Teaching students today for a successful tomorrow

1. Positive Behavior Support Teaching students today for a successful tomorrow Veronica S. Gulley, Ph.D.Louisiana State University PBS Consultant

2. Positive Behavior Support? • IDEA (Individuals with Disabilities Act) • 1997 Amendments became Law (P.L. 105-17) • -2 new concepts important regarding education for children • Positive Behavior Support • Functional Behavior Assessment

3. What is Positive Behavior Support? • An applied science that uses • educational methods to expand and individual’s behavioral repertoire, and • systems change methods to redesign an individual’s living environment to achieve • enhanced quality of life, and • minimized problem behaviors

4. What does PBS mean? Positive Behavior Skills that increase the likelihood of success and personal satisfaction in academic, work, social, recreational, community and family settings Support All educational methods that can be used to teach, strengthen and expand positive behavior and all those systems change methods that can be used for increase opportunities for the display of positive behavior Not a ‘packaged program’ but a PROCESS based on guiding principles which allow schools to proactively address the needs of their students and faculty

5. Underlying Theme • Central underlying theme of PBS: • In providing support, we should focus our efforts on fixing problem CONTEXTS, not problem BEHAVIOR • The best time to intervene on problems is when they aren’t occurring PROACTIVE

6. In our schools today… • Exclusion and punishment are the most common responses to conduct disorders in schools. -Lane & Murakami,(1987) Rose,(1988)Nieto, (1999) • Exclusion and punishment are ineffective at producing long-term reduction in problem behavior -Costenbader & Markson (1998) REACTIVE

7. Schools are expected to play a greater role in teaching students appropriate social skills that will allow them to be a successful member of their community Most effective schools combine systems of school-wide behavior support, individual student support, and effective classroom management and routines.

8. Continuum of School-wide Behavior Supports: A Response to Intervention Model

9. Ultimate Goals for Schools: Create a school environment that supports, implements and monitors research-validated practices PBS helps schools begin to define these procedures Work smarter.....not harder

10. We typically teach students what not to do. Students are told what not to do and then it is expected that they will do what they are supposed to do. Students do not automatically know how to accomplish ordinary classroom routines. We issue consequences that we use inconsistently

11. School-wide Positive Behavior Support • School-wide Positive Behavior Support is a set of strategies and systems to increase the capacity of schools to (a) reduce school disruption, and (b) educate all students including those with problem behaviors • Clearly defined outcomes • Research-validated practices • Supportive administrative systems • Use of information for problem solving

12. Effectiveness Office Discipline Referrals decrease on average 40-60% As behavior improves academic gains are experienced…more time directed towards instruction Effects are long term (up to 5-7years) when implementation is maintained

13. School-wide Behavior Support Means: You do not ignore problem behavior • Continue to discourage and monitor problem behaviors • Office Discipline Referral Forms (SWIS.org) • Clear guidelines for what is handled in class versus sent to the office • Prevent problem behaviors from being rewarded. Teaching is what changes behavior!

14. D. C. Reeves Expectation Gridand Teaching Scripts • Look at pages 5-18 in your Positive Behavior Support Manual

15. D. C. Reeves Elementary • POSITIVE BEHAVIORAL SUPPORT • SCHOOLWIDE PROCEDURES • Office Managed vs. Teacher Managed Behaviors • OFFICE •  The following behaviors should result in immediate referral to the office for administrative assistance: • Abusive Language: profanity, threatening • Physical or Verbal Aggression: fighting, back talk to an adult, harassing, teasing, or taunting. • Defiance: Active refusal to follow specific directions from an adult for a specific behavior • Possession of Alcohol, Tobacco, or other Drugs. • Possession of combustibles (lighters, firecrackers) • Vandalism • Theft • Violation of Internet contract (visiting prohibited websites) • Student has 3 minor referrals

16. D. C. Reeves Elementary • POSITIVE BEHAVIORAL SUPPORT • SCHOOLWIDE PROCEDURES • Office Managed vs. Teacher Managed Behaviors • Teacher Managed •  All other behaviors need to be handled by the classroom teacher. • Examples of teacher-managed behaviors include: • Eating, drinking, chewing gum in class • Mean or unkind language • Minor class disruptions • Off task behavior • Lack of supplies • Not completing assignments/homework • Not returning notes/papers sent home

17. Student Acknowledgement SystemPage 19 and 20 AND 28 and 29 in manual • Bee Tickets • Banking and Documentation • Class room store/coupons • Monthly Incentives • End of Fall Semester Incentive • End of Spring Semester Incentive

18. Training Students Pages 23-24 in manual

19. Children spend approximately 13,000 hours in school between the ages of 6 and 18 and the majority of those hours are spent with a teacher inside a classroom. The quality of teacher-student relationships significantly affects whether students' needs are met. When students' needs are being met in the classroom, they tend to behave more appropriately and learn more effectively" (Jones & Jones, 1990: Boystown press).