1. State of South Dakota Special Education Programs Positive Behavior Interventions & Support: BOOSTER TRAINING July 19, 2010 SD PBIS Trainers: Ruth Fodness – rfodness@mchsi.com Kari Oyen – kari.oyen@k12.sd.us Pat Hubert – phubert@edec.org 1

2. State of South Dakota Special Education Programs Objectives  Review data & progress with PBIS within the school setting  Share portfolios with other schools  Discuss ways to incorporate ideas within your own school setting  Developing Consequences  Discussion of students in need of intensive behavioral interventions  Intervention planning by Tiers 2

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4. State of South Dakota Special Education Programs Data Review  Review your system of implementation  What is working? What needs improvement?  Review data  Where are problematic behaviors occuring? What types of preventative measures can be made to alleviate these problematic behaviors?  Action Plan  Determine who, what, when, where, and how these ideas can be implemented 4

5. State of South Dakota Special Education Programs Portfolio  Share Portfolios with other schools!  Identify any ideas you may be able to use in your school.  Action plan --how you can incorporate ideas into your school setting? 5

6. State of South Dakota Special Education Programs Why aren’t traditional disciplinary methods working for some students? Not related to the function of the behavior! If a student tries to avoid a task by disrupting & the teacher sends him to the office or to time out, then….  The behavior has served it’s function  The task has been avoided, and  The student will see no need to change his behavior 6

7. State of South Dakota Special Education Programs What Is the Purpose of Developing Consequences? The more students know the rules & consequences for misbehavior & are aware that the rules in a school are applied fairly under a “system of laws,” the less victimization &disorder is present in the school (Mayer & Leone, 1999) 7

8. State of South Dakota Special Education Programs Why Aren’t Traditional Consequences Effective? They have not been aligned with:  School-wide expectations  Clearly defined rules  A system for teaching expectations and rules  A system for rewarding appropriate behaviors 8

9. State of South Dakota Special Education Programs Why Aren’t Traditional Consequences Effective for Some Students?  Not related to the function of the behavior!  If a student tries to avoid a task by disrupting and the teacher sends him to the office or to time out, then…  the behavior has served it’s function  the task has been avoided, and  the student will see no need to change 9

10. State of South Dakota Special Education Programs School-Wide Plan  The absence of a school-wide plan may lead to:  Inconsistent administration of consequences  Exclusionary practices that encourage further misbehavior through escape  Disproportionate amounts of staff time & attention to inappropriate behaviors  Miscommunication among staff, administration, students, & parents  Over reliance on punishment of problem behaviors 10

11. State of South Dakota Special Education Programs Without a school-wide plan, we may not address the needs of students who:  prefer exclusionary consequences to completing a particular task  have more fun when they misbehave than when they follow school rules  want adult attention & have found that misbehaving is a quick way to get it  have not learned the expected behaviors 11

12. State of South Dakota Special Education Programs  Clearly identify where various behaviors will be managed (classroom vs. office referral)  Develop an array of responses to problem behaviors  Include opportunities in the array of consequences for students to learn &/or practice more acceptable behaviors 12 When Developing Consequences…

13. State of South Dakota Special Education Programs Defined  A hierarchy of discipline procedures for given rule violations Purpose  To align the consequences with the rule violation. The same consequence should not follow all rule violations occurring on campus. Therefore, a hierarchy from least to most severe consequences should be aligned with rule violations that are deemed as least to most severe in nature 13 Continuum of Discipline Procedures

14. State of South Dakota Special Education Programs When Developing Consequences… Develop a system for notifying:  staff involved with the discipline of a particular student  parents to avoid inconsistencies  students of their responsibilities with regard to consequences if the intervention will not be administered immediately  AVOID long delays between the notification of misbehavior & the implementation of a disciplinary action 14

15. State of South Dakota Special Education Programs  Establish minimum disciplinary actions for each behavior that requires an office referral  Notify staff, students, & parents that administrators may extend disciplinary actions beyond the minimum if the behavior is excessive  Refrain from establishing a policy of revoking previously earned rewards 15

16. State of South Dakota Special Education Programs  Establish re-entry procedures for staff & students to follow when a student returns to class  Align data collection procedures with the school-wide discipline plan  Develop documentation processes that facilitate the analysis of problems at all levels 16

17. State of South Dakota Special Education Programs Example: When delivering consequences  Staff trained to immediately correct:  Name problem behavior  State school-wide expected behavior  Model expected behavior  Ask student to demonstrate behavior  Provide acknowledgement to student  Staff trained to administer consequence:  Follow procedures based on major/minor 17

18. State of South Dakota Special Education Programs Challenges  Aligning consequences with other components of the school-wide positive behavior support plan  Communicating among staff & administration  Communicating with parents  Developing a hierarchy of consequences  Maintaining consistency in delivery of consequences 18

19. State of South Dakota Special Education Programs Solutions  Provide opportunities for staff, families, & students to contribute ideas  Align plans for consequences with other components of the school-wide plan  Streamline documentation procedures to facilitate communication  Train all staff & administrators in procedures to maintain consistency  Identify each person’s role in the process 19

20. State of South Dakota Special Education Programs Train multiple staff to assume responsibilities for detention, in-school-suspension, & other disciplinary processes Plan for other staff to assume the roles of people who are absent Tape training sessions & keep training materials on file for use during booster sessions & with newly hired staff Notify all parents of the new discipline procedures Plan lessons to inform students of the discipline policies & procedures 20

21. State of South Dakota Special Education Programs Points to Remember Differentiate behaviors that are to be managed in the classroom (minors) & behaviors that will generate office referrals (majors) Establish a system that matches the intensity of the disciplinary action with the severity of the behavior – Example: fighting = suspension – Example: tardy = conference & detention Maintain consistent responses to rule violations 21

22. State of South Dakota Special Education Programs The Good Behavior Game  rewards children for displaying appropriate on-task behaviors during instructional times  class is divided into two teams and a point is given to a team for any inappropriate behavior displayed by one of its members  team with the fewest number of points at the Game's conclusion each day wins a group reward  If both teams keep their points below a preset level, then both teams share in the reward.  program was first tested in 1969; several research articles have confirmed that the Game is an effective means of increasing the rate of on-task behaviors while reducing disruptions in the classroom (Barrish, Saunders, & Wolf, 1969; Harris & Sherman, 1973; Medland & Stachnik, 1972)

23. State of South Dakota Special Education Programs The Response Cost Raffle  low-cost classroom management strategy developed for students with mild to moderate behavior problems  intervention is both efficient & effective without the use of a complex token economy system  large body of evidence on the use of response cost behavior management strategies to reduce disruptive behaviors  intervention will generalize across settings and grade level.

24. State of South Dakota Special Education Programs Response Cost Raffle Procedures 1. Create and explain classroom rule chart. 2. Create & explain list of raffle prizes and reinforcement schedule 3. Explain behaviors that must be exhibited in order to participate in raffle 4. Give each student five (5) cards and students will display cards on desks. 5. If student displays inappropriate behavior (breaks a rule), immediately remove the card from the student’s desk. 6. At the end of each period, collect all the cards, put in envelope/shoebox, select card, and award student with prize. (This step can be varied. You can select the time of day when you hold the raffle. Suggested schedule: at least 3 x’s per day.)

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26. State of South Dakota Special Education Programs Reflection Questions Answer these questions about your SW-PBS team: 1.Does your team need to review & revise the consequences for behaviors labeled as "major"? 2.Does your team need to review & revise the consequences for behaviors labeled as "minor"? If yes, what consequences need to be added to the list? 3.Do you think consequences are delivered consistently across all teachers on campus? 26

27. State of South Dakota Special Education Programs 4. Do you think administrators deliver consequences consistently across all students? 5.Has your team look at your data to determine if all possible consequences are being utilized? If yes, what did your team discover? 6.How can your team help the faculty learn more effective strategies when dealing with "minor" behavior problems? 27

28. State of South Dakota Special Education Programs DISCIPLINE RESOURCES  Cummings, Carol (1996). Managing to Teach, Edmonds, WA : Teaching-Incorporated.  Lewis, T.J., Sugai, G., & Colvin, Geoff (1998). Reducing problem behavior through a school-wide system of effective behavioral support: Investigation of a school-wide social skills training program and contextual interventions. School Psychology Review, 27, 446-459.  White, Algozzine, Audette, Marr, & Ellis (2001). Unified Discipline: A School-Wide Approach for Managing Problem Behavior, Intervention in School and Clinic, 37: 3  First Step to Success (Sopris West) www.sopriswest.com  Positive Adolescent Choices Training (937) 775-4300  Project ACHIEVE www.coedu.usf.edu/projectachieve  Promoting Positive Thinking Strategies www.drp.org/paths.html  Second Step Curriculum www.cfchildren.org  http://www.responsiblethinking.com/ 28

29. State of South Dakota Special Education Programs Using Competing Pathways  Diagramming Functional Behavioral Analysis  Based on the work of Diana Browning Wright  Adapted with permission from Nishioka and Sprague  Defines alternatives or competing behaviors & the contingencies associated with them  Select intervention procedures that will make the problem behavior irrelevant, inefficient, & ineffective 29 Diana Browning Wright, 2010

30. State of South Dakota Special Education Programs Applied Behavior Analysis Principles  Behavior is shaped by experiences  Learned  Functional relationship between behavior & environmental events  Antecedent events  Behavior  Consequence events 30

31. State of South Dakota Special Education Programs Guiding Behavioral Principles  Human behavior is lawful  Human behavior is important, understandable, & predictable  Human behavior is learned  Human behavior is malleable & teachable  Behavior does not occur in a vacuum…it is affected directly by environmental events 31

32. State of South Dakota Special Education Programs Diagram Functional Assessment Summary Statement Scenario: When the teacher &/or peers ask Michael to do something he doesn’t like, he begins to swear and hits to avoid the task. This behavior is more likely if he has had a conflict with a peer. 32 Diana Browning Wright, 2010

33. State of South Dakota Special Education Programs Testable Hypothesis Diagram Scenario: When the teacher &/or peers ask Michael to do something he doesn’t like, he begins to swear and hits to avoid the task. This behavior is more likely if he has had a conflict with a peer. Setting EventAntecedentProblem BehaviorConsequence Peer conflictTeacher/peerSwearing & hittingAvoid requests requestor tasks 33 Diana Browning Wright, 2010

34. State of South Dakota Special Education Programs Fundamental Rule You should not propose to reduce a problem behavior without identifying the alternative, desired behaviors the person should perform instead of the problem behavior (O’Neill, pg. 71). 34 Diana Browning Wright, 2010

35. State of South Dakota Special Education Programs Define Alternative Behaviors  Must meet same function as problem behavior  Be in the individual’s repertoire or easily taught, & represent the beginning point for teaching desired behavior  Have a good contextual fit with the setting & situation  Must be able to do it as easily as problem behavior 35 Diana Browning Wright, 2010

36. State of South Dakota Special Education Programs Reinforcement Wisdom!  “Knowing” or saying “know” does NOT mean “will do”  Students “do more” when “doing works”…appropriate & inappropriate!  Natural consequences are varied, unpredictable, undependable,…not always preventive 36

37. State of South Dakota Special Education Programs Defining Guidelines  Design antecedent strategies to make triggering antecedents ineffective.  So they no longer serve as triggers  Design behavior teaching strategies to make problem behaviors inefficient.  So more acceptable behaviors are easier to do. 37 Diana Browning Wright, 2010

38. State of South Dakota Special Education Programs  Design consequence strategies to make maintaining consequences irrelevant.  So they no longer are present or  Are less reinforcing  Design setting event strategies to eliminate ore neutralize effects of setting events.  So they have less impact on routines and reinforcers 38 Diana Browning Wright, 2010

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41. State of South Dakota Special Education Programs A context for Behavior Intervention Plans  Behavior support is the redesign of environments, not the redesign of individuals  Creating Pathways gives a context to incorporate into a behavioral intervention plan. 41 Diana Browning Wright, 2010

42. State of South Dakota Special Education Programs Behavior Support Plans “A Behavior Support Plan is the specification of what the adults will do to address challenging behavior impeding the learning of a student or his/her peers.” Three key points will be addressed in a team-developed behavior support plan:  Understanding how this behavior is related to the context in which it occurs  Understanding how this behavior serves a purpose or function for the student: how something is either gained, or something is avoided or protested with this behavior  Taking this analysis and specifying in this behavior plan how we will seek to teach a new behavior that serves the same purpose or function—but one we can accept; AND specifying how this behavior plan will seek to remove, alter or add variables that remove the need for this student to use challenging problem behavior” Diana Browning Wright PENT Director Behavior Analyst/School Psychologist/Teacher

43. State of South Dakota Special Education Programs IS BEHAVIOR PLAN NEEDED????

44. State of South Dakota Special Education Programs Behavior Support Team Who Should Be on a Behavior Support Team? The members of the Behavior Support Team will depend upon the specific needs of the student in question. In some cases the team may consist of regular education teachers, an administrator and a counselor. In other cases the Student Study Team, 504 team or IEP team may form the Behavior Support Team.

45. State of South Dakota Special Education Programs Successful Behavior Plan Phases 1.Addressing the Problem Behavior Teacher/staff member makes personal contact with parent/guardian to establish a working relationship, discuss concerns and brainstorm possible solutions Classroom interventions are implemented and data collection on outcomes begins If classroom interventions are unsuccessful, teacher informs other professionals that student exhibits behavior that is interfering with the learning of student and/or peers

46. State of South Dakota Special Education Programs Successful Behavior Plan Phases 2.Understanding the Problem Behavior Teacher may consult with other professionals (counselor, administrator, school psychologist, program specialist, language/speech specialist, nurse, etc) to understand the cause of the misbehavior and brainstorm solutions Teacher collected data is evaluated: checklists, observations, event records

47. State of South Dakota Special Education Programs Successful Behavior Plan Phases 3.Developing a Behavior Support Plan The Behavior Support Plan Team meets to formally discuss & strategize on: 1) contributing environmental factors, 2) functional factors (why the student is misbehaving) (If the student has an IEP, this is an IEP team function.) A formal plan of action, the BSP, is developed with behavior goals. Roles/responsibilities are assigned. Many people can be designated on the BSP. A system of communication between the involved parties is formalized.

48. State of South Dakota Special Education Programs Successful Behavior Plan Phases 4.Implementing the Behavior Support Plan The environment &/or curriculum is changed to support both functionally equivalent replacement behavior (FERB) AND general positive behaviors New appropriate behaviors and FERB is taught & reinforced Goal(s) acquisition is continuously monitored as specified Four reactive strategy phases are outlined & followed The communication plan to progress monitor the interventions is followed

49. State of South Dakota Special Education Programs Successful Behavior Plan Phases 5.Monitoring/Evaluating the Plan Team members monitor the success of plan & document progress Team re-convenes to review progress If unsuccessful, team plans next steps Revise, redo, assess, etc

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56. State of South Dakota Special Education Programs Researched-Based Interventions  http://www.promisingpractices.net/  http://www.colorado.edu/cspv/blueprints/index.html  http://www.ecu.edu/cs-cas/psyc/rileytillmant/EBI- network-homepage.cfm  http://www.findyouthinfo.gov/  http://evidencebasedprograms.org/wordpress/  http://www.challengingbehavior.org/  http://ies.ed.gov/ncee/wwc/  http://nrepp.samhsa.gov/  http://www.interventioncentral.org/

57. State of South Dakota Special Education Programs Behavioral Interventions  Prevention  Emphasis on teaching  Environmental redesign  Antecedent manipulations  Function-based support  Comprehensive interventions  Systems change Diana Browning Wright, 2010

58. State of South Dakota Special Education Programs “Stay Close” You create a safe, positive environment & establish yourself as a source of caring, empathy, & reinforcement. Tools for Positive Behavioral Change Glenn Latham, 2008

59. State of South Dakota Special Education Programs Staying Close Means….  Showing you care.  Being attentive.  Listening.  “Just” talking.  Matching emotions.  Being near.  Touching. Does not mean…. Lecturing. Setting the record straight. Moralizing. Being judgmental. Problem solving. Tools for Positive Behavioral Change Glenn Latham, 2008

60. State of South Dakota Special Education Programs When to Stay Close  Routine times during the day.  Meal times, car rides.  Brief moments between other things.  Between school & an appointment, after the soccer game, before washing up for dinner.  Special times you are spending just with them.  Spending the day together shopping, fishing, or just talking.  When you are upset with them or someone else; after you have calmed down. Tools for Positive Behavioral Change Glenn Latham, 2008

61. State of South Dakota Special Education Programs How to “Stay Close” 1. Get physically close. 2. Touch appropriately. 3. Match facial expressions. 4. Use the appropriate tone of voice. 5. Use relaxed body language. 6. Ask open-ended, positive questions. 7. Listen while the child speaks. 8. Use empathy statements. 9. Avoid reacting to junk behavior. 10. Stay cool throughout the process (No coercives).

62. State of South Dakota Special Education Programs CLASSWIDE SYSTEMS TO CUE, SHAPE & MODEL BEHAVIOR STRATEGIES FOR TEACHERS: (See Handouts)  Rainbow Club  “Slot Machine” Game  Golden Nugget Club  Team Basketball Competition Diana Browning Wright, 2010

63. State of South Dakota Special Education Programs Time Away A procedure to keep task-avoiding students under instructional control Time Out vs. Access to reinforcement is removed or reduced for a specific time period contingent on a response Often used as punishment for misbehavior Teacher tells the student when to leave & when to return, often with lengthy removals being the norm Time Away The student exercises the option to leave a learning task which has become aversive to him Student moves to a location in the environment designated for this purpose & remains there until he is ready to cope with the demands of the learning environment The student returns to the learning location by initiation, not by teacher signaling return Diana Browning Wright, 2001

64. State of South Dakota Special Education Programs Time Away Systems  The Beach  Australia  The Think Tank  Dinosaur Time Diana Browning Wright, 2001

66. State of South Dakota Special Education Programs A Correction Strategy explained…

67. State of South Dakota Special Education Programs Check-in Check-out Student meets with a staff person to review target behavior & receive encouragement & self monitoring data sheet in a.m., & reviews results in p.m.)

68. Instructions for Mentors & Student Invitation Letter

69. State of South Dakota Special Education Programs Setting Expectations You let the child know what behavior is expected & what the consequences are for meeting & not meeting the expectation.

70. State of South Dakota Special Education Programs Steps to Setting Expectations 1. Pick a Time Plan the Time You are both calm. Away from the behavior. Convenient for both of you. Adequate length of time. 2. Pick a Place Plan the Place That is quiet. Where you will not be interrupted. That is neutral. Tools for Positive Behavioral Change Glenn Latham, 2008

71. State of South Dakota Special Education Programs 3. Set a Positive Tone Think about it first: This is more than just being cheerful when talking to the child. A positive tone also means making POSITIVE STATEMENTS about APPROPRIATE BEHAVIOR. Praise the child for doing the expected behavior in the past. Say something like, “I really liked it when you washed and dried all of the dishes right after dinner on Thursday night.” If the expected behavior has never happened, think of something similar. Tools for Positive Behavioral Change Glenn Latham, 2008

72. State of South Dakota Special Education Programs Tools for Positive Behavioral Change Glenn Latham, 2008 4. State the Expectation Tell the child clearly what specific appropriate behavior you expect. Say in a calm manner, “ I expect you to ________”, or “I want you to __________.” 5. Briefly Reflect the Child’s Feelings (Empathy) If there is a negative response or protest, acknowledge it briefly with an empathy statement. Say something like, “It seems like you are frustrated by this.” Do this only one time.

73. State of South Dakota Special Education Programs 6. Benefits to the Child Be prepared to briefly explain to the child why it is good for them to do this behavior (health, safety and well-being). This motivates the child to listen in what might be a difficult situation. 7. Clearly State the Consequences... Consequences should be: Positive (giving instead of taking away, not a threat) Reasonable, controllable, & non-punishing to you Appropriate to the situation, as possible If the expectation is not met, the child does not earn the positive consequence.

74. State of South Dakota Special Education Programs 8. Negotiate as Necessary Remember, past behavior is the best predictor of future behavior. If the child has been responsible in the past, then maybe you can negotiate the terms. If the child usually does things other than what you want, then wait to negotiate until after the child has been doing the behavior you want for a period of time. 9. Ask the Child to Restate the Behavior & Consequences Have the child tell you the whole plan. Remember: They are not earning the positive consequence by not doing the expected behavior. You are not taking it away. Tools for Positive Behavioral Change Glenn Latham, 2008

75. State of South Dakota Special Education Programs Tools for Positive Behavioral Change Glenn Latham, 2008 10. Acknowledge & Praise the Child’s Restatement Praise this even if they tell you with an “attitude,” grudgingly, or sullenly. 11. Avoid Reacting to Junk Behavior Avoid using coercives such as arguing, lecturing, or being sarcastic. Return to the expectation. 12. Stay Cool! Use empathy & understanding, but keep cool & stay on course. (No coercives!) If the child protests more than three times, terminate the discussion. Try again later, when emotions are calm.

76. State of South Dakota Special Education Programs Behavioral Contract You make a written agreement with the child that identifies the expectations & consequences for meeting & not meeting the expectations.

77. State of South Dakota Special Education Programs When to Use a Behavioral Contract  When Setting Expectations is not enough:  The child’s behavior continues to be inconsistent after you Set Expectations.  The child needs more structure.  When the child has a history of compliance with contracts.  When you want the behaviors to be done more independently.

78. State of South Dakota Special Education Programs  A contract helps you stay on track.  When you need a written record for documentation.  When you have multiple students & multiple expectations.  Helps you stay organized.

79. State of South Dakota Special Education Programs What to Include In a Contract  The “expectations,” including:  Appropriate behaviors.  State as positives (do’s, not don’ts). Include only a few, no more than four.  When & how often the appropriate behaviors are expected.  The short-term & long-term “consequences” for:  Meeting the expectations stated in terms of what will be earned, not taken away.  Not meeting the expectations.

80. State of South Dakota Special Education Programs  Contract beginning and ending dates.  Review times:  Daily  Weekly  Signatures (if appropriate).

81. State of South Dakota Special Education Programs How to Write a Contract  Write with child, including all previous stated required information  Make the expectations & consequences “positive”  Use positive behaviors (do’s, not don’ts).  Include only a few behaviors, no more than four.  Tell what consequences they’ll earn, not what you’ll take away.  Make the consequences fair & worth it.  Make contract public & age-appropriate

82. State of South Dakota Special Education Programs Mystery Motivator This reward system intrigues students because it carries a certain degree of unpredictability. The strategy can be used with an entire class or with individual students.

83. State of South Dakota Special Education Programs Activity  List Tier 1, Tier 2, and Tier 3 Interventions currently being implemented in your building  Which Tier(s) need to be strengthened?  Action plan –How will you strengthen the interventions at the identified Tier