Positive Behavior Support Module TwoDay One December, 2006

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Positive Behavior SupportModule Two-Day
OneDecember, 2006
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In your packet

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

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Agenda

• Today
• Introduction
• Team brag and borrow
• Classroom interventions for students with
  at-risk behaviors
• Team time throughout the day
• Tomorrow
• Targeted interventions for students with at-risk
  behaviors
• More brag and borrows
• More team time

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Module 2 Outcomes

• At the end of these two days, teams are expected
  to continue work on action plan...
• Review expectations rules matrix
• Review reinforcement systems
• Discuss data systems/office referral process
• Discuss small group strategies
• Review team process meeting dates

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Participant Expectations and Rules

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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 hands and wait
  quietly

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New Reinforcement System

• Group reinforcement
• Refer to the team matrix for expected behaviors
• Time sampling approach will be used by coaches
• Each time a team is observed demonstrating the
  behavior, a ticket is added to the basket
• Rewards are useful resources given to the PBS
  team as a whole

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PBS Review
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PBS Review Game

• Find the holiday themed object on your table
• Read the PBS topic for review on the back
• When we say go, find your mates
• Discuss review topic together once matches are
  made
• Prepare to teach the group

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Positive Behavior Support(OSEP Center on PBIS)

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

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Positive Behavior Support

• Establish and teach expectations to all students
• Reinforce students who meet expectations (or at
  least are trying to)
• Reteach and shape behavior when necessary
• Establish and teach consequences for behavioral
  errors
• Support students who continue to engage in
  problem behavior though various supports

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CONTINUUM OF SCHOOLWIDE INSTRUCTIONAL
POSITIVE BEHAVIOR SUPPORT
Tertiary Prevention Specialized
Individual Systems for Students with High-Risk
Behavior
5
15
Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
80 of Students
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Social Competence Academic Achievement
OUTCOMES
Supporting Decision Making
Supporting Staff Behavior
DATA
SYSTEMS
PRACTICES
Positive Behavior Support
Supporting Student Behavior
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Team ProcessEffective Teams Reminders

• Meet frequently and regularly with your coach
• Review roles and tasks
• Execute a well-planned, organized agenda ?
• Stay on task attend to the objectives of the
  meeting
• End with Action steps to be accomplished before
  the next meeting
• Delegate tasks to committees when needed

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Universal StrategiesSchool-wide Reminders

• Under ideal conditions, a PBS school now
• has a mission statement with clearly defined
  goals.
• defines expected behaviors for all stakeholders.
• teaches expected behaviors in context.
• encourages expected behaviors.
• responds consistently to problem behaviors.
• collects and reviews data to drive
  decision-making.

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Universal Strategies Specific Settings Reminder

• Under ideal conditions, a PBS school now
• has a matrix that defines expectations in all
  settings.
• teaches expectations in context.
• reinforces students for meeting expectations.
• modifies the physical characteristics as needed.
• maintains effective routines.
• consistently monitors and evaluates systems.

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Universal Strategies Classroom Level Reminders

• Under ideal conditions, classroom teachers in a
  PBS school now
• establish behavioral expectations.
• teach rules, routines and procedures.
• adapt the environment to maximize desired
  behaviors.
• apply pre-correction strategies.

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Universal Strategies Classroom Level Reminders

• Under ideal conditions, classroom teachers in a
  PBS school now
• model, encourage and reinforce expected
  behaviors.
• acknowledge progress toward expected behaviors.
• view problem behaviors as learning errors.
• recognize relationships between academic, social
  and behavioral success.

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Universal Strategies Behavior
Management Systems Reminder

• Under ideal conditions, a PBS school now
• defines and categorizes problem behaviors.
• utilizes a coherent office behavior referral
  process.
• trains staff on appropriate use of behavior
  management systems.
• applies a continuum of effective consequences.

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Activity 1 Team
Brag Borrow

• For the next ten minutes, finalize a presentation
  that showcases teams accomplishments and
  struggles.
• Throughout the course of the two days, each team
  will share its presentation with the larger
  group.
• Each group will have up to ten minutes to
  present.

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Team Brag Borrow 1

• Use your Bright Ideas handout.

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Interventions for Students with At-Risk Behaviors
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Interventions for Students with At-Risk
BehaviorsOverview

• When to use small group interventions
• Basics of behavior
• Classroom interventions
• Social skill instruction
• Self-management
• Mentors
• Check-in

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Tertiary Prevention Specialized
Individual Systems for Students with High-Risk
Behavior
CONTINUUM OF SCHOOLWIDE POSITIVE BEHAVIOR SUPPORT
5
15
Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
80 of Students
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Interventions for Students with At-risk
BehaviorsBasics 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
  aversive.
• Relationships matter!

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Interventions for Students with At-risk
BehaviorsBasics of Behavior
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Interventions for Students with At-risk
BehaviorsBasics of Behavior Analysis
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Interventions for Students with At-risk
BehaviorsMore Basics of Behavior

• There are associations between behavior, teaching
  and context.
• When X happens, there is a high degree of
  likelihood that Y will result.
• Antecedent, behavior, and consequence
• Need is determined by observing what happens
  prior to and after behavior.

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Activity 2Basics of Behavior Quiz

• Complete the quiz on your own.
• Pair with a neighbor.
• Compare answers.
• Discuss relevance of this information to planning
  effective interventions for students with at-risk
  behavior.
• Watch for the attention signal.

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Team Brag Borrow 2

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Classroom-based Interventions for Students with
At-Risk Behaviors
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Classroom-based Interventions for Students with
At-Risk BehaviorsMoving to Secondary
Preventions

• Utilize universal classroom strategies
  consistently
• Explore new approaches that may be appropriate
  for students with at-risk behaviors
• Select strategies and implement over a reasonable
  time frame
• Collect data during and after implementation
• Review and modify

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Classroom-based Interventions Techniques to
Minimize At-Risk Behaviors

• Four categories
• Cognitive approaches
• Surface management
• Sensory strategies
• Signaling systems

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Classroom-based Interventions Cognitive Approach
Routines

• Structure creates safety and comfort.
• Provides a sense of purpose, work guidelines and
  ability to anticipate.
• Structure that is universal will especially
  benefit certain students.
• Additional individual structure may be needed.

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Classroom-based Interventions Cognitive
Approach Repetition

• If its important, say it (write it, do it)
  again!
• This is a natural way for the brain to determine
  importance.
• It ensures information will be available when it
  is ready to be processed.
• It can also be done through
  symbolic attachment.

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Classroom-based Interventions Surface Management
Proximity

• Physical presence of teacher is an external
  source of control for student behavior.
• This strategy allows for intervention without any
  public acknowledgement of student or behavior.
• As behavior occurs, teacher circulates room,
  moving closer to student.
• Proximity can range from standing nearby to
  placing hand on desk or even student.
• Teacher does not stop to deal with it.

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Classroom-based Interventions Surface
Management Antiseptic Bouncing

• Allows the student to exit setting briefly
  minimizes continuation/ escalation of behavior.
• Signal student to leave while saving face.
• The student travels to an arranged spot or for a
  set time frame.
• It can be done as a helping job.
• Prearrange visits with other staff as needed.

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Classroom-based Interventions Surface Management
Humor

• Humor can be used to effectively redirect and/or
  de-escalate behavior.
• A good ice-breaker allows everyone to save
  face.
• Caution sarcasm ? humor
• If you said it, and you are the only one
  laughing, it wasnt really funny.

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Classroom-based Interventions Surface Management
Ignoring

• Quite simply, this is a refusal to respond.
• It is useful for low-intensity behaviors.
• NO eye-contact, emotion, proximity, message
  (verbal, gesture, tone, expression)
• It begins immediately upon behavior initiation.
• Pair ignoring with reinforcement of correct
  behavior.

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Classroom-based Interventions Sensory Strategy
Music

• There are specific neurons for processing
  musicit may be a preferred learning style.
• It is specifically helpful in spatial reasoning
  and math.
• It is useful to facilitate student transition.
• Music impacts and helps regulate mood.
• Music can be used as learning tool.
• It provides multiple reinforcement opportunities.

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Classroom-based Interventions Sensory Strategy
Movement

• Physical movement (gross fine motor)
• Associated with language development and problem
  solving.
• Repetitive movement can improve recall.
• Can increase engagement and time on task in
  students seen as distracted/inattentive.
• Provides stress reduction.
• Provides multiple reinforcement opportunities.

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Classroom-based Interventions Signaling System
Cueing

• Visually/Verbally based prompts reminders
• Improve overall communication when paired with
  language.
• Respond to the brains needs during stress to
  process information and clarify perceptions.
• Gain student attention by signaling the brain as
  to what is important.
• Minimize disruptions to the learning process.

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Activity 3 Classroom-Based Interventions for
Students with At-Risk Behaviors

• Note the strategy on your teams table agenda.
• Discuss how to apply strategies for at-risk
  students in classroom or other settings.
• Be prepared to report a strategy to the whole
  group.

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Lunch On Your Own Enjoy your lunch and PLEASE
return on time!
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Team Brag Borrow 3
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Activity 4PBS Team Meeting

• Review team meeting agenda for this afternoon and
  begin PBS work.
• Use activity sheet and handouts to help generate
  ideas.
• PBS coaches will be available!

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Conclusion of Day One

• Any questions?
• We will see you tomorrow at 830
• Have a safe drive home!