Santa Clara County School-wide Positive Behavior Support Chris Borgmeier, PhD [email protected] Portland State University cborgmei.

Santa Clara CountySchool-wide Positive

Behavior Support

Chris Borgmeier, [email protected]

Portland State Universitywww.web.pdx.edu/~cborgmei

School-wide Positive Behavior Support is:

A systems approach for establishing the social culture and individualized behavioral supports needed for schools to be effective learning environments for all students.

Evidence-based features of SW-PBS Prevention Define and teach positive social expectations Acknowledge positive behavior Arrange consistent consequences for problem behavior On-going collection and use of data for decision-making Continuum of intensive, individual interventions. Administrative leadership – Team-based implementation (Systems

that support effective practices)

Establishing a Social Culture

Common Vision/Values

Common Language

Common Experience

MEMBERSHIP

Primary Prevention:School/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:FBABSP for Students with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

POSITIVE BEHAVIORSUPPORT

BIG IDEA

Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, & scalable(Zins & Ponti, 1990)

Getting Started at your School

BehavioralCapacity

Priority &Status

Data-basedDecisionMaking

Communications

Administrator

TeamAdministratorSpecialized Support

Student

Community

Non-Teaching

Teaching

Family

Representation

Start withTeam that “Works.”

Team-led Process

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

GENERAL IMPLEMENTATION PROCESS

School-wide Rules: Creating a Culture

Chris Borgmeier, PhD

Portland State University

[email protected] (503) 725-5469

Guidelines for Developing School-wide Rules

3-5 Positively Stated Rules Rules should be:

Broad enough to cover all potential behavior Stated positively Brief and easy to remember Catchy – personalized to your school

Common Examples Be Safe, Be Responsible, Be Respectful

Publicly Post School Rules

Make easily visible rules posters & post them in every room/area of the school

Posters should be visible from nearly any location in the school

Why Post the Rules?1) Prompts staff & students to acknowledge positive, not

only negative behavior 2) Increases accountability for staff and students to use

language & follow rules3) Signs can reduce personal focus of confrontation – now

point to the rules poster and site school rule being broken, no longer my rule you’re breaking

Few positive SW expectations defined, taught, & encouraged

School Rules Poster

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

Expectations & behavioral skills are taught & recognized in natural context

How will you teach expectations?

Teach expectations in the identified setting (i.e. cafeteria, hallway, etc.)

Have staff who are present in the settings participate/lead lessons (i.e. recess staff lead lesson)

Schedule specific times for trainings to occur across settings

Have principal & leadership team provide support across settings for teaching

What great teachers do…

Have students practice the behavior in the setting

Simply talking about the rules or describing them is not nearly as powerful as having the student practice and “show you” they can do it

Teacher should demonstrate the wrong way Have students explain why this is the wrong way

Students should practice the right way

Acknowledgement Systems:

Catch ‘em being Good

Acknowledge & Recognize

Acknowledgment Systems

Purpose: To reinforce school rules, behavioral expectations &

positive behavior

Promote a more positive school environment School-wide 5:1 positive/negative interaction ratio Regular school-wide celebration of positive behavior

Increase positive interactions b/w staff & students

Prompt busy adults to remember to reinforce positive behavior

FAILURE SUCCESS 5 : 1

Positive Behavior Support is…. What parents, teachers, peers and others do

to increase student success---the whole village!

5:1 ratio, it’s not just for kids

Business teams High Performance teams = 5.6 to 1 Medium Performance teams = 1.9:1 Low Performance teams = 1 to 2.7

Losada, 1999; Losada & Heaphy 2004

Married couples that last 5.1 to for speech acts and 4.7 to 1 for observed

emotions Gottman, 1994

Acknowledgment Systems

Big pay-off for limited expense Immediate reinforcement with tokens that are

accessible to all students

Link with school wide celebration of positive behavior Lottery system helps to keep incentives cheap

Lot of kids have chance to win… but pay out is cheap Small tangible rewards Public recognition is often powerful

Make the program catchy – link with school rules &/or school mascot

Cougar paws, Pawsitives, Starbucks, Bravo tickets, etc.

Train staff how to hand out Acknowledgments “Sergio, thank you for picking up Jackie’s book for her

you are being very Respectful. I want to recognize your good behavior with a Caught Being Good ticket, I really appreciate it when you follow the school rules.”

1) Always pair the ticket with a verbal explanation that is genuine, clear & specifically identifies the behavior

2) Link with school rule

3) It is best to provide the ticket immediately after the student engages in the behavior

Responding to Problem Behavior Should:

Respect the dignity of the studentLimit loss of instructional timeFocus on providing instruction in what to do

Average Referrals per Day per MonthMiddle School of 600 students

Referrals by Location

Referrals by Time

Referrals by Student

Universal Interventions:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Targeted Group Interventions:

Specialized GroupSystems for Students with At-Risk Behaviour

Intensive Individual Interventions:Specialized

IndividualizedSystems for Students

with High-Risk Behaviour

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

~80% of Students

~15%

~5%

For more info:www.PBIS.org

Targeted (Tier 2) Interventions

What is a Tier 2/ Targeted Intervention

An intervention that: Serves multiple students at one time Students can get started with almost immediately upon

referral Requires almost no legwork from referring staff to begin

implementation of the intervention with a student All school staff know about, understand their roll with, and

know the referral process for Matches school needs by effectively supporting a significant

proportion of students at-risk for challenging behavior in the school

If program is not self-sufficient… and requires significant organization by referring staff… it’s not a targeted intervention

Check In/Check Out

AKA

Check-n-Connect, HUGs, Behavior Education Program…

Check In/Check Out

Weekly CICO Meeting

9 Week Graph Sent

Program Update

EXIT

CICO Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

Example Middle School Point Card

Example Point Card - Elementary

SWIS-CICO

Support Plan Change Description

10/06/2009 Check out with Joe Binder

Other Targeted Interventions

Other Targeted Interventions

Look first at what you are already doing: Homework Club Social Skills groups Lunch Buddies Peer Tutors Etc.

How are you tracking student progress with these interventions?

Are these interventions: providing the desired outcomes? cost effective?

Tier 3 Support

Students with Significant Behavioral Challenges

Why Do People Behave?

Modeling? Accident? Instinct? Condition??

Why Do People Continue Behaving?

IT WORKS!

Why is the function of behavior important? Any intervention can potentially make

problem behavior:BetterHave no effectMake it worse

Using function to guide selection of interventions should help to more efficiently and effectively ID effective interventions & avoid interventions that can make things worse

ABC’s of Understanding Chronic Behavior Patterns

What happens before (A or antecedent) the

behavior occurs? Trigger

What is the behavior (B)?

What happens after (C or consequence) the

behavior occurs? Response or Outcome of the Behavior

A B C

Antecedents What triggers the behavior? What happens immediately preceding the

problem/target behavior? What triggers the behavior, be specific...

What activity? What peers? What tasks? Describe in detail

If you wanted to set up the student to engage in the problem behavior, what would you have do?

Consequence What is the response to the behavior? What happens immediately following the

behavior? How do peers respond? How do the adults respond? What are the consequences for the student? How many times out of 10 do each of these

responses occur following the problem behavior?

What is the student gaining as a result of engaging in the behavior? How is it paying off for the student?

Learning A B C

Student Learns through repeated experience, that under these specific Antecedent conditions, if I engage in this Behavior, I can expect this Consequence

Learning & ABC

A B CStudent is asked to do a math problem in front of the class

Student tries to do the problem at the board, but struggles

Peers laugh at student and one says aloud, “that one is so easy”

NEXT DAY

Student is asked to do a math problem in front of the class

What happens today???

Think about the Function of Behavior When understanding behavior, you are the

investigatorYou need to understand from the student

perspective…You need to be convinced…You need to be confident in the results of the

interview…

Most Common Functions of Behavior

To Obtain:

· peer attention

· adult attention

· desired activity

· desired item

· desired peer

To Avoid/ Escape:

· difficult task

· non-preferred

activity

· peer

· staff

FBA/BSP Team membersSchool FBA Team

Principal and Behavior Specialist (usually

School Psychologist or SpEd teacher)

GenEd teacher/ staff

Other school staff that work with the studentAides, Paraeducators,

Yard Duty staff, etc.

SpEd teacher/ staff

Parent

Other involved community members/ services

Mental health services, Medical services,

Big brother/sister, etc