Behavior Einsteins, Positive Behavior Support

Slide 1: Be A Behavior Einstein: The Science of PBS in the Classroom By Kate Ahern, M.S.Ed.

Slide 2: Insanity “The definition of insanity is doing the same thing over and over again and expecting different results”. -Albert Einstein

Slide 3: In other words…. If you always do what you’ve always done your always gonna get what you always get. And let’s face it

Slide 4: You don’t have a magic wand!

Slide 5: Without magic we turn to science.

Slide 6: What is Positive Behavior Support? • PBS is a context for the scientific process of application of behavior analysis • PBS values dignity and human rights • PBS focuses on creating a positive environment • PBS uses functional assessment • PBS uses interventions based on data • PBS is – positive – proactive – educative – functional • PBS believes in lifestyle enhancement to improve the individual’s quality of life

Slide 7: Three Levels of Support Image from www.pbis.org

Slide 8: PBS Breakdown Positive Behavior Supports Secondary Tertiary Primary Positive Behavior Positive Behavior Positive Supports Supports Behavior Supports (Those with (At-risk) (Everyone) Challenging Behaviors)

Slide 9: A Word about Behavior… Behavior is • Measurable and observable (and not caused by a physiological process) • Learned • Serves a purpose (functional) • Contextual • Habitual and therefore frequently difficult to change – one month for every year of existence

Slide 10: Does somebody need some PBS techniques?

Slide 11: Top Five Evidence Based Practices for Classroom PBS 1. Maximize structure. 2. Post, teach, review, monitor, and reinforce a small number of positively stated expectations. 3. Actively engage students in observable ways. 5. Establish a continuum of strategies to acknowledge appropriate behavior. 7. Establish a continuum of strategies to respond to inappropriate behavior. (Simonsen, Fairbanks, Briesch, & Myers Sugai, in preparation)

Slide 12: Maximize Structure • Routine, routine, routine • Routines for you – How do you? • Pick volunteers or group students • Assign/collect/grade homework • Take lunch count, • Routines for kids – How do they? • Signal/sign out for the rest room • Transition from place to place/activity to activity • Hand in work • Ask questions, comment, participate in groups

Slide 13: Attendance Routines

Slide 14: Helper/Job Routines

Slide 15: Schedule Routines

Slide 16: Homework Routines

Slide 17: Classroom Organization • Is furniture set up for ease of movement? • Can you make eye contact with students at all times? • Does the room minimize distraction? • Do students know which areas are for the teacher only? • Do students know how to set up their chairs/desks for different learning activities?

Slide 18: Substitute Organization

Slide 19: Classroom Library

Slide 20: Classroom Layout

Slide 21: What are the rules? And How do we make them so students will follow them?

Slide 23: Classroom Rules Your rules should explain “what’s up”. They should be: • Written • Agreed Upon • Simple • Short • Understandable • Positive

Slide 24: From http://www.pre-kpages.com /images/classrules.jpg

Slide 25: From: http://www.flickr.com/photos/lindah/299000651/

Slide 26: From http://www.msu.edu/~sweene31/files/pages/classroommanagement.html

Slide 27: From http://www.education.uiowa.edu/CR842/teacher/artifacts/6b_rules.html

Slide 28: Respect Others Self Environment

Slide 29: Rules for Other Places • Some other events may require special rules. – arrival or dismissal, – indoor recess – substitute teacher – dances – fire/emergency drills – assemblies – field trips • Be sure to decide on them, post them and teach them ahead of time.

Slide 30: Which one is easier to understand?

Slide 31: How could you re-write these rules?

Slide 32: Rules Rules • Teach rules within the context of routines • Instruct, Model, Practice, Praise • Prompt or remind students about the rules before entering a natural context • Use visual cues to remind students of rules • Actively supervise and monitor behavior and provide prompt feedback

Slide 33: Actively Engage Learners Why? Because we like them! Also because they are much less likely to engage in negative behaviors if they are busy learning!

Slide 34: How to Actively Engage Learners • Vary who responds (indivs, group, pairs) • Provide plenty of opportunities for response • Use enthusiasm and humor • Consider various observable ways to engage students – Auditory/visual signals (bells, buzzers, aye/nay or holding up yes/no, true/false cards) – Writing on individual white board or magnadoodle – Choral responding – Gestures • Create Ownership (our room, instead of my room, etc) • Offer choices (do any twenty problems) • Link engagement with outcome objectives (set goals to increase engagement – i.e. if everyone has a holds up an answer for the next one I’m going to knock one question off your homework, group contingencies)

Slide 35: Noisemakers Individual Response Boards and Cards Actively Engage Learners! Gameshow Style Buzzers Gestures

Slide 36: Establish a continuum of strategies to acknowledge appropriate behavior and respond to inappropriate behaviors • Primary supports – What we do for all kids! • Secondary Supports – What we put in place for kids with few, low impact behaviors – What we put in place for kids who are at risk of developing more serious behaviors • Tertiary Supports – Interventions put into place for students with high levels of behavioral need

Slide 37: The Bottom of the Triangle All Kids!

Slide 38: We have routines. We have rules. What else do we need? • We need to provide a system to reward the group for meeting our expectations.

Slide 39: Group Contingencies

Slide 40: Type Description Pro Con Independent Each student earns reward based on Each student earns Peer pressure is Group-Oriented their own behavior. reward based on their unlikely to be Contingency “To each his/her own.” own behavior. harnessed. Dependent Group- Reinforcement of entire group is •The target student The target student Oriented Contingency contingent upon one student’s becomes “hero”. may get negative behavior. •Peers may root the attention if he/she target student on. fails to earn the “One for all.” reward. Interdependent Group- Reinforcement of the group is Appropriate peer Scapegoating may Oriented Contingency contingent on the behavior of the pressure which occurs occur. whole class. naturally in the One student may classroom is used to sabotage earning the encourage positive reward. “All for one.” behavioral choices. Interdependent Group- Reinforcement of the group is contingent Appropriate peer Highly dependant on on the behavior of the whole class. Each pressure which occurs the motivation of the Oriented Contingency time a member of the group is seen to naturally in the teacher/leader. Variation meet a group expectation the group receives credit towards a contingency. classroom is used to encourage positive behavioral choices. No one student can be Responsible for group not meeting goal. Three types of group-oriented contingencies Source: (Maag, 1999).

Slide 41: Classroom Contingencies

Slide 42: Marble Jar Procedure Take two (preferably non-breakable) jars and one bag of marbles (or some other small object) Every time the class meets a contingency (i.e. ready for lunch in 1 minute or quiet when the bell rings) move a marble or two from the full jar to the empty jar. When all of the marbles are moved the class gets a prize (i.e. drop everything and read, a fieldtrip, no spelling sentences, a nature walk)

Slide 43: Links Procedure Using paper strips, paper clips or some other kind of link attach a link to the chain each time you catch a child, group of children or the class doing good. When the chain is an agreed upon length the class gets a prize (no homework, longer recess, five points on the next quiz, a chocolate math day, a game day, a party)

Slide 44: Other Classroom Contingency Ideas From http://ssd.ddmg.net

Slide 45: From http://evalenza.edublogs.org/

Slide 46: From http://asimov.coehs.uwosh.edu/~grunlohs/tricks.html

Slide 47: School Wide Contingencies!

Slide 49: Ideas for upper grades • A section of the board for each period, marked “compliments – do not erase”, a tally mark is given for each time “caught doing good”, prize when a certain number earned • One of those pre-printed chart posters with a line for each period, proceed as above • Other ideas?

Slide 50: Be Careful of Response Cost! Red/Yellow/Green Card Systems are Response Cost Response Cost is the loss of a privilege because of an action or behavior. RC is very popular right now, but most teacher don’t know they are using it. Landing on the lowest level can be seen as permission to increase negative behavior. Also, studies have shown that the response cost systems generally lose power over time.

Slide 51: But why show we catch them doing good? Shouldn’t they just be good with out rewards? . Ask me the difference between bribes and rewards

Slide 52: The Bad News Studies show 80% of students are behaving correctly at any given time in our schools, But, only 2-4% of students who are behaving correctly receive any positive feedback!

Slide 53: The Good News Studies show 80% of students are behaving correctly at any given time in our schools, But, only 2% of students who are behaving correctly receive any positive feedback! However, we can improve the behavior of 80% of our students by praising just one student for behaving correctly! Catching student being good works, that’s why we should do it!

Slide 54: http://www.sonoma.edu/cihs/classroom/mod_3/lesson1.html

Slide 55: Positive Feedback 101 There is a time and place for generic compliments but improving behavior calls for a more methodical process of providing positive feedback. 3. Use the persons name 4. Be specific. 5. Label as well as praise. (Terry, I like how you held the door open. Way to show respect to your friends! Keep it up, Terry!) You might want to keep in mind: 10. A few experts say to try to end with encouragement towards the next level of accomplishment. (Sean, I see you are on number eight. I love how hard you are working. Any minute now and you will be done, Sean!) 11. The latest studies show that children receive more long term benefit from praise and encouragement of effort rather than intelligence (or other talent).

Slide 56: Ways To Say "Very Good" • You've got that down pat! • TREMENDOUS! • Good thinking! • Keep on trying! • I've never seen anyone do it better. • I like that. • Now you have it! • I'm very proud of you. • GREAT! • I think you've got it now. • Keep working – you're getting better. • You figured that out fast. • You make it look easy. • That's really nice. • That's the right way to do it. •THAT'S IT! • You're right. • You're getting better every day. •Congratulations! • CLEVER! •That's quite an improvement. • That's great! • You're really growing up! •You are doing that much better today. • Way to go. • Nice going. •I sure am happy you're my daughter/son/student, • Now you have the hang of it! • SENSATIONAL! etc. • You've done a great job. • That's the way to do it. •You're learning fast. • Congratulations, you got it right • That's better. •Good for you! • You're beautiful. • Best yet. •Couldn't have done it better myself. • That's RIGHT! • Wonderful! •You really make being a teacher fun. • You remembered. • That's better than ever. •One more time and you'll have it. • That gives me a happy feeling. •You did it that time! • Well, look at you go! • I appreciate your hard work. •That's the way! • Now that's what I call a fine job! • DYNAMITE! •SUPER DUPER! • EXCELLENT! • You must have been practicing! •You haven't missed a thing. • That's the best ever. • You're doing beautifully. •Keep up the good work. • FINE! • Right on! •PERFECT! • SUPERB! • Good remembering! •You're really going to town! • Keep it up! • You did a lot of work today! •TERRIFIC! • Nothing can stop you now! • You certainly did well today. •Much better! • That's GOOD! •You've just about mastered that! • You're doing fine. • When I'm with you I feel like singing! •OUTSTANDING! • You are really learning a lot. • GOOD WORK! •You did that very well. • You outdid yourself today! • I'm proud of the way you worked today. •FANTASTIC! • SPLENDID! • You're really working hard today. •You're really improving. • Good going! • You've just about got it. •Fabulous! •Way to go! • Excellent effort! • MARVELLOUS! •Awesome! • Your hard work is paying off! • You're doing the best you can! • Good job. •I always get the best students!

Slide 57: How do we teach good behavior? • Instruct • Model • Practice • Praise

Slide 58: Secondary Support Middle Tier

Slide 59: Features of Secondary Support (in school wide PBS) Targeted group interventions are implemented through a flexible, but systematic, process. Key features of Secondary Prevention interventions include: • Continuous availability • Rapid access (72 hr) • Very low effort by teachers • Consistent with school-wide/classroom expectations • Implemented by all staff/faculty in a school • Flexible intervention based on assessment • Functional assessment • Adequate resources (admin, team), weekly meeting, plus 10 hours a week • Student chooses to participate • Continuous monitoring of student behavior for decision-making

Slide 60: Features of Secondary Support (adapted for a classroom) Targeted group interventions are implemented through a flexible, but systematic, process. Let’s make it work in our classrooms, in a non- school wide PBS building: • Available quickly and easily • Very low effort by teachers • Consistent with classroom expectations • Implemented by all classroom staff • Flexible intervention based on assessment • Functional assessment (but less intensive) • Adequate resources (to prevent teacher burn out) • Student chooses to participate • Continuous monitoring of student behavior for decision-making • Teacher knows how to access more intervention if needed

Slide 61: Ideas for Secondary Supports • Breakfast club (invited students meet before school for bagels and support) • Homework group (students who are missing assignments attend to catch up or stay caught up) • Lunch Bunch (group to encourage friendship) • Homework buddies (students are matched to support each other via phone, e-mail, instant message and/or collaborative document websites {Google Documents, Ajax13} with assignments) • Passing Partners (students who have trouble getting to the next class are partnered with a student who is able to get there on time) • Peer tutors

Slide 62: Where do I turn for support in creating secondary PBS interventions? • Guidance or adjustment counselor – Breakfast or Lunch Bunch (social skills group) • Librarian – Book club – Homework club – Study skills group • Administration – Monthly lunch with the principal • Nurse – Healthy habits group – Disability Coping Skills group • Other same-grade teachers – Make the groups grade wide and share the effort • Who else?

Slide 63: The top of the Tertiary Support Triangle!

Slide 64: Tertiary Support Now it’s time for some serious science! Applied Behavior Analysis is the process of defining, determining the function of and changing a behavior. We cannot change a behavior with out defining what it is we want to change!

Slide 65: How would you define this?

Slide 66: Determining the function of a behavior Meaning we find out WHY the behavior is occurring. Or WHAT the behavior is telling us. How do we do this? • Gut instinct (not very reliable also, research shows if we are wrong we will increase the negative behavior) Or we complete some kind of Functional Behavioral Assessment • Competing Pathways Chart • ERASE • ABC Chart • Interactive Functional Behavior Assessment • Scatter Plot • Commercial forms

Slide 69: Need to make the FBA fast and easy? Remember ERASE Problem Behavior (From Dr. Terry Scott; University of Oregon) • Explain - What is the problem? • Reason - What is he/she getting out of it or avoiding? • Appropriate - What do you want him/her to do instead? • Support - How can you help this happen more often? • Evaluate - How will you know if it works?

Slide 70: ERASE Explain Please define the problem behavior. Reason What is the probable reason for this behavior? Appropriate What should the child do instead? Support What can I do to make the appropriate behavior happen more? Evaluate How will you know if you are meeting your goal?

Slide 71: ABC Chart A-B-C Data Sheet Student:_________________________________ Targeted Behavior:________________________ Date/Time Antecedent – include activity, staff, setting, etc. Behavior – include intensity and duration Consequence – include staff, setting, and sequence of events Staff Initials Time/Date: Setting: Antecedent: Behavior: Consequence: Staff Initials:

Slide 72: Interactive FBA • Free Excel based advanced ABC computer program from www.behaviordoctor.com • Allows data collection on three behaviors • Automatically create graphs and suggests possible functions • Download the directions first!

Slide 73: What it comes down to is Behavior is to… Get Get away from • Adult attention • Work • Peer attention • Physical demands • A tangible object • Pain/unpleasant • Pleasant sensory sensory stimulation stimulation • Unpleasant social • A physical need met situation • What else? • What else?

Slide 74: If a child can’t read… We teach him. If a child can’t write… We teach him. If a child can’t count… We teach him. If a child can’t behave… We punish him? Teachers Teach.

Slide 75: So what now that we know why, what are we going to do about it? • We are going to teach a positive alternative (instruct, model, practice, praise). • We are going to reward appropriate behavior. • We are going to avoid rewarding inappropriate behavior. • Basically – Teach new or alternative behavior – Reinforce positive behavior – Stop reinforcing negative behavior

Slide 76: Conferencing • Also called a life space interview • The purpose is to give a directive and/or to determine what is bothering the student • The Behavior Doctor’s Guidelines – Be quick – Be quiet – Be gone

Slide 77: Planned Ignoring • Also known as extinction • If the function of a behavior is attention, then not giving the reinforcement of attention will decrease the behavior • So, we ignore • But – this will not work if – We stop to early because of an “extinction burst” (temporary increase in the behavior before it decrease – Others are not “in on” the planned part of the planned ignoring – The function of the behavior is escape

Slide 78: Proximity Control • Using distance to influence the behavior of another person • For example: standing next to a student who has trouble with transitions when you announce there will be a fire drill or walking towards the young ladies who are chatting in the back of the room • A note: Preferential seating does not always mean the front row!

Slide 79: Signal Control • Also called preventative cueing • The process by which – a student can indicate to a teacher that he or she needs help or a break (a proactive measure) » Or – A teacher can signal to a student that he or she needs to change his or her behavior (also a proactive measure) • I.e. signing break, moving name tag to the other side of the desk, pulling earlobe, hand sign with eye contact

Slide 80: Differential Reinforcement • This is the process of rewarding (reinforcing) a behavior – DRO Differential Reinforcement of Other Behavior rewarding a child for not displaying the target behavior i.e. not getting out of his seat – DRA Differential Reinforcement of an Alternative Behavior – DRI Differential Reinforcement of an Incompatible Behavior rewarding a child for displaying a behavior that cannot be displayed with the target behavior (i.e. keeping his hands on his lap (target behavior is nose picking) – DR L/H Differential Reinforcement of a Lower or Higher Rate of Behavior rewarding a child for displaying the target behavior less or more than a set level (I will give let you lead the line if you get out of your seat less than twice this period.) • Simply said – you reward what you want! – and don’t reward what you don’t want!

Slide 81: Contract • Also known as “Let’s make a deal!” • Basically, “If _____ does ____, then I, the teacher will _________. Signed ____ and _____ .” • Both research and I have found these to be very effective. • Can be oral or written • Can double as a sheet for collecting tokens towards the reward

Slide 82: Glasses Contract If I, Terry G., wear my glass for five days then Kate will burn me a new CD from her iTunes. Terry1/05/04 Kate 1/05/04

Slide 83: Token Economy • Works for the gets and the get aways • Students earn a token (symbols such as a checkmark or objects such as tickets, punches on a card, stickers) for meeting behavior expectations • Token can be used to “purchase” something i.e. prize or non-tangible reward • Tokens cannot be taken away once earned (this is response cost and proven not to work over time)

Slide 84: What can you use as tokens? • Poker chips • Puzzle pieces • Stars • Blocks • Loops for mini looms • Wedges (i.e. Trivial • Bracelets pursuit or sections of • a clock) Stickers • Rocks, shells, other • Checkmarks natural objects • Coupons • Bottle caps • Punches on a card • Bookmarks • Nuts and bolts Tip: if you have students who will counterfeit tokens put some kind of mark on them so you know what is real or keep them in the room at all times.

Slide 85: What can they earn? The Gets The Get Aways • Lunch with the teacher (principal) • No/less homework • Extra recess/gym class/library • Free pass to be five minutes late time/computer time etc. • Leisure time during class • Stickers (computer/music) • Something from a prize box • Choice to sit in a bean bag chair • Food/Candy (be careful) or rocking chair instead of seat • Fieldtrip • Time with friends (not working) • Order lunch out • One point on final grade or a test • Costume jewelry • A coupon to hand in an • Coupons assignment late • School supplies • A “lifeline” to work with a partner on a hard assignment • Time with friends • A chance to do an assignment in • Gift cards (for school store or local an alternate format (in pen/pencil, store some can be purchased for typed/not typed, don’t show your $1-5.00) work) • Keychains • Free time • Freebies from conferences, stores • Good note/phone call/e-mail • Good note/phone call/e-mail

Slide 86: Some Things That May Not Work So Well • Response Cost – Student loses a privilege for an inappropriate behavior – Works well at first, effectiveness fails over time • Time Out – Exclusionary time out (removing child) is often a reward (escape for the “get aways” and may involve negative attention that the “gets” like) – Students loses learning time – Non-exclusionary time out may work better (could be a section of the classroom with desk, materials, etc., set off by short bookcase or file cabinets where child cannot injure others but still has to work) • Detention/Suspension/Expulsion – May give peer attention and approval as well as negative, but still reinforcing, adult attention – May create a self-fulfilling prophecy of “the bad kid” – Gives escape

Slide 87: A Word About Aversives • F rom th e La tin m e a ning to "turn a wa y” • Ave rs ive s m ig h t b e unde rs to od a s q uic k a pplic a tion of dis c om fort or p a in in re s pons e to c h a lle ng ing b e h a vior. • S h a rp c ritic is m s , s la p s , offe ns ive s ou nds or s pra ys , s oc ia l h um ilia tio n, re m ova l or d e s ire d ob je c t, s h oc k, a nd is ola tion a re a ve rs ive a pplic a tions . • Ave rs ive s ofte n fa il to work. Wh e n th e y d o work, th e ir e ffe c tive ne s s d im inis h e s . • B e s ide s m a kin g th e pe rs on a vo id , fe a r o r loa th e th e pun is h e r, p ote n tia l ph ys ic a l h a rm , a nd oth e r ne g a tive s ide e ffe c ts (ofte n ps yc h olog ic a l like tra um a , P TS D, de p re s s ion a nd le a rne d h e lple s s ne s s ) a ve rs ive a c tion s do n ot te a c h de s ira b le b e h a vior. F rom www.pb is .o rg

Slide 88: There is a proverb which says, “If you’ve told a child 1000 times to do something and they don’t do it…it isn’t the child that is a slow learner.”

Slide 89: Resources • Association of Positive Behavior Support – www.apbs.org • Behavior Doctor – www.behaviordoctor.org • Center on Positive Behavior Inteventions and Supports – www.pbis.org • Classroom Management Online Training www.sonoma.edu/cihs/classroom/index.html • Kansas Institute for Positive Behavior Support – www.kipbs.org I want to thank Dr. Riffel for sharing her materials and ideas free of charge to be shared with other teachers.

Slide 90: Bonus Material: The One Sentence Intervention • From The Love and Logic Institute • Should increase self-esteem within three weeks • The Love and Logic Institute offers a $100 guarantee on this intervention • www.loveandlogic.com

Slide 91: Here’s what you do: • Notice something neutral, then walk-away. • Do this twice a week. • For three weeks. • I noticed you like Dale Ernhardt, I noticed that. • I noticed you wore blue today, I noticed that. • I noticed your Red Sox hat, I noticed that.

Slide 92: Bonus Material II • Probably So. • Probably So. • Probably So. • Probably So. • Probably So. • Probably So. • Probably So. • Smile. • Nice try!