1. SCHOOL WIDE POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS Dr. Melanie Forstall Lemoine

2. Objectives Identify the research base and history of School Wide Positive Behavior Interventions and Supports (SWPBIS) Identify components of SWPBIS Identify ways to implement SWPBIS in schools and classrooms

3. The First Day of School

4. Group Think Think of a few “first day of school” classroom rules Think of a few school rules Make a list Report

5. What is Positive Behavior Support? Is a collaborative, assessment-based approach to developing effective interventions for problem behavior Emphasizes the use of proactive, educative, and reinforcement-based strategies to achieve meaningful and durable behavior and lifestyle outcomes Aims to build effective environments in which positive behavior is more effective than problem behavior

6. SWPBS Model

7. What does SWPBIS Look Like? 1) State behavioral expectations 2) Specify student behaviors (rules) 3) Model/teach appropriate behaviors 4) Students practice appropriate behaviors 5) Reinforce appropriate behaviors 6) Offer an array of interventions for problem behaviors

8. Is this something NEW?? Began in special education settings over 20 years ago! Based on a medical model When the supports were used, students were successful Implemented “school-wide” to increase success of all students on campus

9. Systems Practices Information Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior PBIS OUTCOMES Social Competence & Academic Achievement Center for Positive Behavior Interventions and Supports (2002)

10. Levels of PBIS Adapted from Levels and Descriptions of Behavior Support (George, Harrower, & Knoster, 2003) School-Wide – Procedures and processes intended for all students, staff, in specific settings and across campus Classroom – Processes and procedures that reflect school-wide expectations for student behavior coupled with pre-planned strategies applied within classrooms Target Group – Processes and procedures designed to address behavioral issues of groups of students with similar behavior problems or behaviors that seem to occur for the same reasons (i.e. attention seeking, escape) Individual Student – Processes and procedures reflect school-wide expectations for student behavior coupled with team-based strategies to address problematic behaviors of individual students

11. Traditional Discipline versus PBIS Traditional Discipline: - Focus: Student’s problem behavior - Goal: Stop undesirable behavior - Method: Primarily uses punishment (reactive) Positive Behavior & Intervention Support: - Focus: Systems perspective to address identified needs - Goal: Academic and social success (replacement skills) - Method: Alters environments, utilizes teaching and instruction, employs reinforcement procedures, (proactive) data management tracking system

12. Behavior is… Anything we SAY or DO It is HOW WE REACT to our environment Behaviors are often LEARNED and continue because they serve a PURPOSE or FUNCTION We engage in behaviors because we have learned that a DESIRED OUTCOME occurs

13. Understanding the Basic Principles of Behavior Must know why behavior is occurring to develop an effective intervention plan When you understand what is happening at your school or in your classroom and why it is happening, you will be able to change how things work (the system) to increase appropriate behavior and decrease inappropriate behavior.

14. Tell The Truth!

15. Top Behavior Principles 1. Understand the function (WHY) of behavior 2. Understanding comes from observation of ABCs 3. Antecedents precede and increase the likelihood of behavior 4. Behavior tends to be repeated or discontinued because of the consequences/outcomes a. Behavior is strengthened by reinforcement b. Behavior may be weakened by withholding reinforcement 5. Modeling can strengthen or weaken behavior

16. Behavior Principle #1 Understanding the function (WHY) of behavior is the first step in changing behavior: *Understanding allows us to: Identify appropriate systems level changes Target needed appropriate skills Focus the reward system on the appropriate skills Change consequences to match why the behavior is occurring

17. Functions of Behavior Behavior has two major functions: To get something *To get a preferred task or activity *To get the attention of an adult or peer *To get a specific item or object To get away from something (avoid) *To get away from a specific task or activity *To get away from an adult or child *To get away from a specific item or object

18. Behavior Principle #2 Understanding why the behavior occurs comes from repeated observations of: Antecedents (event/stimulus before the behavior) Behavior (the observable and measurable act) Consequences (what occurs after the behavior that serves to maintain, increase, or decrease the frequency of behavior)

19. Understanding the ABCs Antecedents are events that happen before the behavior and may increase the likelihood that the behavior will occur. Identifying antecedents allow us to develop prevention strategies that make behavior unnecessary.

20. Understanding the ABCs Behavior tends to be repeated because of the consequence/outcome: Remember, that the behavior is learned. We do things again if the past has taught us that we might get the same result. Ask yourself--what is the purpose of or pay off for the behavior? To get attention, to get an activity or object. To get away from attention, to get out of or delay a task or activity, to get away from an activity. Consequences help us to identify the appropriate behavior we need to teach and reinforce, as well as a more appropriate consequence for the inappropriate behavior that does not result in a desired outcome.

21. Behavior Principle #5 Behavior can be strengthened, weakened, and maintained by modeling: Adults have to model appropriate behavior (speech, dress, preparedness, respectfulness, gum/candy). We can’t expect students to choose appropriate behavior if we, as adults, do not choose those behaviors. What message do we send our students??

22. Why SWPBIS? Understand why and how to teach appropriate behavior Identify how to develop lesson plans, strategies, resources, etc. for teaching school- wide expectations and rules Explore creative ways to teach behavior

23. “Why can’t we finish the last sentence as automatically as we do the others?” John Herner (NASDE President) Counterpoint 1998, p.2 “If a child doesn’t know how to read,we teach.” “If a child doesn’t know how to swim, “If a child doesn’t know how to multiply, “If a child doesn’t know how to drive, “If a child doesn’t know how to behave, we teach.” we….punish?

24. What’s Important Here?

25. Before we ever rely on punishment; we must first TEACH, REINFORCE, and REWARD

26. I Don’t Think So!

27. What are Expectations? Expected of all students and staff in all settings Limit to 3-5 and state in positive terms These expectations should be in line with the School Improvement Plan and should be taught to all faculty, staff, students, and families

28. Denham Springs Freshman High Livingston Parish

29. Jonesville Elementary Catahoula Parish

30. Group Think What are the behavioral expectations you would like to establish in your classroom? Identify 3 Share with the group

31. Expectations & Rules Rules Defined: *Specific skills you want students to exhibit and the procedures you want students to follow in each settings *Rules must align with the expectations

32. Rules Continued Limit to 5 Positively Stated Clear and Consistent Post Everything and Review OFTEN We must give students the opportunity to practice! Reinforce and reward what we want to see!

33. Horseshoe Drive Elementary Rapides Parish Example of Expectations and Rules by Setting Matrix

34. Should All the Rules be the Same? Not Necessarily - SWPBIS allows for individual school choice Consider faculty opinion, culture, student mobility, etc… when establishing rules: Each teacher develops their own classroom rules based on school expectations Agreed upon classroom rules school-wide A subset of classroom rules with teacher discretion to add Keep in mind: We generally all want the same thing from students!

35. How Do We Teach This? Teach As You Teach Core Academics: 1. Define in terms that students will understand 2. List critical attributes 3. Provide examples and non-examples 4. Enhance concept development 5. Check for understanding 6. Extend concept development 7. Acknowledge efforts 8. Re-teach and restructure teaching

36. Group Think Based on your expectations, identify the rules for your classroom Share with the group

37. We Define, We Teach, Now What? REINFORCE! REINFORCE! REINFORCE! & REWARD! Increases the likelihood that desired behaviors will be repeated Focuses staff and student attention on desired behaviors Fosters a positive school climate Reduces the need for engaging in time consuming disciplinary measures

38. Reward Systems

39. The Power of Praise Ideally, an adult should maintain a 4:1 ratio (4 positive statements for every 1 negative statement) Response Card Remain focused on praise so that we teach students that they may not always receive a tangible for behaving appropriately

40. Things to Consider Reinforce frequently in the beginning to create interest Reinforcement contingent on desired behavior Refrain from threatening the loss of reinforcements as a strategy for motivating desired behaviors Refrain from taking earned items or activities away from a student Students should be eligible to earn reinforcements throughout the day contingent upon appropriate behavior (academic as well as social)

41. Things to Consider Traditional rewards (i.e. stickers, cookies…) don’t always work, particularly when: The reward is not preferred by the student The reward is not linked to the behavior It is more rewarding to do inappropriate behavior Give the student choices Offer 3 choices for the reinforcement and allow the student to pick the one he likes best This option will ensure the reinforcement is preferred and give the student a sense of ownership

42. What Have Other Schools Found to be Effective? School bucks to use in a school store on a regular basis (weekly) School wide/Classroom Token System “Caught Being Good” certificates “Tardy-Free Party” “Peaceful Day” countdown At the end of a specified time period, students can put all of their “extra bucks” into drawing for a prize

43. Other Effective Strategies Positive parent telephone contacts with students present Coupons (purchased with established numbers of tokens) for the following: Extra social time (recess, lunch, dance, etc.) Free entrance into a sporting event/dance Early release pass Free dress day School supplies

44. Points to Remember Keep the system simple Build in opportunities for data collection Start small Emphasize the following: The importance of enhancing social skills The link between appropriate behavior and academic success The importance of modeling and teaching The importance of reinforcement and rewards Know your students!

45. That’s A Wrap! Identify behaviors Identify sources for the behavior Establish Expectations Identify Rules TEACH, REINFORCE, and REWARD expected behaviors Focus on the POSITIVE