Positive Behavioral Interventions and Supports PBIS Positive Behavioral Interventions and Supports

Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings SAY: One of the most important organizing components of PBS is the establishment of a continuum of behavior support that considers all students and emphasizes prevention. This logic of this 3-tiered approach is derived from the public health approach to disease prevention. All students and staff should be exposed formally and in an on-going manner to primary prevention interventions. Primary prevention is provided to all students and focuses on giving students the necessary pro-social skills that prevents the establishment and occurrence of problem behavior. If done systemically and comprehensively, a majority of students are likely to be affected. Some students will be unresponsive or unsupported by primary prevention, and more specialized interventions will be required. One form of assistance is called secondary prevention, and is characterized by instruction that is more specific and more engaging. These interventions can be standardized to be applied similarly and efficiently across a small number of students. The goal of secondary prevention is to reduce/prevent the likelihood of problem behavior occurrences, and to enable these students to be supported by the school-wide PBS effort. If primary prevention is in place, a small proportion of students will require highly individualized and intensive interventions. The goal or tertiary level interventions is to reduce the intensity, complexity, and impact of the problem behaviors displayed by these students by providing supports that are (a) function-based, (b) contextually appropriate and person-centered, (c) strength-based and instructionally oriented, (d) continuously evaluated and enhanced, and (e) linked to the school-wide PBS approach. ~80% of Students

SYSTEM-WIDE PREVENTION ALL CHILDREN UNIVERSAL SYSTEMS SYSTEM-WIDE PREVENTION •Clear expectations •Teach expectations •Facilitate success •monitor •Rules, routines, and physical arrangements •Planned and implemented by all in home 10% •Effective instruction •Increased prompts/cues •Pre-correction •Functional assessment •Effective Interventions •Involve child TARGETED INTERVENTIONS TARGETED PREVENTIONS •possible involvement of specialists INTENSIVE PREVENTION AND INTERVENTION INTENSIVE SERVICES •Wraparound planning • Placement decisions •Effective instruction •Crisis management plans •Special Services 1-3%

Systems of Positive Behavior Support: BIG IDEAS Collaboration - work as a team Consensus - Agree and stick by agreements Consistency - across time, adults, students Logical and Realistic Solutions Teach and Facilitate Success Measure and Evaluate Sustain with Data-Based Decision-Making

Discipline Works When …. Prevention creates more Positive than negative consequences Reinforcement (success) Punishment (Failure) 4 : 1

PBIS “Big Ideas” PBIS is not a curriculum - it is a framework for systems to identify needs, develop strategies, and evaluate practice toward success The goal of PBIS is to establish host environments that support adoption & sustain use of evidence-based practices (Zins & Ponti, 1990)

Positive Approaches: Keys Prevention before reaction Team and systems-based Logical and realistic plans Individualized Consistency across time, adults, settings, and students Founded on “Teaching” Goal setting and monitoring

SCHOOL-WIDE PREVENTION ALL STUDENTS UNIVERSAL SYSTEMS SCHOOL-WIDE PREVENTION •Clear expectations •Teach expectations •Facilitate success •School-wide data •Rules, routines, and physical arrangements •Planned and implemented by all adults in school 10% •Effective instruction •Increased prompts/cues •Pre-correction •Functional assessment •Effective Interventions •Individuals/small #s TARGETED INTERVENTIONS TARGETED PREVENTIONS •Key teachers and specialists implement INTENSIVE PREVENTION AND INTERVENTION INTENSIVE SERVICES •Wraparound planning •Alternative placements •Effective instruction •Crisis management plans •Special Education 1-3%

Administrator Discipline Time Cost/Benefit Analysis Urban Elementary, Baltimore, MD

Obtain 80% Staff Consensus A “YES” vote means that I agree to: Provide input in determining what our school’s problems are and what our goals should be Make decisions about rules, expectations, and procedures in the commons areas of the school as a school community Follow through with all school-wide decisions, regardless of my feelings for any particular decision Commit to positive behavior support systems for a full year - allowing performance toward our goal to determine future plans

Predictable Problems Summary

Collaborative Solutions

Teaching Create a discussion of each big idea - and the corresponding rule Discuss their application in different areas of the school Engage students in discussion and allow practice/demonstration time Remind students (prompts, cues, pre-corrects) Encourage and reinforce success Discourage and provide correction/consequence for failure with rules Provide re-teaching as indicated by failure Remove prompts as indicated by success Consider more direct teaching in complex areas (e.g., playground)

EXAMPLE Teachable Expectations 1. Respect Yourself -in the classroom (do your best) -on the playground (follow safety rules) 2. Respect Others -in the classroom (raise your hand to speak) -in the stairway (single file line) 3. Respect Property -in the classroom (ask before borrowing) -in the lunchroom (pick up your mess)

Sample Teaming Matrix Initiative, Committee Purpose Outcome Target Group Staff Involved SIP/SID Attendance Committee Increase attendance Increase % of students attending daily All students Eric, Ellen, Marlee Goal #2 Character Education Improve character Marlee, J.S., Ellen Goal #3 Safety Committee Improve safety Predictable response to threat/crisis Dangerous students Has not met School Spirit Committee Enhance school spirit Improve morale Discipline Committee Improve behavior Decrease office referrals Bullies, antisocial students, repeat offenders Ellen, Eric, Marlee, Otis DARE Committee Prevent drug use High/at-risk drug users Don EBS Work Group Implement 3-tier model Decrease office referrals, increase attendance, enhance academic engagement, improve grades Eric, Ellen, Marlee, Otis, Emma

Teaching Matrix Activity   Teaching Matrix Activity   Classroom Lunchroom Bus Hallway Assembly Respect Others Use inside voice Eat your own food Stay in your seat Stay to right Arrive on time to speaker Respect Environment & Property Recycle paper Return trays Keep feet on floor Put trash in cans Take litter with you Respect Yourself Do your best Wash your hands Be at stop on time Use your words Listen to speaker Respect Learning Have materials ready Eat balanced diet Go directly from bus to class Go directly to class Discuss topic in class w/ others  

Consistent Consequences Reinforcement Continuum of reinforcers for different levels of success Use the least amount necessary Immediate and consistent to begin Approximate and/or pair with natural reinforcers Make part of routine and systems Pre-plan and teach consequences Fade Move toward more natural reinforcers Use more group contingencies Increase ratios of behavior to reinforcement

Consistent Consequences Responding to negative behavior Immediate and consistent Try to keep with natural consequences Use the least amount necessary to get desired behavior Pre-plan and teach Correction and re-teaching Use only with reinforcement for replacement behavior Should defeat function of problem behavior

Measure and Evaluate Big Ideas: School determines what outcomes are important School identifies the simplest way to get that information School uses that information to evaluate their plans

Decision Flowchart

Who? 5. Individualized action team system if... <10 students with >10 ODR <10 students continue rate of referrals after receiving targeted group support Provide highly individualized functional-assessment-based behavior support planning

When?

Where? Enhance universal behavior management practices 3. Non-classroom systems if… >35% of referrals come from non-classroom settings >15% of students referred from non-classroom settings Enhance universal behavior management practices teach, precorrect for, & positively reinforce expected behavior & routines increase active supervision (move, scan, interact)

“Cool Tool” Skill Name Getting Help (How to ask for assistance for difficulty tasks) Teaching Examples 1. When you’re working on a math problem that you can’t figure out, raise your hand and wait until the teacher can help you. 2. You and a friend are working together on a science experiment but you are missing a piece of lab equipment, ask the teacher for the missing equipment. 3. You are reading a story but you don’t know the meaning of most of the words, ask the teacher to read and explain the word. Kid Activity 1. Ask 2-3 students to give an example of a situation in which they needed help to complete a task, activity, or direction. 2. Ask students to indicate or show how they could get help. 3. Encourage and support appropriate discussion/responses. Minimize attention for inappropriate responses. After the Lesson (During the Day) 1. Just before giving students difficult or new task, direction, or activity, ask them to tell you how they could get help if they have difficulty (precorrection). 2. When you see students having difficulty with a task (e.g., off task, complaining), ask them to indicate that they need help (reminder). 3. Whenever a student gets help the correct way, provide specific praise to the student.

Acknowledging SW Expectations: Rationale Humans require regular & frequent feedback on their actions Humans experience frequent feedback from others, self, & environment W/o formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors

Resources www.pbis.org www.coe.ufl.edu/faculty/scott/ terrys/tscott.html