HELP IS ON THE WAY: POSITIVE BEHAVIOR INTERVENTION …

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HELP IS ON THE WAY: POSITIVE BEHAVIOR 

INTERVENTION SUPPORT’S

Lauren K. Giovingo, Ph.D.Jennifer Maynard, Ph.D.Holly A. Paczak, Ed.S.

We Want to Know…We Want to Know…

What is your role in your school?

What is your role in your school?

A. Administrator

B. General Ed Teacher

C. SPED Teacher

D. Para/Assistant

E. Social Worker/Counselor

F. Pupil Appraisal

G. Other

H. Parent

Administrator

General Ed Teacher

SPED Teacher

Para/Assistant

Social Worker/Counselor

Pupil Appraisal

Other

Parent

10%

25%

28%

10%

18%

5%5%

0%

If we put you on the spot, could you define PBIS?

If we put you on the spot, could you define PBIS?

A. Absolutely I could!

B. Ummm, sure. Maybe.

C. Probably not.

Absolutely I could!

Ummm, sure. Maybe.

Probably not.

47%

14%

40%

Does your school have a PBIS system in place?

Does your school have a PBIS system in place?

A. Yes we do!

B. I think so.

C. Not that I know of.

Yes we do!

I think so.

Not that I know of.

79%

12%9%

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What is your role in your school’s PBIS system?

What is your role in your school’s PBIS system?

A. Parent

B. PBIS Coordinator

C. Team Member

D. Data Manager

E. Teacher

F. I don’t knowParent

PBIS Coordinator

Team Member

Data Manager

Teacher

I don’t know

12%10%

2%

43%

0%

33%

When does your school’s PBIS team meet?

When does your school’s PBIS team meet?

A. Weekly

B. Bi-Weekly

C. Monthly

D. Whenever there is time

E. I’m not sure

Weekly

Bi‐Weekly

Monthly

Whenever there is time

I’m not sure

8%

0%

28%18%

46%

Why are We Here… Today, That Is.

PBIS What it Is

Why it’s Important

Practice Makes Perfect

Common Behavior Problems

insubordination

noncompliancedefiance

late to classnonattendance

truancy

fighting

aggression

inappropriate language

social withdrawal

excessive crying

stealing

vandalism

property destruction

tobacco

drugs

alcohol

unresponsive

not following directions

inappropriate use of school materials

weapons

harassment

unprepared to learnirresponsible

disresp

ectdisrupting teaching

uncooperative

violent behavior

disruptive

verbal abusephysical abuse

dress code violations

willful disobedienceout of seat

What Does Science Tell Us about How We can

Improve ?

On the Graduation PathBelfanz Graduation Cohort Study

Belfanz, 2009

Attendance

Mild, Sustained Behavior

Single Indicator

Earlier Problems

D’sCourse Grades

Resilient!

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Zero Tolerance PoliciesExclusion from

Learning Environment

Poor Student Outcomes

May Act as Reward

Lower Achievement

No Improvement in School Climate

Higher Suspension Rates

Higher Dropout Rates

Poor School Outcomes

Poor School Climate

Lower Academic

Quality

Juvenile Justice Reform Act (1225)

Time Spent in Office Referrals

If 1 Office Referral=15 minutes of

administrator time,

then 533 x 15=7,995 minutes133.25 hours or

daysof Administrator Time Spent on Behavior Issues

Example in 1 month:

533 Referrals

16.7

Reduction in Office Referrals

Example in 1 year: 12 PBIS schools = 5,606 less

If 1 Office Referral=15minutes of administrator

time, then 5,606 x 15=84,090 minutes1401.15 hours or

233 days

of Administrator Time Recovered and Reinvested.

Reduction in Office Referrals

Example: Across 12 PBIS Schools =

Reduced by 5,606So, if students miss

45 minutes of instruction for each Office Referral,

5,606 X 45=252,270 minutes4204.50 hours or

700 daysof instructional time recovered!!!!!

PBIS/PBSResponse to Intervention

A Blueprint for Behavior Services

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Without a Blueprint

35% drop out due to academic reasons

65% drop out due to social emotional, and behavioral reasons (Bridgeland, DiIulio, & Morrison, 2006)

Behavioral Support

Changing the system to meet the needs of the student while

also helping the student fit successfully in to the system.

Best Behavior Managers are not those that know the most, but those who DON’T give up!

Keep adjusting the environment/variables until something works.

Behavior problems drive teachers crazy!

MO: culture of control. – forced compliance

Do What You Know Best!Manipulate!

SAFE AND CIVIL SCHOOLS

STOIC

A- Antecedent

B- Behavior

C- Consequence

S-Structure

T-Teach

--------------------------------------------------------------

O-Observe

---------------------------------------------------------------

I-Interact Positively

C-Correct Fluently

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What Do the Numbers Tell Us?

More than 40% of students receive 1+ ODR

A. School Wide System

B. Non-Classroom System

C. Classroom Systems

D. Targeted Group

E. Individual Student Systems

School Wide System

Non‐Classroom System

Classroom Systems

Targeted Group

Individual Student Systems

13%

29%

5%5%

47%

More than 10-15 students received 5+ ODRs

A. School Wide System

B. Non-Classroom System

C. Classroom Systems

D. Targeted Group

E. Individual Student Systems

School Wide System

Non‐Classroom System

Classroom Systems

Targeted Group

Individual Student Systems

7% 7% 7%12%

67%

More than 35% ODR’s are from non-classroom settings

A. School Wide System

B. Non-Classroom System

C. Classroom Systems

D. Targeted Group

E. Individual Student Systems

School Wide System

Non‐Classroom System

Classroom Systems

Targeted Group

Individual Student Systems

0%

100%

0%0%0%

Small # of Students Destabilize School Functioning

A. School Wide System

B. Non-Classroom System

C. Classroom Systems

D. Targeted Group

E. Individual Student Systems

School Wide System

Non‐Classroom System

Classroom Systems

Targeted Group

Individual Student Systems

3% 3%

57%

38%

0%

By Type

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Classroom Breakdown By Location

Keep in Mind?

Patterns

Locations

Times

Types of Referrals

Kids

So…What Can We Do?

PBIS

Behavior Improvement

ModelingTeaching

Reinforcement

Productivity

LearningSafety

Punishing Behavior

Broad Zero Tolerance

Components of PBISComponents of PBISPrevention

Multi-Tiered Support

Data-Based Decision Making

Prevention

Defining & Teaching Expectations

Consistent Reinforcement System

Multi-Tiered Support

Levels of Support

Strong Tier 1

Established Tier 2 & 3

Data-Based Decisions

Collecting

Summarizing & Reporting

Utilizing

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EIS: Designing School‐Wide Systems for Students Success

• High Intensity• Customized • Usually 1‐3

(For some students)• Small Group Pre‐Designed Interventions• Programs, strategies, & procedures to supplement/ enhance

• Universal screening• Professional development•In‐class support

•FBA/BIPs

•Group Intervention with Individual Features, Social Skills• Group Intervention

•Direct Instruction of  Behavior

• Culture of Positive Acknowledge‐ment

Academic Systems

Behavioral (Soc‐Emot)

Systems 

More Intensive Support

75 – 85 %75 – 85 %

10 – 20 %10 – 20 %

5 ‐ 10%5 ‐ 10%

<modified by Coulter from Sailor, 2007>A Third Side Meet Exit Criteria

Meets BX Goals and

Expectations

Tier 1 Instruction for All StudentsBehavior: Positive Behavior Intervention and Supports (PBIS)

Universal Screening of ODR’s, Absences, Tardysand SIBS/SSRS (Internalizing/Externalizing)

Struggling Learners who :No Previous Intervention

Tier 2, Intv ‘A’ Not Effective

Tier 2, Intv ‘A’ & ‘B’ Not

Effective,

Tier 2 Intervention‘Connections’

Tier 2 Intervention

‘Behavior Interventions’

Tier 3 Intervention (FBA/BIP)

Problem Solving Comm

Image modified by Coulter - Thanks to Sharon Vaughn for the original image

How are Things

Working ?

Suspect a Disability ?

Tier 2 Intervention Variations Check in/Check Out ConnectionsBehavior Education Program Check and ConnectDaily Behavior Report Card

Tier 2 Intervention ‘Check in Check

Out’

Intervention Options Contingency

Management Positive Peer Reporting The Good Behavior

Game Mystery Motivator Behavioral Contracts Antecedent

Modifications Tootling School to Home Note School Note* require a specific curriculum or training

Time-Out from Positive Reinforcement

Response Cost Lottery/Raffle

Second Step* Social Skills Training* Skill Streaming* Strategic Self-

Monitoring Talk Tickets Rubberband Game Anchor the Boat

Data-Based

Decisions

Elements of School-Wide PBIS Building a PBIS Program

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© 1996-2009

Steps in PBIS Development

Setting the Team

Expectations & Rules

Lessons & Curriculum

Teaching

Reinforcement

Evaluation

School-Based PBIS TeamSchool-Based PBIS Team

Committed to PBIS

Actively Supports the Process

What are Expectations?

Behaviors

Expected of ALL Students

& Staff

Expected in ALL Settings

Taught to ALL Students,

Staff, Faculty, Families

In Line with School

Improvement Plan

How Do You Define Expectations?

Global

Guidelines

Short and Sweet(positive)

Rams Are:

ReadyResponsibleRespectful

What is a rule?

How to Behave Setting-Specific

Benefits to Setting RulesUniform InstructionsAccountability for AllCommunication of BehaviorProactive Strategy

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Guidelines for Defining Rules

How Many Can You Really

Manage?

Expectation Cafeteria Rules Hall Rules Commons Rules Restroom Rules Bus Area Rules

Cooperative • Stand in a single file line.

• Keep your area clean.

• Dispose of all items in the proper place.

• Walk facing forward.

• Stay to the right.

• Move quickly to the designated area and stay there.

• Use the restroom and supplies properly & quickly.

• Walk quickly to your bus and enter orderly.

ProblemSolver

• Resolve conflicts quickly and peacefully.

• Resolve conflicts quickly and peacefully.

• Think of new ways to improve traffic flow.

• Resolve conflicts quickly and peacefully.

• Resolve conflicts quickly and peacefully.

• Report plumbing and cleanliness problems.

• Resolve conflicts quickly and peacefully.

Responsible • Move forward when it is your turn.

• Food remains inside.

• Follow dress code.

• Walk quickly to your destination.

• Be on time to all classes.

• Follow dress code.

• Respond quickly to the bell and the direction of duty personnel. Follow dress code.

• Dispose of personal items properly.

• Adjust clothing to follow dress code before exiting.

• Go immediately to the bus area when the bell sounds.

• Enter the bus in a single file & take your seat.

• Dress code applies until you reach home.

Respectful • Stand behind last person in line.

• Use your 6-inch voice.

• Use zero voice in the main hall and when directed to by teachers or duty personnel.

• Dispose of concession packaging in proper container.

• Keep hands, feet and objects to self

• Keep the area clear of graffiti and clean for yourself & your classmates.

• Follow all of the rules of the bus driver for the safety of yourself & your classmates.

Rules by Setting Matrix 

Linwood Middle School Caddo Parish From: lapositivebehavior.com/

Expectations Cafeteria Hall/Breezeway Restroom Playground Bus

Care for all property

Pick up after yourselfKeep all food on your tray

Respect displayed work

Flush toilets, wash hands, and put trash in garbageConserve water, soap and paper productsKeep restrooms graffiti-free

Respect playground equipment and landscape

Pick up trash

Use safety Stay seatedFace forward in line

Use walking feet Walk on blue tiles on right side of hallKeeps hands, feet, and objects to self

Keep feet on floorUse sinks and toilets appropriately

Stay in boundaries of playground areaKeep hands, feet and objects to self

Walk to and from busStay seated in assigned seats

Be ready to learn

Use walking feet to enter and leave quietly Respond to school-wide freeze signals

Walk in line order

Quickly enter and exit after using the restroom

Freeze at hand signal and wait to line up

Face the frontFollow all bus rules

Show respect for all

Use inside voicesUse good manners

Be silent in hallways

Be quietGive privacy to all

Share equipment with others

Use patience when boarding and exitingKeep hands, feet, and objects to selfUse inside voices

Luling ElementarySt. Charles Parish

Rules by Setting Matrix 

From: lapositivebehavior.com/

Posters/Bulletin Boards

From: pbis.org

Posters/Bulletin Boards

From: wisconsinpbisnetwork.org

Behavioral Errors

Skill Deficits

Haven’t Been Taught Skills

Don’t Know When to Use Skills

Skills Not Taught in Context

Root of Discipline: To TEACH

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Teaching Behavior

Lessons

Practice Activities

Posters/Visuals

BoostersKickoff!

Teaching Expectations

Lesson Plan What Other Schools Have Found to be Effective

Station Rotation

Assembly Format

Student Skits on the Morning News

Videos

Theme Song and Dance

Highlighting Data for Students

Reinforcement SystemReinforcement SystemGiving Positive to Get Positive in

ReturnGiving Positive to Get Positive in

Return

Why Use a Reinforcement System?Why Use a Reinforcement System?

Increases Repeated Positive Behaviors

Focuses Students and Staff on Positive

Fosters Positive School Climate

Reduces Need for Time-Consuming Discipline Strategies

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Reinforcement System GuidelinesReinforcement System Guidelines System is Simple

Accessible for Everyone

Provides Opportunities to Recognize Students in Common Areas

Utilizes Daily Reinforcement (of Some Kind)

Reinforcers Appeal to 85-95% of Students

Remember the Power of PRAISE! (Positive Feedback)

Guidelines for Providing ReinforcementGuidelines for Providing Reinforcement

Reinforce Frequently in the Beginning

Contingent on Desired Behavior

Avoid Threatening the Loss of Reinforcements

Avoid Taking Earned Items or Activities

Possibility to Earn Reinforcements Throughout the Day

How to Use the Data to Get& Maintain Faculty Involvement

How to Use the Data to Get& Maintain Faculty Involvement

Pictures from Dr. MLK, Jr. Middle School – Maryland PBIS

How are You Going to Reinforce Your Staff?

Reinforcing Staff

Recognition at Staff Meetings Shout Out Boards After School Social Free Duty Day Pass Special Parking Spot Friday Treat Days Staff Member of the Month (voted on by students)

Utilize Community Resources and Local Businesses

Intervention Options Contingency

Management Positive Peer Reporting The Good Behavior

Game Mystery Motivator Behavioral Contracts Antecedent

Modifications Tootling School to Home Note School Note* require a specific curriculum or training

Time-Out from Positive Reinforcement

Response Cost Lottery/Raffle

Second Step* Social Skills Training* Skill Streaming* Strategic Self-

Monitoring Talk Tickets Rubberband Game Anchor the Boat

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Let’s Practice what we have learned…….

Group Intervention Excercise

Groups

Check In/Check Out/ Connections Good Behavior Game Mystery Motivator Home School Note

Small GroupTasksReview the InterventionWho?How?When?Where?Data?

Six Basic Recommendations for Implementing PBIS

1. Never Stop Doing What Already Works

2. Always Look For the Smallest Change That Will Produce the Largest Effect

3. Do Not Add Something NewWithout Also Defining What You Will Stop Doing to Make the Addition Possible.

Six Basic Recommendations for Implementing PBIS

4. Collect and Use Data for Decision‐making

5. Adapt Any Initiative to Make it “Fit” Your School Community, Culture, Context

6. Establish Policy Clarity Before Investing in Implementation

Allow yourself plenty of time to get there

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Remember to bring the kids along No matter how tempting….. Stay Positive!

© 1996-2009

PBIS Resources• OSEP Technical Assistance Center on PBIS -

http://www.pbis.org/default.aspx

• Wisconsin PBIS Network -http://www.wisconsinpbisnetwork.org/home.html

• Florida site - http://flpbs.fmhi.usf.edu/

• Illinois site - http://www.pbisillinois.org/

• Louisiana PBIS - http://lapositivebehavior.com/

• Louisiana Department of Education PBIS Manual 75 http://www.youtube.com/watch?v=JWymXNPaU7g

For Further Information Contact:

Lauren K. Giovingo, Ph.D.

[email protected]

TIERS Website:

http://www.hdc.lsuhsc.edu/tiers/index.php

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