Transcript The Missing Piece in PBS: Applied Behavior Analysis for

The Missing Piece in PBS:
Applied Behavior Analysis
for Educators
Dr. Lynn Singletary
Sharon Henry
Sessions 30A & 30B
Presentation for
st
2008 LA PBS 1 Annual Statewide PBS Conference:
Living in the Triangle: Refocused and Recommitted
Discipline continues to be cited year after
year as the number one concern facing
educators
(Phi Delta Kappa / Gallup Poll)
Our schools are more diverse then ever before
◦ Different learning histories
◦ More and more students enter school lacking school
skills
◦ Lack of the science of teaching
2
“In modern times there are opposing views about the practice
of education. There is no general agreement about what the
young should learn either in relation to virtue or in relation
to the best life; nor is it clear whether their education ought
to be directed more towards the intellect than towards the
character of the soul… And it is not certain whether training
should be directed at things useful in life, or at those
conducive to virtue, or at non-essentials… And there is not
agreement as to what in fact does tend towards virtue. Men
do not all prize most highly the same virtue, so naturally they
differ also about the proper training for it.”
Guess Who??
3
 Aristotle
wrote passage more than
2,300 years ago
Educators are still debating
Different approaches to resolving
these fundamental issues have
given rise to different schools of
thought concerning the philosophy
of education
The great education debate
4
The Emergence of Positive Psychology: The Building of a
Field of Dreams
Shane J. Lopez, PhD University of Kansas
“The socio-economic thriving of the US sets the stage for bold
developments in a science of health, rather than focusing on
illness and strife. It is time to go beyond our attempts to
cure mental illness and devote more energies to preventing
sickness and promoting well-being. Positive psychological
science and practice can fuel the identification and
understanding of human strength and virtue.”
5
What is the science of behavior analysis?
It is a science that deals with everyday life and
effective use of positive reinforcement
Sweeping advances range from treatment of
clinical problems such as depression, childhood
autism, learning disabilities to achieving
workplace productivity and safety using
behavioral methods
6
Behavioral Science

A science that has the same properties as any
other science (chemistry, natural science, etc.,)
◦
◦
◦
◦
◦

Observation
Data collection
Reliability of occurrence
Replication
Measurability
Explains why. . .
◦ people do what they do & say what they say & under
what conditions
7
ABA attempts to improve individual and social conditions.
In education, direct instruction, precision teaching, and
other behavior analysis approaches have great success within
regular & special education, or adult and higher education.
However, these programs have not been widely adopted yet.
In industry, performance management produces results
(i.e., Fortune 500 companies train managers in these approaches).
Other programs related to environmental concerns, such as
littering, energy and water conservation, and recycling, have been
developed.
In clinical areas related to personal problems, parenting,
child-rearing, corrections, drug and alcohol treatment and in
health-related areas, such as weight control and smoking cessation,
Successful programs grounded in behavior analysis are well documented.
8
The study of behavior (called behavior
modification) grew out of a disenchantment
with traditional methods of psychotherapy and
the belief in the utility of the scientific
method for solving problems.
During the 1950’s. . .
9
The Discipline of Applied Behavior Analysis
(Sidney Bijou, Don Baer 1961; Don Baer, Montrose Wolf, Todd Risley, 1968)
7 Characteristics
1.
Applied- behavior must be important to the subject or society
2.
Behavioral- behavior chosen for study must be in need of improvement and be measureable
3.
Analytical- demonstrated functional relationship and believability
4.
Technological- explicit description, clear procedures
5.
Conceptually systematic- interventions are derived from basic principles of behavior change
6.
Effective- behavior change is meaningful to person changing and others
7.
Generality- behavior change lasts over time and appears in other environments
From: Cooper, Heron, Heward (1987) Applied Behavior Analysis
Positive Behavior Support (PBS)
emerged out of a dissatisfaction
regarding traditional methods
for addressing serious behavior
problems
(Horner et al., 1990; Ruef, Poston, & Humphrey, 1999).
11
Traditional methods of trying to change
problem behaviors . . .


focused exclusively on consequences,
unacceptably intrusive and reactive
And, ultimately
 ineffective in helping students realize meaningful
changes in behavior
12
Traditional Behavior Management
Vs.
Positive Behavior Support

TBM Views individual as problem and seeks to “fix”
him or her,
◦ is short term fix,
◦ and little support after

PBS views systems, settings, and lack of skill as part of
the “problem”,
◦ is long term,
◦ and built in support system
13
The science of human behavior has
taught us that children are not “born with
bad behavior,” and that they do not learn
better ways of behaving when presented
aversive consequences for their problem
behaviors (Patterson, Reid, Dishion, 1992)
“Some kids are just B-A-D”
14
National Education Goals Reported lack of discipline
was the top challenge facing American schools.
School systems began to “get tough” by
implementing reactive and punitive
policies such as zero tolerance and “three
strikes you are out” legislation.
15
Research has shown
that using punishment alone, without teaching or
reinforcing pro-social behavior, is ineffective
and has been associated with increases in
aggression, vandalism, truancy, and dropout
rates (Mayer, 1995; Mayer & Sulzer-Azaroff, 1990; Skiba &
Peterson, 1999).
16
Positive Behavior Support (PBIS.org)
Prevent “behavioral earthquakes”
- system-wide primary prevention effort
in schools,
- consists of rules, routines, and physical
arrangements that are developed and
taught by school staff to prevent initial
occurrences of problem behavior.
17
The adoption of a preventive approach (PBS) is
the first step in creating positive school wide
changes.
Sustaining positive school wide changes (social
and or academic) is more than having positive
expectation, new vision statements, well
written lesson plans, teamwork, discipline
referral system…
What works is a combination of
antecedent (rules, routines, physical
arrangements) & consequences
(what happens after rule following
and rule violating)
Antecedents are necessary and effective in
starting the behavior change process.
Antecedents must be backed up by
consequences.
“Antecedents set the stage for a behavior
to occur one time. Consequences get it
to occur again and again.” Aubrey Daniels, 2001
Examples:
Antecedents: posted rules, teaching and modeling
appropriate skills, telling kids the right way to
behave.
Consequences: ROUTINE feedback such as conduct
grade, positive mark on a tracking card, access to
what is reinforcing (i.e., Fun Friday, free time,
free dress, etc.).
Consequences
. . . will tell you why a behavior is occurring and
not occurring.
Consequences are perceived as reinforcing
(maintain or increase behavior) or punishing
(decrease or stop a behavior).


Think strengthening
Increases a behavior
R+ describes a relationship between a behavior
and a consequence
Examples may be praise, money, positive
feedback from a supervisor, a day off from
work, . . .
Positive Reinforcement
23


Think weakening
Decrease a behavior
Providing an undesired consequence (P) following
a behavior decreases the likelihood of the
behavior recurring
Examples may be reprimands, embarrassing
comments, the look,
Punishment
24
WarningWarningWarningWarning
Significantly more time is given to the talk about
the plan and providing training …
What makes the difference??
Leadership (principal, district office, teachers) manages the
events that come before behavior
(antecedents) and prompts behavior to occur.
They also identify the events that follow
behavior (consequences) and influence the
future likelihood the behavior will occur again
First Things First
“to
change the behavior of those
around you, you must change what
you do. By changing what you do,
you change the environment for those
around you, which in turn changes
them.”
Aubrey C. Daniels: Other People’s Habits (McGraw Hill, 2001)
26
What is the first thing we must
change about what we do?
What we DO must match
what we SAY!
Sounds simple…
Actions that support positive behaviors

Respond to individual needs (preferences, strengths, and needs)

Alter environments- if something in the environment influences or
triggers the challenging behaviors- organize the environment for
success

Explicitly teach new skills. Many students need to learn alternative
or replacement behaviors- telling them what not to do is not good
enough- they must know what to do.

Genuinely appreciate and acknowledge all the positive behaviors
you observe.
28
What is behavior?
Anything a person says or does (good /
adaptive, bad / maladaptive)
 Also what a person does not say or do (sitting
silently)

29
Why do we do what we do?

Human behavior is learned.
 Both adaptive and maladaptive
Learning occurs as a result of the
consequences of behavior.
 Behavior that is followed by a pleasant
consequence tends to be repeated and thus
learned

30
What works in terms of learning?

No ambiguity
◦ Explicit, direct instruction

Small steps
◦ Sequence information (minimizes errors)
Practice until proficient
 Provision of positive and corrective feedback

31
Good programming includes:
Using programs, methods, or strategies that
promise results (evidence) when used with
integrity
 Stakeholder involvement
 Training (first and ongoing)
 Mechanism for monitoring progress

32
“Behavior is key to success”

What is required to successfully implement
sustained change in organizations/programs
◦
◦
◦
◦
The right strategic goals
The right processes to make the program or business work
The right behaviors for making everything work
The right consequences to support the behaviors that drive all the
key outcomes
(L. Braksick, 2000)
33
Components
Develop a formal leadership team
Decide on expectations
Make a plan of actions that includes incentives
for rule following and rule violating
 Develop a system of accountability
 Provide lots of training and support
 Use the data to make decisions about behavior
change progress



34
Treatment / program or intervention integrity
refers to the degree to which the “treatment
agent” implements the “intervention” as
planned.
However, failure to get child behavior change
is often attributed to the fact that the
program or intervention plans are not
implemented as describe or intended.
35
It is important to specify or operationalize the
components of a program or an intervention
for inspection of integrity
Practice not widespread
36
 We
are all models & powerful change
agents
 Focus on what we want to see more of
(all the positive we can find) and we will
see more positive
Points to remember
37
8 systematic components
necessary in effective
classroom management
plans
1. Kids need to know the rules /expectations
1. Remember observable and measurable
2. Think order, safety & respect
• Follow teacher directives (“I need you to….”)- ORDER
• Keep hands feet objects and unkind comments to selfSAFETY & RESPECT FOR SELF AND OTHERS
• Raise hand for teacher attention-ORDER
• Stay in assigned area- SAFETY & ORDER
39
2. Accountability
Develop tracking system
*You need a way to monitor youth behavior change (i.e.,
track how well they are learning to do what you taught
them to do )
Develop daily, weekly and monthly level system
Behavior tracking sheet
Incentives chart
Level changes
Manage data using Excel
40
3. Determine a Schedule of Reinforcement
• Determine specific time periods to REINFORCE
rule following
• The schedule you choose should be relative to the
rates of inappropriate behaviors
•
Hourly, q2hrs, per activity, 2 times day, end of day
41
4. Decide on consequences for rule following
and rule violating
Rule following:
Stickers, praise, edibles, varied tangibles, fun
Friday, dress down day, A in conduct, other
Rule violating:
Depending on degree: Can not earn points,
can not access incentive or engage in fun
activities, must participate in social skills
class, increased practice opportunities for
student, behavior plan,
42
5. Find out what is reinforcing--ask the kids
to tell you what they would like to earn
for engaging in the expected behaviors
43
* Guidelines for reducing misbehavior





Stay calm
Humiliation, sarcasm, and ridicule should never be
used as a consequence
Offer choices about events that affect them
Use a realistic timeline
Use appropriate consequences
44
6. Develop a way to track and score their
behavior changes. In other words, how
many points / grade does a student need
to access incentives?
45
7. Practice makes fluent
• Get prepared
• Train and provide feedback
• Practice Practice Practice
46
8. Analyze data and make necessary
changes
• Analyze data
• Make necessary changes
• Implement updated plan
• Analyze data
• Make necessary changes
• Implement updated plan
47
GCMS Behavior / Office Referrals
Approx. Student Population
2006 - 2007
450
2007 - 2008
Number of Office Referrals Entered Into VISTA
400
350
Ongoing PBS School Team Meetings
300
270
265
New Leadership
250
Begin PBS Training
PBS 2 day
Summer
training July
200
150
132
101
100
Staff
Development:
Supervised
Areas Video
103
98
82
89
100
88
89
50
0
8/8 - 9/19 9/20 - 10/31 11/1 - 1/10 1/11 - 3/7
3/8 - 5/16
8/7 - 9/18 9/19 - 10/30
10.31 12/18
1/7 - 2/22 2/25- 4/11 4/14 - 5/22
Office Referral by School Year
Goal for 2008 2009 School Year
1600
1400
1200
1000
40% decrease
800
33%
600
Based on plan to dateAim for 25% Decrease to
400
200
0
2005 2006
2006 2007
2007 2008
2008 2009
280
260
240
How much time is spent entering student referral information into the district data
system??
220
Example: It takes an average of 7 minutes to enter the information into the data
base. This does not include writting the information on the form or providing the
consequences.
200
180
160
140
Expectation- all faculty will implement PBS
schoolwide and in classrooms
120
100
80
60
40
32
31
15
20
10
12
12
11
10
12
10
10
11
0
8/8 - 9/19
9/20 - 10/31
11/1 - 1/10
1/11 - 3/7
3/8 - 5/16
8/7 - 9/18
no. office referral
9/19 - 10/30 10.31 - 12/18
log time (hours)
1/7 - 2/22
2/25- 4/11
4/14 - 5/22 AVG from 1-11

Enter GCM PBS Plan
Websites of interest






www.behavior.org
www.interventioncentral.org
www.indiana.edu/~safeschl/
www.ed.gov/about/offices/list/osers/osep/
www.boystown.org/btpress
www.sopriswest.com