Positive Behavior Interventions & Support: BOOSTER TRAINING

State of South Dakota Special Education Programs

Positive Behavior Interventions & Support:

BOOSTER TRAININGJuly 19, 2010

SD PBIS Trainers:Ruth Fodness – [email protected] Oyen – [email protected] Hubert – [email protected] Jackson – [email protected]

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Objectives

• Review data and progress with PBIS within the school setting

• Share portfolios with other schools• Discuss ways to incorporate ideas within your

own school setting• Discussion of students in need of intensive

behavioral interventions

Data Review

• Review your system of implementation– What is working? What needs improvement?

• Review data– Where are problematic behaviors occuring? What

types of preventative measures can be made to alleviate these problematic behaviors?

• Action Plan– Determine who, what, when, where, and how

these ideas can be implemented

Portfolio

• Share Portfolios with other schools!• Action plan how you can incorporate ideas

into your school setting.

Why aren’t traditional disciplinary methods working for some students?

Using Competing Pathways

• Diagramming Functional Behavioral Analysis• Based on the work of Diana Browning Wright

– Adapted with permission from Nishioka and Sprague

• Defines alternatives or competing behaviors and the contingencies associated with them

• Select intervention procedures that will make the problem behavior irrelevant, inefficient, and ineffective

Diana Browning Wright, 2010

Applied Behavior Analysis Principles

• Behavior is shaped by experiences– Learned

• Functional relationship between behavior and environmental events– Antecedent events– Behavior– Consequence events


Guiding Behavioral Principles

• Human behavior is lawful• Human behavior is important,

understandable, & predictable• Human behavior is learned• Human behavior is malleable and teachable• Behavior does not occur in a vacuum…it is

affected directly by environmental events


Diagram Functional Assessment Summary Statement

Scenario:

When the teacher and/or peers ask Michael to do something he doesn’t like, he begins to

swear and hits to avoid the task. This behavior is more likely if he has had a conflict with a

peer.


Testable Hypothesis DiagramScenario: When the teacher and/or peers ask Michael to do something he doesn’t like, he begins to swear and hits to avoid

the task. This behavior is more likely if he has had a conflict with a peer.

Setting Event Antecedent Problem Behavior ConsequencePeer conflict Teacher/peer Swearing & hitting Avoid

requestsrequest or tasks


Fundamental Rule

You should not propose to reduce a problem behavior without identifying the alternative, desired behaviors the person should perform instead of the problem behavior (O’Neill, pg. 71)


Define Alternative Behaviors

• Must meet same function as problem behavior

• Be in the individual’s repertoire or easily taught, and represent the beginning point for teaching desired behavior

• Have a good contextual fit with the setting and situation

• Must be able to do it as easily as problem behavior


Reinforcement Wisdom!

• “Knowing” or saying “know” does NOT mean “will do”

• Students “do more” when “doing works”…appropriate & inappropriate!

• Natural consequences are varied, unpredictable, undependable,…not always preventive

Defining guidelines

• Design antecedent strategies to make triggering antecedents ineffective.– So they no longer serve as triggers

• Design behavior teaching strategies to make problem behaviors inefficient.– So more acceptable behaviors are easier to do.


Defining guidelines

• Design consequence strategies to make maintaining consequences irrelevant.– So they no longer are present or– Are less reinforcing

• Design setting event strategies to eliminate ore neutralize effects of setting events.– So they have less impact on routines and

reinforcers


A context for Behavior Intervention Plans

• Behavior support is the redesign of environments, no the redesign of individuals

• Creating Pathways give a context to incorporate into a behavioral intervention plan.



Behavior Support Plans

“A Behavior Support Plan is the specification of what the adults will do to address challenging behavior impeding the learning of a student or his/her peers.” Three key points will be addressed in a team-developed behavior support plan:Understanding how this behavior is related to the context in which itoccursUnderstanding how this behavior serves a purpose or function for the student: how something is either gained, or something is avoided or protested with this behaviorTaking this analysis and specifying in this behavior plan how we will seek to teach a new behavior that serves the same purpose or function—but one we can accept; AND specifying how this behavior plan will seek to remove, alter or add variables that remove the need for this student to use challenging problem behavior” Diana Browning Wright

PENT DirectorBehavior Analyst/School Psychologist/Teacher


IS BEHAVIOR PLAN NEEDED????


Behavior Support Team

Who Should Be on a Behavior Support Team?The members of the Behavior Support Team will depend upon the specific needs of the student in question. In some cases the team may consist of regular education teachers, an administrator and a counselor. In other cases the Student Study Team, 504 team or IEP team may form the Behavior Support Team.


Successful Behavior Plan Phases

1. Addressing the Problem Behavior•Teacher/staff member makes personal contact with parent/guardian to establish a working relationship, discuss concerns and brainstorm possible solutions•Classroom interventions are implemented and data collection on outcomes begins•If classroom interventions are unsuccessful, teacher informs other professionals that student exhibits behavior that is interfering with the learning of student and/or peers



2. Understanding the Problem Behavior•Teacher may consult with other professionals (counselor, administrator, school psychologist, program specialist, language/speech specialist, nurse, etc) to understand the cause of the misbehavior and brainstorm solutions•Teacher collected data is evaluated: checklists, observations, event records



3. Developing a Behavior Support Plan•The Behavior Support Plan Team meets to formally discuss & strategize on:1) contributing environmental factors,2) functional factors (why the student is misbehaving) (If the student has an IEP, this is an IEP team function.)•A formal plan of action, the BSP, is developed with behavior goals.•Roles/responsibilities are assigned. Many people can be designated on the BSP.•A system of communication between the involved parties is formalized.



4. Implementing the Behavior Support Plan•The environment &/or curriculum is changed to support both functionally equivalent replacement behavior (FERB) AND general positive behaviors•New appropriate behaviors and FERB is taught & reinforced•Goal(s) acquisition is continuously monitored as specified•Four reactive strategy phases are outlined & followed•The communication plan to progress monitor the interventions is followed



5. Monitoring/Evaluating the Plan•Team members monitor the success of plan & document progress•Team re-convenes to review progress

• If unsuccessful, team plans next steps• Revise, redo, assess, etc

Behavioral Interventions

• Prevention– Emphasis on teaching– Environmental redesign– Antecedent manipulations

• Function-based support• Comprehensive interventions• Systems change


“Stay Close”

You create a safe, positive environment and establish yourself as a source of caring,

empathy, and reinforcement.

Tools for Positive Behavioral Change Glenn Latham, 2008

Staying close

Means….• Showing you care.• Being attentive.• Listening.• “Just” talking.• Matching emotions.• Being near.• Touching.

Does not mean….• Lecturing.• Setting the record straight.• Moralizing.• Being judgmental.• Problem solving.


When to Stay Close• Routine times during the day.• Meal times, car rides.• Brief moments between other things.• Between school and an appointment, after the

soccer game, before washing up for dinner.• Special times you are spending just with them.• Spending the day together shopping, fishing, or just

talking.• When you are upset with them or someone else;

after you have calmed down.Tools for Positive Behavioral Change Glenn Latham, 2008

How to “Stay Close”

1. Get physically close.2. Touch appropriately.3. Match facial expressions.4. Use the appropriate tone of voice.5. Use relaxed body language.6. Ask open-ended, positive questions.7. Listen while the child speaks.8. Use empathy statements.9. Avoid reacting to junk behavior.10. Stay cool throughout the process (No coercives).

“Tools for Positive Behavioral Change” Glenn Latham, 2008

CLASSWIDE SYSTEMS TO CUE, SHAPE AND MODEL BEHAVIOR:

STRATEGIES FOR TEACHERS

• See Handouts– Rainbow Club– “Slot Machine” Game– Golden Nugget Club– Team Basketball Competition


Time AwayA procedure to keep task-avoiding students under instructional

control

Time out vs.• Access to reinforcement is

removed or reduced for a specific time period contingent on a response

• Often used as punishment for misbehavior

• Teacher tells the student when to leave and when to return, often with lengthy removals being the norm

Time Away• The student exercises the option

to leave a learning task which has become aversive to him/her

• Student moves to a location in the environment designated for this purpose and remains there until he/she is ready to cope with the demands of the learning environment

• The student returns to the learning location by initiation, not by teacher signaling return


Time Away Systems

• The Beach• Australia• The Think Tank• Dinosaur Time

A Correction Strategy explained…

Check-in Check-out

Student meets with a staff person to review target behavior and receive encouragement and self monitoring data sheet in a.m., and reviews results in p.m.)

Instructions for Mentors and Student Invitation Letter

Hawthorne Elementary School 125 Kingston Road Baltimore, MD 21220

Date Dear Parent(s)/Guardian(s) of Name of Student , Your child, Name of Student , has been selected to participate in our Check In – Check out Program (formerly the Mentoring Program) this year! This is the second year that we will have this program at Hawthorne Elementary School. The purpose of this program is to build a positive relationship between a staff member and a student in order to help the student have successful days both academically and behaviorally. By participating in the Check In – Check Out (CICO) program, your child will gain goal setting and organizational skills, and build a supportive relationship with a teacher, administrator, or resource person in addition to his or her homeroom teacher. The student will stop by his or her mentor’s classroom/office every morning and at dismissal for a quick meeting. Behavior and academic review will be discussed as well as praise and encouragement. This is a simple, yet effective way to keep your child motivated. Your child will come home every day with a behavior calendar in order for you to see how they are progressing. If you are interested in having your child participate in this exciting program, please fill out the permission slip below and return it to your child’s homeroom teacher. If you have any questions, feel free to contact Program Coordinator’s Contact Information . Sincerely, The PBIS Committee ___ Yes, I would like my child, ________________________________, to participate in the Check In – Check Out Program. ___ No, I would prefer that my child, ____________________________, not be assigned a Mentor. _________________________________ ________________________

Parent Signature Date

Welcome to the Check In – Check Out Mentoring Program

Instructions

1. Check in your student every morning. Remember to check for homework, a signed behavior chart, and have a brief chat about your student’s night and morning.

2. Complete the check in – check out log for the morning. Add any notes that are pertinent.

3. Check your student out in the afternoon. Remember to check for copied homework assignments, a completed behavior chart. Have a brief chat about your student’s day. Reward your student for positive behavior.

4. Complete the check in – check out log for the afternoon. Add any notes that are pertinent.

5. At the end of each two week period, please send the folder to room ______ by 12:00 pm to input the data. I will return the folder to you before the end of the day. A list of dates to turn in the folder is below.

Setting Expectations

You let the child know whatbehavior is expected and what

the consequences arefor meeting and not meeting

the expectation.

1. Pick a TimePlan the Time•You are both calm.•Away from the behavior.•Convenient for both of you.•Adequate length of time.

2. Pick a PlacePlan the Place•That is quiet.•Where you will not be interrupted.•That is neutral.

3. Set a Positive ToneThink about it first:•This is more than just being cheerful when talking to the child.•A positive tone also means making POSITIVE STATEMENTS about APPROPRIATE BEHAVIOR.•Praise the child for doing the expected behavior in the past. Say something like, “I really liked it when you washed and dried all of the dishes right after dinneron Thursday night.”•If the expected behavior has never happened, think ofsomething similar.

Steps to Setting Expectations


4. State the Expectation•Tell the child clearly what specificappropriate behavior you expect.•Say in a calm manner, “ I expect you to ________”, or “I want you to __________.”5. Briefly Reflect theChild’s Feelings (Empathy)•If there is a negative response or protest, acknowledge it briefly with an empathy statement.•Say something like, “It seems like you are frustrated by this.”•Do this only one time.

6. Benefits to the Child•Be prepared to briefly explain to the child why it is good for them to do this behavior (health, safety and well-being).•This motivates the child to listen in what might be a difficult situation.


7. Clearly Statethe Consequences . . .•Consequences should be:•Positive (giving instead of taking away, not a threat)•Reasonable, controllable, and non-punishing to you•Appropriate to the situation, as possible•If the expectation is not met, the childdoes not earn the positive consequence.

8. Negotiate as Necessary•Remember, past behavior is the best predictor of future behavior.•If the child has been responsible in the past, then maybe you can negotiate the terms.•If the child usually does things other than what you want, then wait to negotiate until after the child has been doing the behavior you want for a period of time.


9. Ask the Child to Restate theBehavior and Consequences•Have the child tell you the whole plan.•Remember: They are not earning the positive consequence by not doing the expected behavior. You are not taking it away.

10. Acknowledge and Praise theChild’s Restatement•Praise this even if they tell you with an “attitude,” grudgingly, or sullenly.

11. Avoid Reacting toJunk Behavior•Avoid using coercives such as arguing,lecturing, or being sarcastic.•Return to the expectation.12. Stay Cool!•Use empathy and understanding, butkeep cool and stay on course. (No coercives!)•If the child protests more than three times, terminate the discussion.•Try again later, when emotions are calm.


Behavioral Contract

You make a written agreementwith the child that identifies theexpectations and consequences

for meeting and not meetingthe expectations.

When to use a behavioral contract

When Setting Expectations is not enough:• The child’s behavior continues to be

inconsistent after you Set Expectations.• The child needs more structure.• When the child has a history of compliance

with contracts.• When you want the behaviors to be done

more independently.

When to use a behavioral contract

• A contract helps you stay on track.• When you need a written record for

documentation.• When you have multiple students and

multiple expectations.• Helps you stay organized.

What to include in a contract

The “expectations,” including:• Appropriate behaviors.• State as positives (do’s, not don’ts). Include only a

few, no more than four.• When and how often the appropriate behaviors are

expected.The short-term and long-term“consequences” for:• Meeting the expectations stated in terms of what will

be earned, not taken away.• Not meeting the expectations.

What to include in a contract

• Contract beginning and ending dates.• Review times:

– Daily– Weekly

• Signatures (if appropriate).

How to write a contract

• Write with child, including all previous stated required information

• Make the expectations and consequences “positive”• Use positive behaviors (do’s, not don’ts).• Include only a few behaviors, no more than four.• Tell what consequences they’ll earn, not what you’ll

take away.• Make the consequences fair and worth it.• Make contract public and age-appropriate

Positive Behavior Interventions & Support: BOOSTER TRAINING

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