Positive Behavior Interventions and Supports PBIS KSEPAC September

Positive Behavior Interventions and Supports (PBIS) KSEPAC September 21, 2010 6: 00 – 7: 30

What is PBIS Focus of PBIS is to look at the: • Function of the behavior (why does the behavior occur) • Relationship of behavior to the environment • Implementation of evidence based strategies • Teaching of new skills (replacement behaviors)

Designing School-Wide Support 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

Systems Approach Student School Community Family

What does PBIS look like? • Families and communities are actively involved • Time for instruction is more effective & efficient • Function based behavior support is foundation for addressing problem behavior. • Full continuum of behavior support is available to all students

What Will You See in a PBIS School? • Small number of positively stated and behaviorally exemplified expectations are taught and encouraged • Positive adult-to-student interactions exceed negative • Data and team-based action planning & implementation • Administrators are active participants in all aspects of implementation • >80% of students can tell you what is expected of them and give behavioral example because they have been taught, actively supervised, practiced, and acknowledged

Eight Practices of PBIS 1. 2. 3. 4. 5. 6. 7. 8. Administrative Leadership Team Implementation Define Concrete Expectations Teach Behavior Expectations Acknowledge and Reward Positive Behavior Monitor and Correct Behavior Use Data for Decision Making Family and Community Collaboration

What do Families Bring to the Table? Ø Knowledge of their child that no one else has Ø A serious interest in their child’s education Ø Interest and expertise as their child’s first teachers Ø Accountability as citizens for successful schools Ø Strengths and interests to contribute to the educational process Sarason, 1995

Engaging Families in the Behavior Planning Process • Families and School Staff work as collaborative partners • Communication is two-way…all members are sharing ideas, concerns, and possible solutions • Focus on the skills the student needs in order to successfully participate in school • Respect cultural differences

Engaging Families in the Behavior Planning Process • Provide parent education to support positive behavior • Ensure that everyone understands that behavior is a function of need • Ensure that everyone understands that the goal is not eliminating a behavior but to develop new strategies for coping thus developing a new replacement behavior • Draw up student-parent-teacher contracts and support parents with tools and skills to monitor behavior progress.

Westgate Elementary • Respect • Responsibility • Safety

RESPECT • What does respect look like in the lunchroom? • How do we teach students to demonstrate respect in the cafeteria? • How we positively recognize students who are demonstrating respect in the classroom? • How will we support students who are having challenges with respectful behavior at recess?

RESPECT • What does respect look like at the dinner table? • How do we positively recognize our children who are demonstrating respect at home? • How will we help our children who are having challenges with respectful behavior at home?

The WHY’s of Behavior Pos Reinf Neg Reinf

The ABC’s of Life’s Struggles at Home • SETTING EVENT: Situations or characteristics that “set up” the problem? • ANTECEDENT: what happens before the behavior to “set it off”? • BEHAVIOR: what is the specific problem behavior? • CONSEQUENCE: our response/”the payoff”?

Setting Events Look and Listen for … • Broader issues that may be influencing behavior: – Daily activity schedule – Predictability of routines – Variety of activities or materials – Social relationships – Preferences of the student – Medical and physical issues (nutrition, illness, medications, sleep patterns) – Challenging family situations – Mental health diagnosis

Antecedents or Triggers Look and Listen For… • Under what circumstances is the behavior most/least likely – – – – Changes in the environment Time of day/activities Clarity of expectations of activity/task Reinforcement of expected behavior Nature of interactions (tone, proximity, contact) Amount & type of attention (peer, group, adult) Child’s ability matched to the activity

Maintaining Consequences Look and Listen For… WHAT DO THEY GET or AVOID? – – – – – Social reaction/attention Change in activity/routine Increases assistance from adults or peers Access to materials, activities, food/drink Sensory stimulation or reduction Change in the physical environment Allowed space or movement Delays activity/event Avoids negative attention,

Improving Decision-Making From To Problem Reaction Problem Solving Solution

Select Intervention Strategies Wants help with homework Whines Gets help Asks for Help Do homework in Small chunks of Time Teach child Ways to get help From parent -green/red cup Set aside calm time -10 minute check When you can help in with timer A B Reinforce Efforts to Complete work Reinforce Use of cup or timer C O’Neil et al. (1997)

Look Fors • What situations “set up” behavior: tired, change in routine, visitation, babysitter? • What situations: “set off” this behavior: asking him to turn off the TV or computer, time for bed, no friends over this weekend, can’t have snacks and pop NOW? • How does our behavior reinforce this “series of unfortunate events”? • What is the “payoff” for this behavior?

Is there a routine that is defined? • Is there a clear beginning? • Is there a clear sequence to complete the routine? • Does the child understand the transition to the next routine or activity?

Routine Analysis Schedule (Times) Activity Likelihood of Problem Behavior 7: 00 am Getting ready for school 1 2 3 4 5 6 7: 45 am Get in car 1 2 3 4 5 6 8: 30 am Enter school 1 2 3 4 5 6 3: 00 pm Get in car 1 2 3 4 5 6 3: 45 pm Free time and snack 1 2 3 4 5 6 4: 30 pm Homework and chores 1 2 3 4 5 6 5: 30 pm TV time 1 2 3 4 5 6 6: 30 pm Dinner time 1 2 3 4 5 6 Bath and bedtime 1 2 3 4 5 6 7: 15 pm Anne Todd, 2006 Specific Problem Behavior

Positive Behavior Tips • Remember 5 positives to 1 negative • Set the stage for success, reward the effort • Give clear, specific directions • Stay calm, use a calm voice Nagging gets you nowhere! • Set reasonable limits – Avoid using “always” or “never” • Be CONSISTENT! “Yes means Yes and No means No” • Set the example – Actions speak louder than words • Proactively anticipate situations • Have patience – A little goes a long way • Have fun and enjoy the ride!

Practical Tips for Families • • Keep your expectations realistic Plan Ahead Clearly state your expectations in advance Offer limited, reasonable choices Use “when…then” statements Catch your child being good Stay calm Use neutral time

Behavior change is a family affair • • • Do mom and dad respond the same way? Grandma’s house Back and forth (and up and down!) Babysitter for the night out What are the school rules? How can we provide a “match”?

Transition Activity: A Family Dinner • Think about the rules and expectations for a typical family at home. • How do these change when you have company or visitors? • What about when you go out to dinner at a restaurant? • How about during a picnic?

“STICK WITH THE PLAN” • Look at your Home Matrix and your list of behaviors you want to address • Identify 5 – 10 POSITIVELY stated behaviors • Write each one on a stick in a bright color and decorate • These will be your daily reminders for positive behavior change

PBS Home Matrix Getting to school Cleanup time H Make Your bed Clothes in hamper Have your back pack, lunch, notes, keys Do your chores Clean up after yourself Play quietly Put your things in your backpack when finished Set the table Put dishes away Brush your teeth Dirty clothes away O Get up on time Get cleaned up and dressed on time Be ready to leave on time Clean up after yourself Ask before you borrow Ask to change stations Complete your homework on time Do your best! Use kind words and “I statements” Recognize mistakes and apologize Get to bed on time! M Try a morning SMILE! Thank your parents for helping. “Thanks for the ride” “Have a nice day” Ask politely for help Respect others things Offer to share Ask for help respectfully “Thanks for the help” Please and thank you Use your napkin End the day with nice words and thoughts Getting up in the morning HELP OUT OWN YOUR BEHAVIOR MANNERS COUNT E V E R Time to relax Y Homework time D Mealtime A Getting ready for bed Y

Remember… • Positive Behavior Support is the redesign of environments, not the redesign of individuals • Positive Behavior Support asks us to change our behavior to help our child change theirs.

One Behavior at a Time • Start with one behavior. • Think about the Big 5: WHAT is the specific behavior? WHO is involved? WHEN does the behavior occur? WHERE does the behavior take place? WHY did the behavior occur? • How are you responding that may reinforce this behavior? • What is the new behavior you want your child to learn?

A SAMPLE POSTER… SAFE RESPECTFUL RESPONSIBLE KITCHEN • CALM BODY • HANDS TO SELF • PARENT PRESENT • TAKE ONLY WHAT YOU NEED • SHARE • CLEAN UP • WASH HANDS AFTER BEFORE YOURSELF EATING • HELP MOM WITH CHORES BATHROOM • WASH HANDS • EVERYONE GETS A TURN • PRIVACY • BRUSH YOUR TEETH 2 X/DAY • CLEAN UP SINK • BE IN THE SHOWER AT YOUR TIME EACH DAY BEDROOM • CALM BODY ON BED • PUT TOYS AWAY AND MAKE BED EACH DAY • READY FOR BED AT 8 PM • KEEP VOICES DOWN • EVERYONE GETS SOME PRIVACY ***BE POSITIVE*** READY

Schedules – Sample for school, but easily adaptable for home use. Time FIRST Activity Calendar 7: 40 -8: 20 Reading 8: 20 -8: 35 Music 8: 35 -9: 05 Resource and Snack 9: 05 -9: 45 Recess 9: 45 -10: 00 Resource 10: 15 -11: 30 THEN REWARD

Reinforcement Chart Try to reach Scooby Doo! Build a bridge of smiley faces so you can cross the river. Do your work to earn each smiley face! Insert picture of child

MY BEDTIME CHECKLIST Monday I Was Responsible! I Brushed My Teeth! I Was Ready! Put on my Pajamas! I was Ready and Respectful! I Went to Bed on Time by Myself! Tuesday Wednesday Thursday Friday Saturday Sunday

My Responsibility Chart Sat Sun Mon Tue Wed Thur Fri Expected Behaviors Brushing Teeth Getting Your Own Breakfast Homework Making Bed Put Laundry in Hamper Room Clean Shower One Check= One Point 45 Points= Privilege TOTAL: _____

We Praise and Reward Children. When We See Them Using What They Have Learned!