Color CodeDeborah Nelson, DOSFSSBonnie Van Metre, DSE/EIS

February 9, 2015

North Baltimore Plaza Hotel

2004 Greenspring Dr.

Lutherville-Timonium, MD, 21093

Division of Student, Family, and School Support, Maryland State Department of EducationSheppard Pratt Health SystemJohns Hopkins Bloomberg School of Public Health

Objectives: Participants will:

Develop an understanding of the importance of looking at functions of behavior when identifying strategies and interventions

Understand why color systems are often misaligned with fundamental PBIS principles and behavior research

Apply function-based thinking in hands-on activities 

PBIS Coaches: February 9, 2015

Function Based Thinking in the Classroom

Why is

FBT important?

PBIS Coaches: February 9, 2015

PBIS Coaches: February 9, 2015

Function Based Thinking in the Classroom

PBIS Coaches: February 9, 2015

Function Based Thinking in the Classroom

PBIS Coaches: February 9, 2015

Function Based Thinking in the Classroom

PBIS Coaches: February 9, 2015

Function Based Thinking in the Classroom

PBIS Coaches: February 9, 2015

Assumption Based Thinking in the Classroom

The most difficult students have a high tolerance for negative consequences.

Behavior Principles: Behaviors

Develop in 1 of 4 ways Continue because they work Serve a specific function Occur in a context

PBIS Coaches: February 9, 2015

ALL behavior has a function…

PBIS Coaches: February 9, 2015

Functions of Behavior: Obtain

attention, tangible item, sensory Escape

demand, aversive environment/ activity, attention, tangible

Self- Regulation/ Stimulation Tapping, humming, rocking, doodling

PBIS Coaches: February 9, 2015

PBIS Coaches: February 9, 2015

PBIS Coaches: February 9, 2015

Where to Begin & the Impact

PBIS Coaches: February 9, 2015

Shift to Antecedent Strategies

Interrupt chains of challenging behavior

Social Emotional Skills

Reflective

Controlled by the teacher

PBIS Coaches: February 9, 2015

How does this all fit in to PBIS?

PBIS Coaches: February 9, 2015

Antecedent Strategies Praise & Acknowledgment Student Choice Behavior Contracts Cognitive Bridges

PBIS Coaches: February 9, 2015

Praise & Acknowledgment

PBIS Coaches: February 9, 2015

Creating Cognitive Bridges

When you deliver a positive reinforcer, what message might you deliver to help them internalize a useful message?

“I know that assignment was hard, but you stayed with it. You’re a hard worker.”

“Thanks for standing up for someone else. You did the right thing.” You should be proud of yourself.”

PBIS Coaches: February 9, 2015

Behavior Contracts

PBIS Coaches: February 9, 2015

Functional Communication training (FCT)

Antecedent intervention Addresses all functions of behavior ID new skill to obtain “same” outcome Immediate, quality and quantity

Examining the Color System Jake’s story…

PBIS Coaches: February 9, 2015

Class Dojo

PBIS Coaches: February 9, 2015

Wrap Up

PBIS Coaches: February 9, 2015