QUESTIONS FOR YOU What t are the problems ems you u see in - - PowerPoint PPT Presentation
QUESTIONS FOR YOU What t are the problems ems you u see in schools? Where e are these problem lems happenin ening? When n are they happening ening? Why do those problem lems occur? ur? How do you know w these problem ems s are
What t are the problems ems you u see in schools? Where e are these problem lems happenin ening? When n are they happening ening? Why do those problem lems occur? ur? How do you know w these problem ems s are happenin ening? How should d school l staff respond nd to those problem lems?
Go to Walmar mart—Wha hat t do you see? e?
gati tive e Reinf nforcem cement nt
unishme hment nt
itive e Reinf infor
ceme ment nt
Develop elop conc ncre rete e expectation ectations Reinf nforce ce expectation ectations
Why is there re traini ning ng for this?
From “Best Practices in Developing a Positive Behavior Support System at the School Level” by Brian C. McKevit vitt, Un Univer ersi sity y of Nebraska at O Omaha, , Angeli lisa D. Braaksma sma, , Heartland and Area Education
cy 11 (IA) A) in Grimes, s, J. & T Thomas
, A (Eds.), .), Best practices ces in scho chool psychol hology
008) 8) (publ ublish shed ed by N NASP) SP)
School-wide de positive behavior r suppo pport (PBS) is s a broad d set et of research-valida lidated ed strat rategies gies designed gned to create school environment nments s that t promote e and suppor pport t appropri
e behavior
se environm
ents are broug ught ht about through ugh the identi entifica cati tion n of common n behaviora
ctati tions
t are va valued d by t the school communi nity ty and can apply to all stude udent nts s in all school set etti tings ngs and situa tuati tions
se common expecta ctati tions ns are dire rectl ctly and explici citly taught ht to all stude udent nts s to create an atmosph sphere ere in which h stude udent nts s know what t is s expect cted d of them m at all time mes. s. Furthermore thermore, , in a PB PBS framewor
, stud udents nts are syst stemati ematicall lly y and freque uently ntly acknowl wledg edged d for their r appropri
e behavior
. Undesi esire red d behavior, , when it t occurs, is responde ponded d to swiftly y and consi sistently ently. . A s schoo
nment is theref refore re created d that t (a) teaches es stude udent nts s skills to behave appropria priately, , (b) posi sitively y acknowle wledg dges es students udents engaging ng in those se behavior
s, and (c) provi vides des consi sistenc ency y and stability in int ntera racti ctions ns among stude udents nts and staff f members.
School-wi wide de positive behavior r suppo pport (PBS) is s a broad
et of resear search ch- validat ated ed strategies egies desi
signed gned to create scho hool environments nments that t promo mote and suppo pport t appropri
e behavior
se environm
ents are brought ht about throug
h the ident ntific ficati ation n of common behaviora
ctati tions ns that at are va valued ed by the school
nity ty and can apply ly to all stude udent nts s in all school l set etti ting ngs s and situa tuati tions ns. These se common n expecta ctati tions ns are dire rectl ctly y and explici citl tly y taught ht to all students udents to create an atmosph sphere ere in which ch stude udent nts s know what t is s expect cted d of them m at all time mes. s. Furtherm thermore
, in a P PBS frame mewor
, stud udents nts are syst stem emati atically y and freque uently ntly acknowl wledg edged d for their r appropri
e behavior
. Undesi esire red d behavior, , when it t occurs, is responde ponded d to swiftly y and consi sistently ently. . A s schoo
nment is theref refore re created d that t (a) teaches es stude udent nts s skills to behave appropria priately, , (b) posi sitively y acknowle wledg dges es studen udents ts engaging ng in those se behavior
s, and (c) provi vides des consi sisten ency y and stabili lity in int ntera racti ctions ns among stude udents nts and staff f members.
From “Best Practi ctices ces in Developing eloping a Posit itiv ive e Behavior ior Suppor port System em at the Schoo
l Level” by Brian C. McK cKev evit itt, , Univ iver ersity
ka at Omaha, , Angel elisa isa D. Braaksm ksma, , Heartlan land Area Educa ucation
ncy 11 (IA) ) in Grim imes es, J. & Thom
, A (Eds.) s.), , Best t practi tices es in scho hool
holog logy V, 2008
School-wi wide de positive behavior r suppo pport (PBS) is s a broad d set et of resear arch-valida dated ed strat rategies gies designed gned to crea
eate e schoo
iron
nts that t promo
sup uppor
t approp
riat ate e beha havior vior of all students udents.
. These se environm
ents are brought ght about thr hroug ugh h the identi entifica cati tion n of common n behaviora
ctati tions
t are va valued d by the school l communi nity ty and can apply ly to all stude udents nts in all school l set etti ting ngs s and situa tuati tions.
ese common expectations tations are directl rectly y and explici citl tly y taught ht to all students udents to create an atmosph sphere ere in which ch stude udent nts s know what t is s expect cted d of them m at all times.
thermo rmore re, in a P PBS framework, k, stude udent nts s are syst stemat matica cally y and freque quently ntly acknowle wledg dged ed for their appropri
ate behavior. . Undesire sired d behavior
s, is respo ponded nded to swiftl tly y and consi sist stent
school environm
ent is there refore
created d that t (a) t teaches hes students udents ski kills s to behave appropri
ely, , (b) posi siti tivel ely y acknowledg edges es stud udents nts engaging ng in those
vides des consi sistency ncy and stability ty in int ntera racti ctions ns among stude udent nts s and staff f members.
From “Best Practi ctices ces in Developing eloping a Posit itiv ive e Behavior ior Suppor port System em at the Schoo
l Level” by Brian C. McK cKev evit itt, , Univ iver ersity
ka at Omaha, , Angel elisa isa D. Braaksm ksma, , Heartlan land Area Educa ucation
ncy 11 (IA) ) in Grim imes es, J. & Thom
, A (Eds.) s.), , Best t practi tices es in scho hool
holog logy V, 2008
School-wi wide de positive behavior r suppo pport (PBS) is s a broad d set et of resear arch-valida dated ed strat rategies gies designed gned to create school environment nments s that t promote e and suppor pport t appropri
e behavior
udents. . These se environm
ents are broug ught ht about through ugh the identif
entifica cati tion
mmon
haviora vioral expectation pectations s that t are valued ued by the sc school hool commu mmunity nity and can apply
y to all stud udents nts in all scho hool l set etti ting ngs s and nd situa tuati tions.
ese common expectations tations are direc rectl tly y and explici citl tly y taught ht to all students udents to create an atmosph sphere ere in which ch stude udent nts s know what t is s expect cted d of them m at all times.
thermo rmore re, in a P PBS framework, k, stude udent nts s are syst stemat matica cally y and freque quently ntly acknowle wledg dged ed for their appropri
ate behavior. . Undesire sired d behavior
s, is respo ponded nded to swiftl tly y and consi sist stent
school environm
ent is there refore
created d that t (a) t teaches hes students udents ski kills s to behave appropri
ely, , (b) posi siti tivel ely y acknowledg edges es stud udents nts engaging ng in those
vides des consi sistency ncy and stability ty in int ntera racti ctions ns among stude udent nts s and staff f members.
From “Best Practi ctices ces in Developing eloping a Posit itiv ive e Behavior ior Suppor port System em at the Schoo
l Level” by Brian C. McK cKev evit itt, , Univ iver ersity
ka at Omaha, , Angel elisa isa D. Braaksm ksma, , Heartlan land Area Educa ucation
ncy 11 (IA) ) in Grim imes es, J. & Thom
, A (Eds.) s.), , Best t practi tices es in scho hool
holog logy V, 2008
School-wi wide de positive behavior r suppo pport (PBS) is s a broad d set et of resear arch-valida dated ed strat rategies gies designed gned to create school environment nments s that t promote e and suppor pport t appropri
e behavior
udents. . These se environm
ents are broug ught ht about through ugh the identi entifica cati tion n of common n behaviora
ctati tions
t are va valued d by t the school communi nity ty and can apply to all stude
udents nts in all school hool set etti tings ngs and situa uati tions
. These se common expectati tations ns are dire rectl ctly and explici citly taught ht to all students udents to create an atmosph sphere ere in which ch stude udent nts s know what t is s expect cted d of them m at all times.
thermo rmore re, in a P PBS framework, k, stude udent nts s are syst stemat matica cally y and freque quently ntly acknowle wledg dged ed for their appropri
ate behavior. . Undesire sired d behavior
s, is respo ponded nded to swiftl tly y and consi sist stent
school environm
ent is there refore
created d that t (a) t teaches hes students udents ski kills s to behave appropri
ely, , (b) posi siti tivel ely y acknowledg edges es stud udents nts engaging ng in those
vides des consi sistency ncy and stability ty in int ntera racti ctions ns among stude udent nts s and staff f members.
From “Best Practi ctices ces in Developing eloping a Posit itiv ive e Behavior ior Suppor port System em at the Schoo
l Level” by Brian C. McK cKev evit itt, , Univ iver ersity
ka at Omaha, , Angel elisa isa D. Braaksm ksma, , Heartlan land Area Educa ucation
ncy 11 (IA) ) in Grim imes es, J. & Thom
, A (Eds.) s.), , Best t practi tices es in scho hool
holog logy V, 2008
School-wi wide de positive behavior r suppo pport (PBS) is s a broad d set et of resear arch-valida dated ed strat rategies gies designed gned to create school environment nments s that t promote e and suppor pport t appropri
e behavior
udents. . These se environm
ents are broug ught ht about through ugh the identi entifica cati tion n of common n behaviora
ctati tions
t are va valued d by t the school communi nity ty and can apply ly to all stude udent nts s in all school l set etti ting ngs s and situa tuati tions ns. . These se common expecta ctati tions ns are directly
ectly and explic licit itly y taug ught t to all stud
udents nts to create e an atmosph sphere ere in which ch stude udent nts s know what t is s expect cted d of them m at all time mes. s. Furtherm thermore
, in a P PBS frame mewor
, stud udents nts are syst stem emati atically y and freque uently ntly acknowl wledg edged d for their r appropri
e behavior
. Undesi esire red d behavior, , when it t occurs, is responde ponded d to swiftly y and consi sistently ently. . A s schoo
nment is theref refore re created d that t (a) teaches es stude udent nts s skill lls to behave appropri priately ly, , (b) posi sitively ly acknowle ledg dges es students udents engaging ng in those se behavior
s, and (c) provi vides des consi sistenc ency y and stability in int ntera racti ctions ns among stude udents nts and staff f members.
From “Best Practi ctices ces in Developing eloping a Posit itiv ive e Behavior ior Suppor port System em at the Schoo
l Level” by Brian C. McK cKev evit itt, , Univ iver ersity
ka at Omaha, , Angel elisa isa D. Braaksm ksma, , Heartlan land Area Educa ucation
ncy 11 (IA) ) in Grim imes es, J. & Thom
, A (Eds.) s.), , Best t practi tices es in scho hool
holog logy V, 2008
School-wi wide de positive behavior r suppo pport (PBS) is s a broad d set et of resear arch-valida dated ed strat rategies gies designed gned to create school environment nments s that t promote e and suppor pport t appropri
e behavior
udents. . These se environm
ents are broug ught ht about through ugh the identi entifica cati tion n of common n behaviora
ctati tions
t are va valued d by t the school communi nity ty and can apply to all stude udent nts s in all school set etti tings ngs and situa tuati tions ns. . These se common expecta ctati tions ns are dire rectl ctly and explici citly taught ht to all stude udent nts s to create an atmosph sphere ere in which
ich students udents kno now w what t is expect pected ed of them
em at all time mes. s. Furtherm thermore
, in a P PBS frame mewor
, stud udents nts are syst stem emati atically y and freque uently ntly acknowl wledg edged d for their r appropri
e behavior
. Undesi esire red d behavior, , when it t occurs, is responde ponded d to swiftly y and consi sistently ently. . A s schoo
nment is theref refore re created d that t (a) teaches es stude udent nts s skills to behave appropria priately, , (b) posi sitively y acknowle wledg dges es studen udents ts engaging ng in those se behavior
s, and (c) provi vides des consi sisten ency y and stabili lity in int ntera racti ctions ns among stude udents nts and staff f members.
From “Best Practi ctices ces in Developing eloping a Posit itiv ive e Behavior ior Suppor port System em at the Schoo
l Level” by Brian C. McK cKev evit itt, , Univ iver ersity
ka at Omaha, , Angel elisa isa D. Braaksm ksma, , Heartlan land Area Educa ucation
ncy 11 (IA) ) in Grim imes es, J. & Thom
, A (Eds.) s.), , Best t practi tices es in scho hool
holog logy V, 2008
School-wi wide de positive behavior r suppo pport (PBS) is s a broad d set et of resear arch-valida dated ed strat rategies gies designed gned to create school environment nments s that t promote e and suppor pport t appropri
e behavior
udents. . These se environm
ents are broug ught ht about through ugh the identi entifica cati tion n of common n behaviora
ctati tions
t are va valued d by t the school communi nity ty and can apply to all stude udent nts s in all school set etti tings ngs and situa tuati tions ns. . These se common expecta ctati tions ns are dire rectl ctly and explici citly taught ht to all stude udent nts s to create an atmosph sphere ere in which h stude udent nts s know what t is s expect cted d of them m at all time mes. s. Furtherm thermore
, in a P PBS frame mewor
, stude
udents nts are systemat matically cally and frequen ently tly ackno nowled wledged ged for their eir appropriat priate e beha ehavior vior.
. Undesired sired behavior
ponded d to swiftly and consi sistently ntly. . A scho hool environm
ent is there refore
ed that t (a) teaches es stude udent nts s ski kills to behave appropri
ely, , (b) posi siti tivel ely y acknowle ledge dges s studen udents ts engaging ng in those se behavior
s, and (c (c) provides vides consi sistenc ncy y and stability ty in int ntera racti ctions ns among stude udents nts and staff f members.
From “Best Practi ctices ces in Developing eloping a Posit itiv ive e Behavior ior Suppor port System em at the Schoo
l Level” by Brian C. McK cKev evit itt, , Univ iver ersity
ka at Omaha, , Angel elisa isa D. Braaksm ksma, , Heartlan land Area Educa ucation
ncy 11 (IA) ) in Grim imes es, J. & Thom
, A (Eds.) s.), , Best t practi tices es in scho hool
holog logy V, 2008
School-wi wide de positive behavior r suppo pport (PBS) is s a broad d set et of resear arch-valida dated ed strat rategies gies designed gned to create school environment nments s that t promote e and suppor pport t appropri
e behavior
udents. . These se environm
ents are broug ught ht about through ugh the identi entifica cati tion n of common n behaviora
ctati tions
t are va valued d by t the school communi nity ty and can apply to all stude udent nts s in all school set etti tings ngs and situa tuati tions ns. . These se common expecta ctati tions ns are dire rectl ctly and explici citly taught ht to all stude udent nts s to create an atmosph sphere ere in which h stude udent nts s know what t is s expect cted d of them m at all time mes. s. Furtherm thermore
, in a P PBS frame mewor
udents nts are syst stem emati atically y and freque uently ntly acknowl wledg edged d for their r appropri
e behavior
. Un
Undes desired ired beha havior vior, , when hen it
s, is respond ponded ed to swif iftly tly and consist nsistently
hool environment nment is theref refore re created d that t (a) teaches hes students udents ski kills s to behave appropri
ely, , (b) posi siti tivel ely y acknowle ledge dges s studen udents ts engaging in those se behavior
vides des consi sistenc ency y and stability in intera eracti ctions ns among students udents and staf aff f members.
From “Best Practi ctices ces in Developing eloping a Posit itiv ive e Behavior ior Suppor port System em at the Schoo
l Level” by Brian C. McK cKev evit itt, , Univ iver ersity
ka at Omaha, , Angel elisa isa D. Braaksm ksma, , Heartlan land Area Educa ucation
ncy 11 (IA) ) in Grim imes es, J. & Thom
, A (Eds.) s.), , Best t practi tices es in scho hool
holog logy V, 2008
School-wi wide de positive behavior r suppo pport (PBS) is s a broad d set et of resear arch-valida dated ed strat rategies gies designed gned to create school environment nments s that t promote e and suppor pport t appropri
e behavior
se environm
ents are broug ught ht about through ugh the identi entifica cati tion n of common n behaviora
ctati tions
t are va valued d by t the school communi nity ty and can apply to all stude udent nts s in all school set etti tings ngs and situa tuati tions
se common expecta ctati tions ns are dire rectl ctly and explici citly taught ht to all stude udent nts s to create an atmosph sphere ere in which h stude udent nts s know what t is s expect cted d of them m at all time mes. s. Furtherm thermore
, in a P PBS frame mewor
, stud udents nts are syst stem emati atically y and freque uently ntly acknowl wledg edged d for their r appropri
e behavior
. Undesi esire red d behavior, , when it t occurs, is responde ponded d to swiftly y and consi sistently ently. . A sc
A school hool envi vironmen nment is theref
efore
creat ated ed that t (a) teaches ches studen udents ts skills lls to beha have e approp
riat ately ely,
, (b) posi siti tivel ely y acknowle ledge dges s studen udents ts engaging in those se behavior
vides des consi sistenc ency y and stability in intera eracti ctions ns among students udents and staf aff f members.
From “Best Practi ctices ces in Developing eloping a Posit itiv ive e Behavior ior Suppor port System em at the Schoo
l Level” by Brian C. McK cKev evit itt, , Univ iver ersity
ka at Omaha, , Angel elisa isa D. Braaksm ksma, , Heartlan land Area Educa ucation
ncy 11 (IA) ) in Grim imes es, J. & Thom
, A (Eds.) s.), , Best t practi tices es in scho hool
holog logy V, 2008
School-wi wide de positive behavior r suppo pport (PBS) is s a broad d set et of resear arch-valida dated ed strat rategies gies designed gned to create school environment nments s that t promote e and suppor pport t appropri
e behavior
se environm
ents are broug ught ht about through ugh the identi entifica cati tion n of common n behaviora
ctati tions
t are va valued d by t the school communi nity ty and can apply to all stude udent nts s in all school set etti tings ngs and situa tuati tions
se common expecta ctati tions ns are dire rectl ctly and explici citly taught ht to all stude udent nts s to create an atmosph sphere ere in which h stude udent nts s know what t is s expect cted d of them m at all time mes. s. Furtherm thermore
, in a P PBS frame mewor
, stud udents nts are syst stem emati atically y and freque uently ntly acknowl wledg edged d for their r appropri
e behavior
. Undesi esire red d behavior, , when it t occurs, is responde ponded d to swiftly y and consi sistently ently. . A sc
A school hool envi vironmen nment is theref
efore
creat ated ed that t (a) teaches
es stude udents nts skills s to behave appr propria priately, , (b)
b) positi tivel ely y ackno nowle ledges dges st studen udents ts engaging gaging in thos
havi vior
, and (c) provi vides s consi sistenc ency y and stability in intera eracti ctions ns among students udents and staf aff f members.
From “Best Practi ctices ces in Developing eloping a Posit itiv ive e Behavior ior Suppor port System em at the Schoo
l Level” by Brian C. McK cKev evit itt, , Univ iver ersity
ka at Omaha, , Angel elisa isa D. Braaksm ksma, , Heartlan land Area Educa ucation
ncy 11 (IA) ) in Grim imes es, J. & Thom
, A (Eds.) s.), , Best t practi tices es in scho hool
holog logy V, 2008
School-wi wide de positive behavior r suppo pport (PBS) is s a broad d set et of resear arch-valida dated ed strat rategies gies designed gned to create school environment nments s that t promote e and suppor pport t appropri
e behavior
se environm
ents are broug ught ht about through ugh the identi entifica cati tion n of common n behaviora
ctati tions
t are va valued d by t the school communi nity ty and can apply ly to all stude udent nts s in all school l set etti ting ngs s and situa tuati tions
se common expecta ctati tions ns are dire rectl ctly and explici citly taught ht to all stude udent nts s to create an atmosph sphere ere in which h stude udent nts s know what t is s expect cted d of them m at all time mes. s. Furtherm thermore
, in a P PBS frame mewor
, stud udents nts are syst stem emati atically y and freque uently ntly acknowl wledg edged d for their r appropri
e behavior
. Undesi esire red d behavior, , when it t occurs, is responde ponded d to swiftly y and consi sistently ently. . A school
ent is there
refore
ated d that t (a) teaches
hes stude udents nts skill lls s to behave appropri
ly, , (b) posi siti tively ly acknowledg edges es students udents engaging ng in those se behavior
, and (c
(c) provides es consis isten ency cy and nd stabil ility ity in interac eracti tions
ents and d staff member ers.
From “Best Practic ices es in Develop
ing a Positive Behav avio ior Support System em at the School
itt, Universit ity of Nebras aska at Omaha ha, Angelis lisa D.
aaksma, Heartland land Area Educatio ion n Agenc ncy 11 (IA) in Grimes es, J. & Thomas as, A (Eds.), Best practices in school psychology
V, 2008 2008
Po Posit itive e Reinf infor
ceme ment nt
ng beha ehavioral vioral modification” Pun unish shme ment nt
ly the e opposit
tive e reinf nforcem cement nt
changes beha havior vior only y tempora porarily rily and presen sents ts many y detrimental side effects”
*http:/ tp://en en.w .wikip ikipedia.org/ edia.org/wiki/ iki/Reinf einfor
ement nt
Baer er, , D.M .M., ., Wolf, lf, M.M .M., ., & Risley ley, , T.R. . (1968). 8). Some e current ent dimen mensions ions of appl plied ied behavior ior analy lysis.
urnal al of Applied lied Behavio avior Analy lysis is, , 1, 1, 91 91-97.
ee also:
://www ww.b .baam.em m.emich ch.ed .edu/ u/baammis mmiscpa cpages es/baa /baams msev evend endime imens nsions ions.h .htm
Applie ied:
: social importance.
Behaviora
: measurable behavior.
Ana nalyti lytic:
: objective demonstration of effect.
Technol hnologica
: described so they can be implemented by anyone with training and resources.
Conce ceptu ptual al Systems ms:
: theoretical base rather than being a set of packages or tricks.
Effectiv tive:
: strong, socially important effects.
Genera erality ity: operate in new environments and continue after the formal treatments have ended.
IDEA A Stat atut ute: e: TITLE LE I / D / 662 662 / a (cont’d)
(7) To provide high-quality professional development for
principals, superintendents, and other administrators, including training in--
(A) instructional leadership;
(B) behavioral supports in the school and classroom;
(C) paperwork reduction; (D) promoting improved collaboration between special education and general education teachers; (E) assessment and accountability; (F) ensuring effective learning environments; and (G) fostering positive relationships with parents.
Statute: TITLE I / D / 665
EDUCATIONAL SETTINGS, BEHAVIORAL SUPPORTS, AND SYSTEMIC SCHOOL INTERVENTIONS.
(2) improve interim alternative educational settings by—
(A) A) imp mprovi ving ng the e training ning of administra inistrator
, teache chers, , related d se services ices person sonne nel, , beha haviora vioral specia cialis ists ts, , and d ot
her r school hool staff f (incl cluding ding ongoing going ment entor
ing of new w teacher chers) s) in beha haviora vioral sup uppor
ts and d inter erventions; entions;
(B) attracting and retaining a high quality, diverse staff; (C) providing for referral to counseling services; (D) utilizing research-based interventions, curriculum, and practices; (E) allowing students to use instructional technology that provides individualized instruction; (F) ensuring that the services are fully consistent with the goals of the individual student's IEP; (G) promoting effective case management and collaboration among parents, teachers, physicians, related services personnel, behavioral specialists, principals, administrators, and other school staff; (H) promoting interagency coordination and coordinated service delivery among schools, juvenile courts, child welfare agencies, community mental health providers, primary care providers, public recreation agencies, and community-based organizations; or
(2) Consideration of special factors. The IEP Team must-- (i) In the case of a child whose behavior impedes the child's learning or that
ider the use of positiv itive e behavioral ioral inter erven enti tions
ports, ts, and other strategies, to address that
behavior; Regulati ulations:
Part 300 300 / D / 300.324 Sec. . 300.324 4 Devel elopm
nt, re review, , and revisi sion
(3) Requirement with respect to regular education teacher. A regular education teacher of a child with a disability, as a member of the IEP Team, must, to the extent appropriate, participate in the development of the IEP of the child, including the determination of-- (i) Appropria
itive e behavior ioral al inter erven enti tions
PBIS = PBS PBIS = SW-PBS BS PBIS = PW-PB PBS
PBSS ≠ PBIS
Developi eloping ng Ex Expectation ctations Teaching ching Beha havior vior Model deling ng Beha havi vior
Being ng Proacti ctive Providing iding Predic dicta table ble Response ponses Developi eloping ng Commo mmon, n, Consi nsist stent nt Practice tices and Routines utines Involvi
ng Al All Teache chers/S /Staf taff/A f/Adm dmini inist stra rator
s/Per erson sonne nel
etter studen udent t beha havior vior
ention of problem blem beha havior vior
e instr structional ctional time me
etter school hool climat ate
nge Student udent Beha havior vior AND Way y Beha havior vior Addres resse sed
Number of Schools Implementing School-Wide PBIS since 2000
Proportion of Schools Implementing SWPBIS by State February, 2013
12 states over 40% of all schools implementing SWPBIS Adapted from pbis.org
PBIS IS Model Like RTI RTI in Schools
Like new Arkan rkansas as Behavio vioral ral Health th Model
(see e next page) ge)
Building a healthier future for all Arkansans - Behavioral Health Transformation September 2013
From “Building a healthier future for all Arkansans - Behavioral Health Transformation” September 2013
Repres resent ntat ativ ive, e, school
wide e team am Clear ar, , well-def efined ined expe pectation ctations and rules es Consi nsistent nt enf nforcemen ement t of rul ules es Consist sistent nt reinf nfor
ement nt of appropria
e behavior ior Regular ular examination amination of data Regular ular evaluation uation of progress gress and school
Prevention: For students, staff, in settings (100% of students) For students – small group interventions (5- 15% of students) For students – individualized interventions (1-5% of students)
Define ine
behavioral expectations Teach/P ch/Pre re-correct correct
behavior lesson plans
Model/Pra del/Practic ctice
teach
teach Ackn knowled wledge ge
‘gotchas,’ reward tickets, etc.
Re Re-tea each ch
using different strategies
the skill
T I E R I I
incomplete/missing assignments
disruption in class
behavior
T I E R I I I
property
Tier 3/Tertiary Interventions 1-5%
1-5% Tier 3/Tertiary Interventions
Tier 2/Secondary Interventions 5-15%
5-15% Tier 2/Secondary Interventions
Tier 1/Universal Interventions80-90%
80-90% Tier 1/Universal Interventions
Academic Systems Behavioral Systems
Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm
T I E R I I Check-in in Check-out
Social/ ial/Aca cademi demic inst struction ructional al groups ups Ment ntoring
Brief ief FBA/BIP /BIP T I E R I I I Comple plex x or Multi ti- domain ain FBA/BIP /BIP Wrapar around
In a p perfect ect world rld, , what t kind of school
t would ld you like e to see? What type e of behavior ior would ld you like e to see from m your stud uden ents? ts? From
t committ ittees, s, teams, s, etc
ntly y have at your r school?
t are the goals, , objectiv ives, s, outcome mes s of each?
mittees es have common n goals/out utcomes
ittees es have goals/out utcomes
common n with h PBIS? S?
h the least amount nt of resources ces?
Committee/ Work Group Purpose Expected Outcome Target Audience Schedule Membership Relation to School Mission & School Improvement Plan
(1 – low, 5 = high)
Priority
(1 = low, 5 = high) 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
ning school
wide e expec pecta tation tions s
hing expectat ectations ions to stude udent nts
ing g consis sisten ent t conseq eque uences nces
ing g data a to make e decisions sions
gress ess monit itoring
Ackn knowled wledgeme gements nts
Students and Adults
Teaching ching
Making sure lesson plans are taught
Data
Pull data, look at data, be able to talk about data
Comm mmuni nica cati tion
With other staff, community, and families
Administrator + Coach
litator
eates es agend nda, a, leads ds meeti ting) g)
a Manager ger (brin rings gs data to team am meeti ting ngs) s)
me-keep eeper er (keeps eps team am on task) k)
mmunicator
hares informat
n with h staf aff, f, families, ilies, and commun munit ities) ies) Swi witch it up!! Avoid
Example xample Meet eting ing Agenda: enda: Attendance, endance, roles for meeting eting, set et next xt meet eting ing date Status tus of items from previou
eting ing Look at data ta and d problem lem solve
Up Upcoming ming Event nts Distribut ibute e minu nutes es Communi unicat cate e news to school, l, district ict, fa famili lies es
Plan communication with staff, school board, families, other intervention teams
How can other staff help? How can parents help? How can students help?
plans
Develop ‘rules’ based d on school
wide e expectat ectations: ions:
mon and few words ds
t the behavior ior “looks like”
STEWARDSON-STRASBURG CUSD #5A ILLINOIS
San Jose Unified School District Horace Mann Elementary School
Milwaukee Public Schools
Little e Benne nett tt Elemen enta tary School
Clarksbu ksburg, g, MD
Prieto Elementary Chicago, IL
Develop lop a mast ster er chart t of expe pectations, ctations, or
Behavioral vioral Matrix rix and displa play y it throughout
Assembly Cafeteria Hallway Restroom Playground Arrival/ Dismissal
Respect Yourself
Follow instructions Use good table manners Use time wisely Pay attention Eyes forward Wash hands Dress appropriately for weather Follow safety procedures Be a “good sport” Be on time Find your place quickly Keep backpack zipped at all times
Respect Others
Sit quietly Keep hands & feet to self Eat your own food Chew with your mouth closed Listen and respond to adult directions Remain in traveling position Walk to right side, single file Greet those you know appropriately Privacy please Remember to flush Wait your turn Play fair & share Invite others to play Show kindness Listen closely to all adults Sit quietly
Respect Environment
Take belongings with you Treat school property with care Keep your area clean Put things where they belong Keep hands off walls If you see trash, please pick it up Follow “Restroom Routine” “What’s on the ground stays on the ground” Use equipment properly Keep belongings with you
Respect Learning
Listen to speaker Be ready to participate Be willing to try new things Make new friends Silence please Use restroom at appropriate times Be quick & quiet Try new games Play with new friends Follow expectations Be prepared when name is called Be sure schoolwork goes home/returns to school
White County Central Elementary, Arkansas
Coventry, Rhode Island
Settings > Expectations
e.g., Hallway e.g., Be Respectful
DEFINE Simply MODEL PRACTICE In Setting ADJUST for Efficiency MONITOR & ACKNOWLEDGE Continuously
EXAMPLE: MATH – TEACHING HOW TO FIND THE HYPOTENUSE OF A RIGHT TRIANGLE
C²=A²+B², where C is the side
right angle “Let me show you you… If A=3 and B=4, then C²=25, so C=5” “Work with a partner and find the hypotenuse of the 3 triangles on the worksheet” “Everyone work with a different partner and try the examples
“Everyone did a great job with the first 2, but the 3rd one was tricky, because it didn’t have a right angle.”
Thank you to pbis.org for the great example!!!
“If someone won’t stop teasing your friend, you should look cool and walk away with your friend.” “What are 2 different ways to ‘look cool’ with your friends?” “Let’s watch this episode
tell me how a friend was helped when teased.” “You got it! Tomorrow let’s talk about cyber-teasing and ways to handle that.” “Great answers. Now, what if you were stuck on the bus? Or how about in the classroom?”
Thank you to pbis.org for the great example!!!
ign to school
wide e expec pecta tation tion
lts demons
trat ate skill ill
appropriate behavior
uden ents ts role play y or practice ctice skill ill
lts provid vide e feedba dback
PURPOSE OF THE LESSON/WHY IS IT IMPORTANT
TEACHING EXAMPLES
get two pumps of soap, wash hands and pull down once on the towel to dry your hands.
line is long, quickly take your turn without talking and return to line.
.
COOL L TOOL OL (Beha havio ior Less sson
UNIVERSAL EXPECTATION: Being Safe/Responsible/Respectful NAME OF SKILL/SETTING: Bathroom
STUDENT ACTIVITIES/ROLE PLAYS
FOLLOW UP/REINFORCEMENT ACTIVITIES
Congress K-8 Milwaukee, WI
PURPOSE OF THE LESSON/WHY IS IT IMPORTANT. 1. 2. TEACHING EXAMPLES 1. 2. 3. STUDENT ACTIVITES/ROLE PLAYS 1. 2. 3. FOLLOW UP/ REINFORCEMENT ACTIVITES 1. 2. 3.
Behavior Lesson Plan Template
UNIVESAL EXPECTATION:_______________________________________ NAME OF SKILL/SETTING:________________________________________
Source: Illinois PBIS Network
hool assem embl blies ies
eos s – have adul ults s mode del studen udent t beha ehavior vior in sett ettings ngs
cher/st /staf aff f skits ts
e students udents mode del beha havior viors s or teach ch skills ls to younger nger students udents
viti ties, es, writin ting g prom
pts
White County nty Centra ntral l El Eleme menta ntary
nday y mornin rning meeti tings ngs
lebra brate at end d of week eek
in targeted behavior during the week
f with th all stu tuden ents ts in all areas of school (‘rotation stations’)
nforc
e th the expecta tation tions through announcement time or at assembly
targeting ting specif ific ic behavior ior, expectation, or area of school
vior that is showing up most often in th the data ta, or is a long-term problem
booster er tr train ining ing to remind them of the expectations
Why acknowle wledge dge desired ired behavior ior? Wh What happen ens s over r the long ng term rm with th rein infor
me) reinf infor
ement nt
e backs!!!
hly frequen ent t to less ss frequent uent
systems
What t would d work? What t are the costs? ts? How do you pay for them? m? Where re do you get et ideas? s?
5th
th and 6th th Grade
de No office referral rewards: December - “mixer” after Winterfest May - sleepover at school
Studen ent t Ideas: as: Eat lunch with friends at picnic table Help out in another classroom Pajama day Technology day (bring i-pods) Homework pass Sleep-in late pass Movie with hot chocolate Popcorn and drinks Kickball tournament Dodgeball tournament Special lunch Super hero day Pokemon tournament
assroom
lenges ges (e.g., principal can give a class a ticket for all students being quiet in the hallway, with a prize when the class receives 10)
wide e challe leng nges es for entire ire school
have 25% less office referrals this month than last month, teachers/staff will put on a show or a basketball game, etc., with popcorn and a drink)
k at the followin wing g exam amples ples for some e low and no-cost st ideas as for stud uden ents ts
whole school gets special assembly.
me kids get extra for exceptional performance
Hat Day
Staff f Managed ged Beha havio iors s (Minor nors) s) Office ice Managed aged Behavior iors s (Major jors) s)
Minors
Compliance
Consequences are determined by staff Majors
Affection
T-CHART OF BEHAVIOR
TEACHER MANAGED BEHAVIORS OFFICE MANAGED BEHAVIORS
Minor Major
What are data? a?
Intimidati imidating ng?
What t else?? e??
What data do you collect and d use on a regular basis?
Tier 1/Universal
School-Wide Assessment School-Wide Prevention Systems
SWIS and ISIS- SWIS Tools Check-in/ Check-out (CICO) Group Intervention with Individualized Feature (e.g., Check and Connect -CnC and Mentoring) Brief Functional Behavior Assessment/ Behavior Intervention Planning (FBA/BIP) Complex or Multiple-domain FBA/BIP Wraparound ODRs, Attendance, Tardies, Grades, DIBELS, etc. Daily Progress Report (DPR)
(Behavior and
Academic Goals)
Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Social/Academic Instructional Groups (SAIG)
October 2009 Adapted from T. Scott, 2004
Tier 2/ Secondary Tier 3/ Tertiary
SWIS is a decision making tool
www.pbisapps.org > Applications > SWIS Suite > Try the SWIS demo
wn in your ur data
t a preci cise se problem blem:
A lot of Physical sical Aggression ression is happen enin ing g in the classr ssroom
, most stly ly among ng 3rd
rd,
, 4th
th, 7th th , and 8th th grader
ders (and d especially cially males es), , throug
, with h the highest hest frequen ency y of occurren rrence e on Mondays ys. . The most st likely ly reason son for this is behavior ior is to avoid a task sk.
Planni ning ng requires ires a team m effort!! !!
Some me possi ssibl ble e steps eps in planni nning: ng:
Who ho will do what at, , by when? en? *Thin hink k beyond d the e PBIS S Team!! m!!
enti tion
xtinc inctio tion n – make the expected behavior more attractive than the problem behavior
tion – acknowledge those that follow the expected behavior
sequen ences es – consis nsistent ent handling of any persistent problem behaviors
a Collection lection – is it working?
How do you know if your PBIS implementation plan is working? Are you doing a good job with all of the elements of PBIS?
ngs s are working king
ure out how to improve
ult Out utcom
es
udent nt out utcom comes
community
Give studen udents ts a voice ce (sur urveys ys, , focus us grou
s, et etc.): .):
Give studen udents ts a job: b:
Bristol
ementar entary PBIS Bristol is currently in our 3rd year implementing PBIS. This fall, a 3rd grade student was very interested in PBIS and how we chose the school rules. She and her father researched student programs, such as student council and Kids Congress. I invited the student to attend a PBIS team meeting and share her research with the team. Here is what we decided:
Each h 2nd
nd, 3rd rd, 4th th and 5th th grade class
ss will have e a represe sent ntat ativ ive for PBIS. One student
from each grade will be chosen to attend the PBIS team meeting. The student will report back to the other representatives, who will then share
e all the informa mati tion
h the class ss.
Students were given the opportu
tuni nity ty to apply y for r PBIS re repre resent sentati
questions.
Why would d you like to partici icipat ate e on the PBIS S commi mmitt ttee? ee? Why would d you be a good d representa sentati tive e for your grade?
Teachers chose their classroom representative from the applications. An example is included in this report. A copy of the letter sent home to parents is included as well. We look forward to student representation on the committee.
The e PBIS S Compendiu endium: http tp://p /pbis biscom compen pendium. dium.ssd.k1 sd.k12. 2.mo.
us/sc schoolwi hoolwide de-sys ystem em-tool
strategies, communication strategies, strategies for individual students, etc.)
feedback/suggestions/requests at any time
Ex Examples les
Exper ertise tise
Under derst standing anding of MH issues, es, trea eatm tments, ents, servi vice ces, s, et etc. c.
ies
ess to servi vices ces
etter coor
dinati nation
vices
t else?? e??
demic, c, social, ial, and emo moti tion
al suc uccess ess of youth uth in schoo hool, , home me, , comm mmun unit ity
e, effectiv ective, e, and sup uppor
tive e learnin ning g envi vironme
nts
mic, prevention ention based ed approa
ches
Consult sultat atio ion Facilita ilitati tion
Coordin ination tion
e as membe embers s of leader dersh ship teams ms
nforce ce schoo
wide expecta ectati tion
s with th students udents
ide training ning and awarene reness s of menta ntal health alth preventi ention
practices tices
hools s find nd resour sources ces for prevention ention in the e comm mmun unit ity
Exami mine ne data a to help lp with th deci cisi sion
king
Source: Vermont Dept. of Education and University of Vermont Center on Disability and Community Inclusion
elop classr sroo
m sup uppor
ts/int /inter ervention entions s for stude udents nts
dividualize ze Check eck-in n Check eck-out ut , when en neede eeded d (few studen udents ts)
ate e sm small groups ups for targe getin ting g sk skill ills
facilitat ilitate e Wraparoun und plans
ing team am identi entify fy non-edu duca cati tion
al need eds of students udents
k with h sc schoo hool to help p increase rease fami family ly engage gageme ment nt
Source: Vermont Dept. of Education and University of Vermont Center on Disability and Community Inclusion
e of school
ased menta tal l health lth person sonne nel l clearl rly define ned at your school?
ased menta tal l health lth personnel sonnel be involv lved ed in PBIS? IS?
What t jobs s do you current ntly y do at your school
Attend Tier II and Tier II meetings Attend Problem-Solving Team Meetings Training on FBA and developing BIPs Training on social and emotional strategies in the classroom Individual and Group Counseling Crisis Intervention Work Social Developmental Evaluations/Assessments
ing to re-examine approaches to change & problem resolution
e risks ks in terms of attempting new interventions & strategies
Exami mine ne beli liefs efs about special education & services to students with special needs
ession ional l developmen elopment t opportunities
sically ly available ble to the classroom
icient ways s to provi vide de services vices to more students
come e more
pert t in data a colle lecti ction
Position Paper from 2006
Funding ding Communi unication ation Lack of investme estment nt Use of data Change ge in cultura tural minds ndset et Inequit quitable outcome mes s (dispari sparities) s) Leadersh ship p suppo pport Cooperation ration and comp mpeti etiti tion
Who does it t buy what? Who is miss ssing ng?
to school-based mental health?
bridging this change?
Adapted from:
tp://cce.as cce.asta tate.edu e.edu/pbis /pbis/
plementing enting RtI Using ng Title le I, Title tle III, , and d CEIS funds ds
ww.p .pbis.or bis.org
e PBIS S Compendium pendium (resour
ces, , exam amples ples)
deo: Cre reating ating the e Culture ure
creating_the_culture.aspx
ww.pb .pbisa isapp pps.org s.org
ww.p .pbisil bisillinois linois.or .org
tp://www.wisc .wisconsin
pbisne isnetw twork
.org/
Interventions. Co-editors: Diana Browning Wright and Andrea Canter
By Mark W. Steege
By Candace Cartwright Dee and John Boyle
Systems Change at the School-Wide Level By Robert H. Horner, Deanne A. Crone & Bruce Stiller
See special subject issue Vol. 30, #2, 2001
Schools.
By Frank M. Gresham, T. Steuart Watson, and Christopher H. Skinner
A Review of Research. By Randy G. Floyd, Robin L. Phaneuf, and Susan M. Wilczynski
Hypothesized Controlling Variables During Ongoing Classroom Routines. By Kathryn E. Hoff, Ruth A. Ervin, and Patrick C. Friman
Ogier Thurman, Wyeth Jessee, and Erin M. Olson
Effectiveness of Interventions Using Case Study Data. (pp. 2177-2191). Edited by Alex Thomas and Jeff Grimes
337-347). Edited by Alex Thomas and Jeff Grimes
Solving Consultation: Applications in Prevention and Intervention Systems. (pp. 1673-1688). Edited by Alex Thomas and Jeff Grimes
Approaches, Edited by Mark R. Shinn, Hill M. Walker, and Gary Stoner
procedure. Presented by Jim Cowie, at the NASP 2008 Convention
Safety
School-wide Discipline, Behavior Management, and Student Self- Management: Focusing on Social Skills Instruction and Selecting an Evidence-based Social Skills
Author.
“Behavior Suite” includes extensive web links, resources and information on behavior assessment, plans, and positive supports; behavior at home; behavior at school; and bullying. Behavior Expertise: Behavior Assessment, Plans, and Positive Supports: http://www.nichcy.org/Pages/behavassess.aspx Behavior at Home: Behavior at School: Bullying: information and technical assistance for dissemination of school-wide positive behavioral interventions and
(PENT) organized and coordinated by NASP IDEA Cadre Trainer, Diana Browning Wright : an evidence-based school improvement program, : is a model demonstration and technical assistance project, funded by the U.S. Department of Education. (CECP) includes a collection of web links related to children at risk of developing emotional and behavioral problems in such areas as education, families, mental health, juvenile justice, child welfare, early intervention, school safety, and legislation.
Em Email: l: cce@a @ast state. e.ed edu Webs ebsit ite: e: cce.a e.ast state.e .edu/ du/pbis pbis/