P iti B h i S t AP iti B h i S t APositive Behavior Support: A Positive Behavior Support: A Skillbuilding Approach to E/BDSkillbuilding Approach to E/BDSkillbuilding Approach to E/BDSkillbuilding Approach to E/BD

K. Richard YoungK. Richard YoungggLynnette ChristensenLynnette Christensen

P l C ld llP l C ld llPaul CaldarellaPaul CaldarellaOhio CCBD 2010 Summer Behavior InstituteOhio CCBD 2010 Summer Behavior Institute

W i i iti h l i tWe envision a positive school environment that nurtures the development of:• social, emotional and behavioral skills

• competencies and characteristics necessary for meaningful relationships

• academic success

ibl iti hi• responsible citizenship

• abilities to deal with adversity, y,stress and the challenges of life

S h t i P itiS h t i P itiSo,….what is Positive So,….what is Positive

Behavior Support?Behavior Support?Behavior Support?Behavior Support?

PBSPBS is a broad range of is a broad range of systemic & individualizedsystemic & individualizedstrategies for achieving

important social & learningimportant social & learningoutcomes while preventingproblem behavior with all p

students.

PBS is the application of PBS is the application of iti b h i liti b h i lpositive behavioral positive behavioral

interventions and systemsinterventions and systems to to achieve socially important achieve socially important

behavior change.behavior change.gg-- SugaiSugai 20002000

Tertiary Prevention:Tertiary Prevention:for Students for Students

with Highwith High--Risk BehaviorRisk Behavior5%5%1) Build Relationships1) Build Relationships

Secondary Prevention:Secondary Prevention:for Students with for Students with

gg

~15% ~15% ~15% ~15%

~5% ~5% 1) Build Relationships1) Build Relationships

2) Establish Expectations2) Establish Expectations

3) Teach Appropriate 3) Teach Appropriate AtAt--Risk BehaviorRisk Behavior

) pp p) pp pBehaviorBehavior

4) Reinforce Appropriate 4) Reinforce Appropriate BehaviorBehavior

5) Use Interventions                              5) Use Interventions                              Based on DataBased on Data

Primary Primary Prevention:Prevention:

Based on DataBased on Data

For All StudentsFor All Students

~80% of Students~80% of Students

Fo ndationsFo ndationsFoundationsFoundations•• Behavior is largely a product of its immediateBehavior is largely a product of its immediateBehavior is largely a product of its immediate Behavior is largely a product of its immediate

environment.environment.

•• Behavior ultimately responds better to positive rather Behavior ultimately responds better to positive rather than negative consequences.than negative consequences.

•• Learning best takes place under pleasant Learning best takes place under pleasant circumstances.circumstances.

•• The most effective way to change inappropriate The most effective way to change inappropriate behavior is to teach and praise appropriate behaviorbehavior is to teach and praise appropriate behaviorbehavior is to teach and praise appropriate behavior.behavior is to teach and praise appropriate behavior.

Guiding PrinciplesGuiding PrinciplesGuiding PrinciplesGuiding Principles•• All youth can learn.All youth can learn.

•• Problem behaviors often result from inappropriate Problem behaviors often result from inappropriate learning and can be correctedlearning and can be correctedlearning and can be corrected.learning and can be corrected.

•• Adults must adopt high expectations for civil Adults must adopt high expectations for civil behavior.behavior.

•• Instruction must include building skills critical toInstruction must include building skills critical toInstruction must include building skills critical to Instruction must include building skills critical to success in life.success in life.

C t t hi l i t itiC t t hi l i t iti•• Create teaching or learning opportunities Create teaching or learning opportunities frequently.frequently.

What makes teachers more likely to touchWhat makes teachers more likely to touch the hearts and minds of their students?

Understanding their lifelong impact on students, Understanding their lifelong impact on students, including a sense of hope and resilienceincluding a sense of hope and resilienceg pg p

Focusing time and energy on what they can do Focusing time and energy on what they can do diff tl h h ll i it ti idiff tl h h ll i it ti idifferently when challenging situations arise differently when challenging situations arise

Believing that attending to the socialBelieving that attending to the social--emotionalemotionalBelieving that attending to the socialBelieving that attending to the social emotional emotional life of students is not “extralife of students is not “extra--curriculum” time curriculum” time that draws time away from academic subjectsthat draws time away from academic subjectsthat draws time away from academic subjectsthat draws time away from academic subjects

•• Recognizing the need for empathy (attempting Recognizing the need for empathy (attempting to see the world through the eyes of the to see the world through the eyes of the student) in effectively relating to studentsstudent) in effectively relating to students

Knowing that the relationships they have withKnowing that the relationships they have withKnowing that the relationships they have with Knowing that the relationships they have with students are the foundation of successful students are the foundation of successful learning and a safe classroom environmentlearning and a safe classroom environmentlearning and a safe classroom environmentlearning and a safe classroom environment

Realizing one of the greatest obstacles to Realizing one of the greatest obstacles to learning is the fear of making mistakes and learning is the fear of making mistakes and being humiliated and being proactive in taking being humiliated and being proactive in taking t t li i t thit t li i t thisteps to eliminate thissteps to eliminate this

Understanding that discipline is a teaching Understanding that discipline is a teaching process rather than a process ofprocess rather than a process ofprocess rather than a process of process rather than a process of intimidation and humiliation.intimidation and humiliation.

Recognizing that students are more Recognizing that students are more receptive to learning when they believe receptive to learning when they believe their teachers appreciate and reinforce their teachers appreciate and reinforce their talents.their talents.

Goldstein & Brooks (2007)Goldstein & Brooks (2007)

Discipline vs PunishmentDiscipline vs Punishment

“If a child doesn’t know how to read, we teach.”“If a child doesn’t know how to read, we teach.”“If a child doesn’t know how to swim we teach ”“If a child doesn’t know how to swim we teach ”If a child doesn t know how to swim, we teach.If a child doesn t know how to swim, we teach.“If a child doesn’t know how to multiply, we teach.”“If a child doesn’t know how to multiply, we teach.”

“If a child doesn’t know how to behave, we…“If a child doesn’t know how to behave, we…

John Herner (NASDSE President) Counterpoint 1998, p.2John Herner (NASDSE President) Counterpoint 1998, p.2

C cle of P nishmentC cle of P nishmentCycle of PunishmentCycle of Punishment

Student Student misbehavesmisbehaves

•• Communicates only what Communicates only what student SHOULD NOT DO.student SHOULD NOT DO.

Teacher Teacher

•• Does not teach what TO DO.Does not teach what TO DO.

•• Provides only shortProvides only short--term term i f i i ti f i i t

Student’s Student’s need unmetneed unmet

punishespunishes

TeacherTeacher

suppression of inappropriate suppression of inappropriate behavior.behavior.

•• Sets stage for violenceSets stage for violenceTeacher Teacher feels feels successfulsuccessful

•• Sets stage for violence, Sets stage for violence, vandalism, & escape.vandalism, & escape.

•• Never addresses realNever addresses real

Behavior Behavior temporarily temporarily stopsstops

Never addresses real Never addresses real problems.problems.

Punishment producesPunishment producesIf the school experience is punishing, it If the school experience is punishing, it

Punishment producesPunishment producese sc oo e pe e ce s pu s g,e sc oo e pe e ce s pu s g,

often produces the following outcomes:often produces the following outcomes:FEARFEAR

AVOIDANCEAVOIDANCEAVOIDANCEAVOIDANCE

ESCAPEESCAPEESCAPEESCAPE

COUNTERAGGRESSIONCOUNTERAGGRESSION

PURPOSEPURPOSE

DISCIPLINE PUNISHMENTDISCIPLINE PUNISHMENT

Train for correction and Train for correction and Stop behavior by inflicting Stop behavior by inflicting i l di lfi l di lf di i lidi i li l il i

FOCUS in FOCUS in TIMETIME

maturity, leading to selfmaturity, leading to self--discipline discipline penalty or painpenalty or pain

Future correct deeds Future correct deeds Past incorrect behaviorPast incorrect behaviorTIMETIME

ATTITUDE of ATTITUDE of ADULTADULT

Love & concern for individual’s Love & concern for individual’s Hostility, frustration, Hostility, frustration, success & happiness success & happiness physical tension & stress physical tension & stress ADULTADULT

EMOTIONSEMOTIONS

Adult remains calm and relaxed Adult feels avengedAdult remains calm and relaxed Adult feels avenged

Positive selfPositive self--image, selfimage, self--worth, worth, Fear, guilt, stupidity, angerFear, guilt, stupidity, angerEMOTIONS EMOTIONS in CHILDin CHILD

DEFINITIONDEFINITION

value, & selfvalue, & self--confidence inferiority, hostilityconfidence inferiority, hostility

Takes form of teaching Infliction of unpleasant or Takes form of teaching Infliction of unpleasant or painful penaltiespainful penalties

Building Positive RelationshipsBuilding Positive Relationships

What is a positive relationship and how What is a positive relationship and how would you describe it?would you describe it?

•• Mutual trustMutual trust•• Respect Respect

•• KindKind•• EncouragingEncouragingpp

•• ConsiderationConsideration•• LovingLoving

•• Fun Fun •• OpenOpenLovingLoving

•• ValidatingValidating•• SafeSafe

pp•• CourteousCourteous

•• SafeSafe

ffBenefitsBenefitsRelationships: the foundation of good teachingRelationships: the foundation of good teachingRelationships: the foundation of good teachingRelationships: the foundation of good teaching

•• Students naturally want to please teachers they Students naturally want to please teachers they y p yy p ylikelike

Ad lt b t t d f h lAd lt b t t d f h l•• Adults become a trusted source of helpAdults become a trusted source of help

•• Enhances the effectiveness of modelingEnhances the effectiveness of modelingEnhances the effectiveness of modelingEnhances the effectiveness of modeling

•• Students are more willing to spend time with Students are more willing to spend time with teachers they liketeachers they like

Adult behaviors judged by young people as:Adult behaviors judged by young people as:

POSITIVEPOSITIVECalm, pleasant voice toneCalm, pleasant voice toneOffers to helpOffers to help

NEGATIVENEGATIVEOvert displays of angerOvert displays of angerAccusing/blamingAccusing/blamingOffers to helpOffers to help

Compliments performanceCompliments performanceFairnessFairnessExplaining why how orExplaining why how or

Accusing/blaming Accusing/blaming statementsstatementsGiving no opportunities to Giving no opportunities to speakspeak

Explaining why, how, or Explaining why, how, or whatwhatConcernConcernEnthusiasmEnthusiasm

Mean insulting remarksMean insulting remarksUnpleasant physical contactUnpleasant physical contactLack of fairnessLack of fairnessEnthusiasmEnthusiasm

PolitenessPolitenessGetting right to the pointGetting right to the pointPleasant facial e pressionPleasant facial e pression

Bossy, demandingBossy, demandingUnpleasantUnpleasantTalking only about mistakesTalking only about mistakesPleasant facial expressionPleasant facial expression

Stating expectationsStating expectations

Talking only about mistakesTalking only about mistakesNo eye contactNo eye contact

Adapted from Willner, et al. (1977)Adapted from Willner, et al. (1977)

Relationship BankRelationship BankCREDITSCREDITS

Every time you interact with Every time you interact with another person, you have the another person, you have the opportunity to make a opportunity to make a deposit in your account by deposit in your account by behaving in a way that shows behaving in a way that shows

d td tcare and respect.care and respect.

DEBITSDEBITSIf d thi th tIf d thi th tIf you do or say things that If you do or say things that are painful for the other are painful for the other person, you withdraw funds person, you withdraw funds from your accountfrom your accountfrom your account.from your account.

Positives to NegativesPositives to NegativesStudents recognize that adultsStudents recognize that adultsStudents recognize that adults Students recognize that adults are powerful and can hurt are powerful and can hurt them. them.

Our WITHDRAWALS, Our WITHDRAWALS, therefore, are MORE therefore, are MORE POWERFULPOWERFULPOWERFUL. POWERFUL.

We need to make MORE We need to make MORE DEPOSITS than withdrawals.DEPOSITS than withdrawals.

positives : negativespositives : negativesDEPOSITS than withdrawals.DEPOSITS than withdrawals.

Even if criticism is justified, it Even if criticism is justified, it needs to be balanced out with needs to be balanced out with EIGHT or more positives.EIGHT or more positives.

How to Build a Positive RelationshipHow to Build a Positive Relationship

1.1. Spend quality & quantity timeSpend quality & quantity time

2.2. Make continuous & consistent effortMake continuous & consistent effort

33 Show we care by what we say & doShow we care by what we say & do3.3. Show we care by what we say & doShow we care by what we say & do

Specific Ways to Build Positive Specific Ways to Build Positive RelationshipsRelationshipsRelationshipsRelationships

•• Seek opportunities to interact. Seek opportunities to interact. See oppo tu t es to te actSee oppo tu t es to te act

•• Develop common interest.Develop common interest.

•• Display concern for wellDisplay concern for well--being.being.

E fid d t tE fid d t t•• Express confidence and trust.Express confidence and trust.

•• Ask youth for help or advice.Ask youth for help or advice.Ask youth for help or advice.Ask youth for help or advice.

S fS fSpecific Ways to Build Positive Specific Ways to Build Positive Relationships Relationships (continued)(continued)e a o s pse a o s ps (co ued)(co ued)

•• Be open to concerns and criticism.Be open to concerns and criticism.

•• Be aware of verbal and nonBe aware of verbal and non--verbal behavior.verbal behavior.

Demonstrate empathyDemonstrate empathy•• Demonstrate empathy.Demonstrate empathy.

•• Use humor void of ridicule Use humor void of ridicule or putor put--downs (zingers).downs (zingers).

Att d i t t tAtt d i t t t•• Attend an important event. Attend an important event.

P i t t R bP i t t R bPoints to RememberPoints to Remember•• Relationships constantly changeRelationships constantly change•• Relationships constantly changeRelationships constantly change•• Require consistency & continual effort Require consistency & continual effort

–– Doing what we say we will doDoing what we say we will do

–– Students can count on usStudents can count on us

We’ll stop what we are doingWe’ll stop what we are doing–– We ll stop what we are doing We ll stop what we are doing when there is a needwhen there is a need

–– The relationship is the highest priorityThe relationship is the highest priority

Praise and Encouragement

•• Encouragement is what Encouragement is what we do to help studentswe do to help studentswe do to help students we do to help students to try, to learn, to act.to try, to learn, to act.

•• Praise is a positive Praise is a positive action that comes after action that comes after a student succeeds. a student succeeds.

BenefitsBenefitsBenefitsBenefits•• Prompts students toPrompts students to Brings a sense ofBrings a sense of•• Prompts students to Prompts students to

act and take risks act and take risks •• Brings a sense of Brings a sense of

accomplishment and accomplishment and personal satisfactionpersonal satisfaction

•• Increases confidence Increases confidence

B ild l ti hiB ild l ti hi

personal satisfaction personal satisfaction

•• Creates a desire to Creates a desire to •• Builds relationships Builds relationships

of trustof trustengage in the behavior engage in the behavior againagain

•• Creates a positive Creates a positive atmosphereatmosphere

How to EncourageHow to Encourage

1.1. NoticeNotice the needthe need

22 ExpressExpress confidenceconfidence2.2. Express Express confidence, confidence, trust, and belief trust, and belief through words andthrough words andthrough words and through words and actionsactions

How to PraiseHow to Praise

1.1. Be SincereBe Sincere

22 Be SpecificBe Specific2.2. Be SpecificBe Specific

33 Gi RGi R3.3. Give a ReasonGive a Reason

CONSISTENCY is KEY to CONSISTENCY is KEY to EFFECTIVE DISCIPLINEEFFECTIVE DISCIPLINEEFFECTIVE DISCIPLINE.EFFECTIVE DISCIPLINE.

MASTERING MASTERING CONSISTENCYCONSISTENCYCONSISTENCY CONSISTENCY requires TIME & requires TIME &

PRACTICEPRACTICEPRACTICEPRACTICE

Rules and ExpectationsRules and Expectations

Purpose: Purpose: Build a commonBuild a commonBuild a common Build a common languagelanguage

Communicate Communicate what is expectedwhat is expectedwhat is expectedwhat is expected

Promote a culture Promote a culture of civilityof civility

R l d E t tiRules and Expectations

Wh t th t i t t thiWh t th t i t t thiWhat are the most important things you What are the most important things you want students to consistently do?want students to consistently do?

3 to 5 rules3 to 5 rules

Clear and concise Clear and concise

Positively statedPositively stated

Explain consequences Explain consequences

Rules and Expectations

Teach the expected behaviors Teach the expected behaviors associated with each ruleassociated with each ruleassociated with each rule.associated with each rule.

CCConsequencesConsequences

1.1. Need to be understood at the outset Need to be understood at the outset by teachers and studentsby teachers and students

2.2. Need to be Need to be reasonablereasonable

3.3. Need to be applied with precision, Need to be applied with precision, accuracy, and consistencyaccuracy, and consistency

4.4. Consequences must be manageable Consequences must be manageable by the teacherby the teacher

CONSISTENCY is KEY to CONSISTENCY is KEY to EFFECTIVE DISCIPLINEEFFECTIVE DISCIPLINEEFFECTIVE DISCIPLINE.EFFECTIVE DISCIPLINE.

MASTERING MASTERING CONSISTENCYCONSISTENCYCONSISTENCY CONSISTENCY requires TIME & requires TIME &

PRACTICEPRACTICEPRACTICEPRACTICE

T hi A i t B h iT hi A i t B h iTeaching Appropriate BehaviorTeaching Appropriate Behavior•• Discipline means to teachDiscipline means to teachDiscipline means to teachDiscipline means to teach

–– Teach, don’t assumeTeach, don’t assumeBehavior needs to be taughtBehavior needs to be taught–– Behavior needs to be taughtBehavior needs to be taught

•• You are always teachingYou are always teaching–– You teach more by what you do than by You teach more by what you do than by

what you saywhat you say•• All behavior is purposefulAll behavior is purposeful

–– Instead of scolding misbehavior, teach an Instead of scolding misbehavior, teach an alternative behavioralternative behavior

The Teaching PatternThe Teaching Pattern

11 N d d ib th b h iN d d ib th b h i1.1. Name and describe the behaviorName and describe the behavior

22 Give a rationaleGive a rationale2.2. Give a rationaleGive a rationale

3.3. Model (you do)Model (you do)(y )(y )

4.4. Practice (they do)Practice (they do)

5.5. Give feedback and praiseGive feedback and praise

6.6. Plan future practice opportunitiesPlan future practice opportunities

E lE lExampleExample

How to Follow How to Follow InstructionsInstructions

The Teaching PatternThe Teaching Pattern

11 Name & describeName & describe1.1.Look at the personLook at the person22 Say “OK ”Say “OK ”

1.1. Name & describeName & describe2.2. Give a rationaleGive a rationale33 M d l ( d )M d l ( d )2.2.Say, OK.Say, OK.

3.3.Start fastStart fast44 Fi i h th t kFi i h th t k

3.3. Model (you do)Model (you do)4.4. Practice (they do)Practice (they do)

4.4.Finish the taskFinish the task5.5.Check backCheck back

5.5. Feedback & praiseFeedback & praise6.6. Plan future practicePlan future practice

CivilityCivility

Polite behaviors Polite behaviors that show respectthat show respectthat show respect that show respect toward a person in toward a person in order to maintainorder to maintainorder to maintain order to maintain social harmony social harmony and recognize the and recognize the gghumanity of that humanity of that person. person.

GratitudeGratitude“Where there is“Where there isWhere there is Where there is gratitude, there is gratitude, there is humility instead ofhumility instead ofhumility instead of humility instead of pride, generosity rather pride, generosity rather than selfishness. . . than selfishness. . . t a se s esst a se s essgratitude is the gratitude is the beginning of civility, beginning of civility, beg g o c y,beg g o c y,of decency and of decency and goodness ”goodness ”goodness. . . goodness. . .

Gordon B. Hinckley Gordon B. Hinckley

•• Think of a time when someone Think of a time when someone expressed gratitude How did you feel?expressed gratitude How did you feel?expressed gratitude. How did you feel? expressed gratitude. How did you feel?

•• Think of a time when you expressed Think of a time when you expressed gratitude. How did you feel?gratitude. How did you feel?

How to Express Gratitude

A. A. ReflectReflect1.1. ThinkThink2.2. RememberRemember33 FeelFeel3.3. FeelFeel

B. B. ExpressExpress1.1. SaySay2.2. WriteWrite3.3. DoDo

Ki dKindness

“Kindness is a passport that “Kindness is a passport that opens doors and fashions opens doors and fashions f i d It ft h t df i d It ft h t dfriends. It softens hearts and friends. It softens hearts and molds relationships that can molds relationships that can last lifetimes Kind words notlast lifetimes Kind words notlast lifetimes. Kind words not last lifetimes. Kind words not only lift our spirits in the only lift our spirits in the moment they are given, but moment they are given, but y g ,y g ,they can linger with us over they can linger with us over the years.” the years.”

Joseph B. WirthlinJoseph B. Wirthlin

How to Show KindnessHow to Show Kindness

1.1. Notice other’s needsNotice other’s needs

2.2. Feel and understandFeel and understand

33 Meet needs through actionsMeet needs through actions3.3. Meet needs through actionsMeet needs through actions

There is true nobility in theThere is true nobility in theThere is true nobility in the There is true nobility in the soul of that man or woman soul of that man or woman who sincerely desires andwho sincerely desires andwho sincerely desires and who sincerely desires and strives to lead children out of strives to lead children out of contaminating influences into contaminating influences into contaminating influences intocontaminating influences intoan environment of high ideals an environment of high ideals and lofty endeavor. and lofty endeavor. f yf y

David O. McKay, 1953David O. McKay, 1953

http://education.byu.edu/pbsi/http://education.byu.edu/pbsi/

Richard_Young@byu.eduL tt Ch i t @b d

Richard_Young@byu.eduL tt Ch i t @b dLynnette_Christensen@byu.edu

Paul_Caldarella@byu.eduLynnette_Christensen@byu.edu

Paul_Caldarella@byu.edu

The mission of the Brigham YoungThe mission of the Brigham YoungThe mission of the Brigham Young The mission of the Brigham Young University David O. McKay School of University David O. McKay School of Education is “…to improve learningEducation is “…to improve learningEducation is …to improve learning Education is …to improve learning and teaching in the school, as well as and teaching in the school, as well as in the home, church and communityin the home, church and communityin the home, church and community in the home, church and community worldwide.” To accomplish this worldwide.” To accomplish this mission the university, schools andmission the university, schools andmission the university, schools and mission the university, schools and families must work in partnership.families must work in partnership.