root determines what actions are being seen.

These actions are the behaviors that you see in the leaf.

The stem is the very thing that is maintaining the behavior.

Reinforcement

Behavior

Function of the behavior

Picture This…

Setting Events Antecedent Behavior Consequence Reinforcement

Problem behavior

See ? Smell? Trigger?

Who? Hear?

ABC Descriptive Analysis

What happens next?

A B CAfter lunch Independent work

(math sheet)Refusal Sent to office Avoided math sheet

Mid-day Distracted Off task Teacher moved desk next to hers

Get teacher attention

End of day Difficult task Head laying on desk

Phone call home Removal of task

Function of

Behavior

To Get

Attention

Desired Object

orActivity

Sensory Input

To Avoid/Escape

AttentionObject

orActivity

Sensory Input

POLL What function of behavior are you more likely to observe upon returning to campus?

Teaching Replacement Behaviors

Select appropriate behaviors that serve the same function

Teach replacement behaviors, while attempting to eliminate or reduce a behavior

Provide reinforcers that previously maintained problem behavior contingent upon the new, alternative behavior

Cooper, Heron, HewardApplied Behavior Analysis, Second Edition

How to Weed Out the Unhealthy Plant

REINFORCEMENT

Weed & Feed

Provide replacement behaviors & Reinforce appropriate behavior

FUNCTION OF BEHAVIOR &REPLACEMENT BEHAVIOR

Be careful not to damage the healthy plant while trying to remove the unhealthy weed

Implementing a behavior plan that does not align with the appropriate function of the behavior may cause your students behavior to increase

TOPOGRAPHY-What it looks like VS FUNCTION-Why it is happening

Spot treatment

Implement a plan for the behavior and not for the student.

How your environment can help you and your students thrive

Creating Safe Environments During COVID-19 and Beyond

The Environment Begins with You

What thoughts and feelings will you be bringing into the environment?

What is your understanding of behavioral concepts and environmental arrangement?

Think about it

When you think about your home office, what do you need in that environment to maximize productivity?

Environmental ArrangementEvidence Based Classroom Practices

● Physical Design

● Routines

● Expectations

● Supervision

● Multiple Opportunities to Respond

Physical Design

● Design classroom to facilitate the most typical instructional activities

● Arrange furniture to allow for smooth teacher and student movement

● Instructional materials should be neat, orderly, and ready for use

● Post materials that support critical content and learning strategies

Create Classroom Routines Outline the steps for completing specific activities

Teach routines and procedures directly

Practice regularly

Recognize students when they successfully follow classroom routines and procedures

Create routines and procedures for the most problematic areas or times

Create Classroom Expectations Expectations should be no more than 3-5 in number,

observable, measurable, positively stated, understandable, and always applicable

Teach expectations using examples and non-examples and with opportunities to practice and receive feedback

Obtain student commitment to support expectations, by involve students in defining expectations within classroom routines

Recognize students when they successfully follow the expectations

Incorporating SEL into Your Teaching Matrix

Active SupervisionA process for monitoring the classroom.

Includes:

Scanning: visual sweep of entire space

Moving: continuous movement, proximity

Interacting: verbal communication in a respectful manner, any precorrections, noncontingent attention, specific verbal feedback

Multiple Opportunities to RespondOpportunities to respond should be varied and include:

Individual or small group questioning: – Use a response pattern to make sure that all students are called on

Choral responding: – All students in a class respond in unison to a teacher question

Nonverbal responses: – Response cards, student response systems, guided notes

PBIS Interactive Tool

How sharing can help you and your students thrive

Disseminating Knowledge During COVID-19 and Beyond

Are you building capacity?

How does the decision-making group, who has

received the information, share with

school staff?

Are monthly meetings and quarterly trainings

being conducted?

Is there a system in place to follow-up and

check for fidelity?

Consider This…

Behavior Concepts

Evidence Based Classroom Practices

Integration of SEL throughout the curriculum

Signs of depression and anxiety in children and youth

System to identify students who require Tier II and Tier III Interventions

Plan for how staff will respond to all behaviors

References Snapshot of the COVID Crisis Impact on Working Families

https://econofact.org/snapshot-of-the-covid-crisis-impact-on-working-families Stress and Copinghttps://www.cdc.gov/coronavirus/2019-ncov/daily-life-coping/managing-stress-anxiety.html#parents The Implications of COVID-19 for Mental Health and Substance

Use, Kaiser Family Foundationhttps://bit.ly/2ThVkrG

Resources Getting Back to School after Disruptions: Resources for Making Your School

Year Safer, More Predictable, and More Positivehttps://www.pbis.org/resource/getting-back-to-school-after-disruptions-resources-for-making-your-school-year-safer-more-predictable-and-more-positive

Supporting and Responding to Behavior: Evidence Based Classroom Strategies for Teachers

https://www.pbis.org/resource/supporting-and-responding-to-behavior-evidence-based-classroom-strategies-for-teachers

Teaching Social Emotional Competencies within a PBIS Frameworkhttps://www.pbis.org/resource/teaching-social-emotional-competencies-within-a-pbis-framework

CALIFORNIA PBIS COALITION

In Closing…

• 2020 CA PBIS Coalition Recognition Process

• Please join us in celebrating the passion, commitment and dedication of California Educators for your community of students and families

• California PBIS Community Cares• Alternative acknowledgement process to highlight the heartfelt work of schools during the

COVID-19 pandemic• For more information visit www.pbisca.org

CALIFORNIA PBIS COALITION

Thoughts?

Please share your thoughts on our evaluation:

https://tinyurl.com/CPCwebinarEVAL

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CALIFORNIA PBIS COALITION

Upcoming Webinars

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CALIFORNIA PBIS COALITION

California PBIS CoalitionFor more information and your closest technical assistance

visit www.pbisca.org

Hold the date: California PBIS Conference in SacramentoSeptember 21st - 23rd

A Special Thanks to Stephanie Tague at Santa Clara County Office of Education for the vision to launch this

series of webinarsEst 2011