Interim TasksInterim Tasks
Finalize Primary Prevention Tier Implementation Steps 1-3 1-establish leadership team 2-develop brief statement of purpose 3-identify SW-PBS behavior expectations
Schedule and meet monthlyPresent step 2 and 3 draft ‘products’ to faculty and get
feedbackPresentation to staff – PBIS content & connections to
school goals, other initiatives in SIP.
How’s it going?
PBIS Team Training Process
Tier 1 Systems
Team Implementation Checklist (TIC)
Objectives for today
Increase understanding of behavior principles, decide how/when to share with full staff
Create draft of School-wide Expectations Matrix and procedures to teach them (step 4)
Begin work on procedures for teaching classroom-wide expectations, how to communicate rationale to full staff
Time Content
Activities/Resources
8:30-8:45 Welcome, Sign In & Warm-up SWPBS Workbook – ‘team placemat’
8:45-9:30Review big ideas of SWPBS Vocabulary activity
9:30-10:15 Behavior Principles Whole group & video;University of Kentucky, Understanding Behavior Principles (year 1 links doc)
10:15-10:30 BREAK
10:30-11:15 Step 4: Procedures for Teaching School-wide Expectations
Powerpoint Year 1 day 2
11:15-12:00 TEAM WORK TIME Step 4 SWPBS Workbook, 57-63; Appendices, flashdrive, Websites, Wikispace
12:00-12:45 LUNCH
12:45-1:30
1:30-2:45
2:45-3:30
YR 1 DAY 2
Step 5: Teaching Classroom-wide Expectations
TEAM WORK TIME – Step 4 &/or Step 5
Revisit Objectives – How did we do? Next Steps, feedback
SWPBS Workbook,
64-66
Action plan templates Workbook 35, 38,39, 40, and in each step section
Why Behavior Principles?Recognize the ABC’s of behaviorUnderstand the functions of behaviorShape adult behavior to prevent and decrease problem behaviors
Underlying Principles of 3-Tiered Prevention Models
4 ComponentsWhat are the predictable
failures? What can we do to prevent
failure?
How will we maintain
consistency? How will we know if it’s working?
1
2
3
4
Same at Every Level!!
8
9
10
Science and our experiences have taught us that students…
Are NOT born with “bad behaviors”
Do NOT learn when presented with aversive consequences
…Do learn better ways of behaving by being taught directly & receiving positive feedback
AssumptionsAssumptions
Behavior is learned (function).
Behavior is lawful (function).
Behavior becomes patterned through successive interactions (practice).
Behavior can be changed/modified through an instructional approach.
Why Do We Behave the Way We Do?
• Behaviors are LEARNED and continue because they serve a PURPOSE or FUNCTION
• We engage in behaviors because we have learned that a DESIRED OUTCOME occurs
12
FunctionsFunctionsProblemBehavior
Obtain/GetSomething
Escape/Avoid
Something
SocialTangible/Activity
Adult
Stimulation/Sensory
Peer
Pos Reinf Neg Reinf
The ABC’s of Behavior:The ABC’s of Behavior:
A = Antecedent
B = Behavior
C = Consequence
Antecedent Behavior Consequence
The Three Term ContingencyThe Three Term Contingency
• Antecedent:
• Behavior:
• Consequence:“Any stimulus presented contingent on a particular response”
“Any observable and measurable act of an individual (also called a response).”
Any “ stimulus that precedes a behavior”
Alberto & Troutman (2006)
Reinforcement vs. PunishmentReinforcement vs. Punishment
Reinforcement: when a consequence of a behavior functions to increase the likelihood of future occurrences of that behavior
Punishment: when a consequence of a behavior functions to decrease the likelihood of future occurrences of that behavior
Reinforcement and PunishmentReinforcement and Punishment
* Future probability of behavior
Inc. ( )*
Dec. ( )*
Reinforcement Reinforcement
Punishment Punishment
Give (+) Take (-)
Positive
Positive
Negative
Negative
““School’s not for kids!”School’s not for kids!”
When Jake is presented with school work, he whines, “Schools not for kids!” In the past, Jake’s teacher gets frustrated and takes his work away. In the future, Jake continues to whine whenever he is presented with work.
Antecedent(SD):
Behavior(s):
Consequence:
Action(+ or -):
Effect( or ):
So it is:
Breakdown of Example: Breakdown of Example: JakeJake
When Jake is presented with school work
he whines, “Schools not for kids!”
Jake’s teacher…takes his work away
In the future, Jake continues to whine
Jake’s teacher…takes his work away
Negative reinforcement
““Brian”Brian”
During lunch with peers, Brian made a derogatory comment toward one of his peers. The peer punched him. In the future, Brian was less likely to make derogatory comments (at least toward that peer).
Antecedent(SD):
Behavior(s):
Consequence:
Action(+ or -):
Effect( or ):
So it is:
Breakdown of Example: BrianBreakdown of Example: Brian
During lunch with peers
Brian made a derogatory comment
The peer punched him
less likely to make a derogatory comments
Peer “gave” a punch
Positive punishment
““Rachel”Rachel”
During math class lectures, Rachel uses a straw and her math notebook to make spitballs and shoot them at Susan. Peers laugh. Rachel begins to shoot spitballs in other classes during lectures.
Antecedent(SD):
Behavior(s):
Consequence:
Action(+ or -):
Effect( or ):
So it is:
Breakdown of Example: Breakdown of Example: RachelRachel
During classroom lectures
Rachel shoots spitballs
Peers laugh
More likely to shoot spitballs during lectures
Peer “gave” social attention
Positive reinforcement
““Jasmine”Jasmine”
In the hallways between classes Jasmine meets friends at her locker and is late to English class. The teacher doesn’t allow her to enter without a late pass. In the future Jasmine does not meet with friends and goes immediately to class.
Antecedent(SD):
Behavior(s):
Consequence:
Action(+ or -):
Effect( or ):
So it is:
Breakdown of Example: Breakdown of Example: JasmineJasmine
In the hallway between classes
Meets up with friends
Late to class
Less likely to meet up with friends between classes
Teacher withholds access to class
Negative punishment
Consider awareness level of full staff:At least 80% of faculty, staff, and administration participate/have participated in trainingAll can benefit whether the training is new or review for staffTraining options:Online tutorial http://serc.gws.uky.edu/pbis/home.htmlOverview at faculty meeting using today’s slides
Basic Behavioral Principles
Teaching Academics & Teaching Academics & BehaviorsBehaviors
School Rules
NO Food
No Weapons
NO Backpacks
NO Drugs/Smoking
NO Bullying
STEP 4 – Develop Lesson Plans for Teaching STEP 4 – Develop Lesson Plans for Teaching SW Positive ExpectationsSW Positive Expectations
WKBK. Pgs.57-63WKBK. Pgs.57-63
Standard lesson plan for teaching each expectationStandard lesson plan for teaching each expectation
Schedule for presenting each lessonSchedule for presenting each lesson
Include positively stated examples for each settingInclude positively stated examples for each setting
Consider how you will know if students understand the Consider how you will know if students understand the expectations and are using them in natural contextsexpectations and are using them in natural contexts
Approach in the same way you approach teaching Approach in the same way you approach teaching academic skillsacademic skills
Looks Like?Looks Like? Sounds like?Sounds like?
What does Respect look like in the café? The hallway? The playground? On the bus?
What does Respect sound like in the cafe? The hallway? The playground? On the bus?
Concrete examples of SW Expectations
Date Completed Implementation Worksheet
Develop and list on the Teaching Matrix 3-5 positively stated rules or expectations that support the school’s mission/purpose. These rules should use common and few words (e.g., Respect Others, Respect Yourself, Respect Property), and should apply to all students and staff members.
Identify and list on the Teaching Matrix all school setting or classroom contexts in which rules are expected
For each rule or expectation, provide at least two positively stated, observable behavioral indicators or examples (e.g., Walk with hands and feet to self, return lunch tray to kitchen) for each setting
Develop a standard lesson plan for teaching each expectation (e.g., Cool Tool).
Develop a schedule for presenting each lesson plan. Develop a procedure for prompting, precorrecting, and encouraging
appropriate displays of expectations. Develop a procedure for proactively correcting errors in displays of
expectations. Develop system for determining the extent to which students (a) have
acquired the rule or expectation and (b) are using the expectation in natural school settings or classroom contexts.
The following worksheet provides a task analysis of the main steps involved in developing a teaching matrix for school-wide behavior expectations: from p. 60, SWPBS Workbook
What does it look like?
Example – teaching expectations using examples and non-examples, giving students opportunities to practice.
Universals at one elementary school
Teaching Matrix ActivityTeaching Matrix Activity
Getting StartedAPPENDIX A
Classroom Lunchroom Bus Hallway Assembly
Respect Others
• Use inside voice• ________
• Eat your own food•__________
• Stay in your seat•_________
• Stay to right• _________
• Arrive on time to speaker•__________
Respect Environment & Property
• Recycle paper•_________
• Return trays•__________
• Keep feet on floor•__________
• Put trash in cans•_________
• Take litter with you•__________
Respect Yourself
• Do your best•__________
• Wash your hands•__________
• Be at stop on time•__________
• Use your words•__________
• Listen to speaker•__________
Respect Learning
• Have materials ready•__________
• Eat balanced diet•__________
• Go directly from bus to class•__________
• Go directly to class•__________
• Discuss topic in class w/ others•__________
Family Teaching
Matrix
SETTING
At homeMorning Routine
HomeworkMeal
TimesIn Car Play Bedtime
Respect Ourselves
Respect Others
Respect Property
Exp
ecta
tions 1. S
OCIAL SKILL
2. NATURAL
CONTEXT
3. BEHAVIOR
EXAMPLES
Behavioral Expectations and Behavioral Expectations and
Skills Taught in Natural Skills Taught in Natural ContextContext
Establish Behavioral Expectations/Rules Teach Rules in the Context of Routines
Prompt or Remind Students of Expected behavior
Monitor Student's Behavior in the Natural Context
Activity: Team work - Begin Step 4
Draft a SW Teaching Matrix for your school workbook 62, Yr 1 Products, Appendix A, Wiki, links doc for samples
Draft lesson plans for each setting using a standard lesson plan template. workbook 57-63; Appendix J on flashdrive, Wiki
Action Planning for Step 4: decisions on timeline for drafting lessons, brainstorming engaging ways to teach expectations, ways to engage students & families in teaching them, what/when to share with full staff use guiding questions on p. 61 in workbook How are expectations currently taught and practiced for SW settings? Draft a schedule for teaching throughout the year (goal of 2014-2015)
[General action planning templates, workbook 35, 38, 39, 40, also in Yr 1 Products; planning pages at end of TIC handout]
STEP 5 – Develop Lesson Plans for Teaching Positive CW Expectations
Workbook p. 64 – guiding questionsWorkbook p. 64 – guiding questions
#3: Teaching matrix, procedures, and schedules developed for teaching school-wide behavior expectations in typical classroom contexts and routines.
#8: #8: Involvement by staff, students, and families in development
#9: #9: Contextually/culturally appropriate (e.g., age, level, language)
#12: #12: Agreement by >80% faculty and staff
Typical Contexts/ Routines
Classroom-Wide Rules/ExpectationsRespect Others Respect Property Respect Self
AllUse inside voice.
Raise hand to answer/talk.
Recycle paper.Put writing tools inside
desk.
Do your best.Ask.
Morning MeetingEyes on speaker.
Give brief answers.
Put announcements in desk.
Keep feet on floor.
Put check by my announcements.
HomeworkDo own work.
Turn in before lesson.
Put homework neatly in box.
Touch your work only.
Turn in lesson on time.Do homework
night/day before.
TransitionUse inside voice.
Keep hands to self.Put/get materials first.
Keep hands to self.Have plan.Go directly.
“I Need Assistance”
Raise hand or show “Assistance Card”.
Wait 2 minutes & try again.
Have materials ready.Have plan.
Ask if unclear.
Teacher DirectedEyes on speaker.
Keep hands to self.Use materials as
intended.Have plan.
Ask.
Independent WorkUse inside voice.
Keep hands to self.
Use materials as intended.
Return with done.
Use time as planned.Ask.
Problem to SolveStop, Step Back,
Think, ActStop, Step Back,
Think, ActStop, Step Back,
Think, Act
1. SOCIAL SKILL2. N
ATURAL
CONTEXT
3. BEHAVIOR
EXAMPLES
Why do WE address classroom-wide?
“When developing lesson plan for teaching classroom-wide behavior expectations, the school the school leadership team’s goal is to increase consistency leadership team’s goal is to increase consistency between school-wide and classroom-wide between school-wide and classroom-wide expectations and proceduresexpectations and procedures. HoweverHowever, individual teachers should fit examples, activities, etc. to the context of their individual classrooms, students, and routines.”
Page 64, SWPBS Workbook
3. State, teach, review & reinforce positively stated expectations
Establish behavioral expectations/rules.
Teach rules in context of routines.
Prompt or remind students of rule prior to entering natural context.
Monitor students’ behavior in natural context & provide specific feedback.
Evaluate effect of instruction - review data, make decisions, & follow up.
Excerpt from p. 88, Classroom Mgt. Practices, SWPBS Workbook
Purpose of the Classroom-Wide (CW) Matrix and lesson plans
Activity: Team work - Step 4 & 5
Continue with Step 4 work and/orBegin Step 5: Draft a CW Teaching Matrix for your
school workbook 65, Yr 1 Products, Appendix A, questions 3, 8, 9, 12 on p.
64 Discuss - How are expectations currently taught and practiced for
CW expectations? How might we effectively guide teachers to define and teach
expectations that align with SW matrix and lessons? To what extent is this already in place, how do we know?
NOTE – Classroom management practices will be part of December training session and other guidelines on p. 64 overlap other steps, so focus conversation today on the questions above for step 5
[General action planning templates, workbook 35, 38, 39, 40, also in Yr 1 Products; planning pages at end of TIC handout]
STOP @ 2:45
1. Leadership team2. Behavior purpose statement3. Set of positive expectations & behaviors4. Procedures for teaching SW behaviors5. Procedures for teaching CW expected behavior6. Continuum of procedures for encouraging expected
behavior7. Continuum of procedures for discouraging rule
violations8. Procedures for on-going data-based monitoring &
evaluation
School-wide
Revisit Objectives – How did we do?
Increase understanding of behavior principles, decide how/when to share with full staff
Create draft of School-wide Expectations Matrix and procedures to teach them (step 4)
Begin work on procedures for teaching classroom-wide expectations, how to communicate rationale to full staff (step 5)