Positive Behavior
Interventions & Support:
BOOSTER TRAINING
July 19, 2010
SD PBIS Trainers:
Ruth Fodness – [email protected]
Kari Oyen – [email protected]
Pat Hubert – [email protected]
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Objectives
Review data & progress with PBIS within the school
setting
Share portfolios with other schools
Discuss ways to incorporate ideas within your own
school setting
Developing Consequences
Discussion of students in need of intensive
behavioral interventions
Intervention planning by Tiers
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VIDEO #10
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Data Review
Review your system of implementation
What is working? What needs improvement?
Review data
Where are problematic behaviors occuring? What
types of preventative measures can be made to
alleviate these problematic behaviors?
Action Plan
Determine 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 function
The task has been avoided, and
The student will see no need to change his behavior
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What Is the Purpose of
Developing 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 function
the task has been avoided, and
the student will see no need to change
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School-Wide Plan
The absence of a school-wide plan may lead to:
Inconsistent administration of consequences
Exclusionary practices that encourage further
misbehavior through escape
Disproportionate amounts of staff time & attention
to inappropriate behaviors
Miscommunication among staff, administration,
students, & parents
Over 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 task
have more fun when they misbehave than
when they follow school rules
want adult attention & have found that
misbehaving is a quick way to get it
have not learned the expected behaviors
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When Developing
Consequences…
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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Continuum of
Discipline Procedures
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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When Developing
Consequences…
Develop a system for notifying:
staff involved with the discipline of a particular
student
parents to avoid inconsistencies
students of their responsibilities with regard to
consequences if the intervention will not be
administered immediately
AVOID 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 violations
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The Good Behavior Game
rewards children for displaying appropriate on-task behaviors
during instructional times
class is divided into two teams and a point is given to a team for
any inappropriate behavior displayed by one of its members
team with the fewest number of points at the Game's conclusion
each day wins a group reward
If 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)
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The Response Cost Raffle
low-cost classroom management strategy developed
for students with mild to moderate behavior problems
intervention is both efficient & effective without the
use of a complex token economy system
large body of evidence on the use of response cost
behavior management strategies to reduce disruptive
behaviors
intervention will generalize across settings and grade
level.
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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.)
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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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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?
4.
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DISCIPLINE RESOURCES
Cummings, 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: 3
First 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 Analysis
Based on the work of Diana Browning Wright
Adapted with permission from Nishioka and Sprague
Defines alternatives or competing behaviors &
the contingencies associated with them
Select intervention procedures that will make
the problem behavior irrelevant, inefficient, &
ineffective
Diana Browning Wright, 2010
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Applied Behavior Analysis
Principles
Behavior is shaped by experiences
Learned
Functional relationship between behavior &
environmental events
Antecedent events
Behavior
Consequence events
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Guiding Behavioral
Principles
Human behavior is lawful
Human behavior is important, understandable, &
predictable
Human behavior is learned
Human behavior is malleable & teachable
Behavior 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.
Diana Browning Wright, 2010
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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
Peer conflict Teacher/peer Swearing & hitting
request
Consequence
Avoid requests
or tasks
Diana Browning Wright, 2010
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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).
Diana Browning Wright, 2010
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Define Alternative
Behaviors
Must meet same function as problem behavior
Be in the individual’s repertoire or easily taught,
& represent the beginning point for teaching
desired behavior
Have a good contextual fit with the setting &
situation
Must be able to do it as easily as problem
behavior
Diana Browning Wright, 2010
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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 triggers
Design behavior teaching strategies to make
problem behaviors inefficient.
So more acceptable behaviors are easier
to do.
Diana Browning Wright, 2010
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Design consequence strategies to make
maintaining consequences irrelevant.
So they no longer are present or
Are less reinforcing
Design setting event strategies to eliminate
ore neutralize effects of setting events.
So they have less impact on routines and
Diana Browning Wright, 2010
reinforcers
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A context for Behavior
Intervention Plans
Behavior support is the redesign of
environments, not the redesign of individuals
Creating Pathways gives a context to
incorporate into a behavioral intervention
plan.
Diana Browning Wright, 2010
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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 it
occurs
Understanding how this behavior serves a purpose or function for the student:
how something is either gained, or something is avoided or protested with this
behavior
Taking 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 Director
Behavior Analyst/School Psychologist/Teacher
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IS BEHAVIOR PLAN NEEDED????
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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.
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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
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Successful Behavior Plan
Phases
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
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Successful Behavior Plan
Phases
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.
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Successful Behavior Plan
Phases
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
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Successful Behavior Plan
Phases
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
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VIDEO #12
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Researched-Based
Interventions
http://www.promisingpractices.net/
http://www.colorado.edu/cspv/blueprints/index.html
http://www.ecu.edu/cs-cas/psyc/rileytillmant/EBInetwork-homepage.cfm
http://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/
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Behavioral Interventions
 Prevention
 Emphasis on teaching
 Environmental redesign
 Antecedent manipulations
 Function-based support
 Comprehensive interventions
 Systems change
Diana Browning Wright, 2010
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“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
State of South Dakota
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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.
Tools for Positive Behavioral Change
Glenn Latham, 2008
State of South Dakota
Special Education Programs
When to Stay Close
Routine 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
State of South Dakota
Special Education Programs
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).
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CLASSWIDE SYSTEMS TO CUE,
SHAPE & MODEL BEHAVIOR
STRATEGIES FOR TEACHERS:
(See Handouts)
Rainbow Club
“Slot Machine” Game
Golden Nugget Club
Team Basketball Competition
Diana Browning Wright, 2010
State of South Dakota
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Time Away
A procedure to keep task-avoiding students
under instructional control
Time Out vs.
Time Away
• Access to reinforcement is • The student exercises the option to
removed or reduced for a
leave a learning task which has
specific time period
become aversive to him
contingent on a response
• Student moves to a location in the
• Often used as punishment for environment designated for this
misbehavior
purpose & remains there until he is
ready to cope with the demands of
• Teacher tells the student
the learning environment
when to leave & when to
return, often with lengthy • The student returns to the learning
removals being the norm
location by initiation, not by teacher
signaling return
Diana Browning Wright, 2001
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Time Away Systems
The Beach
Australia
The Think Tank
Dinosaur Time
Diana Browning Wright, 2001
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A Correction Strategy
explained…
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Check-in Check-out
Student meets with a
staff person to review
target behavior &
receive encouragement
& self monitoring data
sheet in a.m., & reviews
results in p.m.)
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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 are
for meeting & not meeting the expectation.
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Steps to Setting
Expectations
1. Pick a Time
Plan the Time
•You are both calm.
•Away from the behavior.
•Convenient for both of you.
•Adequate length of time.
2. Pick a Place
Plan the Place
•That is quiet.
•Where you will not be
interrupted.
•That is neutral.
Tools for Positive Behavioral Change
Glenn Latham, 2008
State of South Dakota
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3. Set a Positive Tone
Think 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 dinner
on Thursday night.”
•If the expected behavior has never happened, think of
something similar.
Tools for Positive Behavioral Change
Glenn Latham, 2008
State of South Dakota
Special Education Programs
4. State the Expectation
•Tell the child clearly what specific
appropriate behavior you expect.
5. Briefly Reflect the
•Say in a calm manner, “ I expect
you to ________”, or “I want you Child’s Feelings (Empathy)
•If there is a negative response or
to __________.”
protest, acknowledge it briefly with
an empathy statement.
•Say something like, “It seems like
you are frustrated by this.”
•Do this only one time.
Tools for Positive Behavioral Change
Glenn Latham, 2008
State of South Dakota
Special Education Programs
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 State
the 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.
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8. Negotiate as Necessary
9. Ask the Child to Restate
•Remember, past behavior is the the Behavior &
best predictor of future behavior.
Consequences
•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.
•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.
Tools for Positive Behavioral Change
Glenn Latham, 2008
State of South Dakota
Special Education Programs
10. Acknowledge & Praise the
Child’s Restatement
•Praise this even if they tell
you with an “attitude,”
grudgingly, or sullenly.
11. Avoid Reacting to
Junk 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.
Tools for Positive Behavioral Change
Glenn Latham, 2008
State of South Dakota
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Behavioral Contract
You make a written agreement with the child
that identifies the expectations &
consequences for meeting & not meeting
the expectations.
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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.
State of South Dakota
Special Education Programs
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.
State of South Dakota
Special Education Programs
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.
State of South Dakota
Special Education Programs
Contract beginning and ending dates.
Review times:
Daily
Weekly
Signatures (if appropriate).
State of South Dakota
Special Education Programs
How to Write a Contract
Write with child, including all previous stated
required information
Make 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
State of South Dakota
Special Education Programs
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.
State of South Dakota
Special Education Programs
Activity
List Tier 1, Tier 2, and Tier 3 Interventions
currently being implemented in your
building
Which 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