Session #4: Supporting Positive Behavior thru PBIS
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This document provides an overview of Positive Behavioral Interventions and Supports (PBIS) and the role of para-professionals in implementing PBIS. It discusses PBIS as a multi-tiered system of support, establishing and teaching expectations to students, using acknowledgment systems to recognize positive behaviors, responding to minor problem behaviors through re-teaching expectations, and the importance of active supervision through constant movement and scanning of areas. The document also provides examples of environmental supports and small changes schools can make to improve behavior, such as adding structure to areas and increasing adult-to-student ratios.
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Session #4: Supporting Positive Behavior thru PBIS
- 3. Opening Discussion • What do you already know about PBIS? • What are the top social/behavioral issues you deal with? • What is your biggest concern about supervising?
- 8. First Things First: What is the Expected Behavior? • Have all staff agreed as to what the expected/desired behaviors should be? • Have we systema=cally taught it to students? • Do we review and re-teach desired behavior to students as part of our correc=ve procedures?
- 17. Why Develop a System for Teaching Behavior? • Behaviors are prerequisites for academics • Procedures and rou=nes create structure • Repe==on is key to learning new skills: • For a child to learn something new, it needs to be repeated on average of 8 =mes • For a child to unlearn an old behavior and replace with a new behavior, the new behavior must be repeated on average 28 =mes (Harry Wong)
- 20. 5:1 ratio = High Performance The posi+vity/nega+vity ra+o (P/N) has been found to be a cri=cal indicator of Performance • High Performance teams = 5.6 : 1 • Medium Performance teams = 1.9 : 1 • Low Performance teams = .36 : 1 Losada & Heaphy 2004
- 21. High Rates of Positive Contact • Friendly, helpful, open demeanor • Proac=ve, non-con=ngent • High rate of delivery - 5:1 Ra=o • Short (5 to 10 seconds in dura=on) • Involve groups over individuals (so that more kids are affected) * Sends the “I see you and no=ce you as a person message”.
- 23. • Students, especially low-income students, have higher academic outcomes and more posi=ve social-emo=onal adjustment than their peers who do not have a posi=ve rela=onship with their teacher (Murray and Malmgren, 2005). • For high school students, posi=ve rela=onships can decrease the risk of drop-out by nearly 50% (Dika and Singh, 2002). • Teacher-student rela=onships and interac=ons can impact peer percep=ons and acceptance of students (Hughes et al., 1999). Relationships matter
- 28. • Punishment or consequence works as an immediate way to try and get a behavior to stop and to “make the child pay” for what has occurred. • Discipline defined means teaching, learning and giving instruc=on. Discipline offers skills that can change behavior. It can help the developing brain make connec=ons about good choices. • We want to respond, not react. Punishment vs Discipline
- 32. Intervening with Problem Behavior • This will vary by the type of behavior witnessed, but should always involve re-teaching and reinforcing the desired behavior. • The goals is to make the behavior ineffec=ve and inefficient and to make the desired behavior effec=ve and efficient. • Every schools has their “hot spots”
- 33. Responding to Minor Problem Behaviors# • Acknowledge students exhibi=ng expected behavior • Secure aben=on & redirect student to expected behavior • Provide choice between expected behavior and staff- managed consequence • Deliver staff-managed consequences consistently • Do not make Mountains out of Molehills • Avoid escala=ng problems • Follow through with office-managed consequences
- 34. Corrective Consequences • Ask the student to state the appropriate, expected behavior for the situa=on - if they can't or won't, state the appropriate, expected behavior and ask them to repeat it to you • Remind the student(s) what the school prescribed consequence for the par=cular behavior is • Use the least aversive consequence allowed - follow school guidelines concerning repeated or chronic viola=ons • Apply the consequence immediately & consistently
- 36. What is Active Supervision? • A proac=ve approach used in school semngs to monitor large areas to ensure safety and reduce problem behaviors. • Commonly used in non-classroom semngs such as the cafeteria or playground where we open have less adult direc=on and supervision. • In Ac=ve Supervision we Move, Scan and Interact • 2010 Susannah Brackeb, University of Pibsburgh
- 37. Supervision Considerations • Who supervises? • How open? • Is supervision “equally distributed?” • Has everyone who supervises received adequate training? • What’s the adult to student ra=o? • Are all supervisors visible to students? • What areas need mul=ple supervisors?
- 38. Supervision Policy? • “ALL STAFF supervise all the =me.” • “Every man/woman for themselves.” • “Since when do we have a school-wide supervision policy?” What is your schools policy and your expected role?
- 43. Movement • Movement should be: • Constant • Unpredictable • Planned/Purposeful • Targeted • Designed to Increase Contact Opportuni=es *Shrink movement area if needed – works well for recess. *Make kids feel like you are everywhere!
- 44. Be Visible, Appear to Be Everywhere! • Highly visible adults reduce student anxiety • Use student helpers • Be easily iden=fied • Wear a bright vest • Wear a bright hat • Carry a bright folder
- 49. Line Up Zones
- 50. Add Structure • One Way Hallways • Staggered Lunch Releases • Shrink Playgrounds & Add Structured Games • Increase Adult to Student Ra=o Through Volunteer Program, Watch DOGS, City Year, Americorps, Rotary etc. • Have alterna=ve recess ac=vi=es for students • Enlist students to be peer support (mediators, buddies, etc)
- 52. Discussion • Where are the “trouble zones” of the areas you supervise? • What are some ways you can more ac=vely scan and monitor these areas? • What environmental supports are needed?
- 53. Small Changes on the Playground: One Schools Changes • We zoned off the playground and set expecta=ons about where adults would supervise. • We ordered orange vests and organized fanny packs with everything a “duty” could possibly need! • We created office and bathroom passes to clear up why kids were coming inside. Discovered clothespins are more sanitary! • We created a problem solving resource wall to use when needed. • Added indoor recess choices: computer lab, more toys & games
- 54. Activity 3 - Active Supervision Self Assessment • Think about the last =me you were ac=vely supervising a large group of student and complete the self- assessment. • Count up number of yes to determine overall ac=ve supervision score. • Talk with a partner about 1 area that you would like to improve or work on. What support do you need? 10 Minutes
- 55. Final Discussion • What new strategies will you use based on today’s training? • Who will be implemen=ng these strategies? • How will you determine if your new strategies are effec=ve?