1. School-Wide Positive Behavioral Interventions and Supports (SWPBIS)
Northeast PBIS (NEPBIS) School-Wide Team Training
Day 5
INSERT TRAINER NAMES
with support from Brandi Simonsen, Jen Freeman,
Susannah Everett, & George Sugai
Add trainer names for your event

2. Advance Organizer Quick Review of SWPBIS from Days 1-4
Function of Behavior
Avoiding Power Struggles
Team Action Planning
Wrap up

3. MAIN TRAINING OBJECTIVES
Establish leadership team
Establish staff agreements
Build working knowledge of SWPBIS outcomes, data, practices, and systems
Develop individualized action plan for SWPBIS
Organize for upcoming school year

4. Training Expectations:
RESPECT…
Self-monitor (Are you participating? Engaged as a learner? Talking during allotted times?)
Stretch, break, stand as needed
SELF
Cell phones (inaudible): Converse in lobbies and breaks
Work as a team: Room for every voice, reinforce participation
OTHERS
Recycle
Maintain neat working area
ENVIRONMENT

5. School-wide PBIS Workbook and Appendices
Tools!
nepbis.org
pbis.org
School-wide PBIS Workbook and Appendices
Evaluation Plan
Action Plan

6. Activity: Please Enter Attendance
1 min
Please login on nepbis.org, go to the coaches’ tab, and click on the Team Training Attendance Link. Follow prompts to enter team attendance.

7. Overview & Getting Started with SWPBIS
QUICK Review
Overview & Getting Started with SWPBIS
(Days 1-4)

8. Overview of School-wide Positive Behavior Support (Chapter I)

9. Critical Features of SWPBIS
Supporting Culturally Equitable
Social Competence & Academic Achievement
OUTCOMES
Supporting
Culturally
Knowledgeable
Staff Behavior
Supporting
Culturally Valid
Decision
Making
DATA
SYSTEMS
(Vincent, Randal, Cartledge, Tobin, & Swain-Bradway, 2011; Sugai, O’Keefe, & Fallon 2012 ab)
Use data
Focus on outcomes: Academic & behavior success
On-going evaluation
Ensure cultural and contextual fit
Invest in systems
Organize research-validated practices within a continuum
Instructional & preventative approach
Integration
Tier 1 for all
I.C
PRACTICES
Supporting Culturally Relevant
Evidence-based Interventions

10. MTSS Academic Continuum Behavior Continuum Integrated Continuum
Mar

11. Getting started with School-wide Positive Behavior Support (Chapter II)

12. Getting Started with SWPBIS
Establish an effective leadership team
Develop brief statement of behavioral purpose
Identify positive SW behavioral expectations
Develop procedures for teaching SW expectations
Develop procedures for teaching class-wide expectations
Develop continuum for strengthening appropriate behavior
Develop continuum for discouraging violations of expectations
Develop data-based procedures for monitoring
Develop systems to support staff
Build routines to ensure on-going implementation
Day 3

13. Getting Started with SWPBIS
II.B.vii
PRACTICES
Establish an effective leadership team
Develop brief statement of behavioral purpose
Identify positive SW behavioral expectations
Develop procedures for teaching SW expectations
Develop procedures for teaching class-wide expectations
Develop continuum for strengthening appropriate behavior
Develop continuum for discouraging violations of expectations
Develop data-based procedures for monitoring
Develop systems to support staff
Build routines to ensure on-going implementation

14. ~10 positive : 1 correction

15. Getting Started with SWPBIS
II.B.viii
DATA
Establish an effective leadership team
Develop brief statement of behavioral purpose
Identify positive SW behavioral expectations
Develop procedures for teaching SW expectations
Develop procedures for teaching class-wide expectations
Develop continuum for strengthening appropriate behavior
Develop continuum for discouraging violations of expectations
Develop data-based procedures for monitoring
Develop systems to support staff
Build routines to ensure on-going implementation

16. Steps for Selecting, Monitoring, and Evaluating SWPBIS Practices
Step 1: Develop evaluation questions.
Step 2: Identify indicators or measures.
Step 3: Develop methods for collecting and analyzing indicators.
Step 4: Make decisions and action plan from analysis of indicators.
What do you want to know?
What information can be collected?
How/when should information be gathered?
II.B.viii
How was the question answered and what should be done next?

17. Getting Started with SWPBIS
II.B.ix
SYSTEMS
Establish an effective leadership team
Develop brief statement of behavioral purpose
Identify positive SW behavioral expectations
Develop procedures for teaching SW expectations
Develop procedures for teaching class-wide expectations
Develop continuum for strengthening appropriate behavior
Develop continuum for discouraging violations of expectations
Develop data-based procedures for monitoring
Develop systems to support staff
Build routines to ensure on-going implementation

18. Key Systems Features Team-based Implementation Clear Action Plan
Staff Buy-in
Embedded Professional Development
Staff Recognition for Implementation
Build section numbers, color coding, and structure into ppt.
I.C.iv

19. Apply the triangle to adult behavior!
SYSTEMS
80% Rule
Tertiary Prevention:
Specialized
Individualized
Systems for Staff with High-Risk Behavior
~5%
Primary Prevention:
Systems to support
all staff:
Professional development
Reinforcement
~15%
Apply the triangle to adult behavior!
Secondary Prevention:
Specialized Group
Systems for Staff who are “At-Risk”
Additional instruction
Increased support
Good sequence on staff acknowledgements…..important one for teams to get
~80% of Staff

20. Getting Started with SWPBIS
II.B.x
SYSTEMS
Establish an effective leadership team
Develop brief statement of behavioral purpose
Identify positive SW behavioral expectations
Develop procedures for teaching SW expectations
Develop procedures for teaching class-wide expectations
Develop continuum for strengthening appropriate behavior
Develop continuum for discouraging violations of expectations
Develop data-based procedures for monitoring
Develop systems to support staff
Build routines to ensure on-going implementation

21. SYSTEMS
To start your semester/year off well, begin teaching and learning activities on the first day of semester/school
CHAPTER
II.B.X

22. 3. SWPBIS Practices and Systems in Non-Classroom Settings (Chapter III)

23. Non-Classroom Settings: Basic Management
Considerations
Practices
Physical or environmental arrangements
Routines & expectations
Staff behavior
Student behavior
Teach directly expected behaviors and routines in context
Actively supervise (scan, move, interact)
Pre-correct and remind
Positively reinforce expected behavior
III.B

24. 4. Classroom Management Practices and Systems (Chapter IV)

25. Evidence-Based Practices in Classroom Management
Minimize crowding & distraction
Maximize structure & predictability
State, teach, review, & reinforce positively stated expectations.
Provide more acknowledgements for appropriate than inappropriate behaviors.
Maximize varied opportunities to respond.
Maximize active engagement.
Actively & continuously supervise.
Respond to inappropriate behaviors quickly, positively, & directly.
Establish multiple strategies for acknowledging appropriate behavior.
Generally provide specific feedback for errors & corrects.
Annimation is out of order on this slide- I fixed on my computer but check on yours
IV.A

26. Activity: Share Accomplishments
Talk as team for 5 min
Discuss with your group and identify
1-2 accomplishments
1-2 questions or concerns shared by most members of team

27. 5. Building Behavioral Capacity (Chapter V)

28. Understanding the
Function of Behavior
V.A

30. Function matters!

31. Function Based Support
Foundations in behavioral theory, ABA, and PBIS
Attention to environmental context
Emphasis on purpose (or history of reinforcement) of behavior
Focus on teaching behaviors
Attention to implementers (adult behaviors) & redesign of teaching & learning environments
V.A

32. All Behavior Serves a Function:
get or obtain
avoid or escape
desired activities,
tangible items,
attention, or
sensory stimulation
aversive activities,
tangible items,
attention, or
sensory stimulation
V.A

33. What function?

34. I’m sending my whole class to the office!
What function?

35. Functions
Pos Reinf
Neg Reinf
V.A

36. Non-examples of Function-Based Approach
“Lantana, you skipped 2 school days, so we’re going to suspend you for 2 more.”
“Phloem, I’m taking your book away because you obviously aren’t ready to learn.”
“You want my attention?! I’ll show you attention,…let’s take a walk down to the office & have a little chat with the principal.”
“Function” = outcome, result, purpose, consequence

37. To Determine Function of Behavior
What typically precedes?
What do the behaviors look like?
What typically follows?
Antecedent
Behavior
Consequence
V.A
Based on observing patterns across time, we can infer the probable function of behavior.

38. Let’s practice What Function? Get/obtain Attention
During teacher lecture, Martha repeatedly and loudly calls out (without raising her hand). Each time, the teacher gives her a look, a redirection, or occasionally calls on her.
Teacher lecture (limited attention)
Calling out repeatedly
Teacher attention
Antecedent?
Behavior?
Consequence?
What Function?
Get/obtain Attention

39. Let’s practice What Function? Escape Task
When given a difficult writing assignment Susannah regularly throws her pencil down, rips up her paper, and puts her head down. Her teacher ignores this behavior (and Susannah never completes her assignment).
Difficult writing assignment
Throw pencil, rip paper, head down
Nothing (doesn’t do assignment)
Antecedent?
Behavior?
Consequence?
What Function?
Escape Task

40. Peers laugh and pat on back
Let’s practice
In the hallway with peers, Tim often teases, trips, or pushes a student who talks and walks a little slower than others. Each time, Tim’s peers laugh and pat him on the back.
Transition with peers
Teases, trips, pushes
Peers laugh and pat on back
Antecedent?
Behavior?
Consequence?
What Function?
Peer attention

41. Let’s practice What Function? Escape noise (stimulation)
When the environment gets too loud, Corey typically slaps his head with an open palm, rocks vigorously, and eventually runs out of the room. Teacher walks him to a quiet office.
Loud environment
Slaps head, rocks, runs out
Moved to quiet office
Antecedent?
Behavior?
Consequence?
What Function?
Escape noise (stimulation)

42. By understanding function, we can intervene more effectively.
How can we prevent?
What should we teach the student to do instead?
How do we respond to make sure the new skill “works”?
Antecedent
Behavior
Consequence
We can make simple tweaks to the antecedents, behaviors, and consequences, to prevent, teach, and respond, respectively.
V.A

44. Let’s practice
During teacher lecture, Martha repeatedly and loudly calls out (without raising her hand). Each time, the teacher gives her a look, a redirection, or occasionally calls on her.
Provide attention ahead of lecture and frequent eye contact during
Teach and prompt hand raising
Call on her ONLY when she raises her hand (otherwise ignore)
Prevent?
Teach?
Respond/Reinforce?
Simple strategies like this are part of good “Tier 1” responses to minor disruptive behavior.

45. Let’s practice
When given a difficult writing assignment Susannah regularly throws her pencil down, rips up her paper, and puts her head down. Her teacher ignores this behavior (and Susannah never completes her assignment)
Modify writing assignment
Teach and prompt her to ask for help/break
Give immediate help/break when asked. Otherwise, redirect to task.
Prevent?
Teach?
Respond/Reinforce?
With these simple tweaks, we’ve made it less likely for her to engage in disruptive behavior to escape difficult tasks.

46. Let’s practice
In the hallway with peers, Tim often teases, trips, or pushes a student who talks and walks a little slower than others. Each time, Tim’s peers laugh and pat him on the back.
Increase prompts and active supervision in hallway
Teach and prompt respectful behavior toward all peers
Group contingency: peers reinforced for supporting good choices (and ignoring teasing)
Prevent?
Teach?
Respond/Reinforce?
With these strategies, we’ve (a) increased the likelihood of respectful behavior and (b) minimized attention for disrespectful behavior. (This may start to look like Tier 2.)

47. Teach to ask for quiet and/or headphones
Let’s practice
When the environment gets too loud, Corey typically slaps his head with an open palm, rocks vigorously, and eventually runs out of the room. Teacher walks him to a quiet office.
Implement strategies to decrease noise; Give access to noise canceling headphones
Teach to ask for quiet and/or headphones
Remove to quiet office or provide headphones immediately upon asking; Redirect to ask if he starts to slap.
Prevent?
Teach?
Respond/Reinforce?
With these strategies, we’ve (a) minimized noise when possible, (b) taught a skill to reduce noise, and (c) made that skill more effective. (This may start to look like Tier 3.)

48. Activity: Function of Behavior
Work as team for 15 min
Consider a common problem behavior in your non-classroom or classroom settings (or a common challenge with staff!)
Describe the “ABCs”
Identify strategies to prevent, teach, and respond/reinforce
Report (<1 min.) main features of your example

49. Why is function important?
Function-based behavior support plans are not only effective, they are more effective than similarly intensive and individualized plans that are not function-based (e.g., Ingram, Palmer, & Sugai, 2005).
What did you say?
Show you the data?
Well…since you asked

50. (Ingram, Palmer, & Sugai, 2005)

51. (Ingram, Palmer, & Sugai, 2005)

52. TAKE AWAY MESSAGE
We should consider the function of behavior when we design plans across all tiers of support.

53. Avoiding Power Struggles!
V.B

54. Teacher Jason What assignment? Jason, please turn in your assignment.
The assignment you didn’t finish during class.
I finished it.
Great, please turn it in now.
I don’t have it with me now.
You have a choice…..turn it in or do it again.
You never believe me.
I guess you’ve made the choice to do it again.
Make me.
That’s disrespect…go to the office.
F_____ you!
Moves closer…& puts hand on J. shoulder.
Pulls away, glares, & raises fist as if to strike.
(Colvin & Sugai, 1989)

55. PURPOSE
Enhance our understanding of and ways of responding to escalating behavior sequences.
Student <=> Teacher
Teacher <=> Teacher
Teacher <=> Parent
Child <=> Parent
Teacher <=> Administrator
Etc., etc., etc….
V.B
(Colvin & Sugai, 1989)

56. ASSUMPTIONS Behavior is learned (function).
Behavior is lawful (function).
Behavior is escalated through successive interactions (practice).
Behavior can be changed through an instructional approach.
V.B
(Colvin & Sugai, 1989)

57. Remember, All Behavior Serves a Function
Pos Reinf
Neg Reinf
(Colvin & Sugai, 1989)

58. KEY STRATEGIES
Identification of how to intervene early in an escalation.
Identification of environmental factors that can be manipulated.
Identification of replacement behaviors that can be taught (& serve same function as problem).
Develop a neutralizing routine
V.B
(Colvin & Sugai, 1989)

59. Crisis Escalation & De-escalation
Calm
Peak
De-escalation
Recovery
Acceleration
Agitation
Trigger
High
Prevention
Low
V.B
(Colvin & Sugai, 1989)

60. Where do we go from here?
Fighting fire with fire is not an evidence-based practice – fighting fire with WATER is…
Dr. Kent McIntosh

61. Self Management/Control
We all need a plan to maintain self-control during a crisis or power struggle (and other times too).
Typically, your body reacts to a crisis in a “fight or flight” response.
Our goal is to counteract that response by remaining calm and regaining “emotional balance.”
Adapted from Smith et al. (2000)

62. Two-step Neutralizing Routine:
When you see unwanted behavior or the start to a power struggle, stop and ask yourself:
Am I triggered or agitated?
By this student/situation
Or by an outside factor (e.g., not feeling well that day)
If so, use an agreed-upon alternative response
Note we will return to this same strategy later on when we talk about addressing implicit bias!
Dr. Kent McIntosh

63. Neutralizing Routines
Self-assessment
“Am I triggered or agitated?”
Setting event
Antecedent
Behavior
Consequence
Lack of positive interactions with student
Fatigue
Loud complaints about work (subjective behavior)
Send student to office (ODR)
Student leaves class (Escape social interaction)
This is ME (my routine)
“You can’t punish skills into a child”
Alternative Response
Take deep breath & model desired behavior.
Dr. Kent McIntosh

64. What makes a good neutralizing routine?
If-then statement
Brief
Clear steps
Doable
Interrupts the chain of events
interruption
Dr. Kent McIntosh

65. Neutralizing Routine Examples
If I am triggered or agitated…
Delay decision until I can think clearly
“See me after class/at the next break”
ask the student to reflect on their feelings/behavior
am I acting in line with my values?
Reframe the situation
“I respect you, but that behavior is not ok”
“How do we do that at school?”
picture this student as a future doctor/lawyer
assume student’s best effort at getting needs met
respond as if the student was physically injured
Take care of yourself
take two deep breaths
recognize my upset feelings and let them go
model classwide cool-down strategy
Dr. Kent McIntosh

66. Sample Neutralizing Routine
TRY
Take a deep breath
Reflect on your emotions
Youth’s best interest
“Let’s TRY that again.”
“Let’s TRY it a different way.”
“Let’s TRY it how we do it at school.”
Dr. Kent McIntosh

67. Classwide “Reset” Routine
TRY for students
Take three deep breaths
Reflect on your emotions
You got this!
Social-emotional Theme
Mistakes are part of the learning process
We won’t always do it right the first time
We can’t succeed unless we TRY
Dr. Kent McIntosh

68. Activity: Developing a Neutralizing Routine
Work as team for 15 min
Individually:
Identify 2-3 examples of neutralizing routines that you could use in your classroom
Discuss and share with your team

69. Teacher Jason What would you do? What assignment?
Jason, please turn in your assignment.
The assignment you didn’t finish during class.
I finished it.
Great, please turn it in now.
I don’t have it with me now.
You have a choice…..turn it in or do it again.
You never believe me.
I guess you’ve made the choice to do it again.
Make me.
That’s disrespect…go to the office.
F_____ you!
Moves closer…& puts hand on J. shoulder.
Pulls away, glares, & raises fist as if to strike.
(Colvin & Sugai, 1989)

70. RECAP: KEY STRATEGIES
Identify how to intervene early in an escalation.
Identify environmental factors that can be manipulated.
Identify replacement behaviors that can be taught & serve similar function.
Develop a neutralizing routine
V.B
(Colvin & Sugai, 1989)

71. Activity: Systems for Avoiding Power Struggles
Work as team for 10 min
Discuss extent to which avoiding power struggles is or could be issue in your school
Develop systems for providing professional development and coaching support to your staff as needed on this content

72. Activity: Questions and Answers
Work as team for 15 min
With your group brainstorm 2-3 questions that you still have.
Share questions and solutions as a large group

73. SWPBIS Action Planning

74. Activity: Action Planning
Work as team for 105 min
Return to your Action Plan
Update each section based on what you’ve learned in today.
In particular, make sure have a plan for sharing information with and gathering/using feedback from your school faculty!
Present 2-3 “big ideas” from your group (1 min. reports)

75. Review of Day 5

76. Functions
Pos Reinf
Neg Reinf
V.B

77. Avoid Power Struggles Prevention High Peak Acceleration De-escalation
Calm
Peak
De-escalation
Recovery
Acceleration
Agitation
Trigger
High
Prevention
Low
V.B
(Colvin & Sugai, 1989)

78. Neutralizing Routines
Self-assessment
“Am I triggered or agitated?”
Setting event
Antecedent
Behavior
Consequence
Lack of positive interactions with student
Fatigue
Loud complaints about work (subjective behavior)
Send student to office (ODR)
Student leaves class (Escape social interaction)
This is ME (my routine)
“You can’t punish skills into a child”
Alternative Response
Take deep breath & model desired behavior.
Dr. Kent McIntosh

79. Consider Tattoos! 4 SWPBIS Elements School Systems SWPBIS SYSTEMS
PRACTICES
DATA
Supporting
Staff Behavior
Student Behavior
OUTCOMES
Supporting Social Competence &
Academic Achievement
Decision
Making
Classroom
Non-classroom
Family
Student
School-wide
SWPBIS
Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
Secondary Prevention:
Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:
Specialized
Individualized
Systems for Students with High-Risk Behavior
~80% of Students
~15%
~5%

80. pbis.org
neswpbs.org