Strengthening the Universal Social

EnvironmentChallenging Behavior Workshop Breakout

SessionFriday May 9, 2014 @ 12:55-1:45 p.m.

Iowa Lakes Room, Pocahontas AEAMelissa K. Wurth, Ed.S, NCSP, NCC

School Psychologist/PBIS Coordinator

Building a Sense of Belonging & Community

Remember Maslow’s Hierarchy of

Needs?

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Multi-Tiered Systems of

Support

School-Wide Systems for Student Success:A Response to Intervention (RtI) Model

Tier 3/Intensive Interventions 1-5%•Individual students•Assessment-based•High intensity

Tier 2/Targeted Interventions 5-15%•Some students (at-risk)•High efficiency•Rapid response•Small group interventions• Some individualizing

Tier 1/Universal Interventions 80-90%•All students•Preventive, proactive

Academic Systems

1-5% Tier 3/Intensive Interventions• Individual students• Assessment-based• Intense, durable procedures

5-15% Tier 2/Targeted Interventions• Some students (at-risk)• High efficiency• Rapid response• Small group interventions• Some individualizing

80-90% Tier 1/Universal Interventions• All settings, all students• Preventive, proactive

Behavioral Systems

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Behavior Expectations & Procedures

Teaching Expectations & Procedures

Feedback Ratio(at least 5:1)

Pre-Corrective Prompts

Visual Supports

Empathy

RELATIONSHIP

Behavior Expectations & Procedures

Routines

RulesTransitions Seat Work Small Group

ActivityWhole Group

Be SafeHug your binder

Use walk ways

Sit ON chair. Feet on floor

Keep walk ways clear

Keep walk ways clear

Sit ON chair. Feet on floor

Be Respectful

Leave no trace

Do QUALITY

work QUIETLY

Use Names Take turns

Ask before you help

Agree to disagree

Look at speakerFollow voice

volumeRaise hand

Be Responsible

Write assignment in

plannerLeave with the

groupIn seat at the

bell

Start workRaise hand, ask for helpFinish your

work

Give back what you borrow

Put HW in boxShow active

listening

Teaching Expectations & Procedures

Skits Songs Stations First ___ days of school designated to teaching

behavior Social Stories Video Games Interactive Modeling (Responsive Classroom) Booster Sessions Posters Pre-Corrective Prompts

Be sure to provide explicit instruction

Various Methods to Teach

Be Proactive: Booster Sessions

Initial Teaching – start of school year October – honeymoon is over, season change, time change,

candy factor December – anticipation of long break January – treat this like the beginning of the year March or April – season change, time change, some have

spring break May or June – countdown to last day of school (some visibly

post this – message sent to children “adults are ready to get out of here”, so students focus on getting ready to get out of here

*Use Data to determine additional teaching needs. *KEEP IN MIND: students with more intensive needs require MORE teaching.

Resource: Positive Behavior Support at the Tertiary Level by Laura A. Riffel

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Feedback Ratio of 5:1Providing Feedback for Behavior

Intensive

0-5%

Targeted5-15%

Universal80-90% 13

5:1

20:1Positive to

Negative Ratio

15:1

Mr. Park decided to try a different approach. During a typically unfocused session, he stopped the discussion and remarked, “You know, I’ve noticed several children sitting calmly and listening when others speak, and we’re hearing good ideas from lots of people. What other things have you noticed going well in this discussion?”

And the students response…

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The children sat up a little straighter and leaned forward in interest. “Lots of kids are raising their hands and not calling out,” one student shared.

“I didn’t fool around with my erasers. I just sat here,” Mark announced.

Mr. Park’s response…15

With this positive scaffolding, Mr. Park found the children quite willing to share ideas about what they could do better. “Let’s try it,” he said after they’d made several suggestions. The group’s subsequent round of discussion was not perfect, but it was better. And the children were encouraged and invested rather than discouraged or resistant.

The Power of Reinforcing Language16

Growth Mindset Feedback

When a person says, “I can’t…” Add to the end of that statement, “yet.” “You can’t do this yet, but no worries we’ll

keep working on it until you can.” “…yet. You can’t do this yet, but keep trying

& we’ll keep working together until you can.”

The Power of “Yet”

Reasons for Success Strategy

Pre-corrective PromptsPrepare Students for Success

Brief statements connected to expectations to prepare students before problem behavior can occur

Put students’ minds in the thinking state

Can be used with whole group, small group, or individually

Pre-Corrective Prompts Defined

Pre-Corrective Prompts EXAMPLES

Individual Example: Chris Pre-correct

Individual (0-18 sec.) & Group (19 sec.-end) Example:

Pre-correctshttp://www.youtube.com/watch?v=Z0djD0gMgWQ

Group Example (stop @ 3 minutes):PBIS in the Classroom – Morse Marshall MPS

http://www.youtube.com/watch?v=mUlG4OodS2o 24

Visual Supports:Classroom Expectations & Procedures

Visual Supports:Visual Schedules & Cues

Visual Supports:Task List

http://exceltemplate.net/other/simple-to-do-list

/

Empathy

Love & Logic One-Liners (I know, Thanks for letting me know)

Acknowledge Feelings Restatements “I’m sorry that happened.” Body Language Tone of Voice

Providing Empathy

RelationshipWe are the deciding factor

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2014 National Teacher of the Year

Sean McCombhttps://

www.teachingchannel.org/videos/meet-sean-mccomb-2014-ntoy-finalist

Thank you for your participation today!!!