Transcript School-wide Behavior Training Positive Behavior

School-wide Behavior Training
Positive Behavior Interventions & Supports (PBIS)
ABC-UBI Tier 1
Utah Personnel Development Center
August 2009
What are we going to
talk about today?
History
of the
Public Health: 1957 Commission on Chronic Illness
Triangle
Mental Health Psychology: Caplan,G. (1964)
Principles of preventative psychology
Mental Health Social Work Wrap Around Model:
Mrazek & Haggerty (1994)
Committee on prevention of mental disorders
School and District Behavioral Support: Walker,et al. (1996).
Integrated approaches to preventing antisocial behavior patterns
among school children and youth.
School wide positive behavior support: Sugai & Horner. (2002)
The evolution of discipline practices: school wide positive behavior supports
“To often, students of all ages come to class
struggling with life challenges that can
interfere with instruction, impeded
achievement, and undermine school
climate. Preventing or remedying such
barriers is critical to school success.”
-National Association of School Psychologists, August 2008
Make a list of potential factors
• RISK FACTORS
• PROTECTIVE FACTORS
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Why focus on supporting positive
behavior?
• 17 % of teachers lost four or more hours of teaching time
per week
• 19 % of teachers said they lost two or three hours
• In urban elementary schools, 21 % said they lost four or
more hours per week.
• In urban secondary schools, 24% said they lost four or more
hours per week.
» Source American Federation of Teachers (AFT)
4 Components of PBIS
Innovation
Process
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
What are the critical steps for setting up a
school-wide system of behavior?
• Establish a school wide leadership or behavior support team.
• Secure administrator agreement of active support and participation.
• Secure 80% of staff for active support.
• Conduct a self assessment of the current school-wide discipline
system.
• Create an action plan from data based decision making.
• Collect data on a regular basis to evaluate the effectiveness of the PBS
efforts.
Team
GENERAL IMPLEMENTATION
PROCESS
Agreements
Data-based
Action Plan
Evaluation
Implementation
Teams, Teams, Teams!
• Working Smarter Not Harder Matrix
• Building Consensus
– Fist to Five
– Share information Regularly
• Team Roles / Responsibilities
– To be continued…
PBIS Makes Sense For
“Real World” Contexts
Gallup Poll…..
1 million workers, 80,000 managers, 400 companies
Predictable work environments are places where employees
(Buckingham &
Coffman 2002, Gallup)
1. Know what is expected
2. Have materials & equipment to do job correctly
3. Receive recognition each week for good work.
4. Have supervisor who cares, & pays attention
5. Receive encouragement to contribute & improve
6. Can identify person at work who is “best friend.”
7. Feel mission of organization makes them feel like their jobs are
important
8. See people around them committed to doing good job
9. Feel like they are learning new things (getting better)
10. Have opportunity to do their job well.
1 million workers, 80,000 managers, 400 companies
Predictable work environments are places where employees
(Buckingham &
Coffman 2002, Gallup)
educators, students, family members, etc.
1. Know what is expected
2. Have curriculum & instruction to do job correctly
3. Receive recognition for demonstrating expectations.
4. Have teacher/parent/principal who cares, & pays attention
5. Receive encouragement to contribute & improve
6. Can identify someone who they can relate to.”
7. Feel mission of classroom/school makes them feel like their efforts are
important
8. See students/teachers/principals around them committed to doing good
job
9. Feel like they are learning new things (getting better)
10. Have opportunity to do their learning/teaching well.
Tier 1
Phase 1:
Focuses on schoolwide
PBIS
4 Components of PBIS
PBIS
Positive Behavior Intervention and Support
Tiered Behavioral Instruction and Intervention
Proactive, Preventative, Efficient
Establish
Expectations
All Areas
All Staff and Students
Explicity Teach
Expectations
All Areas
All Staff and Students
Reinforce
Expectations
All Areas
All Staff and Students
Correct
Behavioral Errors
All Areas
All Staff and Students
Decide What Socially Acceptable
Behavior Is In Your
School/Program…
Step 1: Establish Expectations
Establish Expectations
• Define what is needed for students and staff
to be successful socially
• Develop looks and sounds like matrix with all
common (non classroom settings) well defined
• Consensus must be gained prior to
implementation
School-Wide Systems
Non Classroom
Setting
Systems
Classroom
Systems
Individual Student
Support Systems
SETTING
Expectations
Teaching
Matrix
All Settings
Hallways
Playgrounds
Cafeteria
Library/
Computer
Lab
Study, read,
compute.
Sit in one spot.
Watch for your
stop.
Assembly
Bus
Respect
Ourselves
Be on task.
Give your
best effort.
Be prepared.
Walk.
Have a plan.
Eat all your
food.
Select healthy
foods.
Respect
Others
Be kind.
Hands/feet to
self.
Help/share
with others.
Use normal
voice volume.
Walk to right.
Play safe.
Include others.
Share
equipment.
Practice good
table manners
Whisper.
Return
books.
Listen/watch.
Use appropriate
applause.
Use a quiet
voice.
Stay in your
seat.
Respect
Property
Recycle.
Clean up
after self.
Pick up litter.
Maintain
physical
space.
Use equipment
properly.
Put litter in
garbage can.
Replace trays
& utensils.
Clean up
eating area.
Push in
chairs.
Treat books
carefully.
Pick up.
Treat chairs
appropriately.
Wipe your feet.
Sit
appropriately.
Characteristics of Good Proactive Rules
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No more than 5
Keep it simple
Positively stated
Be specific
Observable, Measurable
Publicly Post in a prominent place
Tie rules to consequences
– If you do….. If you don’t….
• Include a compliance rule
– Ex: Follow directions first time given
From: The Tough Kid Book,
Rhode, Jenson, Reavis (1992)
Team Time: 10 minutes
• What are we currently doing?
• What changes need to be made?
• What steps do we need to take to insure
implementation and evaluation?
Treat Social Behavior As Skills---That
Can Be Taught
Step 2:
Explicitly Teach Expectations
Why Teach Expectations? Why Not Just
Tell Them the Rules?
• Cannot assume students know how to apply rules in each setting.
Need to teach behaviors in context!
– What does “Be respectful” look like in the lunchroom?
– What does “Be There, Be Ready” look like for assemblies?
• Teaching allows students to practice appropriate behavior and builds
fluency
• Allows students to see non-examples of expectation
– Know when consequences will be applied
• Decreases student response “I didn’t know……”
Why Teach Expectations? Why Not Just
Tell Them the Rules?
“If a child doesn’t know how to read, we teach.”
“If a child doesn’t know how to swim, we teach.”
“If a child doesn’t know how to multiply, we teach.”
“If a child doesn’t know how to drive, we teach.”
“If a child doesn’t know how to behave, we…….....
……….teach? ………punish?”
“Why can’t we finish the last sentence as
automatically as we do the others?”
John Herner (NASDE President ) Counterpoint (1998, p.2)
Teaching Academics & Behaviors
DEFINE
Simply
ADJUST for
Efficiency
MONITOR &
ACKNOWLEDGE
Continuously
MODEL
PRACTICE
In Setting
Tips for Explicit Instruction
• Teach in the environment where behavior is
required
• Plan for booster sessions
– At least each term, natural breaks
• Ensure consistency between instructors
• Write down the plan for future reference and
adjustment
Team Time: 10 minutes
• What are we currently doing?
• What changes need to be made?
• What steps do we need to take to insure
implementation and evaluation?
You get what you pay
attention to….
STEP 3:
Systematic Reinforcement for
Demonstration of Expectations
Systematic Reinforcement
• Make doing things the right way more efficient to getting
needs met than doing thing the wrong way
• Everyone in the school system (staff, students, families) need
positive reinforcement
• School based team needs reinforcement to maintain positive
approach
Continuity of Services in PBS
All/School Wide
Some/Targeted
Few/High Risk
Scope of Service
Intensity of Service
Components of School-wide Reinforcement
• Components often overlooked
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Positive parent contact
Random reinforcement strategies
Positive public posting
Continuous behavioral feedback for students and staff
Data on positive reinforcement
Other enhancements
Team Time: 10 minutes
• What are we currently doing?
• What changes need to be made?
• What steps do we need to take to insure
implementation and evaluation?
Error Correction
STEP 4:
Systematic Correction of Behavioral
Errors
Error Correction
• System Approach
– Getting everyone on the same page
• Data Sources
– What do we need to track and how are we going to track it?
• Anticipate and Prevent Disciplinary Problems.
– Problem areas, supervision, transitions, etc.
• Decide on major and minor infractions
Team Time: 10 minutes
• What are we currently doing?
• What changes need to be made?
• What steps do we need to take to insure
implementation and evaluation?
Starting your action plan…
• What short term outcomes do
you want?
• What long term outcomes do
you want?
• What data do you have and
need?
• What practices do you want to
implement?
• What do you want more and
what do you want less (from
adults and students)?
Measuring Implementation
• School-wide Evaluation Tool (SET)
– Designed to assess and evaluate the critical
features of school wide behavior support
• District Coach will come to school in the
Spring and complete the SET
• Interviews, Observation and Permanent
Product
Products collected for SET
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Discipline Handbook
School Improvement Plan Goals
Annual Action Plan
Social Skills Instructional Materials
Behavioral incident summaries or reports
Office Discipline Referral Form
Other Related Information
SET Indicators
• Expectations Defined
• Behavioral Expectations Taught
• On-going System for Rewarding Behavioral
Expectations
• System for Responding to Behavioral
Violations
• Monitoring and Decision Making
• Management
• District Level Support
Heidi Mathie Mucha
[email protected]
www.updc.org/abc
www.pbis.org
It all starts with your district coach!