Classwide PBIS: Improving Classwide Behavior Support in EBD Classrooms

1. Classwide PBIS: Improving Classwide Behavior Support in EBD Classrooms Robert F Putnam, Ph.D., BCBA-D Nichole M Weakley, Ph.D., BCBA-D Christina M Hardy, MA, BCBA D. Joe Olmi, Ph.D.

2. Designing a Comprehensive Classroom with Targeted Behavioral Supports

3. Referral/Demographics • Demographics: • Large Southeastern School District (35 schools) • 13 target behavioral classrooms at primary and secondary level(s) • Varying demographics across the district • High military population (staff and students) • Referral Concern: • Develop a program designed to provide short-term behavioral support services for students identified as at-risk • All students served in classrooms qualified for special education services • Behavioral Classrooms • 1 Lead EC teacher & 1 TA • 2-12 students per classroom • Problem Behaviors: • Off-task, noncompliance, calling out, getting out of seat, inappropriate verbal behavior, aggression

4. Assessment • Initial assessment • Interview with district-level personnel • Build rapport • Identify “big picture” needs at various levels: district, building, classroom, student • Identify crucial personnel and develop team structure • Review history of intervention, identify what has worked (buy-in, outcomes) • Identify resources available • Develop district level strategy • Interview with building-level personnel • Build rapport • Identify needs of building, classrooms, staff and students • Identify crucial personnel • Review history of intervention, what has worked within the building, and preferences of the principal and staff • Identify resources available • Classroom observations • Teacher/Student behavior • Student record review

5. Intervention • Classroom Intervention Program (Social Skills Classroom) • Based on PBIS framework with inclusion of Check-in/Check-Out (CICO) • D. Joe Olmi, Ph.D. at the University of Southern Mississippi • Tailored to needs of district, specific state guidelines • Program Components • Clearly defined expectations • Procedure for teaching expectations • Continuum of consequences for acknowledging appropriate behavior(s) • Continuum of consequences for inappropriate behavior • Data collection scheme • CICO

6. Consultation Structure • Pilot classroom (Spring) • Initial assessment, program development • Staff Training • Weekly consultation District Implementation • Initial overview training (September) • Provided to all administrators, staff, and psychologists working in or with the behavioral classrooms • Ongoing consultation support(s) • Weekly meetings with classroom staff for program development • Ongoing data collection • Professional Learning Community(PLC) • Monthly trainings for classroom staff and school psychologists)

7. Consultation Structure • Training Binders (provided to all classroom teachers) • Copy of Program Manual • Worksheets designed to facilitate development of the following program components: • Behavioral Expectations • Process for Teaching Expectations • CICO System • Acknowledgement System • Consequence System

8. Programming for Behavioral Success Social Skills Classroom – Program components

9. Program Overview • Tier I & II programmed into setting • Positive Behavioral Supports (PBS) • Check-In/Check-Out (CICO) • Grades K-8 • 13 classrooms • Behavior support System • 4-level hierarchy • Key Features • Teaching and Reinforcing appropriate behavior

10. Program Structure • Process for Entering SSC • District-level structure: combining best-practice with established systems • Establishing a team: defining key players in the process and their role • Referral structure: establishing a process for referrals and how the student is identified for assessment • Assessment: defining clear guidelines for student assessment and placement decisions • Classroom Structure • Bx’al strategies • Environmental structure • Behavioral Components • Defining expectations • Developing structure: lesson plans, pre-correction, establishing CICO system, use of DBRC, corrective teaching, cool-down • Time-in, Effective Instruction Delivery • Level System • Levels and Transition • Data Collection

11. Establishing framework for the Social Skills Classroom Process for Entering SSC

12. Process for Entering SSC • Which students may be appropriate for this setting? • Non-responsive to Tier II strategies (e.g., Check-In/Check-Out) • Non-responsive to FBA/F-BSP in general education setting • Reviewed and approved by Teacher Support Team

14. Process for Entering SSC (Brief) **Placement cannot occur without this meeting

15. Referral to SSC Placement Team:Team Participants • Guardian(s) • Principal and/or Assistant Principal • Referring Teacher • SSC Teacher • SSC Specialist • School-based Clinician • Case Manager • Behavioral Consultant

16. Referral to SSC Placement Team: Information from Referring Teacher • All records and data collected on students behavior should be provided to the team • Description of behavior • Times of day behavior occurs • Individual the behavior occurs with • Settings the behavior is more likely to occur in • Techniques used to manage students behavior

17. Referral to SSC Placement Team: Transition Meeting • Includes all team participants • All data is reviewed • Program is explained to guardian(s) • Pending consent for program placement: • Intake forms completed • Initial SSC Placement Checklist completed (by school administrator)

18. Referral to SSC Placement Team: Student Placement • Program is reviewed with student • Comprehensive assessment is completed and individualized supports are implemented accordingly • Social Skills • Behavioral Observations • Adaptive Behavior Assessments (if needed) • Additional behavior rating scales as needed

19. Utilizing tiers I and II within the classroom Classroom Structure

20. Classroom Structure • Antecedent Strategies (Tier I Behavior Support Strategies) • Daily Individual Check-In/Social Skills Lesson • Token Economy System (% of Points Earned on Daily Behavior Report Card) • Break Cards • Corner Time (i.e., Cool Down) • Daily Individual Check-Out

21. Brief Review (Strategies identified in manual) BehavioR Support Strategies

22. Behavioral support Strategies • Understand/Identify contextual events for challenging behavior (e.g., transitions, unstructured settings, denied access, etc.) • Antecedent Strategies • Visual Schedule(s) • Clear Behavioral Expectations • Review/Teach Expectations • Review/Teach Consequences • Provide Choices • Preview Novel Activities • Teach Alternative/Adaptive Responses in vivo • Effective Instruction Delivery (EID)

23. Developing Expectations • Define 3-5 larger, positively-stated, “social skills” to be taught (Be Safe, Be Respectful, Be Responsible) • Identify what each expectation looks like within classroom routine • Tell the student exactly what to do • Avoid “don’ts”, “should not”, “can’t” • You will develop your specific expectations based on your classroom routine

24. Expectations

25. Procedures for Teaching Expectations

26. Sample Matrix

27. Morning Review(s) & Pre-corrections • Classroom expectations should be reviewed at the beginning of each day • More intense booster sessions should be conducted throughout the year as needed (e.g., after holiday breaks) • Utilize pre-corrections • Inform students of expected behavior(s) prior to transitioning to new activity • Example: “Okay students, we are going to the library. Walk quietly in the hall and when we get to the library, sit quietly in your seat with the book you are returning on your desk.”

28. Responding to Frequent Behaviors (Pre-Corrections)

29. Responding to Infrequent Behavior

30. Positive Reinforcement • Verbal praise to individuals and groups • Immediate • Contingent • Specific • Sincere • Nonverbal gestures of praise • E.g., pat on back • Individual and group incentives • Use natural reinforcers when possible • May use token system to increase positive interactions

31. Time-In • Your response to appropriate behavior • Verbal statements • A smile or thumbs up • A simple pat on the back • Incorporate within your school’s PBIS model • This is easily overlooked, but is essential to the big picture Goal: 4 Positives:1 Negative Goal: 1 Praise Statement Per Minute

32. How to Deliver Praise • Immediately after desirable behavior occurs • As frequently as possible • Descriptive in nature • Close proximity • Use the student’s name

33. Effective Instruction delivery (EID) • The way instructions are given to a student can affect the likelihood that they comply • Steps to EID • Close proximity (within arms reach) • Demanded eye contact • Praise for eye contact • Delivered as a directive • Descriptive • Allow response time (5-10 seconds) • Compliance followed by praise

34. Allowing Breaks • We all get frustrated at a task and need a break • Kids are no different • Break cards will allow the child to take a break from a task for up to 2 minutes • Set up contingencies with a timer • Work for a short amount of time earns a short break **Social Skills Classroom manual includes guidelines for utilization of break cards across different levels

35. Reducing down time • Some kids do not respond well to extended periods of down time • Keep structured options available • Have a “Plan B” • Example: If you finish your worksheet early, read a book quietly at your desk

36. Teacher movement • Student compliance is promoted by teacher movement within the classroom • Increased opportunities for seeing problem behaviors and praising appropriate behavior in close proximity

37. Corrective Teaching Interaction • 1. Describe the inappropriate behavior • 2. Give a consequence • 3. Describe/demonstrate appropriate behavior • 4. Give a rationale for using the alternative behavior • 5. Ask for acknowledgement • 6. Practice the alternative skill • 7. Use lots of praise throughout the process!

38. Corrective Consequences • ALWAYS begin by acknowledging appropriate behaviors of other students • Teach the “fair pair” appropriate replacement behavior • Determine possible function • Develop a hierarchy of responses • Match the severity of the consequence with the severity of the behavior • BE CONSISTENT!!!! • Provide effective corrective statements

39. Daily Individual Check-In/Social Skills Lesson (5-10 minutes) • Morning meetings will be conducted each day (review classroom rules, expectations, schedule) • Daily individual goals should be reviewed with students • Teacher led discussion: • What are your goals? (Teach unknown goals, praise/acknowledge appropriate behaviors, provide corrective feedback as needed) • May be longer in length at beginning of year and regular lengthier booster session should be scheduled throughout school year

40. Daily Behavior Report Card (DBRC) • Each student will have DBRC • Staff are responsible for completing DBRC at the end of each academic activity/period • Students on level 2 or above will be responsible for maintaining point card • Students may also earn bonus points when “caught being good” • Data source and intervention

41. Students Daily Goal (e.g., 75% of points) Students Rating (i.e., how’d they do?) Student Expectations Academic Period

42. Bonus Goal: “Caught Being Good”

43. Scoring the DBRC • Students are scored on the DBRC based on their performance during the academic period • 10/100%: Student met goal without any assistance/prompts • 5/50%: Student met goal with prompts from teacher/support staff • 0/0%: Student did not meet goal • Can utilize entire rating scale

44. Daily Individual Check-Out • At the end of the daily, the students points should be totaled to determine of they met their goal • Incorporate Glows & Grows session students rotate for individualized feedback • Deliver reward if goal met

45. Establishing CICO Process

47. Break Cards • Goal: Provide temporary break from frustrating activity (functionally appropriate way to take a break) • Student utilizes break card for 1 minute break from activity • After 1 minute, student is prompted to continue working • The number of breaks allowed for each child will depend on level placement. • Level 1 students will be allowed 5 per activity period • Level 2 students will be allowed 3 per activity period • Level 3 students will be allowed 1 pre-lunch and 1 post-lunch.

48. Corrective Teaching Interaction • 1. Describe the inappropriate behavior • 2. Give a consequence • 3. Describe/demonstrate appropriate behavior • 4. Give a rationale for using the alternative behavior • 5. Ask for acknowledgement • 6. Practice the alternative skill • 7. Use lots of praise throughout the process!

49. Cool Down • …is defined as a short period of no access to positive reinforcement • Types of Cool Down (CD) • Nonseclusionary • Exclusionary • Seclusionary • Walking Cool Down Time (WCDT)

50. How Cool Down is Implemented • Student is prompted to go to Cool Down area per inappropriate behavior • Teacher calmly informs student of inappropriate behavior and that he/she is in cool down • Student remains in Cool Down until he/she is able to exhibit calm and safe behavior for 30 seconds to 1 minute (cool down should not last more than 2 minutes) • Upon exhibiting appropriate behavior, the teacher should prompt the student that it is time to return to the group • A corrective teaching interaction should be utilized prior to the students return to the group to teach a more adaptive means to behave