Overview of Positive Behavioral Interventions & Supports

Schoolwide Applicationof Positive Behavioral Interventions & SupportsIdaho SWPBIS Training Institute

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Main MessagesSupporting social behavior is central to achieving academic gainsSchoolwide PBIS is an evidence-based practice for building a positive social culture that will promote both social and academic successImplementation of any evidence-based practice requires a more coordinated focus than typically expected

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Factors Contributing to Antisocial Behavior:HomeCommunitySchool

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Factors Contributing to Antisocial BehaviorHome:Inconsistent managementReactive disciplineLack of monitoring

How did PBIS video show how to make home/school connections?

How can your team work those concepts into your plan?8

Structure, predictability, and consistencyImmediate, frequent, and specific feedback with consequencesAcademic successResponsibility and independence9 Needs of Students with Severe Behavior ChallengesPositive problem solvingPositive alternativesEnhanced self-confidencePositive school-to-home support systemsDocumented positive change

Hierck, Coleman, & Weber, 2011

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Factors Contributing to Antisocial BehaviorCommunity:Antisocial network of peersLack of positive social engagements

Give examples when discussing.

Helps to be able to precorrect for behavior.9

Factors Contributing to Antisocial BehaviorSchool:Reactive/punishing discipline approachLack of agreement about rules, expectations, and consequencesLack of staff supportFailure to consider and accommodate individual differencesAcademic failure

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Schoolwide SystemsCreate a Positive School CultureSchool environment is predictableCommon languageCommon vision (understanding of expectations)Common experience (everyone knows)School environment is positiveRegular recognition for positive behaviorSchool environment is safeViolent and disruptive behavior is not toleratedSchool environment is consistentAdults use similar expectations

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Implementation FeaturesEstablish PBIS leadership teamSecure schoolwide agreements and supportsEstablish data-based action planConduct formative data-based monitoring

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Implementation FeaturesOne of the keys to maintaining common expectations is to have a system in place that is sustainable, regardless of the players in that system.

Hierk, Coleman, Weber, p. 25, 2011

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GENERAL IMPLEMENTATION PROCESSAgreementsTeamData-based Action PlanImplementationEvaluation

In general, the implementation of a schoolwide PBIS approach at the school level is built around 5 main implementation steps.

Need 80% consensus (SET).

Implementation Features:Establish PBIS leadership team.Secure schoolwide agreements and supports.Establish data-based action plan.Conduct formative data-based monitoring.14

Establish PBIS Leadership TeamBehavioral capacitySchool, student, family, and district representationActive administrator participationEfficient communications and staff developmentLeadership and decision-making statusData-based decision-making and problem-solving

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Team ReviewComplete: PBIS Team Implementation Checklist (TIC 3.1)

1 copy needs to be submitted to the trainers.

DAVID will input the data and collect over the year.16

Secure Schoolwide Supports and AgreementsSupportsAdministrative leadershipPrioritized resourcesMaterials, personnelOn-going coachingTimeAgreementsPrioritized data-based need and action3-4 year commitmentProactive instructional approach

Need consensus 1st at least 80% buy-in

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Establish Data-based Action PlanUse of available and meaningful dataSelf-assessment surveyBehavioral incident data, attendanceAcademic achievementConsideration of multiple systemsAdoption, adaptation, and sustained use of evidence-based practices

This is a living document that needs to be discussed at every team meeting.18

MeasuresImplementation of SWPBIS: Benchmark of Quality (BOQ), Self-assessmentStudent problem behavior: office discipline referrals, suspensions, expulsionsStudent Academic Achievement: state standardized test scoresFidelity of SWPBIS: Team Implementation Checklist (TIC), Coaches Checklist, SET 2.1

Explain the objective/use of each measure19

Invest in PreventionBuild a Culture of CompetenceDefine behavior expectationsTeach behavior expectationsMonitor and reward appropriate behaviorProvide corrective consequences for behavioral errorsInformation-based problem solvingDo not expect schoolwide efforts to effect students with chronic problem behavior

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Define Schoolwide Expectations for Social BehaviorIdentify 3-5 expectationsShort statementsPositive statements (what to do, NOT what to avoid doing)MemorableExamples:Be Respectful, Be Responsible, Be Safe, Be Kind, Be a Friend, Be-there-be-ready, Hands and feet to self, Respect Self, others, property, Do Your Best, Follow Directions of Adults

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ActivityDefine three to five core behavioral expectations you would recommend for your school.Core valuePositive & shortMemorableHow would you include families, students, and community members in the process?How would you assess if the teaching has been effective?

Ask teams to create a poster to share their ideas and present.

Teams may want to refer to their school handbook to see what has already been established, transform/create from there.22

Teach Behavioral Expectations Transform broad schoolwide expectations into specific, observable behaviorsUse the Expectations by Settings MatrixTeach in the actual settings where behaviors are to occurTeach: the words & the actionsBuild a social culture that is predictable, and focused on student success

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Teaching Behavior Expectations and Skills Teach social skills like academic skills. Model behaviors, structure situations in which students can practice behaviors, and provide corrective feedback.Integrate social and academic skills within and across the curriculum. When reviewing instructions for an academic task, reinforce the behaviors necessary for students to respectfully and collaboratively complete the task.Respond proactively to infrequent errors. Recognize students for behaving well and try to anticipate when students may be at risk of misbehaving.

We need to take the same deliberate and thoughtful approach to teaching the expected social skills as we do to teaching the expected academic skills.

May want participants to read these bullet points24Teaching Behavior Expectations and Skills Precorrect for chronic errors and with those students likely to exhibit problem behaviors. Understand the antecedents that precede misbehaviors and have plans in place to prevent them.Teach, encourage, and reinforce positive expectations. Classrooms are communities built on relationships. Positive communities of learners built on positive relationships make goals for positive behavior easier to achieve.Use numerous strategies and alternatives as errors become more chronic. Work collaboratively with experts within and outside the school to develop a set of supports for students who are at risk for chronic behavior problems.

We need to take the same deliberate and thoughtful approach to teaching the expected social skills as we do to teaching the expected academic skills.25

Teaching Behavior Expectations and Skills Maximize academic success to increase social behavior success. Research acknowledges that the top contributor to problem behavior at school is academic failure. When diagnosing academic difficulties, consider behavioral causes; when diagnosing behavioral difficulties, consider academic causes.Actively supervise students. Adults should be present where many students congregate (such as in the schoolyard or in the halls) to supervise behavior and model positive behavior.

We need to take the same deliberate and thoughtful approach to teaching the expected social skills as we do to teaching the expected academic skills.26

Teaching Behavior Expectations and Skills Have a high ratio of positive to negative interactions. Actively reinforce and recognize when students meet expectations at four times the rate that students are corrected for misbehaviors.Provide specific, formative feedback that informs learners about what they have done well and what they need to do differently. Develop a process through which students receive frequent, immediate feedback, particularly when they prove to be at risk for behavior problems.

Hierck, Coleman, & Weber, 2011

We need to take the same deliberate and thoughtful approach to teaching the expected social skills as we do to teaching the expected academic skills.27Curriculum MatrixLocation 1

Location 2Location 3

Location 4Location 5Location 6Expectation 1

Expectation 2

Expectation 3

Expectation 4

Expectation 5Great example of behavior matrixes in Pyramid of Behavior Interventions (starting on p. 30)28Discipline MatrixLocation 1LunchLocation 2Location 3

ClassroomLocation 4Location 5Location 6Expectation 1

RespectSit with your classListen when others speakExpectation 2

ResponsibleClean up your areaBe on task

Expectation 3

Expectation 4

Expectation 529

Discipline Matrix30RAH at Adams City High School(Respect Achievement Honor)RAHClassroomHallway/CommonsCafeteriaBathroomsRespectBe on time; attend regularly; follow class rulesKeep location neat, keep to the right, use appropriate lang., monitor noise level, allow others to passPut trash in cans, push in your chair, be courteous to all staff and studentsKeep area clean, put trash in cans, be mindful of others personal space, flush toiletAchievementDo your best on all assignments and assessments, take notes, ask questionsKeep track of your belongings, monitor time to get to classCheck space before you leave, keep track of personal belongingsBe a good example to other students, leave the room better than you found itHonorDo your own work; tell the truthBe considerate of yours and others personal spaceKeep your own place in line, maintain personal boundariesReport any graffiti or vandalism31Teaching Matrix Activity(Identify cells that you would change)

ClassroomLunchroomBusHallwayAssemblyRespect OthersNo food in classEat your own foodStay in your seatNo harassmentNo violenceArrive on time to speakerRespect Environment & PropertyRecycle paperReturn traysKeep feet on floorDo not litterLeave the auditorium as clean as you find it.

Respect YourselfDo your bestWash your handsBe at stop on timeUse your wordsNo hatsNo gumRespect LearningHave materials readyEat balanced dietGo directly from bus to classGo directly to classDiscuss topics in class w/ othersNext slidecells that need changed are in red.32Teaching Matrix Activity(Identify cells that you would change)

ClassroomLunchroomBusHallwayAssemblyRespect OthersNo food in classEat your own foodStay in your seatNo harassmentNo violenceArrive on time to speakerRespect Environment & PropertyRecycle paperReturn traysKeep feet on floorDo not litterLeave the auditorium as clean as you find it.Respect YourselfDo your bestWash your handsBe at stop on timeUse your wordsNo hatsNo gumRespect LearningHave materials readyEat balanced dietGo directly from bus to classGo directly to classDiscuss topics in class w/ others33

Activity: Teaching MatrixDefine your schoolwide expectationsDefine a set of possible locationsSelect 1 location:Define the best example of behaving appropriatelyIdentify the most common behavioral error in that location, and identify the positive alternativeWrite these two positive behaviors in each cell of the matrix

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Teaching Behavioral ExpectationsTeach behavior the same way you teach other subjectsDefine the concept to be learned (and label)Provide rationale/logicProvide positive examples, and emphasize the key features of the positive examplesCompare and Contrast positive examples with negative examples to build precisionPractice positive performance with recognition

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NolanExample Lesson Plan template36

Activity:As a team:Use your teams behavioral expectations as the standards of your schoolSelect a location in the schoolWrite a teaching plan that can be delivered to 20-60 students in 15-18 minutes

Ask teams to share out (provide poster paper as needed).37

Continuum of Consequences for Behavioral ErrorsDo not ignore problem behavior(unless ignoring is part of a specific program)Define specific teacher responses for minor and major problem behaviorDefine the general rule for when a teacher should send a student to the officeDo NOT expect office referrals to change behaviorUse office referrals to (a) prevent problem behavior from being rewards, (b) prevent escalation, and (c) prevent problem behavior from interrupting on-going instructionUse teaching to change behaviorSee https://www.pbis.org/common/cms/files/newteam/data/referralformdefinitions.pdf for a list of behavioral definitions for problem behavior

Continuum of Consequences will be the focus of Day 338

Activity:Record your personal score, then compare:On a scale of 1-10 (10=high)To what extent do teachers/staff in your school have a clear and consistent understanding of when to send a student to the office?To what extent do teachers/staff in your school use consistent definitions for types of problem behavior (e.g., harassment, disruption, dress code, violation, non-compliance)?

Ask individuals to discuss within teams. Teams can use Post Its to vote at table with team39

Handouts: Elementary and Secondary versions of consequence flowchart40

Compare and Contrast SWIS ODRs & your schools ODR

Team Activity. Do you provide Referral Form Definitions? How is this related to the rating you assigned on the last slide (consistency: reason for sending student to office; of behavior definitions)?41

Activity: Table TalkIs the current discipline policy/process documented in the staff handbook? What are the teacher expectations? Do all staff members know what to do when they observe problem behavior? Is there consistency among staff?What is the purpose of our office referral form?Should our team consider revising the form? Do we get all of the information we need on the form?Have staff agreed on operational definitions of problem behavior?Do all staff members know how to complete the form? Who gets the form when its completed? What is the response from the administrator?

Ask individuals to discuss within teams.42

Activity: Table TalkData Entry & AnalysisCan our school get access to the kind of information you need for decision making? Does the information get generated into a graph that is easy to read?Can I enter in referrals easily? (30 seconds/referral)Can I generate reports easily? (5 second rule)Do I have access to:Number of referrals per day per monthReferrals by locationReferrals by timeReferrals by problem behaviorReferrals by student?What other reports may be helpful?How will data be shared?

Ask individuals to discuss within teams.43Recognizing Positive Behavior to Get Results

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On-going Reward of Appropriate BehaviorEvery faculty/staff member acknowledges appropriate behavior5 to 1 ratio of positive to negative contactsSystem that makes acknowledgement easy and simple for students and staffDifferent strategies for acknowledging appropriate behavior (small frequent rewards are more effective)Beginning of class recognitionRafflesOpen gymSocial acknowledgement

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What the Worlds Greatest Managers Do DifferentlyCreate work environments where employees:Know what is expectedHave the materials and equipment to do the job correctlyReceive recognition each week for good workHave a supervisor who cares, and pays attentionReceive encouragement to contribute and improveCan identify a person at work who is a best friendFeel the mission of the organization makes them feel like their jobs are importantSee the people around them committed to doing a good jobFeel like they are learning new things (getting better)Have the opportunity to do their job well

Buckingham & Coffman, 2002Interviews with 1 million workers, 80,000 managers, in 400 companies.46

What the Worlds Greatest Teachers Do DifferentlyCreate work environments where students:Know what is expectedHave the materials and equipment to do the job correctlyReceive recognition each week for good workHave a supervisor who cares, and pays attentionReceive encouragement to contribute and improveCan identify a person at work who is a best friendFeel the mission of the organization makes them feel like their jobs are importantSee the people around them committed to doing a good jobFeel like they are learning new things (getting better)Have the opportunity to do their job well

Buckingham & Coffman, 2002Interviews with 1 million workers, 80,000 managers, in 400 companies.47

Activity: Table TalkYou are interested in students being respectful of each other. How will you build an acknowledgement system that promotes and encourages being respectful of others? How will students and teachers be acknowledged?What roadblocks and challenges would you predict with instituting an acknowledgement program? How will you overcome such challenges?How will you provide specific, direct, and frequent feedback implemented consistently? What strategies will we use to maintain 5:1 ratio?

Ask individuals to discuss within teams.48

Why should we be committed to the implementation of SWPBIS?SWPBIS Benefits ChildrenReduction of problem behaviorOffice Discipline Referrals (ODR)SuspensionsExpulsionsImproved effectiveness for intensive interventionsIncreased student engagementRisk and protective factors improveStudents perceive school as a safer, more supportive environmentImproved academic performanceWhen coupled with effective instructionImproved family involvement

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Why should we be committed to the implementation of SWPBIS?SWPBIS Benefits Faculty and StaffImproved consistency across facultyBetter collaboration in support of individual studentsImproved classroom managementClassroom routinesStrategies for preventing and pre-empting problem behaviorReduced faculty absenteeismIncreased faculty retentionImproved substitute performance/perceptionIncreased ratings of faculty effectivenessStaff perceive themselves as more effective due to coherent planning, improved student behavior, effective strategies for addressing problems50

Why should we be committed to the implementation of SWPBIS?SWPBIS Benefits District/CommunityImproved cost effectiveness1 ODR = 15 minutes of staff time; 45 minutes of student timeSustained effects across administrator, faculty, staff, student changeCost of re-creating system draws away for effective educationAdministrative benefits of scaleCost savings for data systemsEffective transitions among faculty when they shift from one school to anotherEffective innovationData systems promote innovationFocus on research-based practices

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Table TalkHow will you introduce information to your stakeholders about PBIS?How will you involve faculty in the process?What current data do you have that would help get buy-in?Brainstorm approaches to get buy-in.Develop a plan for buy-in.

Add to post-its and share. Take picture to share with ALL groups.52

SummaryInvest in preventionBuild a social culture of competenceFocus on different systems for different challengesBuild local capacity through team processes, and adaption of the practices to fit the local contextUse data for decision-makingBegin with active administrative leadership

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School Status and CommitmentComplete the Schoolwide section of the Staff Survey.Summarize the results.Add items to Action Plan as needed.Be prepared to report on:1-2 strengths.1-2 areas of improvement.Next meeting (date and time).

EBS survey

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Summarize the results

SW Self-assessment survey (paper/pencil)55

ClasshallGymCommonsBusOffice

Be

RespectfulPositive comments to each otherTalk QuietlyShare

Use white phone to call home

Be ResponsibleHave books and pencilWalk on RightWear Soft-Soled Shoes

Sit quietly

Be-There

Be-ReadyGet to Class on TimeGet to Class on Time

Follow Directions

Stop play when asked

Hands and Feet to self

Keep hands and feet to self

Hand holding only

Teaching Behavioral Expectations

Define the Expectation(s):

Provide a Rationale:

Teach the Critical Discrimination:

Demonstrate Appropriate Behavior

Demonstrate Unacceptable Behavior

Practice telling the difference with multiple examples

If there is a signal teach the signal (when should the appropriate behavior occur?)

Teach for fluency (practice)?

Reinforcement.

How will this skill be maintained?