Positive Behavior Support Module Three Day One April 12, 2006

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Positive Behavior SupportModule Three- Day
OneApril 12, 2006
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Your Participant Packet

• Everything currently in your binder is from
  Module One Two, and should be in consecutive
  tabbed sections
• New materials for Module Three should be inserted
  as a whole next section
• Page numbers begin again at 1 for Module Three
  materials

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Module Three Agenda

• Today
• Introduction team share time
• Overview of universals and small group
  interventions
• Individualized student systems
• Supporting troubled students
• Team Time
• Tomorrow
• Functional Assessment
• Data collection for individual students
• Behavior Intervention Plans
• Long range planning

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Module Three Outcomes

• At the end of these two days, teams are expected
  to have
• discussed implementation of individualized
  student systems, including use of data.
• learned approaches to managing high-risk
  students.
• developed a basic working knowledge of Functional
  Behavior Assessment and Behavior Intervention
  Plans.
• developed a long-range plan.

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Participant Expectations Matrix
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Participant Expectations Rules

• New reinforcement system
• For this module, we will focus on ONE
  SPECIFIC behavior
  Take notes on Bright Ideas sheets
• Whenever you are so moved, write your bright
  idea, name and school on the sheet and drop it in
  your table basket
• Table baskets will be collected by coaches, and
  bright ideas will be chosen randomly for
  reinforcement and sharing with the group.

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Attention Signal

• Please make note of time limits and watch your
  clocks!
• Trainer will raise his/her hand
• Finish your thought/comment
• Participants will raise their hand,
  face speaker and wait quietly

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Activity 1 Team Sharing Show Go

• Look at your team presentation board make sure
  that it is ready
• Schedule 2-3 team members to stay back as
  presenters for each time frame
• Plan for which members will visit particular
  schools, so that the team accesses every other
  team at least once
• This is a time for learning!

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Show and Go 1
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PBS Universals Review
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Lets Play the PBS Game!

• For each question, select the BEST answer from
  the choices given.

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Positive Behavior Support is..

• a specific practice with a curriculum.
• limited to only students receiving special
  education services.
• a broad range of systematic strategies for
  achieving social and learning outcomes.
• a change in systems/philosophies which assumes
  consequences are never appropriate.

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The PBS triangle represents

• the 4 levels of support.
• the importance of addressing the top 5.
• the percentage breakdown of student needs
  (5-15-80) at all schools.
• a continuum of prevention strategies that
  addresses ALL students.

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The Circles- True or False

• Research-based best practices are used to support
  student behavior.

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The Circles- True or False

• School-wide practices can be sustained over time
  without support systems.

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The Circles- True or False

• Outcomes are used to gauge success and where
  changes need to be made.

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The Circles- True or False

• There are four component areas illustrated by the
  circles diagram.

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The Circles- True or False

• Data has to be collected in a formalized manner
  to drive practices effectively.

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Effective teams

• are made up of classroom teachers.
• make plans to meet as needs arise.
• employ an agenda to organize meetings.
• are led by an administrator.

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A matrix is most effective when

• it is used to guide teaching of expectations for
  specific common areas.
• posted across several areas throughout the school
  setting for students and staff to read.
• a copy is placed in everyones box.
• consequences for failure to adhere to
  expectations are included.

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Common Settings True or False

• Posting area expectations will ensure that they
  are generally met.

• Altering a basic component of the physical
  environment can decrease problem behavior.

• Cafeteria expectations are best taught in the
  cafeteria.

• Monitoring student performance in specific
  areas should only be the responsibility of
  designated staff.

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Which is not true about Universal Strategies for
the Classroom?

• All teachers should have an effective attention
  signal that is used consistently.
• Procedures need to be taught only at the
  beginning of the school year.
• Pre-corrects are given immediately prior to the
  expected behavior.
• Affirmative statements should outnumber
  corrective statements in classroom settings.

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Rewards True or False

• It has been proven that the use of rewards limits
  the childs intrinsic motivation
• Rewards should be given only for demonstrated
  mastery of a behavior
• Rewards should be given as close to the desired
  behavior as possible
• Secondary students do not respond
  to rewards
• Effective rewards can be provided at no cost

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Which is not true about data?

• Data should be shared regularly with the staff.
• Areas of need can be identified using data.
• Data can be collected formally or informally.
• Collection should begin after interventions have
  been formally introduced.

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An expected result of faculty buy-in efforts
would be

• all staff members are eager to begin PBS.
• administration is committed to PBS
  implementation.
• the majority of the staff are interested in
  changing approaches to behavior management.
• behavior management issues are reported less
  frequently by teachers.

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BONUS PBS Coaches Match Game

• Mitzi
• Patrice
• Jeff
• Laura
• f. John

• Saw both incarnations of Van Halen multiple times
  
• Distinguished graduate of Hurricanes University
• Won the junior high spelling bee
• Two words Harry Potter
• Starred in the elementary school play

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• REVIEW
• Interventions for Students with At-Risk Behaviors

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Review Social Skill Development

• Most kids.
• learn social skills at home.
• learn by watching.
• have multiple opportunities to practice social
  skills with adults and peers.
• receive feedback on appropriate/inappropriate use
  of social skills from adults and peers.
• will continue to use appropriate social skills
  over time (maintain) and adapt skills in new
  settings and conditions (generalization).

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Review Social Skill Issues/Solutions

• Skill Deficits (cannot do)
• Direct teaching approach
• Coaching
• Modeling
• Behavior rehearsal
• Performance Deficits (will not do)
• Incentive-based management
• Prompting, cuing across social situations
• Home and school reinforcement systems
• Individual and group contingencies

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Review Keys to Behavior Instruction

• Teach the skill
• Demonstrate the skill
• Provide multiple opportunities for practice with
  feedback
• Reinforce and encourage when students demonstrate
  the skill

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Review Small Group Social Skills Instruction

• Select group students with similar needs
• Determine staff responsible
• Determine best time for instruction
• Select curricula write lessons
• Communicate with teacher and parents
• Evaluate effectiveness

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Review Self-Management

• Involves teaching all students in the small
  group a system to help them monitor and reinforce
  their own behavior

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Review Mentoring

• Adults who provide guidance, support, and
  encouragement for the student while modeling such
  skills as effective communication, openness,
  honesty, empathy, and concern for others.

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Review Mentoring Programs

• Involve a variety of school personnel
• Specify program goals and objectives
• Define target population
• Develop activities and procedures
• Orient mentors and students
• Ensure good match
• Monitor mentoring process
• Evaluate program effectiveness

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Review Check-in Programs

• Student makes daily contact with a specific adult
• Some discussion will relate to goals and/or
  expectations
• Effective for students who seek adult attention

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Show and Go 2Break
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Individualized Systems for Students with
High-Risk Behaviors
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Individualized Student Systems

• In this section
• Role of PBS team with individual students
• PBS and other systems (SpEd, SST, etc.)
• Individual student systems
• Basics of behavior
• Working with troubled students

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Individualized Student Systems

• Goals
• The school will have an effective process that
  allows PBS to supplement Student Support Teams
  and Special Education teams
• The members of the PBS team will have a general
  understanding of behavioral assessment and
  planning effective strategies for individual
  students

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Individual Students PBS Team Role

• Assess current systems identify areas of need
• Coordinate with SST and Special Ed Services
• Provide support to teachers regarding strategies
• Assist in training others and modeling best
  practices (assessment, data collection, and
  intervention strategies)
• Provide access to resources

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Activity 2 Team Assessment Planning for
Students with High Risk Behaviors

• Discuss how services (SST, Special Ed, Counseling
  and Student Services, Discipline Team, Character
  Ed Committee, etc.) are currently working,
  including overlap, communication, etc.
• Create a lotus diagram to represent existing and
  potential system connections
• Develop a beginning resource list on how to
  address needs of individual students (who, what,
  when, where, and why)

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Individual Students and SST

• Behavior-related SST requests at PBS schools will
  be supported by data, systems and
  strategies/interventions not necessarily in
  place at other schools
• There are significant parallels between the six
  step SST decision-making process and the PBS
  continuum of interventions
• Having at least one staff member on both SST and
  PBS teams ensures alignment of school-wide
  practices and beliefs

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Individual Students and IDEA

• Historically, behavioral assessment and
  intervention practices were employed as part of
  a required special education process
• Current version of the law requires that positive
  behavior support strategies be demonstrated at
  all levels prior to referral, based on the belief
  that this will reduce the need to label students
• For more information contact your assigned senior
  administrator from special ed services

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Individual Student SystemsReview Basics of
Behavior

• Behavior is learned
• Every social interaction you have with a child
  teaches him/her something
• Behavior communicates need
• Children engage in behavior(s) to "get" what they
  find reinforcing or to "avoid" what they find
  aversivebehavior has a FUNCTION
• Relationships matter!

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Individual Student SystemsReview Basics of
Behavior
Child Wants Item
Child Throws Item
Parent Gives Item
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Individual Student SystemsAnalysis Basics of
Behavior
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Individual Student SystemsReview Basics of
Behavior

• There are associations between behavior, teaching
  and context
• Causality When X happens, high degree of
  likelihood Y will result
• Antecedent, behavior, and consequencealways
  impacted by context!
• Need is determined by observing what happens
  prior to and after behavior What did I want to
  happen and where did this behavior get me?

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Supporting Troubled Students
Strategies and approaches that can point a child
toward a better way

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Finding a Better Way
1- Nourish the Positive in Every Child The
most important work happens well beyond the scope
of the significant event. Strengthening a
student's self-worth is not an extra
curriculum a student's sense of belonging,
security, and self-confidence provides the
foundation for enhanced learning, motivation,
self-discipline, and caring. (Dr. Robert
Brooks- The Educators Mindset)
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Finding a Better Way
2- Build Maintain Relationships Kids who
experience continued bad relationships with
adults have justified mistrust, doubt and even
resistance. The most important thing is to
like your students, genuinely. If you start to
dislike a child, stop. If you allow it to
develop, s/he will always know. (Gary
Rubenstein- Reluctant Disciplinarian)
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Finding a Better Way
3- Be Empathetic Accept and validate all the
challenges faced by the student outside this
moment. (social, academic, family, emotional,
etc.) The hurt that troubled children create
is never greater than the hurt they feel. (L.
Tobin- What Do You Do With A Child Like This? )
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Finding a Better Way
4- Seek Opportunities Every Day Positive
impact on students requires an ongoing effort.
We can not ignore the bad or the good
situations. Teacher commitment overrides
moment by moment tactics the task is to
communicate our caring to the youngster so that
he/she feels cared about. (William Morse-
Conflict in the Classroom)
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Finding a Better Way
5- Teach that Feelings ? Behaviors What a
student does is not a rational expression of
thoughts or feelings. It is instead a breakdown
in the ability to express them. Whenever you
look at a student and think that s/he is 'out of
control', think about what that moment is like
for them. (Dr. Stephen Smith, U of
Florida)
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Finding a Better Way

• 6- Identify Educational Opportunities
• Every situation, no matter how bad, should
  provide children a learning experience.
• For students to gain a much-needed sense of
  control, some skills need to be taught
• anger management
• decision-making
• social skills
• (Frank, Paget, Bowman Wilde- Creative
  Strategies for Working with ODD Children
  Adolescents)

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LUNCH
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Supporting Troubled Students
Thoughts on managing crisis behavior

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Getting Through the Crisis
1- Stay cool under pressure Each of us has an
emotional thermometer. It is the adults
responsibility to monitor adjust their own
temperature. Never raise your voice. Avoid
signs of tension in your face and body. The goal
is always to attempt to model appropriate, calm
interactions. (Dr. Eric Hartwig, Just in
Time)
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Getting Through the Crisis
2- Put Safety First Students who present
potential danger should be separated, even if
this means moving many others out of harms
way. When students behave aggressively,
teachers can spend too much time trying to decide
whos right, instead of judging what is the right
thing to do. (Long Morse- Conflict in
the Classroom)
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Getting Through the Crisis
3- Avoid Temptation Power/Revenge Hostility
drives aggression and conflict. Be sure that
yours is not part of the equation. If you
reinforce negative behavior with your own
emotional upset, they tend to repeat the
behavior. Youll get even madder, and then youre
off and running in a vicious circle. (Thomas
Phelan-1,2,3 Magic!)
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Beware the Conflict Cycle (Long-
Conflict in the Classroom)
STRESSFUL SITUATION !
Stress ACTIVATES thoughts
STRESSFUL SITUATION !
Thoughts TRIGGER feelings
Adult REACTIONS escalate conflict
Feelings DRIVE behaviors
Adults MIRROR behaviors
Behaviors INCITE adults
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Getting Through the Crisis
4- Seek Resolution The teachers focus must
stay rooted on helping the student to regain
composure, not winning the battle or proving the
point. Teachers can help people transform
their lives in decent ways Unfortunately, many
teachers become socialized to taking power away
from students, judging and stigmatizing young
people. (Herbert Kohl- I Wont Learn
From You)
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Getting Through the Crisis
5- Allow the Student a Way Out The brain
switches gears in response to stress, and
switching back takes time. If the student scaled
many steps, s/he will likely touch them again on
the way down. After the emotional outburst of
the crisis, the energy level of the person acting
out will drop this is (still) a difficult
stage. (Nonviolent Crisis Intervention,
CPI, inc.)
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Getting Through the Crisis
6- Let Things Completely Cool Attempts to
redirect, re-establish control, move on,
problem solve or talk it out will likely fail if
attempted too soon. It is very important to
know when certain students need to be left
alone. (Hill Walker- The Acting Out
Child )
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Getting Through the Crisis
7- Provide a Therapeutic Response When the
dust settles, it is easy to just move on.
Helping a student to analyze the event and
related factors holds value. It takes strength
to acknowledge our anger and curb the aggressive
urges anger may bring. It takes strength to face
our sadness and to grieve. It takes strength to
talk about our feelings and reach out for help
and comfort when we need it. (Fred Rogers- The
World According to Mister Rogers)
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Getting Through the Crisis
8- Re-establish Purpose It is important that
outbursts do not become tools for avoiding or
controlling situations. Expectations must be
met. The road to success is one step at a
time. (Nelsen, Lott Glenn-Positive Discipline
in the Classroom)
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Supporting Troubled Students
Activity 3 Modeling Reflection

• Observe each of the three teacherstudent
  role-play scenarios (passive, active,
  threatening)
• Choose a scenario and dissect the actions of
  the teacherwhen did the teacher get sucked in?
• Develop a beginning resource list on how to
  address needs of individual students (who, what,
  when, where, and why)

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Activity 4 Team Meeting

• Complete your Team Process Evaluation
• The remainder of todays session will allow your
  school team to work on any action steps you deem
  appropriate
• The official end time for this session is 400
  extended room availability TBD
• The coaches are here to offer any support you may
  need!

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Have A Great Night!
We will see you at 830 a.m. right here!