Positive Behavioral Interventions and Supports – Day 2 Training Lori Lynass, Ed.D., Bella Bikowsky...
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Transcript of Positive Behavioral Interventions and Supports – Day 2 Training Lori Lynass, Ed.D., Bella Bikowsky...
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Positive Behavioral Interventions and Supports – Day 2 Training
Lori Lynass, Ed.D., Bella Bikowsky Ph.D., Tricia Hagerty M.Ed.NWPBIS Network, Inc.www.pbisnetwork.org
Prize Drawing for On-Time Participants!
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Check-in
Questions And Thoughts From Day OneAgenda For Day Two:• Warm Up & Quick Review• Responding To Problem Behaviors• Screening• Using Data For Decision Making• Buy-in From Staff• Maintaining And Sustaining SWPBS
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Warm Up Activity
• What additional thoughts/insights from day one training would you like to share with your team?
• What items do you want to add to your action plan?
15 Minutes
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Warm Up Activity
• Share out some of your insights with a person from another school.
10 Minutes
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Acknowledging Desired Behaviors
“Celebrate what you want to see more of."-Thomas J. Peters
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Bad Leonard
https://youtube.googleapis.com/v/1yuQq5VPZmg
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Reinforcement Systems: Rationale
• Focuses attention on desired behaviors • Increases the repetition of desired
behaviors • Fosters a positive school climate• Reduces amount of time spent on
discipline• Increases instructional hours
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Reinforcement Systems: Typical Concerns
• “Aren’t we bribing them to do what they should do anyway?”
• “Where are we going to get the money to buy all that stuff?”
• “We are reinforcing materialism.”
• “It keeps them from learning intrinsic motivation.”
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Acknowledgement Research
• Alfie Kohn – Are our reactions helping the child to feel a sense of control over her life - or to constantly look to us for approval?
• Carol Dweck – Honor the Effort “You showed me you can use your level 1 voice for 20 minutes, you are working hard on this.”
• Daniel Pink – Move away from carrot and stick approaches to “Now that you have completely all your work in a timely manner, you have extra time to do a free choice activity”
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Every Child Needs a Champion
Rita Pierson – TED Talks
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Starbucks PBIS Example
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Tomcat Tickets
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TICKET BOX
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Students Caught Being Responsible
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Reinforcement Systems: Planning
• Get input on possible reinforcements.• Consider menus to accommodate different needs.• Determine how students will earn reinforcement
(group/individual).• Decide how reinforcers will be distributed and managed.• Align school wide system with classroom systems.• Keep it simple.
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Reinforcement Systems: Guidelines for Implementing
• Encourage every staff member to reinforcement positive student behavior and review often
• Reward frequently in the beginning• Ensure that earned = kept• Provide equal access to reinforcement for
all students• Collect data on frequency of reinforcement
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Donation Round-Up
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Dolphin Pride Awards
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“Bus Bucks”
• Procedures– Review bus citations– On-going driver meetings– Teaching expectations– Link bus bucks w/ schools– Acknowledging bus
drivers
• Springfield P.S., OR
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ACTIVITYReinforcement
• What Methods Could You Use to Recognize & Reinforce Students?– Use Blue Worksheet On Page #19.
– Ideas for High Level and Low Level Reinforcement– Who Will Manage the Reinforcement System?– How Will you Reinforce Staff?
20 Minutes
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The Need for Prevention and Intervention
• Without prevention and early intervention, children at-risk are likely to:– Experience mental health problems, such as diagnoses of
conduct disorder in adolescence and antisocial personality disorder in adulthood (Reid & Patterson, 1991; Conroy, Dunlap, Clarke, & Alter, 2005.)
– Fail courses, drop out of school, not engage in postsecondary education, and have greater difficulties with social relationships and employment (Bullis & Cheney, 1999; Neel, Meadows, Levine, & Edgar, 1998).
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In PBIS We Strive to:
• Make Behaviors Ineffective and Inefficient by:– Restructuring the Environment– Our Procedures– Our Responses
• It is generally about environmental and adult behavior change and making small changes for big gains.
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PreventionHow can we decrease the likelihood the
behavior will occur?
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Always Ask:
• What in our environment & culture supports this behaviors occurrence?
• What are some small changes we can do for big return?
• How can I respond so the behavior is less likely to occur in the future?
• TEACH, TEACH and TEACH– Video Clip Examples
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Universal
Targeted
IntensiveRTI
Continuum of Support for ALLScience
Soc Studies
Reading
Math
Soc skills
Basketball
Spanish
RACHEL
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Outcomes
Systems: To sustain the implementation
Data: For decision making
Practices: Evidenced-based and doable
SWPBS IMPLEMENTATION DRIVERS
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Systems for Responding to Problem Behaviors
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WHAT DO WE KNOW ABOUT PREVENTING PROBLEM BEHAVIOR?
• Surgeon General’s Report on Youth Violence (2001)
• Coordinated Social Emotional & Learning (Greenberg et al., 2003)
• Center for Study & Prevention of Violence (2006)
• White House Conference on School Violence (2006)
• Positive, predictable school-wide climate• High rates of academic & social success• Formal social skills instruction• Positive active supervision &
reinforcement• Positive adult role models• Multi-component, multi-year school-
family-community effort
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Responding to Problem Behaviors
• Setting up the Systems
• Prevention of and Response to Problem Behaviors
• Monitoring Our Progress and Problem Solving
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What are the Issues?
• What problem behaviors do we witness on a daily basis? What does our data say?
• Do the approaches we use and that the school uses positively impact these problem behaviors or seem to make them worse?
15 Minutes
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Systems for Responding to Problem Behaviors
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Scenario Activity
• Read Over the Statements on the Colored Half Sheets
• Place Your Sheet On The Continuum For What Response Feels Most Appropriate
• Is There Agreement With Your Staff?
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Steps to be taken…
• Establish levels of behavior and the behaviors that fall within each level
• Define the behaviors• What levels are handled in the setting and by whom?• Develop a hierarchy of responses to problem behaviors that
fit level of behavior - make this universal for at least level 2 & 3 behaviors
• Check to see that process is working and make changes as needed
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Have we clearly defined these behaviors?
• Use blue worksheet on page #22• What process would work for your school to
define your problem behaviors?
• Who needs to be involved?
15 Minutes
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Levels of Problem Behaviors
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When Developing Consequences…
• Establish re-entry procedures for staff and students to follow when a student returns to class
• Align data collection procedures with the school-wide discipline plan
• Develop documentation processes that facilitate the analysis of problems at all levels
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Establish an effective hierarchy of consequences for problem behavior
• Do not ignore problem behavior – (unless you are convinced the behavior is
maintained by adult attention).• Establish predictable consequences• Establish individual consequences AND group
consequences
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Video Example of Establishing Responses
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Problem behaviors
• Level out your problem behaviors. Which are managed in the setting and which come to office?
• What should be the process before a student comes to office?
• What will be the process once a student is sent to the office?
• How will you gain staff buy in?
30 Minutes
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Lunch
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Data Collection And Analysis
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Why Collect Discipline Information?
• Decision making• Professional Accountability• Decisions made with data (information) are
more likely to (a) be implemented, and (b) be effective
It starts with a good referral form!
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Components of a PBIS Office Referral Form
• Date• Time of the Incident• Location of the Incident• Teacher’s Name/Name of Referring Staff• Student’s Name• Problem Behavior• Possible Motivation for the Behavior• Others Involved• Administrative Decision• Other Comments
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The Office Discipline Referral Form
• Use blue worksheet on page #29• Consider next steps for creating or modifying your existing
office discipline referral form.• Refer to examples in the handouts• Add items to action plan.
15 Minutes
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Data Systems in PBIS
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Key features of data systems that work.
• The data are accurate• The data are very easy to collect (1% of staff time)• Data are used for decision-making
– The data must be available when decisions need to be made (weekly?)– Difference between data needs at a school building versus data needs
for a district– The people who collect the data must see the information used for
decision-making.
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SWIS – PBIS’s Data System
• Maintained by University of Oregon• Web Site Based – www.swis.org• Allows easy Student Data Input• Creates Data Charts/Analysis• Assists Team in Discussing Data with Staff• Small yearly investment ($250.00)
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Using ODR Data for Problem-Solving
• Use data to identify a possible problem• Use data to build a precise “problem statement”• Use data to select a solution (intervention)• Use data to assess if a solution is (a) being implemented (b) effective
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Using Office Discipline Referrals for Team Planning
School-Wide Systems
Non ClassroomSettingSystems
Classroom Systems
Individual Student Support Systems
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Primary versus Precision Statements
• Primary Statements– Too many referrals– September has more
suspensions than last year
– Gang behavior is increasing
– The cafeteria is out of control
– Student disrespect is out of control
• Precision Statements– There are more
ODRs for aggression on the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment.
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The Problem-Solving “Mantra”• Do we have a problem?
(identify)• What is the precise nature of our problem?
(define, clarify, confirm/disconfirm inferences)• Why does the problem exist, & what can we do about
it?(hypothesis & solution)
• What are the actual elements of our plan?(Action Plan)
• Is our plan being implemented, & is it working?(evaluate & revise plan)
• What is the goal?(What will it look like when there is not a problem?)
Newton, J.S., Todd, A.W., Algozzine, K, Horner, R.H. & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon unpublished training manual.
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Building Problem Statements• Primary Statements:
• Indicate a discrepancy between what we have and what we want.
• Precise Problem Statements:– Indicate the problem with sufficient precision to allow
problem solving• What is happening (and how does it differ from what we want)
• How often is it happening• When is it happening• Where is it happening• Who is involved• Why does it keep happening
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Problem Solving MantraUsing your data and the information you have about your school?• Do we have a problem?
(identify a problem/concern)• What is the precise nature of our problem?
(define, clarify, confirm/disconfirm inferences)
• Create a precision statement about one issue in your school
15 Minutes
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Intervening with Minor Problem Behaviors
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Three Goals of Responding to Problem Behaviors
1. Stop the Problem Behavior and Re-engage Students to Their Task
2. Avoid Escalation of Behavior3. Ensure the Expected Behavior is Performed in
the Future
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Basic Intervention Steps For Minor Problem Behaviors
• First Focus on Keeping Instruction Going and Assign a Task to Students if Needed
• Praise Students Who Are On-Task• Use Proximity• Make A Clear Request• Provide Choices• Have Plan for Non-compliance• Do Not Make Mountains of Molehills
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Consistent Correction Procedures While Teaching
• Teach Students How You Will Respond and Be Consistent– I will make eye contact– I will ask you “Are you with me?”– I will move closer to you– I will point to the in class “Break Space”– I will hand you the Buddy Room Form– CCE “person” helps process in the moment
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Chronic Problem Behavior
Determine Function, Match Intervention, Use Good Fidelity,
Repeat if Needed
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“Can’t Do versus Won’t Do”
• Can’t Do or Don’t Know When To Do- Skill Deficit - Performance Deficit - Perception Deficit
• Won’t Do- Function of Behavior
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Monitoring Behavior: Using Active Supervision
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Moving, Scanning & Proximity
• Continuously:– Scan the Environment– Circulate (Even When Intervening)– Praise Desired Behavior
* Video Vignette of One High School
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Small Changes on the Playground: One Schools Changes
• We zoned off the playground and set expectations 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
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Implementation and Sustainability
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Top Ten Reasons PBIS Fails
1. Lack of continuous administrative support & involvement2. Lack of awareness and understanding that staff set and
change culture in schools3. Lack of understanding commitment and buy-in from staff4. Lack of understanding that academic success is driven by
school culture5. Not working through the PBIS processes as a team6. Taking on too much too fast 7. Inconsistency of implementation by staff8. Looking for the negative vs. positives in student behavior9. Focusing only on the high risk students10.Not tracking, reporting out, and responding to data
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Team Time
• Add any remaining items to action plan.
• Create some specific next steps with due dates for completion.
• Plan to visit a local school implementing SWPBS (Ask me for schools).
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Action Planning
Review the Initial Benchmarks of Quality • What items need to be added to your action
plan? • What steps need to occur to accomplish these
action items? • Who will be responsible for this?
* Review Roll Out Checklist on page #34
15 Minutes