Module 2 training_slides

PBIS Team Training
Module 2: Secondary Implementation

Exceptional Children Division
Behavior Support & Special Programs
Positive Behavior Intervention & Support Initiative

Modules developed by
the University of Missouri
Center for School-wide PBIS
and revised by
North Carolina PBIS Team

4
 Training organized around three “modules”
 School responsibilities
 Complete Working Agreement
 Attend training
 Develop action plans
 Share Annual Data Requirements with NCDPI
 NCDPI responsibilities
 Provide training support
 Provide limited technical assistance
 Provide networking opportunities
PBIS Training Overview

Overview: Module 2
 Review
 Data : Classroom Data, Data Decision Rules,
Evaluation
 Systems: Referral Process, Intervention Team,
and Effective Classroom Design and
Management
 Practices: Effective Classroom
Management/lessons, Small Group Social Skills
Instruction, Check-in/Check-out, Mentoring
 Team Time

Module 2 Accomplishments and
Products
At the end of these two days, teams are expected to use
the problem-solving model to:
Assess current level of implementation & determine plan
to address gaps
Identify strategies to improve classroom management
Begin planning systems to support secondary
implementation
Plan to collect & evaluate secondary data
Revise and update Action Plan
Materials to Assist: slides, workbook, supplemental
resources, & Action Plan

 Be Responsible
 Return promptly from breaks
 Be an active participant
 Be Respectful
 Silence cell phones
 Listen attentively to others
 Be Kind
 Participate in activities
 Listen and respond appropriately
to others’ ideas
Expectations
7

Attention Signal
 Trainer will raise
his/her hand
 Participants will raise
their hand and wait
quietly
8

School-wide
Implementation
Review

What is PBIS?
10
“…a framework or approach
comprised of intervention practices
and organizational systems for
establishing the social culture,
learning and teaching environment,
and individual behavior supports
needed to achieve academic and
social success for all students.”
(Sugai, et al, 2010, p. 13)

SYSTEM
S
SYSTEM
S
SupportingSupporting
Staff BehaviorStaff Behavior
DATA
DATA
DecisionDecision
MakingMaking
PRACTICESPRACTICES
Student BehaviorStudent Behavior
PositivePositive
BehaviorBehavior
Intervention &Intervention &
SupportSupport
OUTCOMESOUTCOMES
Social Competence &Social Competence &
Academic AchievementAcademic Achievement
11
Resources
Page 4

Whole School
Effective
School
Organization
Positive School
Climate
Effective Staff
Development
Data Based
Decision
Making
Culturally
Responsive
Practices
Parent and
Community
Partnerships
Effective
Instructional
Practices
Classroom
Effective
Instructional
Practices
Positive
Classroom
Management
Culturally
Responsive
Instruction
Universal
Design/
Differentiated
Instruction
Ongoing
Screening and
Assessment
Classroom Coaching
and Consultation
Struggling Students
Progress
Monitoring
Behavioral
Group Strategies
Mental Health
Assistance
Focused
Research-based
Academic Instruction
Individuals
FBA/BIP
Mental
Health Services
Consider-
action for
Eligibility
EC
Specially
Designed
Instruction
Behavior
Interventions
Related
Services
School ImprovementSchool Improvement
Targeted Group Interventions
•Small group instruction
•Focused academic help
sessions
Intensive, Individual Interventions
•Tutoring
•Academic Remediation Plans
•Specially Designed Instruction
•Functional Behavior Assessment &
Behavior Intervention Planning
•Social Skills instruction
•Reinforcement of specific skills
•Group Behavioral Strategies
•Classroom Coaching
Universal Interventions
•School-wide rules and
procedures
•Systematic
reinforcement
•Social Skills Instruction
•Culturally responsive
practices
•Data-based decision-
making
•Parent & Community
Partnerships
•Effective instructional
practices
•Recognition of
academic
achievement
•Culturally responsive
practices
•Data-based decision-
making
•Parent & Community
Partnerships
Academic Behavior
Resources
Page 5

Positive Behavior Intervention &
Support
13
(Sugai, et al, 2010)

Primary Prevention
School wide and
Classroom wide Systems
for All Students,
Staff, & Settings ~ 80% of Students
Secondary Prevention
Specialized Group
Systems for Students with
At Risk Behavior
~15%
Tertiary Prevention:
Specialized
Individualized
High Risk Behavior
~5%
CONTINUUM OF POSITIVE BEHAVIOR
SUPPORT
Resources
Page 4

Core
15
achieve
at high levels
Tier I: Begins with clear goals:
1.What do we expect all
students to know, understand
and do as a result of our
instruction?
2.How will we know if these
goals are met?
3.How will we respond when
students do not meet the goals
with initial instruction?
4.How will we respond when
some students have already
met the goals?
(Batsche, 2010)

Supplemental
16
Tier II
< 20% of students
Core
+
Supplemental
To Achieve Benchmarks
1.Where are the students
performing now?
2.Where do we want them to be?
3.How long do we have to get
them there?
4.How much do they have to
grow per year/month to get
there?
5.What resources will move them
at that rate?
6.How will we monitor the
growth of students receiving
supplemental instruction?(Batsche, 2010)

ve, Individualized
17
Tier III
< 5% of Students
Core
+
Supplemental
+
Intensive Individual Instruction
…to achieve benchmarks
1. Where is the student
performing now?
2. Where do we want him/her
to be?
3. How long do we have to get
him/her there?
4. What supports has he/she
received?
5. What resources will move
him/her at that rate?
6. How will we monitor and
evaluate the student’s
growth?
(Batsche, 2010)

Dec 7, 2007
Science
Soc Studies
Reading
Math
Soc skills
Basketball
Spanish
Label behavior…not people 18

PBIS
 Focuses on prevention
 Focuses on instruction
 Uses data to make
decisions &
develop
appropriate
curriculum
 Collaborative
process
19

PBIS Training & Implementation
 All PBIS
Modules
organized
around
problem-
solving
model
20
Resources
Pages 6-8

Administrators at Successful PBIS Schools
23

Systems Implementation Logic
Fixsen and Sugai, 2010
24

Features of a Comprehensive
System of PBIS
25

 Assess the current behavior management
practices
 Examine patterns of behavior
 Obtain staff commitment
 Develop a school-wide plan
 Obtain family and community participation and
input
 Oversee, monitor, and evaluate all planned
objectives and activities developed by the team
PBIS Team Responsibilities
26

Activity: Audit of School-wide
Implementation
1. Complete the Universal section of the
Implementation Inventory (or review your
completed Inventory)
2. Determine if your score is above 80%
3. Address any areas of concern on your action
plan
Workbook
Pages 3-5

Why is it so critical to build School-Wide
Interventions before implementing
Secondary and then Tertiary Interventions?

It’s Time to Consider Secondary
PBIS Implementation When…
 Universals have been implemented but are
not sufficient to impact specific behaviors
 Students display chronic patterns
 Behavior is impacting academic progress and
“time in class”

Primary Prevention
School wide and
Classroomwide Systems
for All Students,
Specialized Group
At Risk Behavior
~15%
Specialized
Individualized
High Risk Behavior
~5%
CONTINUUM OF POSITIVE BEHAVIOR
SUPPORT
Take a close look at Classroom
Management before
implementing specific
secondary intervention

CollectCollect
and Useand Use
DataData
Develop
Hypothesis
Discuss and
Select
Solutions
Develop and
Implement
Action Plan
Evaluate and
Revise
Action Plan
.
Problem Solving
Meeting Foundations
Team Initiated
Problem Solving
(TIPS) Model
Identify
Problems

SYSTEM
S
SYSTEM
S
DATA
DATA
DecisionDecision
MakingMaking
PRACTICESPRACTICES
PositivePositive
BehaviorBehavior
InterventionIntervention
& Support& Support
OUTCOMESOUTCOMES
32

Secondary Data
 IIO at least Level 1 and SET scores at least 80%
 Triangle Data
 Data Collection Tool: DBR
 Data decision rules
 Small Group Outcome Data
 Evaluation of Secondary level of PBIS
NC PBIS Data
Collection
Manual

Triangle of Student Referrals
07%
10-15%
03%
80-90%
90%
•IndividualStudents
•Assessment-based
•Intense, durable procedures
•Some Students (at-risk)
•High Efficiency
•Rapid Response
•All Settings
•All Students,
•Preventive, proactive
1-5%
Students with 6+
referrals
Students with 2-5
referral
Students with 0-1
referrals

Referrals by Student
as a Universal Screening Tool
0
10
20
NumberofReferralsperSt
Students

Data needed to Problem-Solve
 Data from “bounces,” ODR, ISS, after-school
detention, OSS should include information
about
 Location
 Frequency
 Problem Behavior
 Motivation

DBRs
 Daily Behavior Report = DBR
 The DBR involves a brief rating of target
behavior over a specified period of time
 Additional examples at
http://www.interventioncentral.org/htmdocs/in
terventions/behavior/behrptcd.php
37
Level II
Resources
Page 9

38
Characteristics of DBR
The DBR involves a brief rating of target
behavior over a specified period of time
 behavior(s) is specified
 rating of the behavior(s) typically occurs at least
daily
 obtained information is shared across individuals
(e.g., parents, teachers, students)
 the card is used to monitor
 the effects of an intervention
 as a component of an intervention
(Chafouleas, Riley-Tillman & McDougal, 2002)

39
Potential Uses for the DBR
 Increase communication
 As a component of an intervention package,
particularly in self-management
 Provide “quick” assessment of behaviors,
especially those not easily captured by other
means
 Monitor student behavior over time
 Flexible (Chafouleas, Riley-Tillman & McDougal, 2002)

A systematic DBR possesses the
following 4 characteristics:
1. The behavior of interest must be
operationally defined
2. The observations should be conducted
under standardized procedures
3. The DBR should be used in a specific time,
place, and at a predetermined frequency
4. The data must be scored and summarized in
a consistent manner
40(Chafouleas, Riley-Tillman & McDougal, 2002)

How are DBR data summarized?
41

DBR Considerations
 Measures perception of behavior
 “3 to 7” not “he is a 7”
 No absolutes in Social Behavior
 Rater Effects
42

Data Decision Rules
 Can be used by teams to determine set points
where students will be referred for additional
support
 Can be used to determine focus of
implementation

Data Decision Rule Examples
 Any student that is absent more than 3 days in
one month (or one 4 week period) will be
referred for intervention
 Any student who receives 2 or more ODRs
within a 9-week period will be referred for
intervention
 Any student who fails one or more classes will
be invited to join a small group related to
classroom success

Data Decision Rule Examples
IF... FOCUS ON...
 More than 40% of students receive one or more office
referrals
 More than 2.5 office referrals per student
School Wide System
 More than 35% of office referrals come from non-
classroom settings
 More than 15% of students referred from non-
classroom settings
Non-Classroom System
 More than 60% of office referrals come from the
classroom
 50% or more of office referrals come from less than
10% of classrooms
Classroom Systems
 More than 10-15 students receive 5 or more office
referrals
Targeted Group Interventions /
Classroom Systems
 Less than 10 students with 10 or more office referrals
 Less than 10 students continue rate of referrals after
receiving targeted group settings
 Small number of students destabilizing overall
functioning of school
Individual Student Systems
Resources
Page 10

Evaluate Program Effectiveness
 Pre-test/post-test comparison of
criterion for entrance into program
(attendance, grades, suspensions, etc.)

Activity: Secondary Data
 Assess & Identify Problems
 Develop Hypothesis & Solutions
 Identify Action Steps
Workbook
Pages 6-7

SYSTEM
S
SYSTEM
S
DATA
DATA
DecisionDecision
MakingMaking
PRACTICESPRACTICES
PositivePositive
BehaviorBehavior
& Support& Support
OUTCOMESOUTCOMES
51

Systems Support
for Effective Teaching

Secondary Systems
 Supporting effective classroom systems
 Brain-based learning
 Cultural Responsiveness
 Effective Teaching Plans
 Secondary Team Functions
 Data Decision Rules
 How Students Access Targeted Interventions

Brain-Based Learning
 Students are functioning from either:
 Limbic System: Fight or Flight
 Cerebral Cortex: Analytical, Logical
 Brain develops from back to front
 Frontal Cortex: Self-regulation, attention,
critical thinking
 Problem-solving, long-term planning develop
last

Classroom Implications
 Emotional responses from students = reduced
reasoning, logic, ability to understand
consequences
 To avoid functioning in limbic mode in the
classroom, students must feel
 Safe
 Wanted
 Successful

Perception is Reality
 What is “perceived” by the brain determines
the chemical response
 How one interprets reality when under stress is
most reflective of one’s significant life
experiences
 Repetitive experiences reinforce synaptic
pathways

The Chemistry of Attention
 Dopamine levels decrease as focused attention
time is required or enforced
 Dopamine regulates emotion, movement, and
thought
 Research suggests 8-12 minutes of maintained
attention for grades 3-7
 When learners are drowsy or “out of it,” it’s
likely that brain chemical levels are low

Provide ENGAGING activities:
•Physical
movement
•Use humor
•Play music
•Change location
•Drama/Storytelling
•Games
•Discussions
•Celebrations
BONUS…physical activity triggers release of
hormones that enhance neural communication,
elevates mood, and assists in long-term memory
formation!!

ROTATE STYLES of instruction to
provide strong contrast
:•Mini-lectures
•Group work
•Peer feedback
•Reflection
•Individual work
•Team time
•Computers
•Student-led
teaching

 Use emotion to trigger attention
 Alert Students’ Senses
 Trigger Significant Memories
 Introduce a Sense of Novelty
 Build in time for processing and rest so
information has a chance to make it into long-
term memory

Activity: Classroom System
 How can your team support all teachers in
using effective classroom systems?
Workbook
Page 8

Culturally Responsive Instruction

Is School Discipline Fair?
30 Years of Study
Disproportionality found based on
race/ethnicity & gender in:
 Office referrals
 Suspension & expulsion events
 Corporal punishment
 Alternative schools
 Inconsistently applied rules
(Skiba, 2008)

What Behaviors are Students
Referred For By Race?
White students referred
more for:
 Smoking
 Vandalism
 Leaving w/o permission
 Obscene Language
Black students referred
more for:
 Disrespect
 Excessive Noise
 Threat
 Loitering
Of 32 infractions, only 8 significant differences:
(Skiba, 2008)

Other Cultural Factors
 Students who receive free lunch are at increase
risk for school suspension
 Students whose fathers did not have a full time
job were significantly more likely to be
suspended
 Both low and high income adolescents agreed
that low income students were unfairly
targeted by disciplinary practices
Skiba, Micheal, Nardo & Peterson, 2002

 Acknowledge students’ differences as well as
their commonalities
 Validate students’ cultural identity in classroom
practices and instructional materials
 Educate students about the diversity of the
world around them
 Promote equity and mutual respect among
students
 Assess students’ ability and achievement validly

 Foster a positive interrelationship among
students, their families, the community, and
school
 Motivate students to become active
participants in their learning
 Encourage students to think critically
 Challenge students to strive for excellence as
defined by their potential
 Assist students in becoming socially and
politically conscious

APA Recommendations: Reducing
Disciplinary Disproportionality
School-wide:
 Teacher training in classroom behavior
management
 Reducing cultural mismatch
 Avoid one-size-fits-all discipline
 Use data to facilitate change
(Skiba, 2008)

Activity: Cultural Responsiveness
 With your team discuss the implications of
disciplinary disproportionality within your
school
 Problem-solve for possible solutions
Workbook
Page 8

Effective Teaching Plans…
 Are for all teachers
 Become fluid, living, breathing documents
 Support reflective, thoughtful, well-planned
teaching & use of effective strategies (academic
and social)
 Provide direction for needed PBIS system
supports

Components of An Effective Teaching
Plan
 Define classroom rules based on school-wide
expectations
 Outline routines (attention signal, etc)
 Establish schedule for teaching routines and procedures
 Decide strategies for encouraging appropriate behavior
and discouraging problem behavior
 Plan a variety of instructional
strategies
 Establish effective classroom
environment
Resources
Pages 11-13

Effective Instruction
Effective instruction
increases the likelihood
of correct student
responses
Correct responding is
correlated with positive
teacher interactions
Leading to increased academic achievement
of students and positive behavioral exchanges
between students and teachers
Gunter, Hummel, & Venn, 1998

Creating a Climate for Learning
 Clear, Positive
Expectations
 Clear Rules
 Positive Role
Modeling
 Acceptance of
Shaping
 Respect for Each
Student
 Limit Setting
 Praise
 Procedures &
Routines
 Positive
Reinforcement
 Structured Academic
Success

Activity: Effective Teaching Plans
How can our PBIS team help all
teachers in our building utilize Best
Practice in the Classroom?
Workbook
Page 9

Secondary Systems
 Secondary support team processes
 Referral process for students
 Function based intervention

Secondary Support Team Processes

PBIS Secondary Support Team
Processes
How will you structure your team?
 Subcommittee of existing PBIS team?
 Separate team dedicated to problem-solving
secondary behavior concerns?
Who will be on your team now?
 Counselor, Social Worker, Behavior Specialist,
ISS coordinator, others, etc.

What does the PBIS Secondary
Support Team do?
For secondary levels of support:
 Create data decision rules
 Create referral form & flow chart for Secondary
Support Process
 Facilitate referral process for intervention & support
 Oversee secondary intervention implementation
 Evaluate data to determine intervention progress &
effectiveness

Activity: Secondary Support
Team Processes
 Discuss and outline how your
secondary support
team will operate
Workbook
Page 9

Who is appropriate for Secondary
interventions?
APPROPRIATE
 Low-level problem behavior (not severe)
 2-5 office referrals
 Behavior occurs across multiple locations
 Examples:
 talking out
 minor disruption
 work completion

Primary Prevention
School wide and
Classroom wide Systems
for All Students,
Specialized Group
At Risk Behavior
~15%
Specialized
Individualized
High Risk Behavior
~5%
Data Decision Rules
0-1 ODRs
2-5 ODRs
6 or more
ODRs
Other data decision rules:
-# minor incident referrals
-absences
-teacher concern
-behavior screening results

Referral Process
 Simple referral process for staff (referral form
example)
 Team receives referral
 Respond to teacher referral within 48 hours
 Team assigns secondary intervention
 Intervention begins within 10 days
 Team evaluates
 Continue Intervention
 Move to next step in problem solving process

Targeted
Intervention
Targeted
InterventionTargeted
Intervention
Targeted
Intervention
Targeted
Intervention
Targeted
Intervention
Team
Assessment
of Concern
Team
Assessment
of Concern
Team ContactTeam Contact
Request for
Assistance
Request for
Assistance
Secondary Referral ProcessSecondary Referral Process
Resources
Page 14

Critical Features
 Rapid access to intervention
 Very low effort by teachers
 Positive System of Support
 Students agree to participate
 Implemented by all staff/faculty in a school
 Flexible intervention based on assessment
 Functional Assessment
 Adequate resources allocated (admin, team)
 Continuous monitoring for decision-making

Activity: Secondary Referral
Process
 Review and discuss sample Secondary Support
System Referral Flow Chart and Referral Form
to begin designing the system for your school
Workbook
Page 10

SYSTEM
S
SYSTEM
S
DATA
DATA
DecisionDecision
MakingMaking
PRACTICESPRACTICES
PositivePositive
BehaviorBehavior
& Support& Support
OUTCOMESOUTCOMES
95

To correctly match appropriate
intervention practices to
problem behaviors, teams will
rely on the science of behavior.

Basics of Behavior
 Behavior is learned
 Every social interaction you have with a child
teaches him/her something

Functional Perspective
 Every behavior serves a purpose
(…every picture tells a story …)
 Every behavior’s purpose is to meet a need
(either real or perceived)
 The “WHY” of behavior

Discuss
How would knowing the function of
problem behavior assist in developing
interventions?

Brief Behavioral Assessment
Eddie’s teacher is increasingly frustrated with
his outbursts. Anytime she asks Eddie to work
independently or turn in assignments, Eddie
talks back, yells out, gets out of his seat, or
“starts something” with his classmates. Eddie’s
teacher says that she has tried repeatedly to
talk to him about this behavior to no avail.

Behavior Interventions
Look for opportunities to:
 Prevent problem behavior from occurring
 Teach an acceptable alternative behavior
 Reward a positive behavior

Behavioral Interventions Resources
Page 15

Activity: Assess Current Support
 List the Student Support Programs being
offered in your school now. Decide which
behavioral needs are met by each program.
Workbook
Page 11

Common Questions Activity
-or-
We know what you’re really thinking…

Common Questions??
 Do Problem Students Deserve
Positive Attention?
 When I Change Interactions, Am I Giving a
Misbehaving Student Her/His Way?
 Is it Appropriate to Give Even More Time and
Attention to Students Who Misbehave?
 Won’t the Students Know The Positive Attention is
Phony?
 What Do You Do When You Just
Don’t Like the Student?

Preparing the Classroom Teacher
 Rules are defined for each of the expectations
and posted in classrooms
 Routines have been established
 Praise is given and made priority
 Acknowledgement
 Procedure for tracking discipline issues
 Range of consequences are consistent
108
Resources
Page 16

Activity: Classroom Practices
 Complete the classroom practices team activity
109
Workbook
Page 12

Tiered Lessons for Students with
Behavioral Challenges
(Northey Waterman, 2005)

Select a Differentiated Process
 Multiple Intelligences
 Tiered lessons based on four learning styles
 Flexible grouping
 Differentiated learning experiences
(Northey Waterman, 2005)

Multiple Intelligences
Linguistic-skits,
letters, speeches
Musical-songs,
ballads,
commercial jingles
Kinesthetic-skits,
dances, videos, talk
shows
Naturalist-
environment, affect,
history, protection
Spatial-maps,
posters, models,
collages
Logical/Math-
database, charts,
graphic organizers
Interpersonal
skills
(Northey, 2005)
Intrapersonal
skills

Four Learning Styles
(Northey, 2005)

Flexible Grouping
 Flexible grouping helps to avoid “tracking”
students at certain levels or learning styles.
 Students can get to know more of their peers if
they are required or inspired to become
involved in group work with everyone in class
at some point.

Flexible Grouping Continuum
Examples
1. Foundational to transformational
2. Concrete to abstract
3. Simple to complex
4. Single facet to multiple facets
5. Small leap to great leap
6. More structured to more open
7. Less independent to more independent
8. Slow to quick

Physical Arrangement
 Reduce congestion in high-traffic areas
 Ensure the teacher can easily see all students
 Make teaching materials and student supplies
easily accessible
 Make sure students can easily observe whole
class presentations
 Devote some display space to student work

Classroom Arrangement
Considerations
 What type of activities will students typically
be doing?
 What type of student interaction does the
teacher want?
 What arrangements will foster these activities
and interactions?

Establish Expectations,
Rules, and Routines

Establish Behavioral
Expectations and Rules
 Use school-wide expectations as basis for
classroom rules
 Clearly and positively stated
 State in observable terms
 Posted and referred to frequently
 Teach explicitly to FLUENCY
 Reinforce consistently

Establish Procedures Based on
Expectations
 Develop a schedule
 Teach an attention signal
 Teach routines for repetitive
tasks
 Use precorrects

Develop Classroom Schedule
 Establish predictable schedules
 illustrate with icons, time, etc.
 Schedule non-instruction time
 Evaluate the variety and time for each activity.
 POST

Develop A Schedule...
Down Time Causes Problems
 Unscheduled time in a classroom is
an open invitation to disruptive
behavior.
 Scheduled time is one of the basic
proactive variables that is under
teacher control.
 At least 70% of the school day
should be scheduled for academic
activity

Teach Attention Signal
 Always use a simple portable cue
 Avoid starting instruction until all students are
attending
 Reinforce students who attend immediately
 Provide specific verbal praise to peers to redirect
students
 Consistency, consistency, consistency!

Routines
 Used for transition times and basic activities
that happen on a regular basis
 Establish clear expectations for students and
adults
 PLAN, POST, and TEACH routines

Effective Routines - Rationale
The number one problem in the classroomThe number one problem in the classroom
is not discipline; it is the lack of proceduresis not discipline; it is the lack of procedures
and routines. A vast majority of theand routines. A vast majority of the
behavior problems in the classroom arebehavior problems in the classroom are
caused by the failure of students to followcaused by the failure of students to follow
procedures and routines.procedures and routines.
-Harry Wong-Harry Wong

Effective Routines:
Why They Help Manage Behavior
 Support for transition times and basic
activities that happen on a regular basis
 Establish predictability
 Clear Expectations
for Student
Behavior
 Clear Expectations
for Adult Behavior

Encourage Expected Behavior
Provide praise for correct academic responses and
appropriate social behavior leading to:
Increases in student correct responses
Increases in on task behavior
Decreases in disruptive behaviors
(Sutherland, 2000)

Encourage Expected Behavior:
Verbal Feedback
 Timely and accurate
 Specific and descriptive
(Tie to school-wide expectations)
 Contingent
 Age-appropriate
 Given in a manner that fits your style

Examples of
Non-Verbal Feedback
 Wink
 Nod
 Thumbs-up
 Pat on the back
 High-five
 Hug (when and where appropriate)

Ratio of Interactions
 4:1 ratio of positive-to-negative statements
 Each time you have a negative interaction, tell
yourself you owe that student positive interactions
 Identify specific times you will give positive feedback
 Schedule individual conference time
 Scan the room for appropriate behaviors
 Engage in frequent positive interactions with all
students

Teaching Effective Rules
 Tell-Show-Practice-Assess-Repeat
 Give positive reinforcement for appropriate
student use
 Consider consequences for errors
 re-teach
 redirect
 time to “Cool Down”
 Reflect! Are the rules working? Why or why
not?

Teaching Rules
Teach your
expectations
before the
activity or
transition begins.
Teach your
expectations
before the
activity or
transition begins.
Monitor student
behavior
by circulating
and visually
scanning.
Monitor student
behavior
by circulating
and visually
scanning.
Provide feedback
during the
activity and
at the conclusion
of the activity.
Provide feedback
during the
activity and
at the conclusion
of the activity.
Begin the cycle again for
the next activity.

Give Precorrects
 PRECORRECTS function as REMINDERS
 Opportunities to practice
 Prompt for expected behavior
 Especially helpful before teacher
anticipates behavior learning errors

Precorrect Examples
“Remember to put your papers in the bin
before you quietly walk out of the room.”
“Sam, show us how to be respectful and
line up quietly for gym.”

Increasing Positive Interactions
 Focus on teaching students to get attention
through responsible behavior
 Require adults to change the ratio of adult
to student interactions from primarily
negative to
primarily
positive

Increasing Positive Interactions
 Based on the concept that most students
want and need adult attention
 Leads students to feel like valued members of
the learning
community

Techniques to Improve
Compliance
 Do not use a question format
 Get up close - proximity
 Use a quiet voice
 Make eye contact
 Give them time

Techniques to Improve
Compliance
 Tell them only twice
 Give one direction at a time
 Tell students what you want them to do (rather
than what you don’t)
 Verbally reinforce compliance
 Get up and move

Increasing Opportunities to Respond:
Active Participation
 Encourages everyone to become involved in
learning
 Increases rate of responses of all learners
 Increases attainment of material presented
 Allows reluctant learners a secure environment
to practice
 Decreases inappropriate or off task behavior

Some Examples…
Whole Group
Verbal Responses
Whole Group
Action Responses
Whole Group
Written Responses
Sm
all Groups/partners

Practice Time!
 Students should be reinforced at a rate of _____
to ______.
 Universal strategies used in classroom
management are to teach rules and _________.
 PBIS stands for_________________.

Minimize and Correct
Student Behavior Errors

Techniques to Minimize At-Risk
Behaviors
 Surface Management
 Cognitive Approaches
 Sensory Strategies
 Signaling Systems

Surface Management: Proximity
Physical presence of the teacher is an external
source of control for student behavior
Allows for intervention without any “public”
acknowledgement of the student or behavior
Teacher circulates around the room, moving closer to
the student as behavior occurs
Proximity can range from standing nearby to placing a
hand on the desk or shoulder
The teacher continues teaching!

Surface Management:
Antiseptic Bouncing
Allows the student to exit the setting briefly and
minimizes continuation/escalation of the
behavior
Signal student to leave while “saving face”
Travel to an arranged spot for a set time
This can be done as a “helping job”
This process should prearranged

Surface Management: Humor
Humor can be used to effectively redirect and/or
de-escalate behavior
A good ice-breaker allows everyone to save face
Caution: avoid sarcasm!
Caution: If you said it, and you are the only one
laughing, it wasn’t really funny!

Surface Management: Ignoring
Quite simply, refusal to respond
 Useful for low-intensity behaviors
 No eye-contact, emotion, proximity, message
(verbal, gesture, tone, expression)
 Begins immediately upon behavior initiation
 Pair with reinforcement of the correct behavior

Cognitive Approach: Routines
Structure creates safety and comfort
 Provides a sense of purpose, work guidelines
and ability to anticipate
 Structure that is universal will especially
benefit certain students
 Additional individual structure may be needed

Cognitive Approach: Repetition
If it’s important, say it (write it, do it) again!
 Natural way for the brain to determine
importance
 Ensures information will be available when it is
ready to be processed
 Can also be done through symbolic attachment

Sensory Strategy: Music
There are specific neurons for processing music…
it may be a preferred learning style.
Specifically helpful in spatial reasoning and
math
Useful to facilitate student transition
Impacts and helps regulate mood
Can be calming to students with anxiety….
Provides multiple reinforcement opportunities

Sensory Strategy: Movement
Physical movement (gross and fine motor)
 Associated with language development and
problem solving
 Repetitive movement can improve recall
 Can increase engagement and time on task for
those easily distracted/inattentive
 Provides stress reduction
 Provides multiple reinforcement opportunities

Signaling System: Cueing
Visually/Verbally based prompts and reminders
 Improve overall communication when paired
with language
 Respond to the brain’s needs during stress to
process information & clarify perceptions
 Gain student attention by signaling what is
important
 Minimize disruptions to the learning process

Signaling Systems: VISUAL
CUEING
 Visuals are the strongest aide in quick learning.
 Vision also has dedicated neurons in the brain.
 Children need gestures to make language clearer.
 Stress makes the brain more dependent on visuals not
only to hear and process, but also to establish
perceptions.
 Use visual cues to get students’ attention, to clarify
language, as a behavioral intervention, and to signal
the brain as to what is important.

Signaling Systems: Verbal Cueing
CATCH PHRASES
Nike?
Trix?
Burger King?
Conjunction
Junction?
 Key Points in your lessons should be reduced
to catch phrases.
 Rules/Procedures should be reduced to catch
phrases.

What should be your
first strategy
to address
repetitive
student behavior errors?

Correct Student Behavior Errors
 “Emotion Free” response
 More effective if students have been taught
expected behaviors
 Minimize attention other than to signal an
error has occurred
 Praise for appropriate behavior

How does it look…
Correct Student Behavior Errors
1. Signal that an error has occurred
Refer to rules: "We respect others in this room by not using
put downs.”
1. Ask for an alternative appropriate response
"How can you show respect and still get your point across?"
3. Provide an opportunity to practice the skill and provide
verbal feedback
"That's much better, thank you for showing respect
toward others.”

Utilize Effective Reinforcement
Strategies

 Behavior(s) are determined and taught
 Reinforcement is contingent upon appropriate
behavior
 Be generous with reinforcers at the beginning
 Reward class when:
 Students who have not exhibited behavior in the past
are exhibiting the behavior now.
 Students who have exhibited behaviors in the past
continue to exhibit them.
Effective Reinforcement
Strategies

Verbal Praise Paired With
 A system to deliver group contingencies or
individual reinforcement
 “Yes/no” bag
 Compliance matrix
 Lottery tickets
 A process for students to exchange
token/lottery tickets

Assessing Classroom
Environment

Things to Consider First…
 Establishment of a universal (school-wide)
system does not guarantee individual
teachers are implementing with high integrity
 Students who appear “At-Risk” may benefit
more from a teacher improving his/her skills
in behavior management than in student
participating in targeted interventions

Practices in the Classroom
 Assess physical arrangement of classroom
 Establish behavioral expectations/rules
 Encourage expected behavior
 Minimize and correct student behavior errors
 Provide effective instruction
Resources
Pages 16-22

Secondary Interventions
(Practices)

Is It Really Resistance To
Intervention?
Before Implementing a Secondary Intervention,
You Must Ask:
Is the Student Receiving an Adequate
“DOSE” of the Universal Intervention?

Some Secondary Interventions…Some Secondary Interventions…
-Small Group Social Skills Instruction
-Check In/Check Out (CICO or BEP)
-Mentoring

Targeted Social Skills Instruction

“Students learn
appropriate behavior in
the same way a child who
doesn’t know how to read
learns to read—through
instruction, practice,
feedback, and
encouragement.”
- Tim Lewis

Teaching Behavior
 Inappropriate behavior is viewed as a skill
deficit
 Social skills training teaches students a process
or strategy to resolve problems
 Teaching behavior is used when a student
needs to replace problem behavior with a
more desirable behavior

Two Types of Social Skill Deficits
 Skill deficits (cannot do)
 Direct teaching approach
 Coaching, modeling, behavior rehearsal
 Performance deficits (will not do)
 Incentive-based management approach
 Prompting, cuing, reinforcement
 Prompted social initiations
 Home and school rewards
 Individual and group contingencies

Assessment of Social Skills
 Skill based deficit
 Provide strong incentive to observe if
student can perform under such conditions

Assessment of Social Skills
 Performance based deficit
 Motivational deficit
 Observe if student performs skill following
introduction of motivational strategy
 motivation=value*belief in ability*get reward promised (Vroom, 1964)
 Discrimination deficit
 Student frequently performs skill, but fails to
perform under specific circumstances
 Oblivious to social cues or social demands of
situation

Social Skills Instruction
 Direct instruction
 Skill based approach
 Social problem solving
 Strategy based approach
 Opportunistic teaching (not enough alone)
 Prompt students who have missed an opportunity to
practice a skill
 Provide correction when skill is incorrectly or
inappropriately demonstrated
 Debrief when student uses inappropriate behavior in place
of appropriate social skill

To effectively teach
social skills you must ALWAYS
determine what you want
the student to do INSTEAD

Social Skill Areas
 Cooperation skills
 Assertion skills
 Friendship skills
 Empathy skills
 Self-control skills
 School and classroom skills

Social Skills Instruction for
Small Groups
 Select & group students with similar needs
 Determine staff responsible
 Determine best time for instruction
 Select curricula & write lessons
 Communicate with teacher and parents
 Evaluate effectiveness

Small Groups
 Select & group students with similar
needs
 Type of problem behavior
 Intensity of problem behavior
 Age/Developmental level
 Gender
 Develop group behavior management plan

Small Groups
 Determine staff responsible
 Consider size of group and type of
problem behavior when assigning staff to
(co)lead
 Determine best time for instruction
 Lunchtime, before/after school, rotating
schedule, intervention block

Small Groups
 Select curricula & write lessons
 Consider students’ developmental level
 Commercial curricula, online lessons, or
custom lessons
 Materials needed
 Meeting space
requirements/limitations
Resources
Pages 23-24

Generalization Strategies
 Provide a range of useful skill variations
 Teach in the targeted setting
 When teaching, include peers the target
student is likely to encounter in the problem
setting
 Use a number of adults when teaching
 Continue teaching for a sufficient amount of
time

Small Groups
 Communicate with teacher and parents
 Written parent permission best practice
 Determine how teacher(s)/parent(s) can
encourage/participate (homework)

Small Groups
 Evaluate effectiveness
 Pre/Post Data Comparison
 Teacher/Parent Feedback
 Student Assessment

Social Skill Example:
Following Directions/Instructions
 Discuss rationale for the critical rule
 What would happen if you do or do not follow
directions?
 If you follow directions, you may be seen as more
responsible & cooperative which could lead to more
privileges
 Your teacher will view you as a learner because you follow
through
 If you don’t follow directions, an adult might think you are
deliberately misbehaving or ignoring them
 Elicit responses from students: when, where & with whom
they would use this skill

Activity: Teaching Skills
We need 12 volunteers

Following Directions
Teach/describe the skill and skill steps
 Model examples and non-examples
 Acknowledge (verbal or nonverbal)
 Decide if you need to ask any clarifying questions
 Role play/practice with feedback
 Do the task immediately
 Students and teachers observing can provide specific feedback
 Review and test:
 Identify one time when you did not follow directions
 Identify one time when you did follow directions

Critical Components of
Behavior Instruction
 Teach the skill
 Demonstrate the skill
 Provide multiple opportunities for practice
with feedback
 Reinforce and encourage when students
demonstrate the skill

Key Points
 It’s not what they know, it’s what they do
 Behavior can be taught
 Students need multiple opportunities to
practice behavioral skill deficits
 Teachers need to reinforce students when they
demonstrate targeted skills

Research-Based SS Curricula
Resources
Page 25

Second Step
Videos
Pre-K
K-1
2-3
4-5
Middle School

Activity: Social Skills Groups
 Using your ODR data determine which social
skills lessons and groups are most needed at
your school, list:
 When will lessons be taught
 How will team ensure
instruction is occurring
 Evidence of lessons
 Possible reinforcers for participation
Workbook
Page 13

Check-In Check-Out
(CICO, aka BEP)

CICO
 Research-based intervention effective
with 75% of students who participate
 Check-in & check-out daily with an adult at
school
 Daily performance data used to evaluate
progress

Behavior
Education
Program
DVD

10 Critical Features of CICO/BEP
1. Linked directly to school-wide expectations and/or
academic goals
2. Continuously available for student participation
3. Implemented within 3 school days of team
determination
4. Can be modified based on assessment and/or
outcome data
5. Includes structured prompts for ‘what to do’ in
relevant situations
(Crone, Horner, & Hawken, 2004)

10 Critical Features of CICO/BEP
continued…
6. Student receives positive feedback from staff
7. Includes a school-home communication exchange
system at least weekly
8. Orientation materials provide information for a
student to get started on the intervention
9. Orientation materials provide information for staff/
subs./ volunteers who have students using the
intervention
10. Opportunities to practice new skills are provided
daily
(Crone, Horner, & Hawken, 2004)

Why does CICO work?
 Improved structure
 Increase in contingent feedback
 Elevated reward for appropriate
behavior
 Linking school and home support
 Organized to morph into a self-
management system

Is My School Ready to
Implement a CICO System?
• School-wide system of behavior support in
place (SET Score 80% or higher)
• Staff buy-in for implementation of the CICO
• Administrative support
• No major changes in school climate data
• CICO implementation a top priority

How Do You Build Student and Staff
“buy-in” for the CICO?
 Give CICO program a high profile in your
school
 Promote CICO as positive support not
punishment
 Collaboratively involve referring teachers in
CICO process
 Provide regular feedback to staff, students,
and families

CICO/Behavior Education Program –
Referral Flow Chart
Teacher(s), Vice Principal and/or Pupil Personnel Worker refer student to Grade Level
Team
Grade Level Team
discusses
concerns and makes a
decision
Team decides that student is
not a potential candidate for
BEP – Recommends actions
for teacher(s)
Student Studies Team meets to review student data
– Recommends BEP or alternative action
SST recommends and develops
alternative action plan – IEP
Process, Tri-County Youth
Counseling Services, Small
Group Counseling, etc.
Guidance Counselors, Pupil
Personnel Worker or
School Psychologist
implement SST action plan
Behavior Education Program
1. Vice Principal contacts parents to initiate Behavior
Education Program
2. Grade Level BEP Coordinator meets with student to
instruct on process and procedures of program
Team decides that the student is
a potential candidate for BEP –
Recommends student to SST and
initiates Baseline Data
Resources
Pages 26-32

Activity: Check-in/Check-out
 Use your ODR discipline data to identify
students with similar behavioral needs to
consider for CICO
 Document steps for implementing CICO
Workbook
Page 13

Mentoring
Part of a systems approach to providing
critical intervention for students who:
 Lack a role model
 Experience academic failure
 Maintain behavior with adult attention

Implementation/Program
Development Mentoring…
 Essential components of mentoring programs
 Involve personnel who have contact with students
 Select program staff
 Determine program goals and objectives
 Define target population
 Develop activities and procedures

Activity: Secondary Practices
Use your workbook to begin planning for Social
Skills and CICO implementation
Workbook
Pages 14

Implementation Evaluation &
Action Planning

Using the Referrals by Student
report at the Secondary Level
Use the data to
identify groups of
students for
secondary
interventions.

Problem Statements
 Write a “problem statement” that specifies the
precise nature of the problem
 The more Ws (what, when, where, who, why)
you incorporate into the problem statement,
the more precise the problem statement will
be
 The more precise the problem statement, the
easier it will be to generate a solution that
“fits” the problem

Implementation and Evaluation
Precise Problem Statement,
based on review of data
(What, When, Where, Who,
Why)
Solution Actions (e.g.,
Prevent, Teach, Prompt,
Reward, Correction,
Extinction, Safety)
Who? By
When?
Goal with Timeline,
Fidelity & Outcome
Measures, & Updates
SS
JA
All
teachers
11/1/10
11/3/10
11/3/10
JM will earn 80% of
his daily points on his
daily progress report
per day for 4/5 days per
week by 12/18/10
Problem-Solving Action Plan
We have 8 students with 2-5
ODRs from Sept. to Nov. for
primarily disrespectful
behaviors in the morning
reading class and afternoon
social studies class in order to
access peer and adult
attention.
Re-teach
Responsibility lessons
Implement CICO
Reinforce on-task
behaviors with DPR
Write your Precise
Problem Statement
here.

CollectCollect
and Useand Use
DataData
Develop
Hypothesis
Discuss and
Select
Solutions
Develop and
Implement
Action Plan
Evaluate and
Revise
Action Plan
.
Problem Solving
Meeting Foundations
Team Initiated
Problem Solving
(TIPS) Model
Identify
Problems
Quick
Review

Solutions – Generic Strategies
 Prevent
 Define & Teach
 Reward/reinforce
 Withhold reward/reinforcement – “Extinction”
 Use non-rewarding/non-reinforcing corrective
consequences
 Safety may need to be considered

Prevent “Trigger”
Define & Teach Reteach Respect lessons
Implement CICO to provide more frequent feedback and instruction
about respectful behaviors.
Reward/Reinforce Reward students earning 80% of points on DPR
Withhold Reward
Corrective consequence
Other
Safety
Problem statement: We have 8 students with 2-5 ODRs from Sept. to Nov. for primarily
disrespectful behaviors n the morning reading class and afternoon social studies
class in order to access peer and adult attention.

Why)
Reward, Correction,
Extinction, Safety)
Who? By
When?
Goal with Timeline,
Fidelity & Outcome
Measures, & Updates
SS
JA
All
teachers
11/1/10
11/3/10
11/3/10
JM will earn 80% of
his daily points on his
daily progress report
per day for 4/5 days per
week by 12/18/10
JM has received 2 ODRs
during the first grading period
for disruptive behaviors in the
classroom during reading
possibly motivated by
attention.
Re-teach Respect
lessons
Implement CICO
Reinforce respectful
behaviors with DPR
Write Solutions
here.

Why)
Reward, Correction,
Extinction, Safety)
Who? By
When?
Goal with Timeline,
Fidelity & Outcome
Measures, & Updates
SS
JA
(CICO)
All
teachers
11/1/10
11/3/10
11/3/10
All 8 students will earn
80% of daily points on
their daily progress
report per day for 4/5
days per week by
12/18/10
attention.
Re-teach
Implement CICO
Reinforce on-task
behaviors with DPR Document
Implementation
here.
Document
Goal here.

Why)
Reward, Correction,
Extinction, Safety)
Who? By
When?
Goal with Timeline,
Fidelity & Outcome
Measures, & Updates
SS
JA
All
teachers
11/1/10
11/3/10
11/3/10
attention.
Re-teach
Implement CICO
Reinforce on-task
behaviors with DPR Evaluate here.

Activity: Action Planning
 Use your disciplinary data & action steps you
have been creating to apply the problem-
solving model
 Use the TIPS problem solving worksheet to
assist you with the process
Workbook
Page 15

Practical Suggestions
 Keep in mind the importance of
communication, especially listening
 Remember your purpose
 Get parents/community involved
 Continue ongoing assessment of program
effectiveness

Evaluate Program Effectiveness
Decrease in…
 Meetings with
counselor
 Office referrals
 Time outs
 Suspension
 Detention
Increase in…
 Student attendance
 Work
completion/grades
 Academic performance
 Completion of
homework
 Parental/teacher
involvement
 Positive student-
teacher interactions

Activity: Action Items for Next
Meeting
 Using the Team Planning form in the back of
your workbook identify your next steps (action
plan) regarding secondary interventions
 Evaluations
 Have a safe trip home!
Additional Resources:
www.ncpublicschools.org/positivebehavior/
www.pbis.org
Workbook
Pages 16-17

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