Transcript Slide 1

Positive Behavorial Interventions &
Supports (PBIS)
Universal Administrative Overview
Tom Ellison
Sullivan County BOCES
Trainer Speaking
P
B
I
S
Group Activities
Play Nicely
Hold yourself to the same standards Compliment each
you expect from students.
other for good
ideas.
Be Courteous
Use a zero voice while speaker is
talking so others may hear.
Give everyone a
chance to share.
Turn off cell phones.
Listen while others
are talking.
Think about all students in the
school while listening to ideas.
Ask opinions from
all participants.
Think about all staff in the school
while listening to ideas.
Use the democratic
process.
Make notes on slides as ideas
appear or come to you.
Keep everyone on
task assigned as
time is tight.
to Others
Involve
Everyone
Stay on Task
Write questions on 3x5 cards and
save for breaks
Acknowledgements
•Dr. Rob Horner, Dr. Leanne Hawkin & Dr. Geoff
Colvin; University of Oregon
•Dr. George Sugai, University of Connecticut
•Dr. Rob March, University of Colorado
•Dr. Randy Sprick, Safe and Civil Schools
•Kimberlee Breen, Illinois PBIS
•Dr. Lucille Eber, Illinois PBIS Director, National
Wrap-Around Initiative Director
•Dr. Laura Riffel, University of Kansas
Training Objectives
•
•
•
•
•
Learn about PBIS (Overview)
Provide examples of implementation
Reflect/self-assess school discipline system
Reflect/self- assess school climate and
culture
Plan for implementation in your school
•Have a little fun, laugh!
LESSONS
FROM
THE
WORLD
OF WORK
What makes a good work environment?
How do the adults act?
1 million workers, 80,000 managers, 400 companies
The best work environments are places where employees
(Buckingham & Coffman 2002, Gallup)
& educators, students, family
members, etc.
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.
A new way of thinking
about behavior
What is Positive Behavioral
Support?
Broadens intervention
from only one approach
- reducing challenging
behavior to…..
Encompasses multiple
approaches: changing
systems, altering
environments, teaching
skills, and appreciating
positive behavior
Property of Behavior Doctor
Seminars copyright 2009 - original
author must be given credit
BIG IDEA
ALL BEHAVIOR IS SPECIFIC TO
THE SETTING AND THE
CONTEXT
“Pupil achievement & behavior
can be influenced (for better or
worse) by the overall
characteristics of the school
environment.”
Rutter & Maughan, 2002
SW-PBS Logic!
Successful individual student
behavior support is linked to host
environments or school climates
that are effective, efficient, relevant,
& durable
(Zins & Ponti, 1990)
Positive Behavioral
Interventions &
Supports
“PBIS” is a research-based systems
approach designed to enhance the capacity
of schools to…
 effectively educate all students, including
students with challenging social behaviors
 adopt & sustain the use of effective
instructional practices
(Lewis & Sugai, 1999; Sugai et al., 1999; Sugai & Horner, 1994, 1999)
PBIS is…
• Not a specific practice or curriculum…it’s a databased systems-approach to preventing problem
behavior
• Not limited to any particular group of students…it’s
for all students
• Not new…it’s based on long history of behavioral
practices & effective instructional design &
strategies
• Not prescriptive…it’s individualized to the unique
features of the school; culturally relevant
The Focus is on:
School as unit of implementation
Connecting social & academic
achievement
Team-based leadership, problem-solving
Data-based decision-making
Increasing instructional time
Investments in capacity building
Sustainability of effective practices
School-wide Positive Behavior
Support? (a.k.a. PBIS)
• Schools that are:
– Predictable
– Students know what is expected
– Teachers know what is expected
– Consistent
– Similar standards across adults
– Safe
– Unsafe behavior, and physical abuse are not acceptable
– Positive
– Adult emphasis on acknowledging appropriate behavior
BIG IDEA
PBIS is…not a program or
curriculum, it is…a System
Change!
Big Idea!
“Even research-based, effective practices
may not be effective or efficient in
addressing school needs if the school
does not have a systemic approach for
choosing, implementing and sustaining
those practices.”
(Adjusted from Zins & Ponte)
What does this mean?
• Putting systems in place that are:
–Proactive vs. Reactive
– Based on Prevention not Intervention
–Positive not Punitive
–Effective not just Preferred
–Efficient not Complicated
6 Components of School-wide PBIS
1) Select and define expectations & routines
(Observable, Acknowledgeable, & Teachable)
2) Teach behavior & routines directly
(in all settings)
3) Actively monitor behavior (MIS-move, interact, scan)
4) Acknowledge appropriate behavior
Predictable/Intermittent/Long-term
5) Review data to make decisions
6) Correct behavioral errors
Pre-correction/Boosters/De-escalation/FBA
What does a PBIS school look like?
• 20-80% reduction in Office Discipline
Referrals
• 3-5 Behavioral Expectations are posted,
taught, modeled, practiced and rewarded.
• Administrator is an active participant on
the PBIS team.
• Continuum of behavior support is available
to all students.
• Children are caught being good.
What does a PBIS school feel like?
• Students report feeling safer
• Teacher’s report higher morale and less
turnover rate.
• Administrative staff report having more
time to deal with students on a personal
level and not on a behavioral level.
• Parents report feeling more positive about
the school.
• People look forward to Mondays, and
Tuesdays, and….
Don’t Be confused….
• Tasks that will be completed
– 3-5 Behavioral Expectations
– Matrix of positive examples
– Lesson Plans and Procedures
– Office Discipline Referral Forms
– Discipline Flow Chart
– Making Data Based Decisions
– Reinforcement
• Positive
• Negative
– Fidelity & Capacity
– Working Smarter not Harder
Are you happy with
student behavior in
your school??
In your classroom??
Take 1 minute and discuss with your neighbors
BIG IDEA
If you do what you always
do….
You will get what
you always got!
WESTERN HORSE SENSE
Common advice from knowledgeable horse trainers includes the adage:
“IF THE HORSE YOU’RE RIDING DIES, DISMOUNT.”
Seems simple enough, yet in education we don’t always follow that advice.
Instead of dismounting, we continue to choose from an array of ineffective
alternatives which include:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Buying a stronger whip
Trying a new bit or bridle
Switching riders
Moving the horse to a new location
Riding the horse for longer periods of time
Saying things like, “This is the way we’ve always ridden this horse”
Appointing a committee to study the horse
Arranging to visit other sites where they ride dead horses more efficiently
Increasing the standards for riding dead horses
Creating a test for measuring our riding ability
Comparing how we’re riding now with how we did ten or twenty years ago
Complaining about the state of horses these days
Coming up with new styles of riding
Blaming the horses parents
Tightening the cinch
A Context for PBIS
• Behavior support is the redesign of
environments, not the redesign of
individuals
• Positive Behavior Support defines
changes in the behavior of those who
will implement the plan.
– PBIS describes what we will do differently
in order to get a different outcome.
Challenges Facing Schools
•Doing more with less (need more time…)
•High rates of teacher & administrator attrition
•Meeting state standardized testing requirements
•Educating increasing numbers of students who are more
different than similar from each other
•Educating students with severe problem behavior
•Minors turning into majors (horseplay)
•Exhausting behavioral consequences (positive & negative)
• Consequences escalating behavior
How do schools typically respond to
disciplinary challenges?
When the going gets
tough………
The tough get tougher
Typical response focuses on “Get
Tough” consequences
•
•
•
•
Review rules & increase monitoring
Increase security
Remove, suspend, expel, exclude
Set zero tolerance policies
But….false sense of safety &
security!
•
•
•
•
•
Fosters environments of control
Triggers & reinforces antisocial behavior
Shifts accountability away from school
Devalues child-adult relationship
Weakens relationship between academic
& social behavior programming
Many existing discipline procedures
are ineffective in changing behavior:

Punishment


Exclusion


Detention, corporal punishment, loss of privileges
Removal from class, suspension, expulsion,
Counseling
Using Counselors, Social Workers, Psychologist to talk
out problem behavior

Problems with Reactive Strategies
• Punishment alone will not lead to durable
change in behavior. (Braaten, 1994)
• Reactive strategies that rely primarily on
punishment assume that individuals know
what is expected, how to do it, and are
properly motivated. Unfortunately it fails to
teach the expected behavior. (Horner & Sugai
1999)
• Some forms of punishment may actually
be rewarding and maintain problem
behaviors. (Gresham, 1991; March & Horner, 2002)
“What gets us in to trouble is
not the things we don’t know,
but the things we know for
sure that just ain’t so”
Mark Twain
Assumptions
• Students will “get it,” & take responsibility
for change
• Someone else will address problem
• Punishment teaches how to act
• Remove troublemakers to improve climate
Assumptions about adolescents
• Adolescents should know better…most do
• Adolescents must take responsibility for
own behavior….most know they should &
do….appropriately & inappropriately
• Adolescents will learn from natural
consequences….most do
Common “rewards” for:
• Inappropriate
behavior
– Counseling
– Principal’s office
– After school with an
adult (teacher, staff)
– ALC, T1, In-School
– Call home
– Parent meeting
– Special incentives
– Time off
• Appropriate behavior
– More challenging work
– “Free time”
– Ignored
Schools that are Least Effective in
Supporting Students with Problem
Behavior
• Have unclear and/or negative behavioral
expectations.
• Have inconsistent implementation of
consequences for problem behavior.
• Lack agreement among staff on behavioral
expectations and consequences
• Do not accommodate individual student
differences
– Gottfredson, Gottfredson, Mayer, 1995
– Mayer, Butterworth, Nafpaktitis, & Sulzar-Azaroff, 1983
Research Findings
• The same research reviews indicate that the
most effective responses to problem
behavior in school are:
–
–
–
–
Clear Behavioral Expectations
Academic Restructuring
Social Skills Training
Individual Behavior Plans
»
»
»
»
Gottfredson, 1997
Elliot, Hamburg, & Williams, 1998
Tolan & Guerra, 1994
Lipsey, 1991; 1992
2001 Surgeon General’s
Report
• Risk factors associated with increasing
# of antisocial behaviors
– Antisocial peer networks
– Reinforced deviancy
• Recommendations (rearrange
contingencies…..prevention)
– Establish “intolerant attitude toward
deviance”
• Break up antisocial networks…change social
context
• Improve parent effectiveness
– Increase “commitment to school”
• Increase academic success
• Create positive school climates
– Teach & encourage individual skills &
competence
We Know….
 Academic and social failures are
reciprocally and inextricably
related.
 To improve the academic success of
our children, we must also improve
their social success.
Carbondale High School
Began implementation this year (2007-08)
and have already seen a
30% Decrease
in ODRs for the months of August and September, resulting in a
Gain of
408 Instructional Hours
ISAT 00-05 - % MEETS AND EXCEEDS
1
BEFORE
PBIS
AFTER
PBIS
BEFORE PBIS
AFTER
PBIS
BEFORE PBIS
AFTER
PBIS
0.692
0.55
0.467
0.45
0.42
2001
2002
2003
2005
0.288
0.244
0.23
0.24
0.4
0.2
0.1
0
READING
2000
2004
0.36
0.415
0.5
0.47
0.489
0.6
0.548
0.589
0.617
0.7
0.3
0.723
0.8
0.526
0.9
MATH
WRITING
Messages Repeated!
1.
2.
Successful Individual student behavior
support is linked to host environments or
schools that are effective, efficient,
relevant, & durable
Learning & teaching environments must
be redesigned to increase the likelihood of
behavioral & academic success
HOW DOES
PBIS WORK
ANYWAY?
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
What’s currently in place?
Academic Systems
Behavioral Systems
Tertiary Supports
Tertiary Supports
______________________
______________________
______________________
1-5%
_________________
1-5%
_________________
_________________
Secondary Supports
______________________
______________________
______________________
5-10%
5-10%
_______________________
_______________________
_______________________
80-90%
_______________________
Universal Supports
___________________________
___________________________
Secondary Supports
_______________________
80-90 -%
Universal Supports
_________________________
___________________________
_________________________
___________________________
_________________________
___________________________
_________________________
___________________________
_________________________
_________________________
Parallel Systems
• Academic
–
–
–
–
–
–
–
Instruction
Data
Interventions
Remediation
Recognition
Consequences
Response to
instructional errors
• Behavioral
–
–
–
–
–
–
–
Instruction
Data
Interventions
Remediation
Recognition
Consequences
Response to
behavioral errors
BUILDING A SYSTEM OF
SUPPORT (SOS)
Positive Behavior Interventions & Supports
A Response to Intervention Model
Universal
School-Wide Assessment
School-Wide Prevention Systems
Analyze
Secondary
Student Data
Interviews,
Questionnaires, etc.
Observations, Brief
Functional Assessment
Group
Interventions
Tertiary
Multiple settings
Multiple Perspectives
Multi-Disciplinary
Assessment & Analysis
Adapted from T. Scott, 2004
Simple Individualized
Interventions
Complex
individualized
interventions
Team-Based Wraparound
Interventions
Positive Behavior Interventions & Supports
Local Middle School - RTI
Acknowledgement
system
Activity days
Analyze
Universal
Prison
Visits
Teaching
Behaviors
Collecting ODR Data
Secondary
Breakfast Bunch
Student Data
Interviews,
Questionnaires, etc.
Observations, Brief
Functional Assessment
Peer Mediation
Check and Connect
Partners
Tertiary
Multiple settings
Multiple Perspectives
Multi-Disciplinary
Assessment & Analysis
Adapted from T. Scott, 2004
College
Visits
Lunch Groups
IEP Counseling
Referrals to Mental Health
FBA/BIP
Middle School
Incidents/Day/Month/100 Students
6
# of incidents/day/month/100 students
5
4
2003-2004
2004-2005
3
2005-2006
2
1
0
Sept.
Oct.
Nov
Dec.
Jan.
Feb.
Mar.
April
May
June
Principles
• Systems approach is necessary for the
success of any & all programs or initiatives
• Collection & use of data is necessary for
identification of student & school needs
• Effective collaborations (students, families,
schools, agencies) are necessary
Focus on whole school
•
•
•
All students, families, staff, settings
Continuum of behavior support
Collaborative, integrated initiatives
Give priority to prevention
• Decrease development of new problem
behaviors
• Prevent worsening of existing problem
behaviors
• Eliminate triggers & maintainers of
problem behaviors
• Teach, monitor, & acknowledge
prosocial behavior
Positive
Behavior
Support
Social Competence &
Academic Achievement
‫٭‬
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
What does PBIS look like in a
school building?
• Expectations directly taught to students,
practiced & reinforced
• Shared decision making & open communication
w/ staff, students, families & community
agencies
• Consistency in student - adult interactions
• School-wide focus on prevention
• Efficient & effective responses to problem
behaviors
• School-wide data collection, analysis & use
Positive
Behavior
Support
Social Competence &
Academic Achievement
‫٭‬
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
School-Wide Systems
Non Classroom
Setting
Systems
Classroom
Systems
Individual Student
Support Systems
6 Components of School-wide PBIS
1) Select and define expectations & routines
(Observable, Acknowledgeable, & Teachable)
2) Teach behavior & routines directly
(in all settings)
3) Actively monitor behavior (MIS)
4) Acknowledge appropriate behavior
Predictable/Intermittent/Long-term
5) Review data to make decisions*(1st, last, always)
6) Correct behavioral errors
Pre-correction/Boosters/De-escalation/FBA
School-wide Systems
1.Common purpose & approach to discipline
2.Clear set of positive expectations & behaviors
3. Procedures for teaching expected behavior
4.Continuum of procedures for encouraging
expected behavior
5. Continuum of procedures for discouraging
inappropriate behavior
6. Procedures for on-going monitoring &
evaluation
Classroom Setting Systems
• Classroom-wide positive expectations taught
& encouraged
• Teaching classroom routines & cues taught &
encouraged
• Ratio of 6-8 positive to 1 negative adultstudent interaction
• Active supervision
• Redirections for minor, infrequent behavior
errors
• Frequent precorrections for chronic errors
• Effective academic instruction & curriculum
Nonclassroom Setting Systems
• Positive expectations & routines
taught & encouraged
• Active supervision by all staff
–Scan, move, interact
• Precorrections & reminders
• Positive reinforcement
Individual Student Systems
• Behavioral competence at school & district
levels
• Function-based behavior support planning
• Team- & data-based decision making
• Comprehensive person-centered planning &
wraparound processes
• Targeted social skills & self-management
instruction
• Individualized instructional & curricular
accommodations
Summary of PBIS “BIG IDEAS”
1. Systems (How things are done)



Team based problem solving
Data-based decision making
Long term sustainability
2. Data (How decisions are made)



On going data collection & use
ODR’s (# per day per month, location, behavior, student)
Suspension/expulsion, attendance, tardies
3. Practices (How staff interact with students)



Direct teaching of behavioral expectations
On-going reinforcement of expected behaviors
Functional behavioral assessment
Function of Universal Team
•
•
•
•
•
•
•
Develop fluent understanding of PBIS
Establish team routines
Self-evaluate & specify need
Secure staff commitment/participation
Secure family involvement/support
Develop and implement action plan
Collect & evaluate data regularly
Your PBIS Team
• Representative Team
– Teachers, Aides, Parents, SW, Psychologist,
Administrators, Students, Volunteers, Support Staff,
Community Agencies.
• Don’t reinvent the wheel
– What other teams at your school might you assimilate
into or into your PBIS Team. (Discipline, School improvement,
Character Ed.)
• Meet Often
– 2x a month in the beginning
• Share the Responsibilities
– Coach is there to assist and guide NOT do all the work
– Assume the coach will be gone in 1 year. Think
Sustainability!
Roles of team members
•
•
•
•
•
•
•
•
Administrator
Coach: Internal, External
Recorder
Time-keeper
Facilitator
Presenter
Data Support
Parent Liaison
PBIS Coach
• Currently has some
behavioral expertise
• Has some flexibility in
schedule
• Can dedicate hours
weekly to PBIS
• Must be able to attend
trainings/meetings
• Will be PBIS Team leader
• Receives extra training &
support
• Liaison to Community of
One Program
• Work to create buildinglevel, district & regional
sustainability
• Needs to be designated soon
School, Family & Community
Partnerships
Family Support in PBIS
• Schools and communities helping families
to create positive and nurturing
environments in the home, school and
community
Family Involvement in PBIS
• Families helping schools create positive
and nurturing learning environments for all
children and youth.
6 Components of School-wide PBIS
1) Select and define expectations & routines
(Observable, Acknowledgeable, & Teachable)
2) Teach behavior & routines directly
(in all settings)
3) Actively monitor behavior (MIS)
4) Acknowledge appropriate behavior
Predictable/Intermittent/Long-term
5) Review data to make decisions*(1st, last,
always)
6) Correct behavioral errors
Pre-correction/Boosters/De-escalation/FBA
School-Wide Behavioral Matrix
PURPOSES:
 Defines the Expected Behaviors for Specific Settings.
hallways, classrooms, gym, cafeteria, commons,
bus loading, bathrooms, assemblies, playground
 Creates the “Curriculum” that will guide the teaching of
expected behaviors.
 Creates consistent, school-wide, expectations
 Enhances communication among staff and between
students and staff, families. (stakeholders)
School-Wide Behavioral Matrix
Guidelines:
State definitions positively
Use common and few words
Show what the behavior “looks like”
Should follow OAT: Observable,
Acknowledgeable and Teachable.
Behavioral Expectations & Settings Matrix
School-wide
Expectations
Be
Respectful
Cafe
Hallway
Classroom
Keep voice
level at #2
Applaud
after
performance
Follow
directions
Be Safe
Walk
Stay to
right
Be a
ProblemSolver
Assemblies
Use Restorative
Justice skills
BERLIN HIGH SCHOOL
CONDUCT ACTION GUIDE
Be Responsible
Have Respect Strive for Success
In the
CLASSROOM
•Come prepared.
•Be on-time—both feet must be
through the classroom door by the
time the bell stops ringing.
•Pick up after yourself.
•Respond to reasonable requests.
•Complete your ‘own’ assignments
and tasks as required.
•Be silent during announcements.
•Dress appropriately (see Dress
Code).
•Allow others’ expressions and
ideas.
•Use appropriate language and
voice.
•Honor others’ property.
•Engage in learning.
•Maintain a positive outlook
towards school.
•Model positive behavior and
acknowledge it in others.
In the
HALLWAY
•Walk to the right.
•Use time for intended purpose only.
•Keep the hall and floors clean.
•Honor others’ personal space.
•Apologize if you bump into
someone.
•Use appropriate language and
voice.
•Display affection appropriately.
•Model positive behavior and
acknowledge it in others.
•Help others in need.
In the
CAFETERIA
•Be on-time.
•Practice polite table manners.
•Leave the floor and table clean for
the next group using the facility.
•Consume only your own food and
drink.
•Wait your turn in line.
•Keep your hands, feet and food to
yourself.
•Use “please” and “thank you”.
•Use appropriate language and
voice.
•Eat lunch with someone who is
eating alone.
•Model positive behavior and
acknowledge it in others.
•Compliment the kitchen staff.
In
ASSEMBLIES/
EVENTS
•Participate appropriately.
•Come and go in an orderly fashion.
•Pick up after yourself.
•Sit with your class during school
assemblies.
•Help create an environment where
everyone can enjoy the activity.
•Treat visitors kindly.
•Use appropriate language and
voice.
•Encourage others to enjoy the
presentation or event.
•Model positive behavior and
acknowledge it in others.
revised: 9/27/07
Voice Levels
0 - Silent
2 - Speaking
voice
1 - Whisper
3 - Raised
voice
What Makes School-wide Support Different?
You Will Actually Teach Your Behavioral
Expectations
• Transforming broad school-wide expectations
into specific, observable behaviors.
• Use of the Expectations by Settings Matrix
• Teaching expectations in the actual settings
where behaviors are to occur
• Teaching (a) the words, and (b) the actions.
• Building social cultures that are predictable, and
focused on student success.
Teaching Behavioral Expectations
1) State behavioral expectations
2) Specify student behaviors (rules)
3) Model appropriate student behaviors
4) Students practice appropriate
behaviors
5) Reinforce appropriate behaviors
Components of School Wide
Discipline Plan
• Encouraging Appropriate Behaviors
• Discouraging Inappropriate Behavior
Effective Behavior Management
• Research has found that positive
reinforcement is the most powerful form of
behavior management.
• Punishment
– Can be effective as well, however…
• Students must first possess the skills and
knowledge required to exhibit desired behavior.
• Punishment can potentially invoke anger and
resentment, especially with at-risk students.
Guiding Principles
• Natural consequences are varied,
unpredictable, undependable,…not
preventive
• “Knowing” or saying “know” does NOT
mean “will do”
• Students “do more” when “doing
works”…appropriate & inappropriate
There is a proverb which
says, “If you’ve told a child
100 times to do something
and they don’t do it…it isn’t
the child that is a slow
learner.”
Avoid the trap of rewarding
problem behavior
• Negative reinforcement is alive and well.
– Escaping something unpleasant is a reward.
Unpleasant
Events
Reprimand/Failure
Problem
Behavior
Skip School
Escape from
Unpleasant
Events
No Reprimand/Failure
Effective Environments
• Problem behaviors are irrelevant
– Aversive events are removed
– Access to positive events are more common
• Problem behaviors are inefficient
– Appropriate behavioral alternatives available
– Appropriate behavioral alternatives are taught
• Problem behaviors are ineffective
– Problem behaviors are not rewarded
– Desired behavior ARE rewarded
Reinforcement
• Positive Reinforcement
– A behavior is strengthened because a positive
condition is introduced as a result of the behavior.
• Negative Reinforcement
– A behavior is strengthened because a negative
condition is removed as a result of the behavior.
• Punishment
– A behavior is weakened because a negative condition
is experienced as a result of the behavior.
Positive consequences…
• are delivered to:
– Provide immediate feedback that behavior is
acceptable or desired
– Increase likelihood behavior will BE repeated,
i.e., reinforced.
Purpose of
Recognition/Feedback
• Teach new behavior
• Encourage/establish infrequent and
non-fluent behavior
• Strengthen replacement behaviors that
compete with habitual undesirable
behavior
• Let kids know when they get it right
Five Hallmarks of Effective
Positive Feedback
• Accurate – feedback is related to behavior that has
occurred
• Specific & Descriptive – information laden,
confirms actions
• Contingent – some level of importance: when
learning new behavior; behavior requires effort;
individual proud of behavior
• Age & Culturally appropriate
• Manner fits adult’s style – individual styles
REINFORCEMENT
•Reinforcement makes the world go round
•Timing and specifics are critical
•Needs to be consistent
•Reinforcement is defined by the individual
•Some of us need more than others
•The “F” Word
Examples of Positive
Consequences
•
•
•
•
•
•
•
•
•
•
Teacher praise
Demonstrations of teacher approval
Positive feedback
Points (leading to privileges and rewards)
Minutes…
Access to special activities
Mystery awards
Public recognition (class-wide and school-wide)
Menus (store, list of reinforcers)
Parent contact
REFRIGERATOR
REINFORCEMENT
•Positive notes home
•Postcards
•Good News referrals
•Awards and certificates
•Emails
Guidelines for Use of
Rewards/Acknowledgements
• Move from
other-delivered to self-delivered
Highly frequent to less frequent
predictable to unpredictable
tangible to social
• Individualize
The quickest way to change
behavior….in anyone.
Research indicates that you
can improve behavior
by 80% just by pointing out
what someone is doing
correctly.
Property of Behavior Doctor
Seminars copyright 2009 - original
Rules of Behavior- Review & New
A group of researchers measured how often
students complied with the rules. What
percent do you think?
Children are doing the right thing 80% of the
time. These researchers also measured the
percent of time the adults in the environment
complimented those students for having
appropriate behavior…..
Property of Behavior Doctor Seminars copyright
2009 - original author must be given credit
Reviewing Components of School
Wide Discipline Plan
• Encouraging Appropriate Behaviors
• Discouraging Inappropriate Behavior
Negative consequences…
• are delivered to:
– Provide immediate feedback that behavior is
unacceptable
– Increase likelihood behavior will NOT BE
repeated, i.e. punished.
ISSUES WITH NEGATIVE
CONSEQUENCES
Punishment has inherent and inescapable drawbacks
including, but not limited to,:
•Escape/avoidance
•Fear
•May become neutral
•May become reinforcing
•Can set a negative climate
•Consequences too harsh to implement unless you’re angry
Staff Motivation
Key to Using Negative
Consequences
No Silver bullet!
Rather
MILD CONSEQUENCES
CONSISTENTLY delivered
Procedures for discouraging
inappropriate behaviors (System)
• Office vs. Classroom managed
– Are distinctions clear?
– Do administration and staff need to create a
list? If list already exists, does staff agree?
– Are appropriate administrators dealing with
office managed discipline? (Not Counselors, SW’s or
Psychologists)
– Does staff feel supported?
– Is there a clear flow chart to follow for
misbehavior?
Procedures for discouraging
inappropriate behaviors Cont…
•
Review behavioral consequences
– Should be continuum of responses
•
The smallest effort to achieve the greatest effect
– Are we inadvertently reinforcing the
inappropriate behaviors for students and staff?
•
Track who is using consequences/options
– Are consequences having no effect?
•
Repeat offenders
– Do you need to address behaviors with targeted
interventions or wraparound services?
(intensive)
PROGRESSIVE NEGATIVE
CONSEQUENCES
Dr. Randy Sprick lists two criteria for
evaluating progressive negative
consequence sytems:
•Does it treat the child with dignity
and respect?
•Does it work?
Effective Reinforcement
• Use the least amount necessary
• Approximate and/or pair with natural
reinforcers
• Make part of
routine and
systems
• Pre-plan and
teach
consequences
Effective Punishment
•
•
•
•
•
•
Part of routine and system
Use the least amount necessary
Think ahead
Have a bottom line
Avoid power struggles
Pre-plan and
teach consequences
DATA DOES NOT
HAVE TO BE A
FOUR LETTER
WORD
Data
Steps of Data Collection, Analysis, and Use
Identify sources of information and data
–
–
–
–
–
–
Office discipline referrals
Attendance, tardies
Detentions, in-school-suspensions, out-of-school
suspensions, expulsions
Academic performance (class work, homework,
grades, classroom tests, state test results)
EBS/PBIS survey
Reinforcers issued
Data Collection, Analysis, and Use
(SYSTEM)
Summarize/Organize Data
Number of Office Discipline Referrals By:
• “The Big 5 Graphs”
–
–
–
–
–
•
Number per day per month per 100 students
Time of day
Type of Behavior
Location
Student
“Additional Graphs”
–
–
–
–
Day of week
Type of Consequence
Number of Reinforcers
Teacher
Middle School
Incidents/Day/Month/100 Students
6
# of incidents/day/month/100 students
5
4
2003-2004
2004-2005
3
2005-2006
2
1
0
Sept.
Oct.
Nov
Dec.
Jan.
Feb.
Mar.
April
May
June
# of ODRs/day/month/100 students
Robert J. Kaiser Middle School
ODRs/Day/Month/100 Students
4
3.5
3
2.5
2006-07
2007-08
2008-09
2009-10
2
1.5
1
0.5
0
Sept.
Oct.
Nov.
Dec.
Jan.
Feb.
March
April
May
June
LHS Suspension Rate Comparison
900
800
# of suspensions
700
600
500
2008-09
400
2009-10
300
200
100
0
ISS
OSS
Liberty High School
ODRs/Day/Month/100 Students
14
# of ODRs/day/month/100 students
12
10
8
2004-05
2009-10
6
4
2
0
Sept.
Oct.
Nov.
Dec.
Jan.
Feb.
March
April
May
June
Why Use Data?
• Communications
• Effectiveness, efficiency, & relevance of
decision making
• Professional accountability
• Prevention
…..Use minutes efficiently
3 Elements of Data-based Decision
Making using ODR data
1. High quality data from clear definitions,
processes, & implementation (e.g., sw
behavior support)
2. Efficient data storage & manipulation
system (e.g., Excel or SWIS)
3. Process for data-based decision making &
action planning process (e.g., team)
Who? Referrals by Student
What?
N u m b e r o f R e fe r r a l s
Referrals per Prob Behavior
50
40
30
20
10
0
Lang
A chol
A rson
B omb
Combs
Defian
Disrupt
Dress
A gg/fgt
Theft
Harass
P rop D
Types of Problem Behavior
S kip
Tardy
Tobac
V and
W eap
N u m b e r o f O ffi c e R e fe r r a l s
Where?
Referrals by Location
50
40
30
20
10
0
Bath R
Bus A
Bus
Caf
Class
Comm
Gym
Hall
School Locations
Libr
Play G
Spec
Other
When?
N u m b e r o f R e fe r r a l s
Referrals by Time of Day
30
25
20
15
10
5
0
7:00
7:30
8:00
8:30
9:00
9:30
10:00
10:30
11:00
11:30
12:00
Time of Day
12:30
1:00
1:30
2:00
2:30
3:00
3:30
EBS School-Wide Survey Results
Mackenzie Staff Priorities (1/2) 12/08
Low Priority
Medium Priority
High Priority
100%
% of responses
80%
60%
40%
20%
0%
A small # of
positively &
clearly stated
expectations
are defined.
Expected
student
behaviors are
taught directly.
Expected
Problem
Consequences Distinctions Options exist to Procedures are A team exists
student
behaviors are
for problem between office allow instruction in place to
for behavior
behaviors are defined clearly. behaviors are vs. classroom
to continue
address
support planning
rewarded
defined clearly.
managed
when problem
emergency
& problem
regularly.
problem
behavior occurs. situations.
solving.
behaviors are
clear.
Implementing in your school
• Define your expectation for your setting. i.e. Be
Safe, Respectable, Responsible
• Define the routines in your setting. i.e. handing
in homework, transitions, bathroom
• Teach the expectations and routines
• Acknowledge the expected behavior
• Correct the unacceptable behavior
• Provide more teaching where needed.
Give priority to prevention
• Decrease development of new problem
behaviors
• Prevent worsening of existing problem
behaviors
• Eliminate triggers & maintainers of
problem behaviors
• Teach, monitor, & acknowledge
prosocial behavior
Focus on whole school
•
•
•
All students, families, staff, settings
Continuum of behavior support
Collaborative, integrated initiatives
Benefits of PBIS
•Reduction in the number of students requiring
special services
•Reduction in the number of students placed in
alternative education programs
•Overall improvement in school climate
•Staff have become increasingly student centered
•Increased family and community involvement
•Decrease in serious infractions
•Support and recognition of positive behavior for all
students
Rest of 10-11 School Year
Training Calendar:
October 7 Coaches Training- Day 1
October 8 Coaches Training- Day 2
October 28 Universal Training Day 1
(whole team)
October 29 Universal Training Day 1
(whole team)
March 9 Universal Training Day 3
(Whole Team)
March 10 Targeted (Tier 2) Training Day 1
(Tier 2 Team)
4/12 Targeted Training Day 2
(Tier 2 Team)
4/13 Technical Assistance Day
WEB RESOURCES
Positive Behavior Support National Center
www.pbis.org
School-Wide Information Systems
www.swis.org
Intervention Central
www.interventioncentral.org
Oregon Research Institute
www.ori.org
Great info on support for families you serve
Oregon Social Learning Center
www.oslc.org
Focus on community based interventions
Illinois Statewide PBIS Initiative
Laura Riffel, PHD
www.ilpbis.org
www.behaviordoctor.org