School-wide Positive Behavioral interventions and Supports Parts of this presentation was developed by the Kentucky Center of Instructional Discipline (KYCID)

Positive behavioral Interventions and Supports Aims to build effective environments in which positive behavior is more effective than problem behavior Is a collaborative, data-based approach to developing effective interventions for problem behavior Emphasizes the use of preventative, teaching and reinforcement-based strategies to achieve meaningful and durable behavior and lifestyle outcomes

Levels of PBIS Implementation Tier I Universal – processes and procedures intended for all students and staff in all non-classroom settings – Classroom - processes and procedures that reflect universal expectations for student behavior coupled with pre-planned strategies applied within classrooms Tier 2/Secondary – processes and procedures designed to address behavioral issues of students at-risk for serious behavioral challenges Tier 3/Tertiary – processes and procedures designed to meet the needs of students with the most serious academic/behavioral/emotional challenges

Tier 3/Tertiary Interventions 1-5% Individual students Assessment-based High intensity 1-5%Tier 3/Tertiary Interventions Individual students Assessment-based Intense, durable procedures Tier 2/Secondary Interventions 5-15% Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing 5-15%Tier 2/Secondary Interventions Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing Tier 1/Universal Interventions 80-90% All students Preventive, proactive 80-90%Tier 1/Universal Interventions All settings, all students Preventive, proactive School-Wide Systems for Student Success: A Response to Intervention (RtI) Model Academic Systems Behavioral Systems Illinois PBIS Network, Revised May 15, Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at

Elements of School-wide PBIS Common approach to discipline Establish a team/get faculty buy-in Establish a data-based decision-making system Establish school-wide expectations for behavior Develop and teacher lessons plans Implement a rewards/acknowledgement system Develop a systematic approach to addressing misbehavior Monitor, evaluate, and modify

Common Approach to Discipline Vision Language Experience

Establish a Team/ get Faculty Buy-in Meets Monthly Provides information to staff members on a regular basis Finds out who serves on your school’s team!

Establish a Data-Based Decision- Making system Makes decision based on data – Average referral per month – By problem behavior – By location – By time of day – By student

Establish School-Wide Expectations for Behavior Few in number Positively stated, global expectations Example – Be Respectful – Be Responsible – Be a Team Player – Be Willing to Learn

Develop and Teach Lessons Plans Taught at the beginning of the school year Re-taught after major break and anytime data indicates a need You should receive a copy of the lessons

Implement a Rewards/Acknowledgement System All staff participate, all students can access Find out what kind of system your school uses-tickets, punch cards, coupons, “buck,” etc. Be ready to begin reinforcing the expectations on the first day of school! Always pair verbal praise with the giving of a token

Develop a Systematic Approach to Addressing Misbehavior Consistent approach Problem behaviors are defined Procedures for dealing with classroom- managed and office-managed behaviors

Monitor, Evaluate, and Modify Consistent approach Problem behaviors are defined Procedures for dealing with classroom- managed and office-managed behaviors

Outcomes of School-wide PBIS Decrease in office discipline referrals Increase in instructional time Decrease in administrator time spent on discipline issues (e.g., suspensions) Efficient and effective use of scarce resources Increase in perceived school safety Sustainability through a team approach

Specific Benefits for Teachers and Staff Creating a more consistent and positive environment to support learning Implementing PBIS will address the behavior side of RTI Interventions for at risk students will be more effective Classroom management skills will be improved or be enhanced You will have more time to teach

Classroom Management Strategies Ratio of Interactions Supervision Opportunities to Respond Choices

Ratio of Interactions Ratio of interaction – making an intentional effort to interact with every student more frequently when the student is behaving appropriately than when he or she is misbehaving. 4 to 1 Ratio should be the goal Sprick, Randy (1998) CHAMPS;

What is Active Supervision? Monitoring procedure that uses 3 components 1.Moving 2.Scanning 3.Interacting Frequently DePry & Sugai, 2002

Moving effectively Active Supervision: How? Constant – Make presence known and obvious – Proximity to all students – More frequent proximity to noncompliant students Randomized Targets Problem Areas

Scanning Effectively Active Supervision: How? All students observed on a regular basis Make eye contact with students in more distant locations of the room Look and listen for signs of a problem

Interacting Frequently Active Supervision: How? Positive contacts – Friendly, helpful, open demeanor – Proactive, non-contingent – High rate of delivery Positive reinforcement – Immediate and contingent on behavior – Delivered at high rates and consistently

Interacting Frequently Active Supervision: How? Corrective response – Non-argumentative, noncritical – Specific to behavior – Systematic = correct, model, practice, reinforce Deliver consequence – Neutral, businesslike demeanor – Fair, non-arbitrary

An instructional question, statement or gesture made by the teacher seeking an academic response from students (Sprick, Knight, Reinke, & McKale 2006) A teacher behavior that prompts or solicits a student response (Simonsen et al., 2008) – Reading aloud – Writing answers to a problem – Verbally answering a question – Responding to a teacher’s cue Opportunities to Respond

Why Provide Multiple OTR? Behavioral Outcomes Increases student engagement with instruction Allows for high rates of positive, specific feedback Limits student time for engaging in inappropriate behavior Is an efficient use of instructional time Heward, 1994

Why Provide Multiple OTR? Academic Outcomes Improved Reading Performance: – Increased percentage of reading responses – Mastery of reading words – Rates of words read correctly – Decreased rates of words read incorrectly (Carnine, 1976; Skinner, Smith,& McLean, 1994) Improved Math Performance: – Percentage of problems calculated correctly per minute – Number of problems completed – Active correct responses (Skinner, Belfior, Mace, Williams-Wilson, & Johns, 1997)

Rate of OTR New Material: – 4 – 6 student responses per minute with 80% accuracy Practice Work: – 9 – 12 student responses per minute with 90% accuracy CEC, 1987; Gunter, Hummel, & Venn, 1998

Why Provide Choice? “Providing opportunities for students to make choices has been demonstrated to be an effective intervention in preventing problem behavior and increasing engagement.” Kern & Clemens, 2007

Why Provide Choice? Feasible and easy intervention to implement Effective for students in general or special education Does not require significant modification to existing instruction Kern & State, 2009

Steps for Using Choice in the Classroom 1)Create a menu of choices you would be willing to provide to students 2)Look through your choice menu before planning each lesson 3)Decide what types of choice are appropriate for the lesson and where they fit best in the lesson 4)Provide choices as planned while teaching the lesson 5)Solicit student feedback and input

De-escalation strategies Primary Consistency and Routines Relationship building – Effective communication – Empathetic connections Ignore inconsequential behaviors Walk away then re-engage Share feelings Self-talk

Secondary Strategies ~Non-verbal Intervention *planned ignoring *proximity prompt *touch prompt *signals ~Para Verbal Intervention *tone *volume *rate ~Active Listening *”I messages” *body language: head nod, eye contact, open posture ~Verbal Intervention *directive, firm ~Individuals with Developmental Delays or Cognitive Deficits

Restraint and Seclusion