1. Principles of Behavior Basic Overview for Tier 1 Monthly Coaches’ Meeting Module P DC Name and Date Here

2. 2 Objectives Participants will be able to: Describe the ABCs of behavior Name the functions of behavior Develop an hypothesis for a problem behavior requiring additional Tier 1 supports on their campus Develop an intervention plan to address the problem behavior

3. 3 Tier 1: SWPBS Basic Principles of Behavior and the Problem-Solving Process

4. 4 School-Wide Systems for Student Success: Response to Intervention (RtI) Model 1 - 5% 5-15% 85 - 90% Academic Systems Tier 3: Intensive, Individualized Interventions Individual students Assessment-based High intensity Tier 2: Targeted (Supplemental) Interventions Some students (at-risk) High efficiency Rapid response Small group interventions Some individualization Tier 1: Core, Universal Interventions All students, all students Preventive, proactive Behavioral Systems Tier 3: Intensive, Individualized Interventions Individual students Assessment-based Intense, durable procedures Tier 2: Targeted (Supplemental) Interventions Some students (at-risk) High efficiency Rapid response Small group interventions Some individualization Tier 1: Core, Universal Interventions All settings, all students Preventive, proactive Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htmhttp://pbis.org/school-wide.htm

5. 5 RtI Problem-Solving Process and Principles of Behavior Step 1: Identify the Problem ABCs of Behavior: What problem behaviors are occurring most often? When and Where are the problem behaviors occurring? Who is involved? Step 2: Analysis: ‘Why’ are problem behaviors occurring? Function of Behavior - Hypothesis Step 3: Develop a Plan: Match interventions to function Prevention: Alter the environment (systems changes) Teach: New skills (replacement behaviors) Reward: Demonstration of appropriate behaviors (new skills) Step 4: Evaluation: Response to Intervention

6. 6 Defining Behavior Behavior: Response to one’s environment (antecedents) Anything we say or do (observable) Serves a function or purpose (‘why’) Results in a desired outcome (consequence/reinforcer) Predictable Learned (teach replacement behaviors) Can be changed (alternative outcomes)

7. 7 Tier 1 School-Wide Problem Behaviors Examples: The 7 th grade teachers report that students are consistently coming late to their first period class. The Administrator indicated that the majority of students are not following the dress code. Staff feel that students are engaging in more ‘disruptive’ behaviors between classes. The cafeteria staff note that the noise level in the lunchroom is exceedingly loud on a regular basis. Provide additional examples from situations on your campus.

8. 8 Step 1: Problem Identification ABCs of Behavior Antecedents Event or stimulus (trigger) that occurs before the behavior Fast Triggers: non-preferred activity, given a difficult task, told ‘no’ Slow Triggers (setting events): late for school, no breakfast, conflict with parent, missed bus Behavior The observable, measurable action Consequences Event or response that immediately follows the occurrence of the behavior

9. 9 Observing the ABCs Antecedent Events: Increase the likelihood the problem behavior will occur Inform prevention strategies Behavior Determines new skills to teach (replacement behavior) Consequences: Reinforce the problem behavior Determine function (purpose) of the behavior Inform alternative, appropriate reinforcers for new skills

10. 10 ABCs of Behavior AntecedentsBehaviorConsequences Students arrive at school and go to their lockers to get their materials. Students meet their peers at their lockers. Students remain at their lockers and talk with their friends. Students are tardy to class. Tier 1 School-Wide Problem Behavior Example: The 7 th grade teachers report that students are consistently coming late to their first period class.

11. 11 Step 2: Problem Analysis Functions of Behavior ATTENTION (adult, peer) TANGIBLE (object, task, activity) SENSORY STIMULATION AVOID/ ESCAPE GET/OBTAIN

12. 12 Determine Function of Behavior Why is the problem behavior occurring? Get/Obtain or Escape/Avoid Attention - peer or adult Tangible - object, task, activity Sensory stimulation Develop Hypothesis (Best Guess) When (antecedent) occurs, students engage in (behavior). As a result, the students are able to (function).

13. 13 Functions of Behavior Tier 1 Example: The 7 th grade teachers report that students are consistently coming late to their first period class. Problem Analysis: Why is the problem occurring? Students do not like completing ‘Bell’ work. (avoid task) Students lose track of time. It is the only time students have to talk with their friends during the school day (get peer attention). Other possible reasons? Hypothesis (Best Guess): Other possible hypotheses? When the 7 th grade students arrive in the morning, they go to their lockers to get their materials and begin talking with their friends. As a result, they get to spend additional time with their peers (function = attention) and are tardy to class (function = escape).

14. 14 Step 3: Plan Development Prevention AntecedentPrevention Strategies Students go to their lockers to get their materials. Students meet their friends. Staff will be stationed in the hallway by the 7 th grade lockers to remind students to get their materials and go directly to class. Staff will hand out “Tiger Paws” to students getting their materials and going to class immediately. A 1-minute ‘warning’ bell will be initiated prior to the first period tardy bell. Other possible strategies? Tier 1: When the 7 th grade students arrive in the morning, they go to their lockers to get their materials and begin talking with their friends. As a result, they get to spend additional time with their peers and are tardy to class.

15. 15 Step 3: Plan Development Teach BehaviorTeach Replacement Behavior Current Behavior: Students stay at their lockers talking to friends. Replacement Behavior: Students will be on time to class. All 7 th grade homeroom teachers will review the expectation, ‘Be Responsible’ by being on time to class, each morning for a week and every Monday morning thereafter. Teacher and students will provide examples and non- examples Students will practice what ‘being on time’ looks like. Language Arts: Students will get in groups and write about the reasons people should be ‘on time’. Include in- school and out-of-school examples. Share with the class. All teachers will prompt students prior to the end of each class and at the end of the day to ‘be on time’.

16. 16 Step 3: Plan Development Reinforce Current Consequences Replacement Behavior Alternative Outcomes Consequences/Reinforcers Students are tardy to class. The teacher repeats the ‘Bell’ work directions. Students spend time talking to their friends and still get directions for completing their assignment. Getting to class on time. Students arriving to class on time will earn 2 extra points to cash in at the end of the week for 10 minutes of uninterrupted free time with friends. (peer attention) Students arriving on time to class will be given a bonus question to complete for extra credit points. The teacher will only give the directions for ‘Bell’ work once. Other possible reinforcers?

17. 17 Step 3: Plan Development Reinforce Consequences are most effective when consistently and immediately given upon display of the appropriate behavior. Administering Consequences Staff will immediately give “Tiger Paws” to students who get their materials from their lockers and go directly to class. (Antecedent/Prevention Intervention) Two extra points will be documented immediately for students arriving to class on time to cash in at the end of the week for 10 minutes of uninterrupted free time with friends. Students arriving on time to class will be handed a bonus question by the teacher to complete and turn in at the end of class for extra credit points.

18. 18 Behavior Principles Summary Behavior is learned, it can be changed and new behavior can be taught: Determine the replacement behavior. Clarify the skills to be taught, so students are able to engage in the appropriate, replacement behavior Teach, model, and prompt the required new skills/behaviors Consequences strength or weaken behavior Reward students’ use/demonstration of new, appropriate skills/behaviors immediately Alter previous consequences so inappropriate, problem behavior is no longer reinforced

19. 19 Behavior tends to be repeated due to the consequences (outcomes) that follow the behavior When something desirable follows an appropriate or inappropriate behavior, that behavior is strengthened and more likely to be repeated. Behavior is weakened by withholding consequences that maintain it When something desirable does NOT follow an appropriate or inappropriate behavior, that behavior is weakened and less likely to be repeated. Behavior Principles Summary

20. 20 Behavior Principles Summary Behavior is strengthened, weakened, or maintained through modeling. Examples: Students may be less likely to mingle at their lockers when they see their peers earning ‘Tiger Paws’ for getting their materials and going directly to class. (weakened) Students may be more likely to get to class on time when they see their peers earning extra points and the opportunity for uninterrupted free time. (strengthened) Students may continue to be late to class when their teacher is consistently late to class. (maintained)

21. 21 Importance of Understanding Behavior Basic Principles of Behavior: Create a foundation for School-Wide, Tier 2 and Tier 3 system supports Provide a common framework for addressing problem behaviors across the tiers Lead to greater consistency when implementing RtI:B (fidelity)

22. 22 Review Principles of Behavior Review

23. 23 Behavior Review Discussion: The first step in changing behavior is understanding the ________ of the behavior. Name the ABC’s of behavior What are the events or stimulus called that happen prior to the occurrence of the behavior? What are the events called that increase the likelihood behavior will occur or continue?

24. 24 Behavior Review Discussion: Give 2 examples of a fast trigger. Give 2 examples of a slow trigger. Name the 2 functions of behavior. What 2 key components are necessary for consequences to be effective?

25. 25 Wrap-Up Questions? Comments? Need for additional support or training?