Behavior Management within Pupil Transportation Catherine Hardee Drew, PhD Director, School Climate Transformation Grant Nassau County School District

Overview  Challenges  Literature  Rationale  Introduction to Positive Behavior Support  PBS on the Bus in Nassau County  Conclusions and Questions

Challenge 1 Low Student-adult Ratios ½ K-12 students ride the bus (United States Department of Education, 2013) average 54 students per route (School Transportation News, 2009) limited supervision The Result downtime (Fox, 1995) excessive noise limited supervision=target area for problematic behavior (Colvin, Sugai, & Yong-Lee, 1997) disruptive social interactions that lead to a high rate of problematic behavior (e.g. Putnam Handler, Ramirez-Platt) tch?videoId=Pk7yqlTMvp8

Challenge 2 Limited resources  safety focus  need for behavior management (NAPT, 2012)  National Association for Pupil Transportation (NAPT) and bullying  research is lacking  universal interventions vary

Interventions Literature  Campbell (1974). Group time out.  Edwards (1977). Increased greeting and farewell responses.  McCartey, McElfresh, Rice, & Wilson (1978). Group contingency with music.  Greene, Bailey & Barber (1981). Noise guard with lights and student incentives. Music contingency.  Rinaldi (2008). Unpublished dissertation. Peer-helper program.  Putnam, Handler, Ramierez-Platt, & Luiselli (2003). Multicomponent Intervention. Cards were collected and used in school lottery. Bus of the Week.  Bronaugh (2008). Unpublished Dissertation. Implemented PBIS core features on three busses. Results indicated a 37% reduction in student behavior.  Provencal & Cormark (1971) and Chiang, Iwata, & Dorsey (1979). Token economy.  Barmann, Croyle-Barmann, & McLain (1980) and Ritschi, Mongrella, & Presbie (1972). Music contingency.  Whitehurst (1973). Punishment (would not allow students to exit). Adapted from review by Dr. Krystal Kennedy, Tennessee Technical University

Rationale  Research supports the use of PBS and related behavioral interventions on school buses at the universal and intensive level (e.g. Putnam et al.)  Expanding PBS to transportation settings is similar to the process of introducing PBS to an entire school

Positive Behavior Support increases positive behavior by:  Creating a positive climate guided by values  Teaching and reinforcing positive behavior within the current context.  Changing the environment and adult behavior first.  Preventing the majority of problem behaviors.  Responding to behavior errors similarly to learning errors – within a tiered model media/action/yt/watch?videoId=Mt 4N9GSBoMI What is PBS? An approach that focuses on improving “the quality of life” by reducing behaviors of concern and improving prosocial behavior.

PBS Methodology 1. Prioritizing and defining behavior(s) of concern 2. Assessment 3. Develop plan  Includes prevention  Includes teaching appropriate replacement behavior 4. Progress monitoring

Population 77,000 School Enrollment 11,000 Significant economic diversity Nassau County

Steps for Establishing PBS on the Bus 1. Establish Data-Based Goals 2. Describe PBS to Key Stakeholders and Establish a Commitment 3. Develop a PBS Plan 4. Train Bus Drivers and Implement 5. Evaluate

1. Establish Data-Based Goals

2. Describe PBS to Key Stakeholders and Establish a Commitment

expectations 2. Method for teaching expectations 3. Determine reward methods 4. Data monitoring 3. Develop a Plan

How to create expectations? 1.Short statements 2.Positive Statements (what to do, not what to avoid doing) 3. Memorable 4. Example: B e Responsible U se Respect S tay Safe

1. Post and Teach Expectations. 2. Use Expectations to Review. 3. Use Expectations to Redirect. How Does This Work on the Bus? What does it look like? What does it feel like? What does it sound like? HOW?

 Creates a universal language.  Increases consistency across settings.  Helps adults problem-solve with students.  Changes the climate by focusing on what to do instead of what not to do. WHY? Key Component #1: Have Clear Expectations

 FOCUSES ATTENTION ON DESIRED BEHAVIORS.  INCREASES THE REPETITION OF DESIRED BEHAVIORS.  FOSTERS A POSITIVE CLIMATE.  REDUCES AMOUNT OF TIME SPENT ON DISCIPLINE. Key Component #2: Encourage Positive Behavior WHY?

 Students who feel connected to the adults around them are more likely to want to demonstrate positive behavior.  Students need a variety of positive relationships to stay connected to school.  Positive relationships decrease the likelihood that conflict will occur. Key Component #3: Build Positive Relationships WHY?

 Students need information about what to do when they are off track.  Viewing problem behavior as a learning error reduces emotions and conflict.  Corrections allow adults to both remind the student about what is expected and what behavior to change. Key Component #4: Correct Behavior Errors WHY?

 Praise “BUS” behavior when you see it.  Communicate with school staff and parents when students are doing well.  Give out BUS Tickets every day. How Does This Work on the Bus? HOW?

When Handing Out Bucks DO:  Make it random! This is why it works!  Praise students and tell them what they were caught doing  Try to hand out 5 per route

When Handing Out Bucks DO NOT:  Hand out Bucks without a reason  Give the same student more than one Buck at a time  Take away Bucks  Hang onto Bucks until right before events, then start handing them out  Give students Bucks when they ask for them  Allow students to replace lost Bucks  Leave Bucks laying out where students can take them

1. Remind all students about the bus expectations. 2. Encourage students who are demonstrating the desired behaviors. 3. Make clear, calm and specific requests for behavior to change. 4. Give students time to comply with requests. 5. Use a neutral, emotion free tone. How Does This Work on the Bus? HOW?

1 Verbal Redirection (“Joseph please sit down”). Restate the expectation (“Joseph to stay safe, keep your back to back, seat to seat, feet to floor). Use proximity to seat the student closer to you or a model student. 2 Contact parent (phone, send home bus letter). Speak with school staff for additional support. 3 Complete an office discipline referral. Document Steps 1 and 2 on the form. Form is turned in to your Bus Shop.

4. Train Bus Drivers and Implement

Some Take aways from training…  Managing student behavior while driving a bus is challenging.  You are not in this alone – The schools are your partner.  Children behave the way they do for a reason.  PBS works!

Outcomes 24% decrease

Where do we go from here?  FL-PBS website   Year 2 Implementation  Listen to our drivers  Implement with fidelity  Move to Tier 2  Questions 

Responding to Problem Behavior Verbal Redirection I need you to … In order to stay safe on the bus … State expectation in a clear and neutral tone. Attention Getters & Signal Cues Alert students when you are about to give important information. Gain attention of the whole bus quickly. Give me 5 All Set You Bet 1,2,3 eyes on me 1, 2 eyes on you 3, 2, 1 *clap* Safety signal Use Peer Models Assign bus buddies to model expectations, providing praise to model students can prompt desired behaviors.