Foundations of Positive Behavioral Interventions and Supports Dr. C. Michael Nelson, Emeritus Professor, Department of Special Education, University of Kentucky

Academic SystemsBehavioral Systems 1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Designing Program-Wide Systems

Tier 1 (Universal) Supports Facilitate a climate for learning – Reduces rates of minor misbehavior (disruptions, noncompliance, off-task): “White Noise” – Increases opportunities to deliver instruction: “Teachable Moments”

What Tier 1 Supports Won’t Do Improve academic performance – To gain academic proficiency, students (especially struggling learners) need effective instruction. Eliminate all problem behavior – Some students will still need more intensive support/intervention. – But effective Tier 1 supports will make it easier to identify and reach these students with more intensive support (Tiers 2 and 3).

Effective Tier 1 Practices Teach expectations—what we want students to do Acknowledge and reward good behavior—catch them being good Provide active supervision Use precorrection—teach routines for problem areas: – transition – roll call – lights out – dismissal Use peer modeling— “I like the way Tichelle is paying attention” Provide error correction/reteaching—misbehavior is an error! Use data to make decisions

Teaching Behaviors  No elbowing others  No kicking  No hitting  No pinching  No biting  No scratching  Etc...  2+2 is not 1  2+2 is not 2  2+2 is not 3  2+2 is not 5  2+2 is not 6  2+2 is not 7  Etc... 6 Behavior: Peer Relations Academic Skill: Addition

Responding to Errors Academic – What is 4 X 5? – Andy: “25” Your response? Behavioral – Expectation: Raise hand before speaking – Andy blurts out Your response?

Teaching Behaviors  Respect others or  Hands and feet to self  2+2 = 4 8 Behavior: Peer Relations Academic Skill: Addition

Changing Adult Attitudes and Behaviors: The Most Difficult Part “I shouldn’t have to do anything” “Kids know what they are supposed to do, so why should I have to compliment them, give them rewards, or offer incentives of any sort?”

Science of behavior has taught us that youth…. Are NOT born with “bad behaviors” Do NOT learn when presented with aversive consequences Do learn better ways of behaving by being taught directly & receiving positive feedback - (REINFORCEMENT)

Tier 2 and 3 Interventions Tier 2 (10-15%) Efficient, evidence- based Available for youth for whom Tier 1 (universal) supports are not effective Use data to identify (e.g., <1 BR in a month) CI/CO, peer tutoring Tier 3 (2-5%) Individualized, ongoing supports Available for youth who still do not succeed with Tier 2 supports Function-based behavior intervention plans, wraparound planning

Misrules All youth in secure care are at Tier 3; Tier 1 supports won’t work – Universal strategies will help them too Youth who require advanced tier interventions will not benefit from Tier 1 supports – Maintain consistency across all staff and all settings

What Doesn’t Work Catching them being bad – Punishment, especially when used alone, is ineffective: Wrestling a pig – A continuum of responses to misbehavior is part of the PBIS framework Ignoring – May be useful on occasion, but better to correct and re-teach Levels systems – Complicated—difficult to learn and to implement – Kids get “stuck” in a level – Staff get tired of adding, subtracting points – Disagreements on point earnings, losses set the occasion for conflict

Strategies: Lessons Learned Start small and go slow/attain successes on which to build Maintain administrative support Link to ongoing Statewide initiatives Incorporate a data collection and decision model Fit into existing overall treatment plan Sustaining much more difficult than initial implementation

Juvenile Justice