Sunrise PBS Overview

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SunrisePBS Overview

• Adapted from Chris Borgmeier, PhD
• Kimberly Ingram, PhD

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Positive Behavior Support

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

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Positive Behavior Support

• Is based on decades of research from the fields
  of
• Behavioral theory
• Effective Instruction
• Systems Change

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PBS is

• Not specific practice or curriculumit is a
  general approach to preventing problem behavior
• Not limited to any particular group of
  studentsit is for all students
• Not newit is based on long history of behavioral
  practices effective instructional design
  strategies

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Components of SW PBS

• School-wide System
• SW-PBS Team
• School Rules
• Define Teach
• Expectations
• Routines
• Acknowledgment System
• Consequences Decision Making
• Handbook

• Classroom Support
• Training/ Support opportunities
• Individual Teacher Support
• Individual Student System
• Targeted Group Interventions
• FBA/BSP Intensive Individualized Interventions

Focus of Year 1
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Years 2-3 Continuing Development

• School-wide System
• SW-PBS Team
• School Rules
• Define Teach
• Expectations
• Routines
• Acknowledgment System
• Consequences Decision Making
• Handbook

• Classroom Support
• Training/ Support opportunities
• Individual Teacher Support
• Individual Student System
• Targeted Group Interventions
• FBA/BSP Intensive Individualized Interventions

Focus of Years 2 3
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PBS Defining Features

• Teaching Expected Behavior
• Increase Structure and Predictability by
  explicitly teaching Behavioral Expectations and
  Routines.
• Reduce the mystery and chaos by making
  expectations explicit through formal teaching
• Develop a United Front across all staff through
  consistent language expectations
• Increased Structure Decreased Chaos Fewer
  Problems

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PBS Defining Features

• Acknowledging Socially Competent (Expected)
  Behavior
• Teaching alone is not enough, we also need to
  regularly Reinforce students for following
  expectations
• Improving the School Climate
• By increasing the number of Positive Interactions
  between staff and students we are improving the
  school climate building relationships.

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PBS Defining Features

• Responding to Inappropriate Behavior
• Consistency among staff
• Office-managed problem behavior versus
  Staff-managed problem behavior
• Deciding on consequences for each type of
  behavior
• E.g., re-teaching school rules at Rule School
  for multiple displays of Staff-managed Behavior
• When does a staff-managed problem turn into an
  office-managed problem?
• Using data for Decision Making
• Deciding on a system to collate data (eSIS,
  Excel, paper and pencil) that will allow team
  to quickly examine data summaries and trends

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Teaching Behavioral Expectations Routines

• Basic Strategy for Establishing Behavioral
  Routines
• Explain
• Specify Student Behaviors
• Model Desired Behavior
• Lead - Student Practice each individual student
  should get an opportunity to practice the routine
• Test/ Monitor
• Follow-up -- reinforce review regularly

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Teaching Behavioral Expectations Routine

• Make lessons fun and engaging, just like any
  lesson should be
• Make instruction developmentally appropriate
• Lessons can be more challenging with older kids
• may rely more on verbal explanation of rules,
  with practice as a response for not following
  rules regular reinforcement for following rules
• Although, practice is always very valuable
• Choose skills to teach wisely
• Presentation attitude are important

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Acknowledgment Systems

• Purpose
• To reinforce school rules, behavioral
  expectations positive behavior
• Promote a more positive school environment
• School-wide 51 positive/negative interaction
  ratio
• Regular school-wide celebration of positive
  behavior
• Increase positive interactions between staff
  students
• Prompt busy adults to remember to reinforce
  positive behavior

Negatives
Positives
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School-wide Foundation

• It is important that an Acknowledgment system is
  accessible to ALL students all the time
• Schools can also have other systems for
  recognizing students
• Classroom reward system in addition to
  school-wide system
• Perfect attendance
• Honor Roll

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Social Competence Academic Achievement
Positive Behavior Support
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
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Social Competence Academic Achievement
Positive Behavior Support
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
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Acknowledgment Systems

• Big pay-off for limited expense
• Immediate reinforcement with tickets 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

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Acknowledgment Systems

• Research shows that when we
• 1) Set our standards for reinforcement high (set
  a high level of performance) and
• 2) Dont give rewards each and every time
  behavior(s) occur (make it unexpected)
• The likelihood that behavior decreases over time
  (e.g.- decrease in intrinsic motivation) does not
  occur
• Cameron, J., K.M., Pierce, W.D. (2001). Pervasive
  Negative Effects of Rewards on Intrinsic
  Motivation The Myth Continues. The Behavior
  Analyst, 24, 1-44. (Meta-analysis that examines
  two previous meta-analysis (Cameron Pierce
  (1994) and Deci, Koestner Ryan (1999)) - with
  differing results pertaining to effects of praise
  and tangible rewards on intrinsic motivation.

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Focus of Acknowledgment System

• Beginning of year
• Heavy emphasis on reinforcing all school rules
  expectations
• As year progresses and specific areas of concern
  come up in the school
• Can begin to target specific behaviors or areas
  that the data has shown to be difficult
• i.e. hallway behavior, appropriate language, etc.
• Returning from breaks, or entering months in
  which there were higher referrals in previous
  years
• May want to re-teach expectations remind staff
  to boost up use of acknowledgments

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Frequently Asked Questions

• Should we track Positive Referrals?
• Track it broadly, not individually
• Are teachers going through enough referral pads?
• How many should be given out?
• Better to err on the side of more than less
• Need to be genuine verbally paired w/ reason,
  not handed out indiscriminately

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Frequently Asked Questions

• Shouldnt students be expected to do these things
  without being rewarded?
• Sure, BUT students are bringing a varied set of
  experiences and skills to school, unfortunately
  some students may not get enough acknowledgment
  at home
• How many of you feel you get acknowledged often
  enough for the work you do?
• This system should not replace regular verbal
  praise and pats on the back for students all
  this system provides in addition for most
  students is a small piece of paper
• This system is as much to help remind the adults
  to catch kids doing the right thing in school we
  get busy and too often get caught up focusing on
  predominantly negative behavior
• (5 to 1 ratio)

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Office vs Staff Managed
DRAFT