Positive Behavior Support T HE ABC’ S OF P ROMOTING PRO -S OCIAL B EHAVIOR IN YOUNG CHILDREN Presented by the GCC Early Childhood Faculty: Michelle Amodei, Lois Johnson, Deborah Mincey, Carolyn Patterson, and Patricia Scheffler

Outcomes  Understanding how Positive Behavior Support works  Identify five evidence-based strategies for effective guidance and behavioral support  Apply classroom scenarios to the evidence- based strategies  Identify proactive classroom management strategies that promote pro-social behavior in young children  Identify the functions (or reasons) for problem behavior

Positive Behavior Support PBS involves comprehensive multi- component support that focuses on:  Preventing problem behavior  Using of research-validated practices  Teaching new skills  Enhancing quality of life  Assessing the reasons for problem behavior and redesigning environments and challenging contexts  Embedding intervention into natural routines and instruction  Person-centered support

The ABCs of PBS  Antecedents – what happens before the behavior (can function to trigger behavior)  Behavior – observable response  Consequences – what happens after (can reduce or increase the likelihood of behavior through the principles of reinforcement and punishment)

“It is easier to prevent a behavior from occurring, than to deal with it after it has happened.” A word to the wise…

BehaviorsStrategies to Try             Implementing 5 Evidenced-Based Practices Key points to rememberWhat I will do in my classroom Resources I may need 1. Maximize structure                   2. Teach expectations                   3. Engage students in instruction                   4. Acknowledge appropriate behavior                   5. Respond to inappropriate behavior                  

5 Evidence-Based Practices for effective guidance and behavioral support 1. Maximize structure. 2. Teach and practice positively stated expectations. 3. Engage students actively and successfully in instruction. 4. Acknowledge appropriate behavior. 5. Develop a continuum of strategies to respond to inappropriate behavior. (Simonsen, Fairbanks, Briesch, Myers, & Sugai)

Design the structure and functions of classrooms to increase predictability and to accommodate individual and collective needs of students Basic Rule

Environment/Organization  Organize Space  Manage Time Efficiently  Manage Materials Efficiently  Manage Paperwork Efficiently 1. Maximize Structure

Consider:  How many students will you have in the room at one time?  What kinds of activities will be taking place in your classroom?  How will you regulate movement?  What should my classroom look like? Wall space, storage, lighting, etc. 1. Maximize Structure – Organize Space

Scheduling  Start the day with a highly reinforcing activity.  Intersperse tasks  Consider the physical needs of students  Plan for transitions carefully  Change the time of the activities/rearrange routines  Instruction: distributed better than massed 1. Maximize Structure – Manage Time

 Enlist student assistance in materials distribution  Store materials in an organized, convenient place  Prepare extra materials 1. Maximize Structure – Manage Materials

Partner Activity

5 Evidence-Based Practices for effective guidance and behavioral support 1. Maximize structure. 2. Teach and practice positively stated expectations. 3. Engage students actively and successfully in instruction. 4. Acknowledge appropriate behavior. 5. Develop a continuum of strategies to respond to inappropriate behavior. (Simonsen, Fairbanks, Briesch, Myers, & Sugai)

“If a child doesn’t know how to read, we teach.” “If a child doesn’t know how to swim, we teach.” “If a child doesn’t know how to multiply, we teach.” “If a child doesn’t know how to drive, we teach.” “If a child doesn’t know how to behave, we… …teach? …punish?” “Why can’t we finish the last sentence as automatically as we do the others?” (Herner, 1998)

 Establish and Implement Classroom Rules and Routines  Use Teacher Attention to Promote Expected Student Behavior 2. Teach and Practice Positively Stated Expectations

 Establish 3-5 positively stated classroom rules  Concrete observable and measurable  Post rules prominently  Teach behaviors needed to comply with rules  Reinforce students for following the rules 2. Teach and Practice Positively Stated Expectations

 Emphasize modeling  Ask questions  Put responsibility on the child Support each step Expect positive behaviors  Use simple transition cues Prepare the children for transitions  Build relationships 2. Teach and Practice Positively Stated Expectations

Partner Activity

5 Evidence-Based Practices for effective guidance and behavioral support 1. Maximize structure. 2. Teach and practice positively stated expectations. 3. Engage students actively and successfully in instruction. 4. Acknowledge appropriate behavior. 5. Develop a continuum of strategies to respond to inappropriate behavior. (Simonsen, Fairbanks, Briesch, Myers, & Sugai)

Learning & Challenging Behavior  Learning and behavior problems result from interaction between individuals and their environment  An educational approach to behavior support: Maintain strong instructional focus: Identify individual and group needs Identify environmental supports and/or adaptations required to meet needs 3. Engage students actively and successfully in instruction

Provide frequent opportunities for Active Student Responses (ASR) Vary types: – Partner sharing/”chatterboxing” – White boards/response cards – Choral responding – Nonverbal Gestures or signals – Finger plays and songs Vary individual vs. group responding 3. Engage students actively and successfully in instruction

Beyond Best Practice  Maintaining a well-managed classroom and using proven teaching practices is not always enough  The continued problem behavior of students MAY signal a need to further address teaching strategies and curriculum content at a more individualized level. 3. Engage students actively and successfully in instruction

Partner Activity

5 Evidence-Based Practices for effective guidance and behavioral support 1. Maximize structure. 2. Teach and practice positively stated expectations. 3. Engage students actively and successfully in instruction. 4. Acknowledge appropriate behavior. 5. Develop a continuum of strategies to respond to inappropriate behavior. (Simonsen, Fairbanks, Briesch, Myers, & Sugai)

 Specific and contingent praise following appropriate actions  Use names  Make it descriptive (specific)  Vary the statements  Make it convincing  Make it age appropriate  Continuum of reinforcement can including tangible, social, activity 4. Acknowledge Appropriate Behavior

Use 5:1 ratio of positive to negative interactions

#1 Consequence Strategy Pay more attention to the behaviors you want than the behaviors you don’t want!

Consequences for following the rules:  Must be specific, descriptive, and contingent  Use the vocabulary of the rules to praise for rule following  Provide praise feedback more frequently than you think is necessary (3 to 1 ratio)  Recognize that some students are starved for attention 4. Acknowledge Appropriate Behavior

 Praise  Proximity  Pre-Correction “The artful use of reminders and prompts before students begin a task or activity.” Using the 3 Ps to Promote Appropriate Behavior Lampi, A.; Fenty N.;Beaunae, C. (2005) 4. Acknowledge Appropriate Behavior

 Why use pre-correction? Decreases time teachers spend in correction/redirection Prevents repetition of behavioral errors Sets up situations in which teachers can use praise Creates a more positive climate More About Pre-Correction 4. Acknowledge Appropriate Behavior

1. Know the context(s) in which problem behaviors occur 2. Specify the appropriate expected behaviors 3. To enhance benefits, change environment or routines Using Pre-Correction 4. Acknowledge Appropriate Behavior

4. Practice the appropriate behavior 5. Reinforce appropriate behavior 6. Provide prompts for the appropriate behavior 7. Monitor student progress Using Pre-Correction 4. Acknowledge Appropriate Behavior

Partner Activity

5 Evidence-Based Practices for effective guidance and behavioral support 1. Maximize structure. 2. Teach and practice positively stated expectations. 3. Engage students actively and successfully in instruction. 4. Acknowledge appropriate behavior. 5. Develop a continuum of strategies to respond to inappropriate behavior. (Simonsen, Fairbanks, Briesch, Myers, & Sugai)

 Preplan consequences to avoid emotion  Correct errors calmly, consistently  Avoid escalating problem behavior  Clarify classroom managed vs. office managed behaviors 5. Develop a continuum of strategies to respond to inappropriate behavior

 Reductive consequences need to be: Related Reasonable Respectful And always include re-teaching of expected behavior!  May use: Planned ignoring Time out from reinforcement Use mild forms of punishment 5. Develop a continuum of strategies to respond to inappropriate behavior

Effective Teacher Commands  Are brief  Are delivered one at a time  Use proximity  Use eye contact  Are stated as directives rather than as questions  Use specific language so that the student clearly understands what you want (more “start” than “stop” requests) 5. Develop a continuum of strategies to respond to inappropriate behavior

Effective Teacher Commands  Are non-emotional and avoid sarcasm  Avoid long explanations or justifications (present any justifying information before the command rather than after it)  Allow the student a short but reasonable time to comply, without additional teacher comments or directives 5. Develop a continuum of strategies to respond to inappropriate behavior

Deal with behavior Problems  Plan for consequences of misbehavior  Implement consequences calmly and consistently (bore them into submission)  Implement consequences immediately in the setting in which the infraction occurred  Use the vocabulary of the rules to reinforce the rules  Explore the setting event 5. Develop a continuum of strategies to respond to inappropriate behavior

Partner Activity

Can increase the Likelihood of Behavior Can decrease the Likelihood of Behavior Triggers

Problem behavior occurs to accomplish the following: Activities Items Physiological Stimulation Attention Obtain Escape Activities Items Physiological Stimulation Attention Sugai & Horner, 2001

How Do You Determine Function?  Be (or find) an objective observer  Interview others in the child’s life

Resources  Fox, L., Jack, S., & Broyles, L.,2005. Program-wide Positive Behavior Support: Supporting Young Children’s Social-Emotional Development and Addressing Challenging Behavior. Tampa, FL., University of South Florida, Louis de la Parte Florida Mental Heath Institute.  Grove, T., Glasser, H., Block, M.L., The Inner Wealth Initiative: The Nurtured Heart Approach for Educators.  Lampi, A.; Fenty N.;Beaunae, C.,2005. Making the three P’s Easier: Praise, Proximity, and Precorrection. Beyond Behavior.  Weaving Intervention into the Fabric of Everyday Life: An approach to family assessment (Bernheimer & Keogh, 1995)  Contextual Fit for Behavioral Support Plans (Koegel, Koegel, & Dunlap, 1996)  Positive Behavior Support with Families (Lucyshyn, Dunlap, & Albin, 2002)  Parenting with Positive Behavior Support: A practical guide to resolving your child’s difficult behavior (Hieneman, Childs & Sergay, 2006)  Developing Cross-Culture Competence (Lynch & Hanson, 2004)  Five Evidence-based Practices for Classroom Management. Education and Treatment of Children. (Simonsen, Fairbanks, Briesch, Myers, & Sugai, August 2008)

Resources  Center for Evidence Based Practice  Online academy PBS module  OSEP Technical Assistance Center on Positive Behavioral Interventions & Supports  Kansas Institute on Positive Behavior Support