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Positive Behavior Support
- 1. Positive Behavior Supports SampleTitle Page Developing a System for Teaching Appropriate Behavior
- 2. Objectives: Participants will understandthe concept of Positive Behavioral Supports and the function of B RtI when dealing with challenging behaviors.
- 4. Level 1: Iknow nothing about PBS or BRtI. Level 2: I’ve heard about both PBS and B RtI, and have some knowledge on one or the other, however it is very limited. Level 3: I am familiar to both PBS and B RtI and can state the basic concepts of each. Level 4: I have a strong understanding of both PBS and B RtI and have the knowledge necessary to implement them in my classroom.
- 5. Research has proven… •Students thrive with teachers who – Maintain and communicate high expectations for student success – Build positive relationships with students – Teach students how to behave successfully – Create consistent, predictable classroom routines – Provide consistent monitoring and supervision – Provide frequent positive feedback – Correct misbehavior in a calm, consistent, logical manner
- 6. Sy st So ema lvi ng ticP Pr ro oc ble es se m s se pon ion/ Res uct r Inst ention To rv Inte Multi-Tiered System of Support for Behavior and Academics Adapted from: http://floridarti.usf.edu
- 7. Goal: 80-90% Of Students Are Responsive Districtwide Schoolwide Classroom For Students “At Risk” Or “HighRisk” Adapted from: Dr. Randall Small Group or Individual Strategies Focus: School-wide Instructional Discipline Primary Prevention: Schoolwide & Classroom Systems— ALL Students, ALL Staff, & ALL Settings Collaborative Interventions For Some/Few Students
- 8. DEVELOPING WRAP-AROUND POSITIVEBEHAVIOR SUPPORT: Individual Student Classroom: Routines & Procedures School-wide: Policies & Procedures
- 9. Interventions in Perspective EarlyStage Highly Structured • cheapest/easiest to • utlizes more resources • • • • apply teacher as front line problem solver every teacher should know how to implement these basic interventions utilizes data collection • • (human, time, etc..) collaborative approach to problem solving campus-wide expertise is utilized to implement HS interventions more frequent/ intensive monitoringdata collection
- 10. A CONTINUUM OFSUPPORT… Universal/ Tier I All Staff/Students/Settings (School-wide & Class-wide Pre-Intervention) Tier I/Tier II Early Stage Interventions (Individual Student) Universal Understanding of Instructional Discipline Planned Discussion Mission Statement Academic Assistance Guidelines for Success Established & Taught Goal Setting Staff Beliefs Data Collection/Debriefing School-wide Encouragement Procedures Increasing Positive Interactions Classroom Management Plan STOIC Intervention & Analysis Rules & Expectations Effective Routines/Procedures Highly Structured Tier II and III (Individual Student)
- 11. Pre-Intervention Universal/ Tier I EarlyIntervention Universal/Tier I Highly Structured Tier II and III Mission Statement Planned Discussion Managing Physically Dangerous Behavior Guidelines for Success Established & Taught Academic Assistance Managing Severely Disruptive Behavior Staff Beliefs Goal Setting Managing the Cycle of Misbehavior STOIC Data Collection/Debriefing Cueing and Pre-correcting Increasing Positive Interactions Self-Monitoring and Self-Evaluation STOIC Intervention & Analysis Positive Self-Talk & Attribution Training Teaching Replacement Behaviors Some Reminders Regarding Highly Structured interventions • Non-negotiable: Data Collection & Analysis—a MUST! • Build capacity for expertise through shared responsibility Functional Communication Structured Reinforcement Systems Defining Limits & Establishing Consequences Relaxation & stress management Internalizing Problems (depression/anxiety)
- 12. Levels of ProblemSolving More Intensive Less Intensive Teacher as front-line problem-solver in the learning environment Teacher and colleague partner to problem-solve solutions Teacher and other school-based personnel convene & engage in an informal collaborative approach to problem-solving Teacher & personnel within and outside of school convene in a highly structured, formal setting to collaboratively problem-solve
- 13. THE PROBLEM SOLVING PROCESS Whatis the Problem? Why is it occurring? Is it working? What are we going to do?
- 14. TIER I: THECLASSROOM Early Stage Interventions TEACHER Implement Intervention A: Planned Discussion p71 Is it Effective? Y N Continue monitoring progress and fade support as indicated Implement Intervention B: Academic Assistance, p.93 AND/OR Intervention C: Goal Setting, p.185 Implement Intervention D: Data Collection/Debriefing, p.223 AND/OR Intervention E: Increasing Positive Interactions N Is it Effective? Y Continue monitoring progress and fade support as indicated
- 15. “If a childdoesn’t know how to read, we teach.” “If a child doesn’t know how to swim, we teach.” “If a child doesn’t know how to multiply, we teach.” “If a child doesn’t know how to drive, we teach.” “If a child doesn’t know how to behave, we… …teach? …punish?” “Why can’t we finish the last sentence as automatically as we do the others?” Herner, 1998
- 16. My School’s Expectations… 1. BeSafe 2. Be Responsible 3. Be Respectful Once you have developed school-wide expectations, it is not enough to just post the words on the walls of the classroom… YOU MUST TEACH THEM!
- 17. Successful teachers are veryclear with students about exactly how they expect them to behave during the school day.
- 18. Behavioral Errors More oftenoccur because: Students do not have appropriate skills“Skill Deficits” Students do not know when to use skills Students have not been taught specific classroom procedures and routines Skills are not taught in context
- 19. Why Develop aSystem for Teaching Behavior? •Behaviors are prerequisites for academics •Procedures and routines create structure •Repetition is key to learning new skills: •For a child to learn something new, it needs to be repeated on average of 8 times •For a child to unlearn an old behavior and replace with a new behavior, the new behavior must be repeated on average 28 times (Harry Wong)
- 20. Why Develop aSystem for Teaching Behavior? •We can no longer assume: •Students know the expectations/rules and appropriate ways to behave •Students will learn appropriate behaviors quickly and effectively without consistent practice and modeling
- 21. Replacement Behavior Chart Problem Goal Replacement Behavior swearing/usingfoul use of appropriate silence; "Oh snap", language words "Shut the front door", "wow", etc.. touching/pushing keeping hands to self keep hands in pockets, keep hands on desk/table tearing-up/ripping work complete assignments ask for help, request a break
- 22. Why Develop aSystem for Teaching Behavior? •We must assume: •Students will require different curricula, instructional modalities, etc… to learn appropriate behavior •We need to teach expectations/rules and appropriate behaviors as effectively as we teach academic skills
- 23. ESTABLISH ROUTINES, PROCEDURES &EXPECTATIONS What are my guidelines for success? What are my expectations for all learning activities? transitions? C=Conversation H= Help A= Activity M= Movement P= Participation Success!
- 24. How Do WeTeach Behavior? •Introductory Events Teaching school to expectations and rules •On-going Direct Instruction Specially designed lessons, character education •Embedding in Other Curriculum •Booster Trainings •Keeping it Out There Visual Displays – posters, agenda covers Daily announcements
- 25. Introductory Events •All facultyand students participate •Decide on method that will be most effective for your school •Consider Importance/Impact Activity/event should be a high priority… not given a few minutes in some other activity
- 26. . Creative Ideas: “Putting itinto Practice” •Provide students with a script that includes actions and words expected •Rotate students through different settings-Teach the behaviors in the setting where the behaviors are expected to occur •Have classes compete to come up with unique ideas (student projects, bulletin boards, skits, songs, etc…) •Recognize staff for creative activities •Video students role-playing to teach expectations and rules and show during morning show
- 27. Specially Designed Lessons •Provideinitial lesson plans and/or lesson plan format for teachers to begin teaching behavior •Build on what you have (I.e. character ed.) •Develop a system for expanding behavior lesson plan ideas throughout the year •Determine the minimum requirements for teaching behavior (i.e. how often)
- 28. Lesson Plans: TwoLevels . Level 1: Concept Development (Expectations) Broad expectations Applicable to all settings Level 2: Skills (Rules) Observable behaviors Rules for specific settings
- 29. . Guidelines for Teaching Expectations:Concept Level Teach As You Teach Core Academics: • Define in terms that students will understand • List critical attributes • Provide examples and non-examples • Enhance concept development • Check for understanding • Extend concept development • Acknowledge efforts • Re-teach and restructure teaching
- 30. Guidelines for TeachingRules: Skill Level • • • • • Identify problem settings Review school-wide expectations Describe the specific, observable skill(s) for a targeted location and provide examples and non-examples Engage students in an activity that will allow them to practice the desired behavior Reward appropriate behavior
- 31. Expectations and Rules: Mr.Michael’s Class . Expectations Rules Be Respectful of Self and Others Use a positive voice and language Raise your hand to share your ideas Follow Directions of all School Staff Complete all assigned tasks Stay Safe Stay in assigned area Keep hands and feet to yourself
- 32. Strategies for Success •Describespecific, observable behaviors for each expectation •Plan for modeling the desired behaviors •Provide students with written and graphic cues in the setting where the behaviors are expected •Acknowledge efforts •Plan to re-teach and restructure teaching •Allow students to participate in the development process •Use “teachable” moments that arise in core subject areas and in non-academic times
- 33. . Why Embed Expectations intoCurriculum? •Behavior curriculum does not have to be separate •Helps to eliminate time crunches •Provides a rationale for student- helps students to see how the expectations fit into everyday life •Meets best practices approach -Hands on activities -Meets all learning styles (oral, visual, kinesthetic) -Higher order learning activates (synthesize, analyze, etc.)
- 34. Embedding Expectations into CurrentDaily Curriculum •Language Arts and Reading •Use a book that has an expectation as a theme •Discuss characters in a story and how they did not show respect, then have the students write the story with the character showing respect •Have the students develop their own expectations and/or rules and then have them write a persuasive essay or debate why theirs should be used instead of the school’s
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Editor's Notes
- #7 RTI to MTSS (Multi Tier System of Support) Can be used for behavior or academics
- #8 4 minutes The work you are doing in this Academy is critical to the development of a solid foundation of positive behavioral support for ALL students. Let this visual continually remind you of what you are building as a team, and as a staff. The investment and commitment you have made to purposefully create a safe & positive learning environment will provide the necessary support for students to be successful. When you have a strong foundation in place, it enables you to provide the necessary resources & more intensive support that some students may require… FUNNEL: we can’t problem solve every student one at a time but we can provide support to the 80-90% and then funnel resources down as necessary.
- #9 Share FDLRS offerings. Make 1-pager Behavior flyers available upon request **Continue Reflection on blue form " Reflections on building a continuum of positive behavior support in your school(s)"
- #10 Each participant takes a piece of paper or uses the back of a handout to create a " T - chart " labeling the column "Early Stage".. Participants will list everything that they know about Early Stage. what is it? who implements it? characteristics? when do you use? Participants will compare with a shoulder partner for 60 seconds. Participants will be the same process for "Highly Structured"
- #11 Be sure the above levels of interventions are consistent with your district’s processes and vocabulary.
- #12 Some reminders about Highly Structured interventions: Data collection is non-negotiable. Data collection is essential in analyzing the function of a behavior and developing and monitoring a behavioral intervention plan. Remember, a team will make a hypothesis as to the function of a behavior and develop a plan based upon that hypothesis. Data collection is necessary to monitor a student's progress towards the desired goal. The data will determine if the intervention is working or if the team needs to make adjustments to the plan. An intervention should be implemented with fidelity approximately 2-3 weeks to determine effectiveness. Change cannot and will not occur in a day. Build capacity for expertise. To ensure the fidelity of implementation and a greater level of success for Highly Structured interventions it is essential to utilize a team approach; sharing responsibility among multiple members of the team. There is no one "superhero" on a campus that can support all of the students who are "high risk" requiring supports at Tier 2 and 3. No behavior specialist, administrative dean, guidance counselor, administrator, or teacher can do it alone. Observations, data collection, creating a plan, implementing the plan, monitoring the plan, adjusting the plan.... all of this takes a team approach. Be sure the above levels of interventions are consistent with your district’s processes and vocabulary.
- #18 Teachers must let students know what is expected. Student’s perspective is “I don’t know what your expectations are. Please teach me so I understand and can mimic so I feel safe and part of the group.” You may be the first person to ask me to do that or expect me to do that. (Consider the child’s home life and culture)
- #22 Replacement behaviors = Incompatible behaviors (positive opposites) The whole concept that you can teach a positive opposite that serves the same function or fulfills the same need (remember function of behavior discussed earlier with Donna....attention, access/obtain, escape/avoid, and sensory)
- #24 One strategy for Teaching classroom expectations is the acronym "CHAMPS" created by Dr. Randy Sprick.... Make Marzano Connection to establishing routines
- #29 This information is provided to help staff understand that there are 2 instructional components embedded into many of the lessons on school-wide expectations: Concepts (respect, preparedness, safety) and social skills. Concept development is illustrated in the video in the segment that includes defining expectations through examples and non-examples. Skill components require staff to task analyze a sequence of observable behaviors related to the concept. I find that many educators skip the concept development component to the detriment of the learning process.
- #30 Example: To be prepared means that you are ready on time and have the materials and/or information you need in order to participate. Critical attributes include (a) being on time, (b) having materials and/or information Examples: being dressed out and on your spot when the whistle blows to signal the start if p.e. / having the math textbook, paper and a sharpened pencil and being in your assigned desk when the bell rings for math class Non-examples: being dressed out and sitting in the locker room when the whistle blows to signal the start of p.e. / having your spelling book, paper, and a broken pencil and being seated in your desk when the bell rings for math class to start