Positive Behavioral Interventions and Supports

1. Positive Behavioral Interventions and Supports Susan Barrett PBIS Maryland State Coordinator www.pbismaryland.org OSEP Center on PBIS University of Oregon www.pbis.org

2. Discipline is…. The actions parents and teachers take to increase student success (Charles, 1980). ReactionPositive and Negative Consequences Prevention Rules, Routines, Arrangements

3. Punishment Reinforcement(success) Discipline Works When …. Prevention creates more Positive than negative consequences 4 : 1

4. Critical Features • Establish Commitment • Establish and Maintain Team • Self-Assessment • Establish School-Wide Expectations • Establish On-Going System of Rewards • Establish System for Responding to Behavioral Violations • Establish Information System • Build Capacity for Function-Based Support • Build District Level Support

5. 80% Staff Buy In • Share Data/Presentations • Start Small • Easy Implementation • Showcase Success

6. Obtain 80% Staff Consensus • A “YES” vote means that I agree to: • provide input in determining what our school’s problems are and what our goals should be • make decisions about rules, expectations, and procedures in the commons areas of the school as a school community • Follow through with all school-wide decisions, regardless of my feelings for any particular decision • Commit to positive behavior support systems for a full year - allowing performance toward our goal to determine future plans

7. PBIS Involvement Remember: • PBS involves all of us • we decide what our focus will be • we decide how we will monitor • we decide what our goals are • we decide what we’ll do to get there • we evaluate our progress • we decide whether to keep going or change

8. Staff Buy In CITY RRAP ASK ABOUT IT !!!!

9. Agree on Logical& Realistic Plans • Big Ideas • The staff use the characterization information and objectives to determine the expectations and strategies to be used in meeting those objectives.

10. Establish SW ExpectationsFRMS “High 5s” • Be Respectful • Be Responsible • Be There/Ready • Follow Directions • Hands & Feet to Self

13. High 5’s Be respectful Be responsible Be there, be ready Follow directions Hands/feet to self The Respect School Respect others Respect property Respect yourself Formula 4 Success = Respect Responsibility Ready-to-learn Re-thinking The 5 Be’s Be kind Be safe Be cooperative Be respectful Be peaceful Code of Conduct I am respectful I am responsible I am safe I am prepared Respect + Responsibility = Pride Show respect Show responsibility Develop Rules of Behavior

14. Teaching SW ExpectationsFRMS “Opening Day” • Teach directly in context (“teaching stations”) • See/model • Practice • Acknowledge • 2 day intensive by all staff/students • Regular weekly/monthly review 5

16. Teaching guidelines • Show, tell, describe. • Practice frequently. • Monitor/supervise use. • Acknowledge/recognize.

17. EXAMPLE Teachable Expectations 1. Respect Yourself-in the classroom (do your best)-on the playground (follow safety rules) 2. Respect Others-in the classroom (raise your hand to speak)-in the stairway (single file line) 3. Respect Property-in the classroom (ask before borrowing)-in the lunchroom (pick up your mess)

18. Teaching Matrix Activity Classroom Lunchroom Bus Hallway Assembly Respect Others Use inside voice Eat your own food Stay in your seat Stay to right Arrive on time to speaker Respect Environment & Property Recycle paper Return trays Keep feet on floor Put trash in cans Take litter with you Respect Yourself Do your best Wash your hands Be at stop on time Use your words Listen to speaker Respect Learning Have materials ready Eat balanced diet Go directly from bus to class Go directly to class Discuss topic in class w/ others

19. Matrix of Expected Behavior

20. School Expectations Library and Computer Lab Playground Respect Ourselves • Have a plan. Respect Others • Use whisper voices. • Play safe. • Include others. • Share equipment. • Take turns. • No put-downs. • Pick up litter. • Use equipment properly • Use garbage can for litter. Respect Property • Take care of books, magazines & computers. • Push in chairs. Behavior Expectations Durham Elementary, Edmonton, Alberta, Canada All Settings • Be on task. • Give your best effort. • Respect authority. • Be kind. • Hands and feet to selves. • Help others. • Share. • . • Recycle. • Clean up after yourselves. • Use only what you need. • Care of your belongings. Assembly • Sit in one spot. • Active listening. • Appropriate applause. Bathrooms • Wash your hands. • Respect privacy. • Keep the bathroom clean. Buses • Obey bus rules. • Obey bus rules. • Obey bus rules. Hallways and Walkways • Walk. • Use appropriate voice level • Use whisper voices in halls. • Use quiet voice on walkways. • Keep hallways and walkways clean. Lunchroom • Eat your own food. • Use soft voices. • Practice good table manners. • Pick up & clean your table. • Stay seated, get up only with permission.

23. Physical Arrangements • Supervision • Sight barriers • Locations predictive of failure and success • Crowding of students

24. Duval Elementary - Reinforcement •Reinforcement Tickets distributed to children who are following rules -specified areas, behaviors, or times may become monthly focus •Tickets include space for student name and teacher name on each half First half of ticket -goes with student to classroom for R+ then home for parental R+ -classroom teachers may elect to provide additional R+ -classroom teachers may elect to track class performance for group R+ Second half of ticket -goes into public “fish bowl” for daily drawing *drawing at the end of the day for 3 names *receive public acknowledgement R+ -monitor number of tickets and set criteria for school-wide R+ *when goal is met entire school receives specified R+ *all students eligible to receive school-wide R+ unless: •suspended at any time since last school-wide R+ •sent to office since last school-wide R+ (fighting gross non-compliance, or law violation) •Students who are not successful will be assessed and may have individualized system created SYSTEM REINFORCEMENT

25. ACTIVITY Look at the data from this elementary school and determine:1) Where are problems likely to occur in the future? 2) Why in these places? 3) What could we do to prevent?

26. Gym =problem behavior Field T Playground Parking T T T T Classrooms X T T T T 2nd Avenue T X T T T T T T T Parking Cafeteria Library Offices T T Elm Street Terrance M. Scott, 1998

27. Gym = problem behavior Field T Playground Parking T T T T T Classrooms X T T T T 2nd Avenue T T T X T T T Parking T Cafeteria Library T Offices T Elm Street Terrance M. Scott, 1998

28. Step 5: Monitor Objectives & Outcomes • Big Idea: • The staff determine what they want to answer, what data will answer the question, the simplest way to get that data, and then write an objective for where they want to be in the future.

29. BIG IDEAS • Determine what questions you want to answer (what’s important?) • Determine what data will help to answer questions • Determine the simplest way to get data • Put system in place to collect data • Analyze data to answer questions • Use answers to drive policy and practice

30. What systems are problematic? • Referrals by problem behavior? • What problem behaviors are most common? • Referrals by location? • Are there specific problem locations? • Referrals by student? • Are there many students receiving referrals or only a small number of students with many referrals? • Referrals by time of day? • Are there specific times when problems occur?

33. Referrals by Problem Behavior

34. Referrals per Student

35. Referrals by Time of Day

36. Designing Solutions • If many students are making the same mistake it typically is the system that needs to change not the students. • Teach, monitor and reward before relying on punishment. • An example (Kartub et al, JPBI, 2000)

37. Cost Benefit: Springfield MSWashington County • 2001-2002 Office Referrals=2277 • 2002-2003 Office Referrals=1322 • 42% (955) Decrease in Office Referrals

38. Cost Benefit: Springfield MSWashington County • If one Office Referral takes 15 minutes for an administrator to process, then 955 x 15 = 14,325 minutes 238.75 hours or 40 days

39. Cost Benefit: SpringfieldMSWashington County • If a student misses 45 minutes of instructional time/Office Referral, then 955 x 45 minutes= 42,975 minutes 716.25 hours or 119 days