Positive Behavior Interventions Supports (PBIS)- Overview for Psychologists August 16, 2013.

Positive Behavior Interventions Supports (PBIS)-Overview for Psychologists

August 16, 2013

Focus for Today

PBIS Goals for this year Phases of Implementations What is SWPBS? Advocating for the

psychologist-what is our role?

PBIS Goals

Phases of Implementation

Stages of Implementation

Exploration Installation Initial Implementation Full Implementation Innovation Sustainability

Implementation occurs in stages:

Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

2 – 4 Years

What is SWPBS?

School-wide Positive Behavior Support

PBS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior

OSEP Center on PBIS

PBS is not...

Not specific practice or curriculum…it’s a general approach to preventing problem behavior

Not limited to any particular group of students…it’s for all students

Not new…its based on long history of behavioral practices & effective instructional design & strategies

Tier 3/Tertiary Interventions 1-5%•Individual students•Assessment-based

•High intensity

1-5% Tier 3/Tertiary Interventions•Individual students•Assessment-based

•Intense, durable procedures

Tier 2/Secondary Interventions 5-15%•Some students (at-risk)

•High efficiency•Rapid response

•Small group interventions• Some individualizing

5-15% Tier 2/Secondary Interventions•Some students (at-risk)

•High efficiency•Rapid response

•Small group interventions•Some individualizing

Tier 1/Universal Interventions 80-90%•All students

•Preventive, proactive

80-90% Tier 1/Universal Interventions•All settings, all students

•Preventive, proactive

School-Wide Systems for Student Success:A Response to Intervention (RtI) Model

Academic Systems Behavioral Systems

Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide

PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and

Supports. Accessed at http://pbis.org/schoolwide.htm

Implementation

Establish Commitment

80% of faculty support the need for behavioral change.

Behavioral change is one of the top 3 priorities of the school.

Three-year commitment

What does PBS look like?

>80% of students can tell you what is expected of them

Positive adult-to-student interactions exceed negative Function based behavior support is foundation for

addressing individual problem behavior. Data & team-based action planning & implementation

are operating. Administrators are active participants. Full continuum of behavior support is available to all

students

Classroom-wide positive expectations taught & encouraged

Teaching classroom routines & cues taught & encouraged

Ratio of 6-8 positive to 1 negative adult-student interaction

Active supervision Redirections for minor, infrequent behavior errors Frequent precorrections for chronic errors Effective academic instruction & curriculum

ClassroomSetting SystemsTEACHER has at least one positive contact

with each student daily

TEACHER provides more positive than

negative acknowledgements

>80% STUDENTS can describe typical

classroom routine

Positive expectations & routines taught & encouraged

Active supervision by all staffScan, move, interact

Precorrections & reminders Positive reinforcement

NonclassroomSetting SystemsSTAFF has at least 4

positive for each negative contact with

students

STAFF has continuous positive interactions w/

variety of students>80% STUDENTS can

describe what SW expectation looks like

in specific setting

Behavioral competence at school & district levels Function-based behavior support planning Team- & data-based decision making Comprehensive person-centered planning &

wraparound processes Targeted social skills & self-management instruction Individualized instructional & curricular

accommodations

Individual StudentSystems

TEAM to monitor status of sever

problem behaviors

STAFF can describe how to obtain intensive

behavior supports

DISTRICT supports available to schools

Define behavioral expectations Teach behavioral expectations Monitor and reward appropriate behavior Provide corrective consequences for

problem behaviors. Use collected data to solve problems and

make decisions.

Key Components

Define School-Wide Expectationsfor Behavior

Identify 3-5 Expectations Short statements Positive Statements (what to do, not what to

avoid doing) Memorable

School Rules

NO Food

NO Weapons

NO Backpacks

NO Drugs/Smoking

NO Bullying

Redesign Learning & Teaching Environment

Developing the Matrix

1) List problem behaviors

2) Identify “replacement behaviors” (what do you want the students to do instead?)

3) Create “matrix” of replacements (expectations) by setting.

Teaching Matrix

SETTING

All Settings

Hallways Playgrounds CafeteriaLibrary/

Computer Lab

Assembly Bus

Respect Ourselves

Be on task.Give your best effort.

Be prepared.

Walk. Have a plan.

Eat all your food.Select healthy foods.

Study, read,

compute.

Sit in one spot.

Watch for your stop.

Respect Others

Be kind.Hands/feet

to self.Help/share

with others.

Use normal voice

volume.Walk to

right.

Play safe.Include others.Share

equipment.

Practice good table manners

Whisper.Return books.

Listen/watch.Use

appropriate applause.

Use a quiet voice.

Stay in your seat.

Respect Property

Recycle.Clean up after self.

Pick up litter.

Maintain physical space.

Use equipment properly.

Put litter in garbage can.

Replace trays &

utensils.Clean up

eating area.

Push in chairs.Treat books

carefully.

Pick up.Treat chairs appropriately

.

Wipe your feet.Sit

appropriately.

Exp

ecta

tions 1. S

OCIAL SKILL2. NATURAL

CONTEXT

3. BEHAVIOR

EXAMPLES

Teaching our Expectations in natural environments

Teaching Academics & Behaviors

DEFINESimply

DEFINESimply

MODELMODEL

PRACTICEIn Setting

PRACTICEIn Setting

ADJUST forEfficiency

ADJUST forEfficiency

MONITOR &ACKNOWLEDGE

Continuously

MONITOR &ACKNOWLEDGE

Continuously

Park Avenue Expectation Lesson Plan At Park Avenue, we are people of character. We are respectful. We are responsible. We care.

Area: Cafeteria Time Allotted: 15-20 minutes

Materials needed: For script: trays, utensils, milk, napkins, buckets for silverware, garbage can, trays for all students to practice for classroom teacher:

Expectations

Responsible Respectful Caring

Get all food and utensils 1st timeKeep area neat and cleanRaise hand and wait for permission to leave

Use line basics when entering Keep place in lineTake the first milk you touch

Use good manners

Walk down the right side of the stairs quietly using the handrail one step at a time.Enter cafeteria using line basics (Hands at sides, facing forward, voices off.)Take the first milk you touch and hold it carefully in your hand.Take the first utensil you touch.Take your tray and say “thank you”.Choose items and put them on your tray. Once you have touched something it’s yours.Enter your number.Go to the directed table and quietly eat your own lunch - no sharing.Raise your hand and wait to be dismissed.Put your utensils carefully into the tub.Carry your tray carefully and throw out everything. Stack your tray on the counter so it fits inside the others.Leave the lunchroom quietly and walk to recess.

Acknowledging Student Behavior

How to use Positive and Negative Consequences to support Tier 1 Behavior.

Tied to specific behaviorsDelivered soon after the behaviorAge appropriate (actually valued by student)Delivered frequently Gradually faded away

Rewards Can Be Effective When

Build Reward Systems Systems for Acknowledging Appropriate Behavior.

Students should be acknowledged regularly (at least every 2 weeks)

5 to 1 ratio of positive to negative Always build toward independence

move from “other” delivered to self-delivered move from frequent reward to infrequent move from concrete to natural

Build on person-to-person relationships

Components of School-Wide Acknowledgment Plans

Immediate/High frequency/Predictable/Tangible Delivered at a high rate for a short period while teaching new behaviors or

responding to problem behavior Name behavior and tie back to school-wide expectation upon delivery E.g. “Caught Being Good”, “Lincoln Loot”, “Titan Bucks”, positive referrals,

points for privilege levels – turned in for tangible/non-tangible prize

Intermittent/Unexpected Bring “surprise” attention to certain behaviors or at scheduled intervals Used to maintain a taught behavior E.g. Raffles, special privileges, principal random call

Long-term Celebrations Used to celebrate/acknowledge school-wide accomplishment ALL kids, all adults E.g. Quarterly activities, assemblies, parent dinners, field

trips

Rationale-What Does 5 Positives to 1 Negative Mean?

Students should experience more positive interactions (ratio of 5 positives for every negative) on all locations of school.

Positive Interactions= Behaviorally specific feedback as to what the student did

right (contingent) Smile, nod, wink, greeting, attention, hand shake, high five

(non-contingent)

Negative Interactions= Non-specific behavioral corrections Ignoring student behavior (appropriate or inappropriate)

Samples High Fives, Gotchas Traveling Passport Super Sub Slips, Bus Bucks 1 Gallon Back/front of bus Free homework coupon Discount school store, grab bag Early dismissal/Late arrival First/last in Line Video store coupon, free fries Positive Office Referrals Extra dessert Class event

G.O.O.S.E 1-Free Period Massage File stuffer Coffee Coupon Golden Plunger Give Em’ a Hand Kudos

Parent/Teacher Association provided teacher name stamps

Parent/Teacher Association provided teacher name stamps

Reward tickets and criteria on lanyard

Reward tickets and criteria on lanyard

Write out class tickets for week, reward when appropriate, check

whose name remains

Write out class tickets for week, reward when appropriate, check

whose name remains

Corrective Consequences Problem Behaviors

Do not ignore problem behavior Office Discipline Referral Forms (SWIS.org)

Provide clear guidelines for what is handled in class versus sent to the office

Remember the PURPOSE of negative consequences Prevent escalation of problem behaviors Prevent/minimize reward for problem behaviors Deliver punisher as a consequence for problem behavior Minor versus major

Do not expect negative consequences to change behavior patterns. Negative consequences are a way to “keep the lid on.” Teaching changes behavior.

Establish a continuum of procedures for correcting problem behavior.

Responding to Inappropriate Behavior

Your error corrections should be:

• Contingent: Occurs immediately after the undesired behavior.

• Specific: Tell learner exactly what they are doing incorrectly and what they should do differently in the future.

• Brief: After redirecting back to appropriate behavior, move on.

Using data to make decisions and solve problems

Office Discipline Referrals

Data collection method Shared frequently with all staff Data is presented visually for easy interpretation

SimpleTake very little teacher time to fill out

Consistency across school staffClear, mutually exclusive, exhaustive definitionsDistinction between office v. classroom managed

Advocating for the psychologist-What is

our role?

3-Tiered System of Support

Necessary Conversations (Teams)

CICO

SAIG

Group w. individual

feature

Complex

FBA/BIP

Problem Solving Team

Tertiary Systems Team

Brief

FBA/BIP

Brief FBA/BIP

WRAP

Secondary Systems Team

Plans SW & Class-wide supports

Uses Process data; determines overall

intervention effectiveness

Standing team; uses FBA/BIP process for one youth at a time

Uses Process data; determines overall

intervention effectiveness

Sept. 1, 2009

UniversalTeam

Universal Support

*Guiding ?s

How Do We Use Our Expertise?

Write down ways you can be involved in Tier1implementation of PBIS at your school this year?

Share with your elbow partner. Together come up with one thing that you are

going to do between now and next month at your school to help with implementation.

Share with group

Dates for Training

On Site Visits Sept 25 Dec 16 March 18

8-11:30 (middle schools)

12:30-4 (high schools)

Teleconference Oct 23 Nov 11 Feb 17 April 28

Times TBA

pbis.org