PBIS Training and Support: New Hampshire Center for Effective Behavioral Interventions and Supports

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PBIS Training and Support New Hampshire Center
for Effective Behavioral Interventions and
Supports (NH CEBIS)

• Co-Directors
• Eric Mann, LICSW Howard Muscott, Ed.D
• SERESC, Inc. 603-206-6820 Rivier College,
  603-897-8563
• emann_at_seresc.net hmuscott_at_rivier.edu
• NH CEBIS Web-site www.seresc.net/cebis

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NH Center for Effective Behavioral Interventions
and Supports(NH CEBIS)Acknowledgements

• Lucille Eber
• George Sugai Rob Horner
• Mary Ford Joe Perry
• Tony Paradis Charles Mitsakos
• NH CEBIS - Howard Muscott, Eric Mann Becky Berk

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Other PBIS Information Sources

• www.seresc.net/cebis (NH web-site)
• www.pbis.org (national web-site)
• www.ebdnetwork.il.org (Illinois web-site)
• www.pbismaryland.org (Maryland web-site)
• www.swis.org (School-wide Information System
  web-site data system)

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New Hampshire Center for Effective Behavioral
Interventions and Supports (NH CEBIS)

• Research, Information, and Technical Assistance
• Training and Facilitation Supports
• On-Going Training vs. Train and Hope
• Cohort 3 Participation Process - Grant Funded,
  80 vote, Application by 12/1, Training begins
  1/2005

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NH CEBIS TRAINING2 Sides of Effective
DisciplinePrevention and Response

• Prevention
• Create School-Wide Team
• Effective Efficient Team Functioning
• Data-based decision-making
• School-Wide / Universal / Green
• Expectation/Values Matrix Teaching Recognition
• Response
• Consistency
• Definitions Office v. Class Response practices
  Effective Discipline

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Prevention Premises

• Common Discipline Premise
• Students LEARN (long-term effect) better behavior
  when there are contingent aversive consequences
  resulting from their problem behavior
• PBIS Prevention Premise
• Students LEARN (long-term effect) better behavior
  when they are taught the behavior, practice it,
  and are recognized for demonstrating it
• adapted from Sugai, 2004

• Common Discipline Premise
• Primary school-wide discipline practices are
  aversive - students will THINK about avoiding the
  behavior (for fear of the consequence) and this
  will decrease problem behavior
• PBIS Prevention Premise
• Primary school-wide practices are preventative -
  students will THINK about demonstrating
  pro-social behavior (because it will benefit
  them) and this will prevent problem behavior

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Decision-Making and Problem-Solvingadapted -
Horner, 2003

• For effectiveness and efficiency, use an
  action-oriented decision-making system that can
  apply to all behavioral tiers.
• Be clear about the Problem Identify the problem
  and the scope of the problem
• Identify Outcomes (where we want to be)
• Utilize Data (where we are now)
• Identify concrete Action items to get to the
  outcomes (Specifically, what to do step by
  step) (Strategic Planning think and plan - what
  steps will get us from where we are to where we
  want to be?)
• Assign tasks and deadlines and hold people
  accountable (review action plan at next meeting).
  Follow-through becomes an expectation of the
  culture!
• Monitor and evaluate progress (assess - did it
  work?)

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Why discuss faculty buy-in? (Problem context
ID issue and assess scope - Is there a problem? )

• Essential for PBIS implementation
• Theory the more authentic and complete the
  buy-in, the better for school climate, PBIS
  sustainability, and behavioral / academic
  outcomes
• Difficult to make progress without a certain
  level of buy-in (where is that level)?
• Is an issue at every school, but different at
  every school
• Unclear definition how do we know we have
  adequate buy-in?
• Green, yellow, red staff how will you
  prioritize focus?

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Turning the Tide on Problem BehaviorSouth Meadow
MS (5-8)

• SWIS identified high levels of disruptions,
  disrespect/defiance as compared to other problem
  behavior first two months of school
• Disruptions 130
• Defiance/Disrespect 145
• Aggression 75
• Other 16
• Physical Contact 28
• Harassment 27
• Inappropriate verbal 22
• Abusive language 25

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Turning the Tide on Problem BehaviorSouth Meadow
MS (5-8)

• Teaching Key Behaviors Using Advisory Periods
  Cool Puma Tool
• Five days a week, but 3 must focus on teaching
  behavior using Puma Tool

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Turning the Tide on Problem BehaviorSouth Meadow
MS (5-8)

• Created Cool Puma Tool to Combat these behaviors
• Identified Killer Statements
• Things that are disrespectful to others,
  deflating
• Students asked to watch and track killer
  statements over 24 hours period
• Defined Disrespect What does it look like?
• Defined Respectful statements What do they look
  like?

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Turning the Tide on Problem BehaviorSouth Meadow
MS (5-8)

• Disruptions 130
• Defiance/Disrespect 145
• Aggression 75
• Other 16
• Physical Contact 28
• Harassment 27
• Inappropriate verbal 22
• Abusive language 25

65 ( 50)
66 ( 54)
38 ( 49)
8 ( 50)
8 ( 71)
8 ( 70)
7 ( 68)
7 ( 62)