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PEJE Diverse Learners CoP:
Positive Behavioral Support
Facilitator: Donna Lupatkin
Guest: Rona Novick, PhD
Hidden Sparks
Date: February 11, 2008
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Agenda
• Welcome and Introductions
• Setting the Context
• Introduction to Positive Behavior Support
• Expectations
• Understanding Behavior
• Translating Ideas into Practice
• Next Steps
Introducing our Guest
Our guest for the call is Rona Novick, PhD. Rona is an Associate
Professor in the Azrieli Graduate School of Jewish Education and
Administration at Yeshiva University and Clinical Professor of Child
Psychology at Albert Einstein College of Medicine. Dr. Novick also
serves as a senior mentor for the Hidden Sparks program, providing
consultation to Day Schools and Yeshivas. Dr. Novick received her
PhD from Rutgers University and completed her doctoral internship
at Beth Israel Medical Center in New York. She developed the
Alliance for School Mental Health at North-Shore Long Island
Jewish Medical Center and served as its director for eight years,
authoring the BRAVE bully prevention program for schools. She is
recognized for her expertise in behavior management and child
behavior therapy and has published scholarly articles on school
applications of behavior management, children and trauma and bully
prevention in schools. She is the author of a book for parents:
Helping Your Child Make Friends, and editor of the book series Kids
Don’t Come With Instruction Manuals.
Setting the Context
A Case Study:
Imagine the Possibilities
Principal of Yeshiva ABC asked for workshop for teachers
on classroom management.
Instead, I offered to survey teachers for what was
challenging for them.
At workshop, gave teachers feedback of what they said
was critical – not knowing how to manage students, use
of negatives rather than positives, belief that school di d
not allow/recommend praise.
Result was group of teachers who agreed to meet to create
initiative to move forward.
I facilitated initial discussion and gave resources on PBIS.
By September, school had created a behavioral code of
conduct, explaining expectations for their students.
Reflecting
What do you see as the
benefits of supporting
students’ positive behavior
in your setting?
•
Students are looking
for attention when given
negative attention
•
Self perpetual cycle of
negative behavior if not
positive behavior.
•
When we reinforce
positive, students see
themselves in a positive way
What do you see as
the costs of NOT
supporting positive
behavior in your
setting?
Are there costs involved with moving forward?
Are there costs involved
with moving forward?
Your thoughts:
• Things don’t change overnight – there are small
changes. Change takes time and we need to be patient.
• Implications for working with families
• The teachers only have so much energy to make the
changes. Teacher change takes a lot of work. Teachers
will need some professional development and support.
Introduction to
Positive Behavior Supports
Positive = Reward
• The positive in PBS does not require expensive,
meaningless, or constant rewards for students.
• Positive behavior supports entails a pro-active approach
to have a positive effect on behavior – through an array
of interventions tailored for the school and student
• PBS is enhanced through the creation of environments
where consequences (both positive and negative) are
meaningful and make sense
Traditional Discipline Strategies
• Focus on student as the problem
• Reactive in nature
• Focus form of behavior
• Separation between instruction and behavior
• Oriented toward short-term changes
• Punishment without a school-wide positive
support system results in increased aggression,
vandalism, truancy, dropouts (Mayer & SulzerAzaroff, 1999)
How is PBS Different from the
Traditional Approach?
• Collaborative process
• Proactive
• Educative
• Focuses on function of behavior
• Aim is to build learning environments in which
positive behavior is more effective (functional)
than problem behavior. (Think of the behavioral
economy.)
Guiding Principles
• Some students need more support than
others
• Embedding certain supports in the school
allow a large percentage of students to
succeed
• Allows for the most positive change with
the smallest effort
Designing a Comprehensive PBS
System
CONTINUUM OF SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT
~5%
Secondary Prevention:
Specialized Group
Systems for Students with
At-Risk Behavior
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
Tertiary Prevention:
Specialized
Individualized
Systems for Students with
High-Risk Behavior
~15%
~ 80% of Students
Adapted from the Center for Positive Behavior Interventions and Supports (2002)
Assess Your Setting
• Before focus on tools – consider the areas
of greatest need, difficulty in your setting
• Would teachers, students, administrators
and parents have different answers?
• What indicators (data) do you have to
suggest that these areas are problematic?
Problematic Areas
Your Thoughts:
• Middle school boys – teachers do not
know how to handle them
• Students (girls) have trouble accepting
limits, even those who are non threatening
• Challenging boundaries between students
Expectations
Discussion: What do you Expect?
• What are the expectations in your school?
• How were they developed?
• How are they communicated?
• How are they TAUGHT?
• How are students acknowledged when they
meet expectations?
Your Ideas
• There is always room for improvement
Site-Based Expectations
In classrooms
Be safe
Respect
property
Active listeners,
take turns, raise
hands
Derech Eretz
In lunchroom In hallways
10 core values
Expecting is Never Enough
• Once you have developed school, class
or individually based expectations . . .
You must SHARE them with all involved
AND YOU MUST TEACH THEM!
Without Positives—
Your Staff is Negative
• Teachers need to address behavior in
class and beyond class settings
• If they are “banned” or feel uncomfortable
using positive approaches . . . They will be
left with no choice but to punish
• This contributes to a negative cycle with
no benefits for either students or teachers
Understanding Behavior
Truth or Myth Activity
1.
T/M Behavior plans should focus on extinguishing problem
behaviors in order to be most effective
2.
T/M Behavior is functional, (often communicative) ,purposeful, and
meaningful for the person exhibiting it
3.
T/M Children usually know what’s expected of them; they just choose not to
do it
4.
T/M Behavior changes as people mature and develop new competencies
5.
T/M Problem behavior is often a result of temperament, or a child’s innate
limitations or disability.
6.
T/M Problem behaviors are caused by a child’s upbringing
7.
T/M Behavior is affected by factors outside its immediate context
8.
T/M Labeling behavior as manipulative or aggressive is useful in designing
behavior interventions
9.
T/M When developing a behavior plan, family involvement is usually not
necessary, unless behaviors at school are extreme
Human Behavior….
• is functional, understandable and predictable.
• is malleable.
• occurs within an environmental context.
• is learned.
• can be taught/affected by changing aspects of
the environment.
Behavior Principles
• Behaviors occur because they are
signaled by an event in the environment
(antecedent) and reinforced by
consequences
• Behaviors that lead to satisfying outcomes
are likely to be repeated; behaviors that
lead to undesired outcomes are less likely
to be repeated
Why Do Some Children
Misbehave?
• To communicate their wants and needs
• It pays off
• To avoid something
• To get something
• Sometimes why a child initially
misbehaved is different than why a child
continues to misbehave
The ABC’s of Behavior
• Understanding the function of behavior is the
first step in changing the behavior
• Understanding comes from repeated
observation of:
A – Antecedent (stimulus/trigger before the behavior)
B – Behavior (the observable and measurable act)
C – Consequence (occurrence after the behavior that
serves to maintain or increase frequency of behavior)
Antecedents – Slow Triggers
• May happen in or out of the classroom
• Conditions that increase the likelihood that
behavior will occur
– Oversleeping
– Medication or lack of medication
– No breakfast
– Conflict with…
Antecedents - Fast Triggers
• Examples:
– Changes to regularly scheduled events due to holiday
programs, fire drills etc…
– Teasing/sarcasm/threats
– Challenged by other
• May be consistent
– Special Assembly Days
• May be unique to one situation
– Field trip to the zoo
Discussion: What is the
Consequence of the Behavior
• What is the pay-off?
• What does the student get?
• What does the student avoid?
Your Ideas
• Middle school boys- love to get a laugh,
and once they get the teacher to laugh it is
a real payoff
– Because of the laugh (the payoff), you might
avoided getting made fun of, getting in
trouble, having to do the academic task
• Power struggle – ability to do it on own
terms
Behavior Principles:
Consequences
• Behavior is affected by its consequences
• Behavior is strengthened/maintained by reinforcement
– Adam correctly completes his assignments. He is allowed extra
time on the computer.
• Behavior is weakened by withholding consequences (usually social)
that have maintained it
– Rina constantly taps her pencil to get the teacher’s attention.
Instead of scolding her, teacher gives positive attention to another
student sitting quietly.
• Behavior can also be strengthened, weakened, or maintained by
modeling
– Jenny’s mom says “thank you” every time she is served in a
restaurant. Jenny says “thank you” every time she is served lunch
at school.
Translating Ideas into Practice
Teaching to T-E-A-C-H
• To support positive behavior change in students follow
these 5 steps
• T ell what the problem is – describe behavior
• E xplain the function, what does student get or get away
from
• A ppropriate, alternative – what do you want to see
• C ultivate the appropriate – how will you grow the new
behavior
• H ow did your plan work? What adjustments are
necessary?
Strategies for Handling
Behavior Challenges
– Re-teach the expectations/rules
– Change seating arrangements
– Conference with parent and/or student
– Peer mediation
– Student contracts
– Provide choices
– Remove tempting items
Using the Model
• How can I bring this model into my school?
• What changes to the program would it involve?
• What kind of staff training would I need?
• What kind of expenses would I incur?
What is our Responsibility?
• If a student is not managing the
curriculum, it may indicate an adult
“failure” to teach in a way that the student
can benefit.
• When a student is not managing
behavioral expectations, it may indicate
our “failure” to teach expectations
thoroughly and effectively.
Next Steps
What is one change I’m prepared
to/interested in
making?
Discuss Online
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Future Conference Calls
• March 17, 2008- Second Language
Development-Teaching Hebrew to the Diverse
Learner-Measures and Evaluation-Dr. Scott
Goldberg from Yeshiva University
• May 5, 2008-TBA
• June –date and topic TBA
Note: All of the calls will be on a Monday at 4:00
EST
We thank Hidden Sparks
for their generous support of our CoP
Stay tuned for information about the
PEJE Assembly, Boston, April 6-8, 2008
(Hope to see you there!)