Transcript Positive Behavior Support: Behavior Change is a Family Affair

Supporting Children with
Challenging Behavior:
A Positive Behavior Approach
Kiki Mc Gough
Positive Behavior Support Coordinator
Colorado Department of Education
Acknowledgements
• PBS Leadership Team- Colorado
Department of Education
• PEAK Parent Center Colorado Springs,
CO
• George Sugai and Ann Todd- The
OSEP Center on Positive Behavioral
Interventions and Supports at the
University of Oregon
Families Partnering with PBS
• Understand the process of behavior change
• Recognize how to support our children with
emotional and behavior challenges which
affect life at home, at school and in the
community
• Identify predictable routines and positive
behavior support strategies to use at home
• Identify ways to work proactively with schools
to support our children
Meet My Children
• Spend a few minutes completing
“Meet My Child”.
• Identify 3-4 strengths for child.
• List some interests and things your child
likes and finds rewarding .
• Share your “child” as you meet the
people at your table.
• Post these on your fridge at home as a
reminder of your child’s strengths!
Meet My Children
• Kate
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Passionate about everything she loves
World traveler
Special Education Teacher
Degree in Drama and Psychology
• Patrick
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Has been dancing since age 3
Is creating his own path……and I’m sure he will get there in his
own way
Independent thinker and questions everything
• Donovan
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Artistic, creative, deep thinker
Sensitive (but don’t tell him!)
Firm in his convictions
Square peg in a round school system
What is Positive Behavior Support?
PBS is an application of a behaviorallybased systems approach to enhance the
capacity of schools, families and
communities to design effective
environments that improve the fit or link
between research based practices and
the environments in which teaching and
learning occur.
In other words……
• Positive Behavioral Support (PBS) is…
•
•
•
•
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Proactive and preventative
Instructionally focused
Empirically sound
Data-based
Systems change model that provides
learning and social/behavioral support for
ALL children in school, home or
community.
Designing School-Wide Systems for
Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
1-5%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
5-10%
80-90%
1-5%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
TA
DA
Supporting
Staff Behavior
OUTCOMES
SY
ST
EM
S
Positive
Behavior
Support
Social Competence &
Academic Achievement
PRACTICES
Supporting
Student Behavior
Supporting
Decision
Making
Summary of PBIS “BIG IDEAS”
Systems (How things are done)
 Team based problem solving
 Data-based decision making
 Long term sustainability
Data (How decisions are made)
 On going data collection & use of behavioral data to
make decisions
Practices (How staff interact with students)
 Direct teaching of behavioral expectations
 On-going reinforcement of expected behaviors
 Functional behavioral assessment
School-Wide Systems
Non Classroom
Setting
Systems
Classroom
Systems
Individual Student
Support Systems
Eight Practices of School-wide
Positive Behavior Support
1.
2.
3.
4.
5.
Administrative Leadership
Team Implementation
Define Concrete Expectations
Teach Behavior Expectations
Acknowledge and Reward Positive
Behavior
6. Monitor and Correct Behavior
7. Use Data for Decision Making
8. Family and Community Engagement
What Will You See in a PBS School?
• Small # positively stated & behaviorally exemplified
expectations are taught & encouraged.
• Positive adult-to-student interactions exceed negative
• Data- & team-based action planning &
implementation are operating.
• Administrators are active participants in all aspects of
implementation
• >80% of students can tell you what is expected of
them & give behavioral example because they have
been taught, actively supervised, practiced, &
acknowledged.
What does PBS look like?
• Families and communities are actively involved
• Time for instruction is more effective & efficient
• Function based behavior support is foundation for
addressing problem behavior.
• Full continuum of behavior support is available to all
students
Westgate Elementary
• Respect
• Responsibility
• Safety
RESPECT
• What does respect look like in the
lunchroom?
• How do we teach students to demonstrate
respect in the cafeteria?
• How we positively recognize students who
are demonstrating respect in the classroom?
• How will we support students who are having
challenges with respectful behavior at
recess?
RESPONSIBILITY
• What does responsibility look like when
students are walking in the halls?
• How will we teach responsibility for
homework and student materials?
• How are we engaging families in this
process?
SAFETY
• What does safety look like in an
assembly?
• How do we teach and reinforce safety in
a variety of school settings?
March has been designated as Self-responsibility month at Kemp. Let’s work
together to focus on how to best teach our students to be responsible for themselves
and their actions.
TIPS FOR TEACHERS AND PARENTS:
Give students choices
☆When they feel powerless they lose respect and dignity
☆This loss of powerless may escalate a minor disruption into a
major loss of instruction time
Put the students in charge
☆By giving students the responsibility to adapt, monitor and
measure activities and behavior you will increase student
achievement and lower resistance to learning
Model and encourage self-responsibility
☆Avoid complaining, blaming and excusing
Explain to the students why certain limits or rules exist
You may not be responsible for the circumstances in which you find yourself,
but you are always responsible for your behavior in those circumstances!
School PBS Rules
SAFETY
OPPORTUNITY
ACHIEVEMENT
RESPECT
S.O.A.R. Matrix
Alsup Eagles S.O.A.R.
What it
looks
like in…
S
Safety
O
Opportunity
A
Achievement
R
Respect
Classrooms
Media Center Hallways
Cafeteria
Playground
Assemblies
Bathrooms
Make positive
choices
Keep hands,
feet and
objects to
yourself
Sit safely in
your chair
Push in your
chair when
you get up
Use step
stool
correctly
Use quiet
voice
Choose
challenging
books
READ!

Stay to the
right
Groups stay
in line
Always walk
Stand in line
safely
Use inside voice
Use equipment
safely
No rough play
(tackling,
pushing, etc)
Sit quietly in
one place
Hands and
feet to
yourself
Wash and
dry hands
Keep water
off the floor
Flush the
toilet
Pick up
trash
Be polite
Go directly
to where
you need to
go
Enjoy items
on display
with your
eyes not
your hands
Practice good
table manners
Clean up eating
area
Raise hand to be
dismissed
Share
equipment
Include others
Line up on time
Sit in your
assigned
spot with
your eyes on
the speaker
Keep all
areas clean
Use closest
bathroom to
your area
Eat all food in
the cafeteria
(take nothing
outside)
Use your time
wisely
Have a plan for
play
Problem solve
with words
Seek adult help
when needed
Listen,
watch and
learn
Practice
good hygiene
Report any
needs/mess
to a school
adult
Use inside
voice when
appropriate
Hand to
yourself
Silent in
group lines
Follow the
directions of all
school adults
Wait patiently in
line
Have respectful
conversations
Use good
sportsmanship
Use appropriate
language
Follow
directions of
playground
supervisors
Use
appropriate
applause
Sit flat on
your bottom
Respect
privacy of
others
Use quiet
voices
Respect
school
property
Follow
directions
Ask questions
Be a problem
solver
Do your
school work
Give your
best effort
Have your
homework
done
Take care of
personal and
school
property
Be a good
helper
Read daily
Check out
books
Return
books on
time
Treat
materials,
books and
computers
carefully
Use quiet
voice
SOAR Slips
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Staff to Students
Students to Students
Students to Staff
Parents to Students
Parents to Staff
Safety, Opportunity, Achievement,
Respect
______________________________________________
Student’s full name and grade
(Place this slip with your name on it, in the SOAR box in the media center.)
Adult: Please circle the behavior demonstrated and write your name on the back .
SOAR Assembly—after Winter break
Behavioral Manifestation of
Depression in School
• Agitation and emotional irritability
• Negative or oppositional toward adults and peers
• May not have friends, isolates self
• Frequent visits to the clinic, may miss a lot of school
•
May be anxious and worry about performance,
friendships
• Difficulty concentrating
• May be tired, sleeps poorly
Behavioral Manifestation of
Anxiety in School Setting
• Unrealistic worries, agitation, irritability
• Difficulty focusing or concentrating
• School phobia or fear of separation
• Difficulty anticipating what may happen next, reacts poorly to
changes in routines
• Poor frustration tolerance, irritability and anxiety over poor
performance.
• Poor social skills, lacks friendships
• Students may also tire due to sleep disturbance problems.
Behavioral Manifestation
of ADHD in School Setting
• Inattentive, easily distracted
• Often talks excessively and interrupts others
• Difficulty paying attention, listening to a lecture and
taking notes and organizing complex activities over
time
• Poor Initiative: Due to inability to follow through or
organize self to complete tasks
• Impulsive, hyperactive
• Poor social skills and friendships
Additional emotional and
behavior concerns
• Tantrums or aggressive incidents
• Withdrawn, shy or uncommunicative behavior
• Poor response to feedback or consequences for
inappropriate behavior
• Weak control of emotional reactions
• Easily upset over trivial events
• Extreme emotional reactions
Common Academic Issues for
Students with Mental Health Issues
• Uneven acquisition of new academic skills
• Inconsistent performance in class
• Messy, incomplete and disorganized work
• Incomplete assignments and work not turned in
• Difficulty applying and generalizing information and skills
• Students “mentally tire” as they need to put conscious
effort into school activities
• Failure to ask for help
Developmental Challenges which Impact
Behavior and Social Skills
Cognitive Development
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Uneven or slower rate of development
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Stops and starts when learning new skills
May respond better to concrete vs. abstract
May respond better to visual presentation
Possible memory delays
Language/Communication:
 Receptive skills may be better than expressive
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
Communication delays or difficulty with verbal
expression
May need extra time to respond
Physical and health conditions
 Range of respiratory problems
 Heart condition and physical limitations
 Eating digestive problems
Sensory-Motor
 Delays in fine and gross motor or low muscle
tone
 Sensitivity to heat, cold, pain
Vision/Hearing
 May have hearing loss
 May need glasses or hearing aid
• Personality and Temperament
 May inaccurately perceived as “easy going” or
“strong willed”
 May indeed be quite easy going or oppositional!
 May respond more strongly to normal
developmental changes and stages but at a
delayed rate
Social Development
 Peer friendships may be affected by
communication, cognitive or developmental
delays
Imagine for a moment……. You are
• A four year old at a new school and it is time to “Go to
Centers”
• A first grader who is going through the cafeteria lunch
line for the first time
• A third grader whose needs to complete a group project
with a group of peers and there is a sub.
• A seventh grader who has just been given his first
semester schedule with 7 classes
And you are beginning a new school year as a
student with developmental or behavior challenges!
Individual Student Support in PBS
• Focuses on the needs of students’
whose challenging behavior interferes
with academic and social competence
• Is most effective if when positive
behavior support is in place in the
school and classroom.
• Interventions are developed and
implemented through a flexible, but
systemic process of functional
behavioral assessment and behavioral
intervention planning.
Billy’s S.O.A.R. Chart
Safety
0pportunity
Achievement
Respect
FIVE STICKERS = REWARD
Parent Engagement
School-wide PBS Schools
Positive Behavior Support addresses
the child in all environments
Student
School
Community
Family
NO CHILD LEFT BEHIND
• Stronger accountability for results
• Increased flexibility and local control
• Expanded options for parents
• An emphasis on teaching methods that
have been proven to work
NCLB
• Require schools to develop ways to get
parents more involved in their child’s
education and in improving schools.
• Requires that states and local school
districts provide information to help
parents make informed educational
choices for their child.
• http://www.ed.gov/nclb/
IDEA 2004
“The Individuals with Disabilities Education Improvement
Act of 2004 will help children learn better by promoting
accountability for results, enhancing parent involvement,
using proven practices and materials, providing more
flexibility, and reducing paperwork burdens for teachers,
states and local
school districts.”
President George W. Bush
When parents are involved in
schools, there are:
Demonstrated benefits to kids:
o improved grades and test scores
o improved attitudes, self-esteem, and
behavior
o better attendance, fewer dropouts and
suspensions, more post-secondary
education
o greater motivation and more positive
attitudes toward homework
Adapted from Christenson, 1996
When parents are involved in
schools, there are:
Demonstrated benefits to parents:
o greater understanding of how schools
work
o improved communication between
parents and children about school work
and other topics
o increased involvement with learning
activities at home
Adapted from Christenson, 1996
When parents are involved in
schools, there are:
o
o
o
o
o
o
Demonstrated benefits to
Teachers/Schools:
greater job satisfaction
higher ratings of teaching skills from both
parents and principals
higher ratings of school effectiveness
decreased feelings of isolation
increased willingness of communities to support
schools through taxes
improved classroom behavior through increased
knowledge of children’s family, cultural, and
community contexts
Adapted from Christenson, 1996
The Importance of Family Involvement
The evidence is now beyond dispute.
When schools and families work
together to support learning, children
tend to succeed not just in school,
but also throughout life.
(Henderson and Berla, 1997)
(Henderson and Berla, 1997)
In fact the most accurate predictor of a
student’s achievement in school is not
income or social status, but the extent to
which the student’s family is able to:
 Create a home environment that
encourages learning.
 Express high (but not unrealistic)
expectations for their children’s
achievement and future careers
 Become involved in their children’s
education at school and in the community
Six Types of Parent Involvement
1 Parenting
2 Communicating
3
Volunteering
4 Learning at Home
5 School Decision Making and Advocacy
6 Collaborating with the Community
Real change can only come
as a result of the commitments
of both the minds and hearts
of the total school community teachers, parents, students,
administrators and school boards.
Sergiovanni, 1994
Behavior Change is a Family Affair
Sound Familiar
• Why do my children want my attention every
time the phone rings??
• It’s time to go. You are going to be late this
morning. Where are the shoes? What
permission slip?!
• What are the stressful times of your day at
home? How can I handle everyday
challenges in a more proactive and consistent
way?
I wish my child wouldn’t do that!!!
• Think of one or two behaviors that you would
like to work on at home.
• Record the behavior(s) on the left side of the
sheet “Behaviors That Make Life
Challenging”.
Please stop!
Why are you behaving like that?
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The telephone
Getting out the door in the morning
“NO” in the grocery store or at the mall
Driving down the highway
Time to clean that room
One more story….please!
The ABC’s of Behavior:
What would you do?
• 14 items in the grocery store
• A bad day at work and now….
• A new dog in the neighborhood
Behavior Change is a Family Affair
• Do mom and dad respond the same
way?
• Grandma’s house
• Back and forth (and up and down!)
• Babysitter for the night out
• What are the school rules? How can we
provide a “match”?
Behavior Change is a Family Affair
Traditional Behavior Planning:
• Child is referred for problem behavior
• School does an FBA (Functional Behavioral
Assessment) and Behavior Intervention Plan
• Outline the consequences of behavior
• Parent is minimally involved
PBS Function-based planning:
• Child is referred for problem behavior
• Family has knowledge of PBS planning process
• Family is involved in FBA and Behavior Intervention
Plan
• Plan extends to home with ongoing communication
with school
Meet Rosa
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•
•
Middle school student without many friends
Anxious about new people and new situations
Poor note-taking skills
Afraid to ask her help
Socially isolated and not performing well
academically
Schools Response:
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•
•
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Referred to Child Study
Complete an FBA and Behavior Plan
Invite mom to review the plan
Send a copy home
Function-based Interventions
• Implemented a check in-check out
• Set up a positive relationship with an adult
• Small group for friendship and self advocacy
• Assistance with note taking
So why isn’t it working!!!!!!
• Refusing to talk to her friend from group
• Had been doing well but recently does not want to go
to school
• No longer using her strategies to ask for help
• Asked to be taken out of group
• Increased trips to the clinic
• The plan looks great. Mom is now
concerned. What do we do next?????
What is Going on at Home?
• Rosa is taking a Red Cross Babysitting Class.
• She has weekly quizzes on the notes from
class.
• Her friend from school has invited her to go
away for the weekend. She refuses her calls
and doesn’t want to go.
• She is arguing with her mom to stay home from
school.
If mom were involved in
Function-based Support Plan
• Mom would understand she is afraid to go away with
new friend.
• Due to increased anxiety, she is avoiding
uncomfortable situations.
• Mom would have a plan for home to address anxiety
and to communicate with school.
• Mom would be aware that she needs to advocate for
self for help taking notes in Red Cross Babysitting
Class on Wednesday nights.
Meet Tyler
• Preschool school student with communication and
behavior challenges
• Anxious about new people and new situations
• Poor turn-taking skills
• Becomes very agitated at transition times
• Recent increase in behavior challenges at school
Schools Response:
• School team wants to include behavior plan as part of
IEP
• Complete an FBA and Behavior Plan
• Invite mom and dad to review the plan
• Send a copy home
Function-based Interventions
Based on Results of FBA
• Implemented a daily picture schedule to
review each morning
• Provide activity choices to increase
Tyler’s “control” throughout the day
• Include in a small group to focus on
turn-taking
• Create a book of social stories to
address changes in routine
So why isn’t it working!!!!!!
•
Having “melt-downs” at home and doesn’t want to go
to school
• Chooses activities which remove him from the group
whenever possible
• Uses the social stories and “sharing skills” in small
group but not in the classroom
• Increased trips to the clinic because he
communicates “sick” with picture book
• The plan looks great. Mom and Dad are
concerned. What do we do next?????
What is Going on at Home?
• Mom has recently had a baby so things are a
little chaotic at home
• The baby is fussy and requiring a lot of
attention
• A neighbor is helping out by driving Taylor to
and from school with her children
• Mom and Dad have talked a lot about moving
to a bigger house and what school Tyler would
need to go to
If mom were involved in
Function-based Support Plan
• The school would understand that many of Tyler’s
current behavior challenges are due to the changes in
routine at home.
• Due to increased anxiety, Tyler is less able to use
previously demonstrated communication and social
skills and wants to stay close to mom.
• Tyler’s “picture schedule” would extend to home and
include the ride with a neighbor and time with mom at
home when baby sleeps.
• The social stories and “sharing” group would address
having to share mom’s time with baby . Mom would
have these stories to use at home.
A New Way to See Behavior
• Behavior is learned and serves a
specific purpose.
• We say that behavior has a
“Communicative Intent”.
• Serves a useful purpose (function) for
the person of concern.
Behavior is “Context Specific”
• Behavior is related to the context in
which it observes.
• This is why a child may demonstrate
different behaviors at home and school.
Competing Pathway Model
• What situations “set up” behavior: tired,
change in routine, visitation, babysitter?
• What situations: “set off” this behavior: asking
him to turn off the TV or computer, time for
bed, no friends over this weekend, can’t have
snacks and pop NOW?
• How does our behavior reinforce this “series
of unfortunate events”?
• What is the “payoff” for this behavior?
The ABC’s of Life’s Struggles at Home
• SETTING EVENT: Situations or
characteristics that “set up” the problem?
• ANTECEDENT: what happens before the
behavior to “set it off”?
• BEHAVIOR: what is the specific problem
behavior?
• CONSEQUENCE: our response/”the payoff”?
The WHY’s of Behavior
Problem
Behavior
Pos Reinf
Escape/
Avoid
Something
Obtain/Get
Something
Stimulation/
Sensory
Tangible/
Activity
Social
Adult
Neg Reinf
Peer
Instead I wish my child……
Wants help with homework Whines Gets help/ Attention
Asks for Help
O’Neil et al. (1997)
Identify Replacement Behavior
Getting shoes on
Whines
Gets help/ Attention
Asks for Help
O’Neil et al. (1997)
Select Intervention Strategies
Wants help with homework
Whines
Gets help
Asks for
Help
Do homework in
Small chunks of
Time
Teach child
Ways to get help
From parent
-green/red cup
Set aside calm time -10 minute check
When you can help in with timer
A
B
Reinforce
Efforts to
Complete work
Reinforce
Use of cup or
timer
C
O’Neil et al. (1997)
Improving Decision-Making
Use
From
Problem
Solution
Data
To
Problem
Use
Use
Data
Data
Solution
One Behavior at a Time
• Start with one behavior.
• Think about the Big 5:
WHAT is the specific behavior? WHO is involved?
WHEN does the behavior occur? WHERE does the
behavior take place? WHY did the behavior occur?
• How are you responding that may reinforce
this behavior?
• What is the new behavior you want your child
to learn?
Things to Consider Before a Plan
• Is the child aware or has he been taught how,
when and where to demonstrate the
appropriate behavior?
• Is the child meeting a need or getting a
“payoff” for the behavior?
• Is the child aware he is demonstrating the
behavior? Has it become a habit?
• Is this a necessary behavior to teach “right
now” or is there a simple, practical solution
for now?
Map out the plan
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•
•
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The behavior I wish to change……
The behavior I wish to achieve….
The first steps to this behavior are…
I know it is working by……..
Remember….reinforce steps in the right
direction!
Competing Pathway Process
5. Instead I wish he:
4. Something that “sets up”
this behavior:
(physical, health, sleep,
routines)
2. Something that “sets off”
this behavior:
(happens right before)
1. I wish my child didn’t:
7. A first step might be:
6. And then he would get:
3. I think he’s doing it because
He wants/needs:
Setting Events
Look and Listen for …
• Broader issues that may be
influencing behavior:
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•
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Daily activity schedule
Predictability of routines
Variety of activities or materials
Social relationships
Preferences of the student
Medical and physical issues (nutrition, illness,
medications, sleep patterns)
• Challenging family situations
Antecedents or Triggers
Look and Listen For…
• Under what circumstances is the behavior
most/least likely
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•
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•
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Changes in the environment
Time of day/activities
Clarity of expectations of activity/task
Reinforcement of expected behavior
Nature of interactions (tone, proximity, contact)
Amount & type of attention (peer, group, adult)
Child’s ability matched to the activity
Maintaining Consequences
Look and Listen For…
• WHAT DO THEY GET or AVOID?
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Social reaction/attention
Change in activity/routine
Increases assistance from adults or peers
Access to materials, activities, food/drink
Sensory stimulation or reduction
Change in the physical environment
Allowed space or movement
Delays activity/event
Avoids negative attention
New Skills Don’t Just Appear…..
You Have To Teach Them!
1.
2.
3.
4.
5.
6.
7.
Define it
Teach it
Practice it
Acknowledge it
Correct it
Monitor it
Revise it
This is the sequence for teaching anything and everything.
1. Define
• Be clear and operational
• Can you see it? Can you hear it?
• Define within the context of routines
• Define the data needed for determining
if it is working
• Evaluate whether it is working
The section on Teaching Routines is from Anne Todd, January 2006
2. Teach
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•
Life is not a test
Teach acquisition of the skill or routine first
Provide opportunities to respond
Practice skill or routine to fluency
• Vary your proximity, verbal cues, timing of
feedback
• Don’t fade too fast
• Use child’s performance to shape your instruction
• 75% success rate is a good thing!
3. Practice
• Practice the whole thing
• If teaching “put clothes in hamper” routine,
teach child to close laundry door and go
back to bedroom or other activity as part of
the routine
• If anticipating problems, practice first!
4. Acknowledge
• Five positive comments to every corrective
comment
• Shift from tangible to social rewards
• Shift from external to internal focus
• Prompt self-acknowledgement
• Teach child to generalize in a different
environment or with different people
5. Correct
• Manage minor behavior to prevent
escalations
• Be clear & consistent
• ‘stop’ vs ‘no’
• Match tone of voice to level of offense
• Use natural consequences as much as
possible
• Follow through, do not make agreements that
you can not follow through with
• After correction, watch for correct
performance & acknowledge the students
efforts
• Avoid the criticism trap
Intervene at the lowest
level possible
•Level 1
•Signal Control
•Proximity
•Ignoring
•Conferencing
•Level 2
•Contracts
•Ignore Target Behavior
•Give praise for Appropriate
Behavior
•Level 3
•Extinction
•Response Cost
•Operant Conditioning
•Time Out
•Level 4: Aversive
•Spanking
•Yelling
•Belittling
•Placing in an embarrassing
situation
6. Monitor
• Active Supervision strategies work for
monitoring student performance
•
•
•
•
Monitor
Scan
Provide clear concise feedback
Use problem solving steps as needed
• Test/ Assess for learning
• Adjust instruction as needed
7. Revise
• Use your data to determine if the
teaching has made a difference
• Determine a regular cycle in which to
review the data (each Friday)
• Continue to do things that are working &
that are a good match for the family,
revise the things that people don’t like
or that seem to not be working
Classroom & Home Routines
• What are they?
• Why are they necessary?
• Who needs them?
Is there a routine that is defined?
• Is there a clear beginning?
• Is there a clear sequence to complete
the routine?
• Does the child understand the transition
to the next routine or activity?
Why teach Routines?
 Routines
 Build independence by
 guiding self management steps
 being practiced from start to finish
 providing predictability
 Guide instruction
 Routine serves as step by step guide to instruction
 Can require verbal routines, motor routines, or both,
simultaneously
 Apply across different contexts




Cleaning up after playing or homework
Washing hands and face
Taking a bath/getting ready for bed
Initiating & maintaining a conversation
School Routines
• Entering school & getting to class
• Turn in homework, put personal things away
• Transitions
• Within classroom
• Within school
•
•
•
•
Taking care of personal needs
Getting help
Lunch
Breaks/ recess
School Rule
Be Safe
Be Respectful
Be Responsible
Expected Student
Behaviors
Walk facing forward
Keep hands, feet & objects to self
Get adult help for accidents &
spills
Use all equipment & materials
appropriately
Use kind words & actions
Wait for your turn
Clean up after self
Follow adult directions
Be silent with lights are turned off
Follow school rules
Remind others to follow school
rules
Take proper care of all
personal belongings & school
equipment
Be honest
Follow game rules
Classroom Routines
Starting the day
*put personal belongings in designated areas
*turn in homework
*put instructional materials in desks
*sharpen pencils & gather necessary material for class
*be seated & ready to start class by 8:30
Entering the classroom
*enter the room quietly
*use a conversational or ‘inside voice’
*keep hands, feet, objects to self
*walk
*move directly to desk or assigned area
*sit quietly & be ready for class
Working independently
*select area to work
*have materials ready
*work without talking
*raise hand to ask for help
*keep working or wait quietly for assistance when the teacher is helping someone else
*move quietly around the room when necessary
*put materials away when finished
*begin next activity when finished
Asking for help
*always try by yourself first
*use the classroom signal for getting assistance
*keep working if you can or wait quietly
*remember the teacher has other students that may also need help
Taking care of personal
needs
*follow the class signal for letting the teacher know you have a private concern
*let the teacher know if you need immediate help or if you can wait a while
*try to speak to the teacher privately & quietly if you do not want other students involved
Completing & returning
homework
*collect your work to take home
*complete work, get parent signature when needed
*bring work back to school
*return work to homework basket
Home routines
•
•
•
•
•
•
•
•
•
•
Getting ready for school
Meal time
Helping with chores
Getting dressed/using bathroom
Getting ready for bed
Shopping
Car/ bus riding
Family outings
Out with Friends
Babysitter coming
Routine
1. Getting ready for school
2. Home work
3. Meal time
Steps for success
Get dressed
Brush teeth
Eat breakfast
Get pack
Get in car
Get snack
Get pack
Work on homework
Take a break/ ask for help
Finish homework
Share homework with family member
Put homework in pack
Tidy up homework area
Wash hands
Sit at table
Ask for food to be passed
Use napkin for face and hands
Chew & swallow food
Participate in conversation
Clean up area
Wash hands
4. Helping with chores
5. Getting ready for bed
6. Car riding
7. Shopping
Do what is asked in timely manner
Finish chore
Put materials away
Wash hands
Tell someone when finished (self-recruit praise)
Bed clothes on
Brush teeth
Tell family members goodnight
Read /listen to music
Close eyes & sleep
Seat belt on
Hands to self
Keep objects in lap
Inform driver of personal needs
Enter quietly
Stay with adult
Ask for only one extra item
Accept hearing ‘not now, or not this time’
Help carry items
Exit quietly
Routine Analysis
Schedule
(Times)
Activity
Likelihood of Problem
Behavior
7:00 am
Getting ready for school
1
2
3
4
5
6
7:45 am
Get in car
1
2
3
4
5
6
8:30 am
Enter school
1
2
3
4
5
6
3:00 pm
Get in car
1
2
3
4
5
6
3:45 pm
Free time and snack
1
2
3
4
5
6
4:30 pm
Homework and chores
1
2
3
4
5
6
5:30 pm
TV time
1
2
3
4
5
6
6:30 pm
Dinner time
1
2
3
4
5
6
Bath and bedtime
1
2
3
4
5
6
7:15 pm
Anne Todd, 2006
Specific Problem Behavior
Routines Analysis
Schedule
(Times)
Activity
Likelihood of Problem Behavior
7 am
Getting ready for
school
Low
1
2
3
4
5
High
6
7:45
Get in car
1
2
3
4
5
6
8:00
Enter school
1
2
3
4
5
6
2:40
Get in car
1
2
3
4
5
6
3:00
Enter home &
play
1
2
3
4
5
6
4:30
homework
1
2
3
4
5
6
5:30
TV time
1
2
3
4
5
6
6:30
Meal & family time
1
2
3
4
5
6
8:00
Get ready for bed
1
2
3
4
5
6
Comments:
Specific Problem Behavior
Routines Analysis
Schedule
(Times)
Activity
Likelihood of Problem Behavior
7 am
Getting ready for
school
Low
1
2
3
4
5
High
6
7:45
Get in car
1
2
3
4
5
6
8:00
Enter school
1
2
3
4
5
6
2:40
Get in car
1
2
3
4
5
6
3:00
Enter home &
play
1
2
3
4
5
6
4:30
homework
1
2
3
4
5
6
5:30
TV time
1
2
3
4
5
6
6:30
Meal & family time
1
2
3
4
5
6
8:00
Get ready for bed
1
2
3
4
5
6
Comments:
Specific Problem Behavior
Remember…
• Positive Behavior Support is the redesign of
environments, not the redesign of individuals.
• Positive Behavior Support asks us to change
our behavior to help our child change theirs.
• Most effective when ALL adults are working
together
PBS Tips for Positive Behavior
• 1. Remember 5:1 with positives.
• 2. Set the stage for success..reward the
effort.
• 3. Give clear, specific directions.
• 4. Stay calm. Use a calm voice.
• 5. Set reasonable limits.
PBS Tips for Positive Behavior
• 6. Be consistent. YES means YES and NO
means NO.
• 7. Set the example. Actions speak
louder than words.
• 8. Proactively anticipate the situation.
• 9. Have patience. A little goes a long way!!
• 10. Have fun and enjoy the ride!
Westgate Elementary
• Respect
• Responsibility
• Safety
RESPECT
• What does respect look like at the dinner
table?
• How do we positively recognize our children
who are demonstrating respect at home?
• How will we help our children who are having
challenges with respectful behavior at home?
RESPONSIBILITY
• What does responsibility look like when our children
are doing their chores?
• How will we teach responsibility for homework and
school materials?
• What are the consequences for our children who are
not using responsible behavior?
• How are working as a family in this process?
SAFETY
• What does safety look like in the community?
• How do we teach and reinforce safety in a
variety of community settings?
• How do we know if there are safety concerns
or issues for our children and their friends?
PBS Home Matrix
Getting to
school
Cleanup time
H
Make Your
bed
Clothes in
hamper
Have your
back pack,
lunch,
notes, keys
Do your
chores
Clean up
after
yourself
Play quietly
Put your
things in
your
backpack
when
finished
Set the table
Put dishes
away
Brush your
teeth
Dirty
clothes
away
O
Get up on
time
Get cleaned
up and
dressed on
time
Be ready to
leave on
time
Clean up
after
yourself
Ask before
you borrow
Ask to
change
stations
Complete
your
homework
on time
Do your
best!
Use kind
words and “I
statements”
Recognize
mistakes and
apologize
Get to bed
on time!
M
Try a
morning
SMILE!
Thank your
parents for
helping.
“Thanks for
the ride”
“Have a
nice day”
Ask
politely
for help
Respect
others
things
Offer to
share
Ask for
help
respectfully
“Thanks for
the help”
Please and
thank you
Use your
napkin
End the
day with
nice words
and
thoughts
Getting
up in the
morning
HELP
OUT
OWN YOUR
BEHAVIOR
MANNERS
COUNT
E
V
E
R
Time to
relax
Y
Homework
time
D
Mealtime
A
Getting
ready for
bed
Y
“STICK WITH THE PLAN”
• Look at your Home Matrix and your list of
behaviors you want to address.
• Identify 5 – 10 POSITIVELY stated behaviors.
• Write each one on a stick in a bright color and
decorate.
• These will be your daily reminders for positive
behavior change.
Reinforce Positive Behavior:
“STICK WITH THE PLAN”
• Place them in a location where you will see
them several times a day.
• Move the sticks from the “In” to “Out” cup
each time you reinforce positive behavior.
• Check in at night and see how you did.
• Have your child do the same for you!
Tips for Engaging Families and Outside
Agencies
in the Behavior Planning Process
• Create partnerships with the families and
other agencies/professionals involved.
• Set up 4 way communication between
school, home and counselor/therapist.
• Understand and respect cultural
differences.
• Encourage creativity and thinking outside
the box.
Tips for Engaging Families and Outside
Agencies in the Behavior Planning Process
• Approach behavioral planning as a “needs
based” model while providing an
understanding of the impacts of mental health
disorders.
• Help parents understand that most behavior
is a function of need.
• Help parents understand how to identify
positive replacement behaviors.
Tips for Engaging Families and Outside
Agencies in the Behavior Planning Process
• Provide parent education program to increase
parents’ understanding of positive behavior
strategies.
• Provide tools, contracts, checklists and
reinforcement ideas that parents can use at
home.
Behavior Change is…..hard work!
• There are no magic solutions…..no magic
wands.
• It takes time and consistency…from
everyone!
• Rule of thumb: one month of intervention for
each year the child has demonstrated the
behavior.
Taking Care of Ourselves
Decades of research indicate that true
happiness comes from cultivating 12 traits
that allow us to navigate life’s rough spots
with greater ease and feel content no matter
what the outcome.
Humor
Optimism
Sense of Choice
Proactivity (New experiences)
Courage
Purpose
Spirituality
Love
Security
Perspective
Good Health
Altruism
Thank you for spending the
afternoon with me.
I wish you all the very best of luck.
• Kiki McGough, PBS Coordinator
• 303-866-6768
• [email protected]
Colorado PBS www.cde.state.co.us/pbs
Center for Positive Behavioral
Interventions and Supports
www.pbis.org