School-Wide Positive Behavior Support:

Year 3 Team Training Day 1

Donna Morelli

Cynthia ZinglerEducation Specialists

Positive Behavioral Intervention and Supports Trainers

dmorelli@crec.org czingler@crec.org

www.pbis.org www.cber.org

Sharing

• Celebrations – Tier 1 and Tier 2

• Roadblocks – Tier 1 and Tier 2

• Questions/Concerns

PURPOSE

Enhance understanding

& ways of escalating

behavior sequences

• Understanding• Best practice• Considerations• Your action planning

Why is it best to prevent challenging behaviors from occurring?

What Do These Words Mean?

• Always• Occasionally • Rarely• Often• Sometimes

• Frequently • Usually• A lot• Never• Once and a while

Independently mark a percentage next to each word.

What Do These Words Mean?

• Compare what you wrote with your table group.

• Record the range of percentages.

What Do These Words Mean?

• What do these ranges tell us about the way we generally describe what we see?

Types of Vague Language

• Nouns/Pronouns and Verbs• “My students don’t listen.”

• Comparators• “I want my students to do better on their quizzes.”

• Rule Words• “I have to give C’s to students who have modified

work.”

• Universal Qualifiers• “All of the parents are upset about the report

card.”

L. Lipton & B. Wellman, 2003

A Quick Overview About Behavior

Traditional Approach to Managing Challenging Behaviors

Challengingbehavior Perception of noncompliance

Look to “Control “or “Punish”Design/apply

manipulativeinterventionsto have power over student

Maintain/increasechallenging behaviors

Student’s needsremain unaddressed

(Knoster and Lapos, 1993)

Effective Behavior SupportChallengingbehavior

Perception of unmet needs

Look to understand needs anddevelop hypothesis

Design/deliverprevention/interventionstrategies based on hypothesis

Reductions in challenging behaviors by learning alternativeskills

Meet needs in a moresocially acceptablemanner

Personal growth improvesself control

ImprovedQuality ofLife

(Knoster and Lapos, 1993)

Positive Behavior Supports

• Challenging Behaviors result from UNMET NEEDS

• Challenging Behaviors are CONTEXT RELATED

• Effective Supports grow directly from an UNDERSTANDING OF WHY a student acts in a certain way.

Connie Hebert, 2002

Context

• Setting Events (Bio-Psycho-Social)• Instructional Level, Skill Demands• Environment (Stimulation Levels, Group

Dynamics, Consistency)• Teacher Tolerance

ASSUMPTIONS

• Behavior is learned (function).• Behavior is lawful (function).• Behavior is escalated through successive

interactions (practice).• Behavior can be changed through

instructional approach.

FunctionsProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

SocialTangible/Activity

Adult

Stimulation/Sensory

Peer

Pos Reinf Neg Reinf

OUTCOMES

• Identification of how to intervene early in an escalation.

• Identification of environmental factors that can be manipulated.

• Identification of replacement behaviors that can be taught (& serve same function as problem).

Responding to Non-Responders:

Managing EscalationsColvin & Sugai, 1989

Section 9 of Year 3 Binder

D

Acting -Out Behavior Cycle Acting-Out Behavior by Geoff Colvin, Behavior Associates

Calm through Acceleration Emphasis is on prevention and teaching of social skills

Intensity

CalmTriggers

Agitation

Acceleration

PEAK

De-escalation

Recovery_____________________________________________________________________________________________

TIME

1. Calm

• Student is cooperative.– Accepts corrective feedback.– Follows directives.– Sets personal goals.– Ignores distractions.– Accepts praise.

Calm

• Intervention is focused on prevention.– Assess problem behavior

• Triggers• Function• Academic & behavioral learning history

– Arrange for high rates of successful academic & social engagements.

– Use positive reinforcement.– Teach social skills.

• Problem solving• Relaxation strategy• Self-management

– Communicate positive expectations.

Time

Be

hav

ior

Inte

ns

ity

The MODEL

High

LowTRIGGER

2. Trigger

• Student experiences a series of unresolved conflicts.– Repeated failures– Frequent corrections– Interpersonal conflicts– Timelines– Low rates of positive reinforcement

Trigger

• Intervention is focused on prevention & redirection.– Consider function of problem behavior in

planning/implementing response.– Remove from or modify problem context.– Increase opportunities for success.– Remind, Reteach, Reinforce what has been

taught.

Triggers are events that set off the cycle of acting-out behavior where the student experiences a series of unresolved conflicts

Think of a student with acting out behavior that you work with or have worked with in the past.

Can you identify an event or trigger that may have caused them to be agitated?

Don’t become the “Trigger”

A child often misbehaves in order to elicit reactions that confirm his negative views of adults. He provokes anger and evokes punishment to obtain proof for his convictions. He may be unaware of his evocative powers and feel no responsibility for them. Blindly he goes on creating incidents in which he feels victimized.

Teacher and Child by Haim Ginott, 1972

Even if the student loses the power struggle and is suspended, or physically restrained, the aggressive student’s basic assumptions that adults are hostile and that he has a right to be angry or “to get even” are reinforced. Clearly there are no winners in a power struggle with aggressive students.

Nicolas Long, 1991

Triggers that Escalate Behaviors

• School-Based Triggers– Conflicts –needs, wants, desires not met– Changes in routine– Adult provocation—screaming, over-reacting,

escalating YOUR behavior– Peer provocation– Pressure- academic and social expectations

and assignments– Receiving correction procedures- student put in

hallway for discipline– Ineffective problem-solving

• Research suggests that some student behavioral problems arise from inappropriate curricular placement, irrelevant academic instruction, and/or inconsistent classroom management within a climate wrought with rigid behavioral demands and insensitivity to student diversity (Gable, Quinn, Rutherford, Howell, & Hoffman, 1998; Gunter, Denny, Jack, Shores, & Nelson, 1993; Miller, 1994; Soriano, Soriano, & Geminis, 1994; VanAcker, Grant, & Henry, 1996).

“Not surprisingly, for many youths, behavior problems and academic problems go hand in hand”. (Kauffmann, 1997).

Eliminate and Reduce Triggers through Redesign of Learning/Teaching Environment

• Modify and support the environment– Provide visual supports– Provide non-verbal cues– Eliminate or reduce potential triggers

• Assist with student supervision and support– Redirect student to successful experience– Increase opportunities for success

Triggers that Escalate Behaviors

• Non-School-Based Triggers– Substance abuse– Basic needs not met: sleep, nutrition, shelter,

health problems– Deviant peer group– Conflict in the home/community

Eliminate and Reduce Triggers through Redesign of Learning/Teaching

Environment

• Anticipate triggers and their occurrence– The team should identify triggers and when

they may occur through data collection and Functional Behavior Analysis (FBA)• ABC and other data collection

Strategies to Prevent Worsening of Existing Problems Agitation Phase: Intervene to Reduce Student Anxiety

Acting-Out Behavior by Geoff Colvin, Behavior Associates

Intensity

CalmTriggers

Agitation

Acceleration

PEAK

De-escalation

Recovery

_____________________________________________________________________________________________

TIME

The COMPASS: CREC’s Professional Development Curriculum for Paraprofessionals All Rights Reserved

3. Agitation

• Student exhibits increase in unfocused behavior.– Off-task– Frequent start/stop on tasks– Out of seat– Talking with others– Social withdrawal

Agitation

• Intervention is focused on reducing anxiety.– Consider function of problem behavior in

planning/implementing response. – Make structural/environmental modifications.– Provide reasonable options & choices.– Do not “pile on” consequences– Involve in successful engagements.

How do you know when a student is in the agitated phase?

How can your reduce their anxiety?(Think about your anxiety at this time, too)

Agitation and Anxiety

Reactive Techniques for Managing Challenging Behavior

• Use a variety of conflict management strategies

• Opportunity for restitution• Table the matter• Acknowledge the power• Natural consequences• Narrow the choices

Strategies to Prevent Worsening of Existing Problems Acceleration Phase: Intervene for Safety

Acting-Out Behavior by Geoff Colvin, Behavior Associates

Intensity

CalmTriggers

Agitation

Acceleration

PEAK

De-escalation

Recovery_____________________________________________________________________________________________

TIME

The COMPASS: CREC’s Professional Development Curriculum for Paraprofessionals All Rights Reserved

4. Acceleration

• Student displays focused behavior.– Provocative– High intensity– Threatening– Personal

Acceleration

• Intervention is focused on safety.

– Remember:

• Escalations & self-control are inversely related.

• Escalation is likely to run its course.

Acceleration

– Remove all triggering & competing maintaining factors.

– Follow crisis prevention procedures.– Establish & follow through with bottom line.– Disengage from student.

What strategies can prevent worsening of existing problems?

Strategies to Prevent Worsening of Existing Problems- Acceleration

• Apply reinforcement techniques: strategies that have been pre-set – Follow Behavior Intervention Plans (BIP)

• Remove all triggers• Follow crisis prevention procedures• Do not “pile on” consequences• Disengage from student• Anticipate safety problems• Inform others of potential problem

Strategies to Prevent Worsening of Existing Problems - Acceleration

• Don’t take it personally• Speak calmly throughout• Keep focus on desired behavior (work, learning, etc)• Listen actively and acknowledge student’s concerns• Try the “broken record” technique- repetitive

statements• Make short, clear, firm requests• Use non-threatening body posture• Give student reassurance that you still care

*This student may be embarrassed after the incident is over

The COMPASS: CREC’s Professional Development Curriculum for Paraprofessionals All Rights Reserved

Your Attitude Can Make a Difference!

• Develop a course of action with the student• Help this student be “someone”• Talk to student privately and focus on strengths• Teach student how to show pride and

demonstrate “class”• Have student develop their own style• Model how to handle situations with grace• Be a role model for the student

Good discipline is a series of little victories in which a teacher, through small decencies, reaches a child’s heart. …(A teachers) words are chosen, not triggered; his acts are selected not compelled. Teacher and Child, Haim Ginott 1972

During the Peak Phase Safety is the Number One Consideration

Acting-Out Behavior by Geoff Colvin, Behavior Associates

Intensity

CalmTriggers

Agitation

Acceleration

PEAK

De-escalation

Recovery_____________________________________________________________________________________________

TIME

The COMPASS: CREC’s Professional Development Curriculum for Paraprofessionals All Rights Reserved

5. Peak

• Student is out of control & displays most severe problem behavior.– Physical aggression– Property destruction– Self-injury– Escape/social withdrawal– Hyperventilation

Peak

• Intervention is focused on safety.– Procedures like acceleration phase, except

focus is on crisis intervention

Peak PhaseThe student is out of control and displays

most severe problem behavior

Situations when • Serious damage can occur to student(s)

and/or others • Serious disruption is likely• Substantial damage to property may

occur

Discussion

• Do you have a crisis intervention plan for your school?

• Is it followed? Implemented consistently?

Strategies to Prevent Worsening of Existing Problems Defusing Physical Aggression

Practice Safe Management – wait until behavior subsides or help arrives

Know and understand the school safety policy-Crisis Intervention Procedures

Assess the situationBe aware of the surroundingsAdopt non-threatening body posture: do not square off with

studentKeep hands where student can see themDisplay a verbal understandingRemain calmKnow the exitHave a response to sudden aggression in mind

Remember to get help…

• Don’t try to solve aggression by yourself

• Ask a student to get help• Call the office

During the De-escalation and Recovery Phases emphasis is on the student

regaining composure and becoming cooperativeActing-Out Behavior by Geoff Colvin, Behavior Associates

Intensity

CalmTriggers

Agitation

Acceleration

PEAK

De-escalation

Recovery_____________________________________________________________________________________________

TIME

The COMPASS: CREC’s Professional Development Curriculum for Paraprofessionals All Rights Reserved

6. De-escalation

• Student displays confusion but with decreases in severe behavior.– Social withdrawal– Denial– Blaming others– Minimization of problem

De-escalation

• Intervention is focused on removing excess attention.– Don’t nag.– Avoid blaming.– Don’t force apology.– Consider function of problem behavior– Emphasize starting anew.

De-escalation

• Severity of behavior has decreased• Display confusion, social withdrawal, denial, blame

others, minimize problem

Strategies

New Day

Don’t nag or force an apology

Allow student to be in supervised setting without a group

Recovery- re-establish routine activitiesTeam members and administrator will..• Follow-through with consequences• Reinforce positive behavior• Talk calmly to student• Provide verbal assurance to the student• Welcome the student back in the room as a valued

member• Adapt environment and expectations if the student is

physically and emotionally exhausted • Help the student re-enter the classroom/school re

‘save face’• Debrief (after consequences) with student to facilitate

transition back to program: form or conversation

What type of debriefing do you do atyour school? For adults, too!

7. Recovery

• Student displays eagerness to engage in non-engagement activities.– Attempts to correct problem.– Unwillingness to participate in group activities.– Social withdrawal & sleep.

Recovery

• Follow through with consequences for problem behavior.

• Positively reinforce any displays of appropriate behavior.

• Intervention is focused on re-establishing routines and/or activities.

Recovery

• Debrief– Purpose of debrief is to facilitate transition

back to program….not further negative consequence

– Debrief follows consequences for problem behavior.

– Goal is to increase more appropriate behavior.

Recovery

• Problem solving example:– What did I do?– Why did I do it?– What could I have done instead?– What do I have to do next?– Can I do it?

Discussion

• What are you currently doing to assist students in the recovery phase?

THREE KEY STRATEGIES

• Identify how to intervene early in an escalation.

• Identify environmental factors that can be manipulated.

• Identify replacement behaviors that can be taught & serve similar function.

Acting -Out Behavior Cycle Acting-Out Behavior by Geoff Colvin, Behavior Associates

Calm through Acceleration Emphasis is on prevention and teaching of social skills

Intensity

CalmTriggers

Agitation

Acceleration

PEAK

De-escalation

Recovery_____________________________________________________________________________________________

TIME

The COMPASS: CREC’s Professional Development Curriculum for Paraprofessionals All Rights Reserved

THOUGHT

• Geoff Colvin (1989):– It is always important to remember that “if you

inadvertently assist the student to escalate, do not be concerned; you will get another chance to do it right the next time around.”

Remember…

• Teachers Need to:– Have student’s attention, before presenting the

directive or making a request.– Give clear, specific, positively stated directives.– Provide frequent & positive acknowledgments when

expected behavior is exhibited.– Have established & taught consequence procedures

for repeated noncompliance.

And…

• Students Need to:– Be fluent at expected behavior.– Be taught conditions under which the

expected behavior is required.– Have multiple opportunities for high rates

of successful academic & social engagement.

– Receive or experience frequent & positive acknowledgments when expected behavior is exhibited.

Escalating Behavior

• Review features & steps of “Escalating Behavior” model

• Discuss extent to which escalating behavior is or could be an issue in your school

• Identify 2-3 strategies & systems for addressing behavior for each phase of the cycle

• Review Crisis Plan Questionnaire (Year 1)• Report 2-3 “big ideas” from your team discussion

(1 min. reports)• 7 minutes

Action Plan

• What can we do to educate the staff about the escalation cycle?

• How can we as a team utilize this information?

Family Involvement in PBIS

Applying the Logic to Families

80-90%

5-10%

1-5%

Tier 1: Universal Interventions Self Assessments: Family Engagement Checklist, Surveys

Skill Building Series Guest Speaker (Topics Vary- Survey Families)

Newsletter, Resource Library , “Shout Outs”- Mickey Mouse PB

Volunteer Opportunities (DOGS- Dads of Great Students)

Teacher Conferences- Goal Setting, Family Vision, Strengths Discovery

Family Fun Nights throughout the year

School Handbook (Description, Teaching Matrix – promote common language between school and home)

Tier 2: Targeted Group Interventions Support Groups (Military Families, Newcomer Group)

Skill Building Sessions (Academic and Behavior)

Tier 3: Intensive, Individual Interventions Family Liaison-matched with family, needs matched with

community resources

Individual Skill Building Sessions-

Lake Ridge Elementary School Interventions for Parents

80-90% 80-90%

5-10% 5-10%

1-5% 1-5%

Tier 1

Universal Interventions STEP Classes (Systematic

Training for Effective Parenting)

Guest Speaker (Helping Kids with Anger: Childhood Anxiety)

Tier 1

Universal Interventions Family Nights for Math and

Reading

Parent Pride Book Club (Helping Your Child with Homework)

Tier 2

Targeted Group Interventions PEP Class (ESOL) - Parents As

Educational Partners

Tier 2

Targeted Group Interventions Support Group (Military Families)

Tier 3

Intensive, Individual Interventions Child Study Meetings

Provide Resources for Parents

Tier 3

Intensive, Individual Interventions Child Study Meeting (FBA & BIP)

Guidance Library

Academic Systems Behavioral Systems

Overlapping Spheres of Influence

FAMILY SCHOOL

COMMUNITY

OUTCOMES

1.Common purpose & approach to discipline

2.Clear set of positive expectations & behaviors

3. Procedures for teaching expected behavior

4.Continuum of procedures for encouraging expected behavior

5. Continuum of procedures for discouraging inappropriate behavior

6. Procedures for on-going monitoring & evaluation

School-wide

• Continuum of positive behavior support for all families

• Frequent, regular positive contacts, communications, & acknowledgements

• Formal & active participation & involvement as equal partner

• Access to system of integrated school & community resources

Family

Discussion

• How are you currently connecting to parents of students in your school?

Family Partnerships: Families and Shared decision-making

Families and Shared decision-making:• Families are equal partners in school decisions

• Include families in school decisions, developing leaders and representatives

• Recruit multiple family members for PBIS teams (who are not employees or educators)

• Alternate meeting times: morning, afternoon and evening

• Pair new families with veteran families (parent mentors)

• Offer short term participation on the PBIS team, with option to renew

• Plan for care of children during meetings

• Involve families in identifying incentives and celebrations

Universals: Connect Points To Families

• Primary Focus = Awareness– Information, Information, Information (2-way)

• Educators and parents sharing information across multiple venues

• Involvement– Parent team member– Specific activities to partner with families at school

• Clear timelines, what is expected, outcomes• Support

– Information regarding range of services & supports– Referral Points– Strategies for home use

Teaching Matrix

SETTING

All Settings

Hallways Playgrounds CafeteriaLibrary/

Computer Lab

Assembly Bus

Respect Ourselves

Be on task.

Give your best effort.

Be prepared.

Walk. Have a plan.

Eat all your food.Select healthy foods.

Study, read,

compute.

Sit in one spot.

Watch for your stop.

Respect Others

Be kind.Hands/feet

to self.Help/share

with others.

Use normal voice

volume.Walk to right.

Play safe.Include others.Share

equipment.

Practice good table manners

Whisper.Return books.

Listen/watch.Use

appropriate applause.

Use a quiet voice.

Stay in your seat.

Respect Property

Recycle.Clean up after self.

Pick up litter.

Maintain physical space.

Use equipment properly.

Put litter in garbage can.

Replace trays &

utensils.Clean up

eating area.

Push in chairs.Treat books

carefully.

Pick up.Treat chairs appropriately

.

Wipe your feet.Sit

appropriately.

Expe

ctati

ons 1. SOCIAL SKILL

2. NATURAL

CONTEXT

3. BEHAVIOR

EXAMPLES

Getting up in

the mornin

g

Getting to school

Clean-up time

Time to relax

Homework time

Mealtime Getting ready for

bed

HHELP OUT

OOWN YOUR BEHAVIOR

MMANNERS

COUNT

E V E R Y D A Y

PBIS Matrix for Home

• .

I am respectful Listen to my parentsBe truthful to my parentsPlay cooperativelySpeak nicely to others

I am responsible Put away my toys, bike, and equipmentHelp with jobs at homeFollow my parents’ directionsShare Thursday folder with parents

I am safe Play safely with others Stay in designated areas

Stay away from strangersWear bike helmet and equipment

I am prepared Finish homework and share with parentPack backpack at night for school the next dayGo to bed on timeGet up and get ready for

school when called

Background

• Title school (high rates of poverty)• Small population, transient • Low attendance at school functions,

conferences, volunteering “reluctant families”• Very small PTA• Informed about PBIS activities weekly through

newsletters

Applying the logic of PBIS

• Family Buzz Passport

• Combine family activities with school activities

• Reward: Kids spend time with parents – parents involved with school – Family enjoys a pizza!

Outcomes

• Approximately 70 passports validated• Noted increased attendance at

conferences, PTA, Chili Fun Night, Sock Hop, assemblies, Family nights, “McTeachers Night,” lunch at school with kids, volunteering, school zoo trip

Small Group/Targeted: Connect Points To Families

• Primary Focus = Involvement– Parent consent/ information meeting– Parent part of planning– Follow-up meetings and outcome sharing

• Awareness– Continuum of supports explained– Referral points defined

• Support– Partnership to explore school / home strategies– Quick easy “generalization strategies” for home use

Individual/Intensive: Connect Points To Families

• Primary Focus = Support– Partner planning – strengths-based focus using functional

behavioral assessment– Facilitating interagency programs– Targeted training/supports for families

• Awareness– Information (e.g. Mental Health, District Services)– Accessible referral point (special education / non-special education)– Teacher education on impact on family– “Science” of behavior for both educators and family

• Involvement– Family advocacy groups on school/district team– Parents of children with disabilities on school/district team

12 Key Connections Between Individual/Intensive & Families

1. Build collaborative partnerships with families and other professionals who serve the child or youth with a disability.

2. Adhere to family-centered principles and practices throughout assessment, support plan development, and implementation support activities.

3. Help families identify and achieve meaningful lifestyle outcomes for their child with a disability and the family as a whole.

4. Recognize that problem behaviors are primarily problems of learning.

5. Understand that communication is the foundation of positive behavior.

6. Conduct functional assessments to understand the functions of problem behavior and the variables that influence behavior and to improve the effectiveness and efficiency of behavior support plans.

12 Key Connections Between Individual/Intensive & Families

7. Develop individualized, multi-component support plans that help families create effective family contexts in which problem behaviors are irrelevant, ineffective, and inefficient at achieving their purpose.

8. Ensure that PBIS plans are a good contextual fit with family life.

9. Utilize the family activity setting as a unit of analysis and intervention that can help families embed interventions into family life.

10. Provide implementation support that is tailored to family needs and preferences.

11. Engage in a process of continuous evaluation of child and family outcomes.

12. Offer support to families, professionals, and other members of a support team in a spirit of sincerity and humility.

(Lucyshyn, Horner, Dunlap, Albin, & Ben, 2002, p. 13)

A Working Definition of “Family Involvement”

• Awareness, Involvement & Support mapped to continuum of supports and defined locally

• Two way street - educators understand needs of families, families understand realities of the school day

• Goal = “Partnerships” that lead to outcomes for children and youth

Ideas…

1. Develop a survey for families about behavioral needs or behavioral expectations in the school.

2. Develop a survey for families to determine what they know or want/need to know about PBIS.

3. Develop information for families about PBIS at your school.

4. Help plan and implement school wide celebrations.

5. Evaluate your school to determine if it is family friendly.

6. Write a piece for your school newsletter about PBIS.

7. Help plan a PBIS family night at your school.

8. Contact community businesses to share information about PBIS in the schools.

9. Talk with teachers and staff about what they think parents need to know about PBIS and ways families can support PBIS in their school.

10. Create a home PBIS contract with families.

More to do….

11. Send regular notes home about PBIS developed by parents for parents.

12. Send home thank you notes for supporting PBIS in schools. (These can be sent to parents and/or staff and teachers.) 13. Hold a PBIS day at your school that is planned and coordinated by parents.

14. Recruit parents to develop displays around the school related to PBIS. (e.g. PBIS student of the week, month etc).

15. Set up a PBIS table during parent-teacher conferences.

.

16. Create PBIS parent resources. (These could include things such as behavior management “Tip of the Month” or “Five Ways a Day” to reinforce good behavior in the home).

17. Develop a PBIS Family Calendar.

18. Family/parent rep. recognizes students, staff, and teachers for reinforcing behavioral expectations. (At team meetings individuals can be identified who are exhibiting the behaviors that support PBIS in your school)

19. Skits at half-time of sporting events about PBIS

Discussion

• What of these things do you already do?

• What would you consider doing at your school?

PBIS.org Educator Resources To Increase Involvement

• New Hampshire - Family Engagement Checklist

• New York PBIS TIC for Family Involvement

• Matrix for Family Involvement

Discussion and Action Plan

• What do we need to do to increase family involvement in PBIS?

• What do we have available for parent’s at each tier?

• What parent education on behavior should we do?

Session Evaluation

• Please complete the evaluation for today’s workshop.

Thank you!

CONTACT INFORMATION

Donna Morelli

PBIS Trainer

dmorelli@crec.org

Cynthia Zingler – PBIS Coordinator/Trainer

czingler@crec.org