3. 6 Components of PBS 1) Select and define expectations & routines (OAT) 2) Teach behavior & routines directly (in all settings) 3) Actively monitor behavior (MIS) 4) Acknowledge appropriate behavior Predictable/Intermittent/Long-term 5) Use data to make decisions 6) Correct behavioral errors Pre-correction/Boosters/De-escalation/FBA

4. 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% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT

6. Cycle of Acting-Out Behavior 1.Calm Phase 2.Triggers Phase 3.Agitation Phase 4.Acceleration Phase 5.Peak Phase 6.De-escalation Phase 7.Recovery Phase

8. Phase One: Calm Angry and aggressive student are relatively calm in the initial phase of the acting-out behavioral cycle. Characteristics: Maintaining on task behavior; Following rules and expectations; Responding to praise; Initiating appropriate behavior; and Responding to goals with success.

9. Proactive Strategies for Maintaining the Calm Phase (1) School-wide Behavior Supports –All settings, including Classroom Teacher-Student relations Home-School relations Managing Instruction –Work difficulty level & OTR –Getting started routines (first 7 minutes) –Interesting & appropriate content & presentation

10. Classroom Management Critical Features 1.Designing the physical space & schedule 2.Teaching classroom expectations 3.Establishing classroom routines 4.Utilizing consequences 5.Pre-Correcting problem behavior 6.Correcting problem behavior 7.Quality instruction

11. Teaching Behavioral Expectations 1) State behavioral expectations 2) Specify student behaviors (rules) 3) Model appropriate student behaviors 4) Students practice appropriate behaviors 5) Reinforce appropriate behaviors

12. Establishing Classroom Routines Manages “administrivia” efficiently –Attendance, lunch, announcements Minimizes disruptive interactions –Provides a buffer against negative interactions Helps create shared ownership between teacher/students –The more students contribute, the more they own

13. Establishing Classroom Routines Step 1: Identifying Classroom Routines Establishing Classroom Helpers Substitutes (J. Witt 1999) Classroom visitors (J.Witt 1999) Speaking in Class Organizing Assignments Conducting Tests & Quizzes Meeting Personal Need Using Filler Activities Step 2: Specify Student Behaviors Step 3: Teach the Routines –Use 5 step teaching procedure

14. Sample Routines Specialist: Beginning Physical Education Students line up at the gym door On signal they enter the gym Students move directly to line on gym floor (basketball court line) Maintain a space, more than one arm’s length Face the teacher On signal begin to jog in place

16. Phase Two: Triggers Triggers are defined as those events that set off the cycle of acting-out behavior. Triggers serve to increase the agitation level of the student. Two types of triggers: School-based Nonschool-based

17. School-based Triggers 1. Conflicts (a). Denial of something that the student wants or needs. (b). Something negative is inflicted on the student. Often, students who exhibit serious acting-out behavior typically do not have good communication skills. They are also easily triggered, are often provoked by a perception that something negative is inflicted upon them.

18. School-based Triggers 2. Changes in Routine Sudden changes in routine or schedule Transitions (tasks and/or location) Adjustments to rules Adapting to substitute teachers 3. Peer Provocation Unfortunately, other students sometimes see these easily triggered students as fair game. Name calling; Teasing; Interfering with their activities or belongings; Or making fun of them in the presence of other peers.

19. School-based Triggers 4. Pressure Schools can be viewed as a very high- demand location. Students are expected to: Manage time well; Function independently in a number of situations; Often manage multiple tasks at the same time; Students with serious problem behaviors, do not have the skills necessary to meet these expectations, so they feel under constant pressure The ordinary demands of a school day can set the stage for panic, depression, anxiety, and other emotional responses resulting in poor decisions.

20. School-based Triggers 5. Ineffective Problem Solving Acting-Out students generally have limited strategies for: Identifying the source of a problem Generating appropriate options Evaluating them Negotiating with others Implementing plans These students often apply one ineffective strategy repeatedly or resort to angry reactive behaviors.

21. School-based Triggers 6. Facing Errors during Instruction In many cases, these students will stop working after they make errors and will avoid new learning rather than make more mistakes. Their self-confidence is very fragile due to the lack of school success. 7. Facing Correction Procedures Easily triggered students often have problems in accepting assistance after errors have been made or with being required to do the task over again. The process used for teaching and learning, may actually prompt an increase in agitation levels. Thus, making it difficult to engage the student in new learning.

22. Nonschool-based 1. High Needs Homes Students who have behavioral disorders often come from homes where many critical needs are not met. Adequate shelter Food Support and nurturing. Parents unemployed or under employed Poverty Forced transience 2. Health Problems Lack of health insurance On going care – costly Common or chronic illnesses untreated due over the counter cost. Viruses, Infections Headaches …

23. Nonschool-based 3. Nutrition Needs Not having regular, well balanced meals, and/or are often hungry. 4. Inadequate Sleep Irregular or inadequate sleep patterns. Environmental factors: -Excitement before sleep -Going to bed late-Crowded conditions -Excessive noise in the home or neighborhood-Conflicts at home Physical or Medical Issues: -Medication side effects that may cause agitation or discomfort -Medication adjustments -Unmedicated students

24. Nonschool-based 5. Duel Diagnoses A student may receive a duel diagnosis of ADHD and ODD, and the respective treatments may interact negatively with each other. If students are prescribed medication, a side effect of agitation may result. 6. Substance Abuse Students who use drugs and alcohol often exhibit serious and unpredictable acting-out behavior at school. These behaviors can also occur if the student is deprived of the substance. A growing population of students who are born to substance-addicted mothers. 7. Gang and Deviant Peer Groups Often this population challenges school authority and peer relationships. Membership is also associated with criminal activity and inattendance at school.

25. Nonschool-based School-based Triggers Compound Triggers Some students with serious problem behavior experience triggers in both settings. The triggering events may have a cumulative effect. When triggers are not effectively resolved for the student, more and more frustration and anxiety can develop for the student…thus resulting in an explosive eposode.

26. Precorrection Strategies for Triggers Phase (2) Key Points “Pre-” means before; “-Correct” means after “Pre-Correction” means anticipating problem behavior and intervening beforehand Problem behavior is prevented Expected behavior replaces problem behavior

27. 7 Steps of Precorrection 1) Identify the context (trigger) & predictable problem behavior 2) Specify expected behaviors 3) Systematically modify the context 4) Conduct behavioral rehearsals 5) Provide strong reinforcement 6) Prompt expected behaviors 7) Monitor the plan

28. Study: Colvin, G., Sugai, G., Good III, R.H., & Lee, Y. (1997). Using active supervision and pre-correction to improve transition behaviors in an elementary school. School Psychology Quarterly, 12, 344-363.

29. Effect of Supervisor Interactions on Problem Behavior

30. Results of Pre-Correction Study Major Findings: Active supervision combined with pre-correction significantly reduced problems Active supervision defined as: Moving around, looking around and interacting with children Interactions between supervisor and children negatively correlated to high degree (-83%) Actual number of adults present did not affect student behavior (range 1-5) Some students persisted with problem behavior implying they needed a more individualized intervention.

31. Teaching Social Skills for Managing Triggers Phase (2 continued) Social Skills defined as: Actions or behaviors displayed by students (or adults) in a specific context (setting) resulting in a positive social outcome. Social Skills Instruction: Direct teaching of setting specific behaviors designed to provide information, practice & acknowledgement regarding the behavioral expectations of that setting.

33. Phase Three Agitation Once the Phase Two triggers began to take effect, the student moves from the Calm phase to Phase Three, Agitation. Agitation will develop when the student is unable to control or manage the triggers. Often the student is saying, “Leave me alone.” “Agitation” is a general behavioral term that includes the emotional disposition of: -anger-upset-depressed-on-edge-withdrawn -worried-disturbed-frustrated-anxious The Agitation phase can last for a considerable amount of time, depending on the events that take place or on which stimuli are present.

34. Phase Three Agitation Agitation can be manifested in one of two ways: –Responses indicating increase in behavior; or –Responses indicating decrease in behavior. It is important to note that the behaviors exhibited in this phase represent a change from the behavior in the previous “Calm” phase. Increases in Behaviors: Darting eyes Busy hands Moving In and Out of Groups Off-Task and On-Task Cycle Decreases in Behaviors: Staring into Space Veiled Eyes (avoids eye contact) Nonconversational Language (one word responses) Contained Hands Withdrawal from Group

35. Calming Strategies for Managing Agitation Phase (3) Teacher empathy Assist student to focus on the task Provide space Provide assurances & additional time Permit preferred activities Use proximity (when appropriate) Choice of independent activities (when appropriate) Passive v. Active activities Movement activities Student self-management

36. Calming Strategies for Managing Agitation Phase (3 continued) Addressing potential roadblock responses from adults –Fair vs. Equal –Task Avoidance

38. Phase Four Acceleration In the previous phase, students are characterized as unfocused and the behavior is nondirected. In the Acceleration phase, the students behavior becomes focused and directed (usually towards staff). Engaging behavior: the goal is to obtain a response…negative or positive. -Questioning and Arguing -Noncompliance and Defiance -Off-Task Behavior -Provocation of Others -Compliance with Accompanying Inappropriate Behavior -Criterion Problems (performing below expectation) -Whining and Crying -Avoidance and Escape -Rule Violation -Threats and Intimidation -Verbal Abuse -Destruction of Property

39. Defusing Strategies for Managing Acceleration Phase (4) Avoid escalating prompts Maintain calmness, respect & detachment Approach student in non-threatening manner

40. Correcting Problem Behavior Procedures are designed to: a.Arrest problem behavior b. Ensure correct behavior occurs next time c. Avoid escalation

41. Systematic Correction Procedures Focus on student(s) nearby exhibiting the expected behavior first, then slowly move to target student Secure student’s attention Inform him/her of expected behavior Redirect the student to expected behavior/activity (gesture/verbal prompt) Acknowledge the changed behavior when occurs Make first contacts least disruptive More intrusive measures if behavior persists

42. Note Addressing problem behavior means providing attention which MAY REINFORCE the behavior Controlling for attention is critical The next student behavior is often determined by initial (and subsequent) teacher responses.

44. Phase Five Peak The most serious or intense of the phases. The students’ behaviors are characterized by disruption so serious that class cannot continue or continues with difficulty. “Peak” behaviors often represent a threat to the safety of others or to the involved students. These behaviors include: –Physical Attacks –Self-Abuse –Severe Tantrums –Running Away

45. Safe Management Strategies for Peak Phase (5) School/District Policy Identify possible emergency situations Guiding Principles for safety issues Necessary prerequisites Action Response Plan Follow up

47. Phase Six De-escalation The De-escalation phase is the beginning of the student’s disengagement and corresponding reduction in intensity of behavior. The student is moving from a situation of conditioned or patterned behavior to one of more uncertainty and confusion. It is a reintegration process. This reintegration process is very similar to Phase Three-Agitation, where there is a very clear lack of focus and obvious appearance of distraction. The common behaviors manifested in this phase are: -Confusion-Responsiveness to Direction (concrete directions) -Reconciliation-Responsiveness to Manipulative or Mechanical Tasks -Withdrawal-Avoidance of Discussion -Denial-Avoidance of Debriefing -Blaming Others

48. Reintegration Strategies for De-escalation Phase (6) Isolate student Decision (send student home or retain) Engage in independent work Complete exit paperwork Determine consequences Restore & resume

49. Key to Using Negative Consequences No Silver bullet! Rather MILD CONSEQUENCES CONSISTENTLY delivered

51. Phase Seven Recovery In this final phase, Recovery, the student returns to a non-agitated, and relatively normal state. The student is able to participate, perhaps marginally, instruction or the current classroom activities. Recovery Phase Characteristic: Eagerness for Independent Work or Activity Subdued Behavior in Group Work Subdued Behavior in Class Discussion Defensive Behavior (cautious, almost measured)

52. Resumption Strategies for Recovery Phase (7) Transition steps –Strong focus on normal routine –Maintain consequences –Acknowledge problem solving behaviors –Support student –Plan (if necessary) Debriefing Plan

53. Early Phases Emphasis on teaching and prevention techniques. Later Phases Emphasis on safety, crisis management, re-entry and follow-up procedures. Strategies for Managing the Acting- Out Behavior Chain