Principles of Behavior Basic Overview for Tier 1 Monthly Coaches’ Meeting Module P DC Name and Date Here

1. Principles of BehaviorBasic Overview for Tier 1Monthly Coaches’ MeetingModule PDC Name and Date Here

2. Objectives • Participants will be able to: • Describe the ABCs of behavior • Name the functions of behavior • Develop an hypothesis for a problem behavior requiring additional Tier 1 supports on their campus • Develop an intervention plan to address the problem behavior

3. Tier 1: SWPBSBasic Principles of Behavior and the Problem-Solving Process

4. School-Wide Systems for Student Success:Response to Intervention (RtI) Model Academic Systems Behavioral Systems 1 - 5% • Tier 3: Intensive, Individualized Interventions • Individual students • Assessment-based • Intense, durable procedures • Tier 3: Intensive, Individualized Interventions • Individual students • Assessment-based • High intensity 5-15% • Tier 2: Targeted (Supplemental) Interventions • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualization • Tier 2: Targeted (Supplemental) Interventions • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualization • Tier 1: Core, Universal Interventions • All students, all students • Preventive, proactive • Tier 1: Core, Universal Interventions • All settings, all students • Preventive, proactive 85 - 90% Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm

5. RtI Problem-Solving Process andPrinciples of Behavior Step 1: Identify the Problem ABCs of Behavior: What problem behaviors are occurring most often? When and Where are the problem behaviors occurring? Who is involved? Step 2: Analysis: ‘Why’ are problem behaviors occurring? Function of Behavior - Hypothesis Step 3: Develop a Plan: Match interventions to function Prevention: Alter the environment (systems changes) Teach: New skills (replacement behaviors) Reward: Demonstration of appropriate behaviors (new skills) Step 4: Evaluation: Response to Intervention

6. Defining Behavior Behavior: Response to one’s environment (antecedents) Anything we say or do (observable) Serves a function or purpose (‘why’) Results in a desired outcome (consequence/reinforcer) Predictable Learned (teach replacement behaviors) Can be changed (alternative outcomes)

7. Tier 1 School-Wide Problem Behaviors • Examples: • The 7th grade teachers report that students are consistently coming late to their first period class. • The Administrator indicated that the majority of students are not following the dress code. • Staff feel that students are engaging in more ‘disruptive’ behaviors between classes. • The cafeteria staff note that the noise level in the lunchroom is exceedingly loud on a regular basis. • Provide additional examples from situations on your campus.

8. Step 1: Problem IdentificationABCs of Behavior • Antecedents • Event or stimulus (trigger) that occurs before the behavior • Fast Triggers: non-preferred activity, given a difficult task, told ‘no’ • Slow Triggers (setting events): late for school, no breakfast, conflict with parent, missed bus • Behavior • The observable, measurable action • Consequences • Event or response that immediately follows the occurrence of the behavior

9. Observing the ABCs • Antecedent Events: • Increase the likelihood the problem behavior will occur • Inform prevention strategies • Behavior • Determines new skills to teach (replacement behavior) • Consequences: • Reinforce the problem behavior • Determine function (purpose) of the behavior • Inform alternative, appropriate reinforcers for new skills

10. ABCs of Behavior Tier 1 School-Wide Problem Behavior Example: The 7th grade teachers report that students are consistently coming late to their first period class.

11. Step 2: Problem AnalysisFunctions of Behavior GET/OBTAIN ATTENTION (adult, peer) SENSORY STIMULATION TANGIBLE (object, task, activity) AVOID/ ESCAPE

12. Determine Function of Behavior • Why is the problem behavior occurring? • Get/Obtain or Escape/Avoid • Attention - peer or adult • Tangible - object, task, activity • Sensory stimulation • Develop Hypothesis (Best Guess) • When (antecedent) occurs, students engage in (behavior). As a result, the students are able to (function).

13. Functions of Behavior Tier 1 Example: The 7th grade teachers report that students are consistently coming late to their first period class. • Problem Analysis: Why is the problem occurring? • Students do not like completing ‘Bell’ work. (avoid task) • Students lose track of time. • It is the only time students have to talk with their friends during the school day (get peer attention). • Other possible reasons? • Hypothesis (Best Guess): Other possible hypotheses? • When the 7th grade students arrive in the morning, they go to their lockers to get their materials and begin talking with their friends.As a result, they get to spend additional time with their peers (function = attention) and are tardy to class (function = escape).

14. Step 3: Plan DevelopmentPrevention Tier 1:When the 7th grade students arrive in the morning, they go to their lockers to get their materials and begin talking with their friends. As a result, they get to spend additional time with their peers and are tardy to class.

15. Step 3: Plan DevelopmentTeach

16. Step 3: Plan DevelopmentReinforce

17. Step 3: Plan DevelopmentReinforce • Consequences are most effective when consistently and immediately given upon display of the appropriate behavior.

18. Behavior Principles Summary • Behavior is learned, it can be changed and new behavior can be taught: • Determine the replacement behavior. • Clarify the skills to be taught, so students are able to engage in the appropriate, replacement behavior • Teach, model, and prompt the required new skills/behaviors • Consequences strength or weaken behavior • Reward students’ use/demonstration of new, appropriate skills/behaviors immediately • Alter previous consequences so inappropriate, problem behavior is no longer reinforced

19. Behavior Principles Summary • Behavior tends to be repeated due to the consequences (outcomes) that follow the behavior • When something desirable follows anappropriate or inappropriate behavior, that behavior is strengthened and more likely to be repeated. • Behavior is weakened by withholding consequences that maintain it • When something desirable does NOTfollow anappropriate or inappropriate behavior, that behavior is weakenedand less likely to be repeated.

20. Behavior Principles Summary • Behavior is strengthened, weakened, or maintained through modeling. • Examples: • Students may be less likely to mingle at their lockers when they see their peers earning ‘Tiger Paws’ for getting their materials and going directly to class. (weakened) • Students may be more likely to get to class on time when they see their peers earning extra points and the opportunity for uninterrupted free time. (strengthened) • Students may continue to be late to class when their teacher is consistently late to class. (maintained)

21. Importance of Understanding Behavior • Basic Principles of Behavior: • Create a foundation for School-Wide, Tier 2 and Tier 3 system supports • Provide a common framework for addressing problem behaviors across the tiers • Lead to greater consistency when implementing RtI:B (fidelity)

22. Review Principles of Behavior Review

23. Behavior Review • Discussion: • The first step in changing behavior is understanding the ________ of the behavior. • Name the ABC’s of behavior • What are the events or stimulus called that happen prior to the occurrence of the behavior? • What are the events called that increase the likelihood behavior will occur or continue?

24. Behavior Review • Discussion: • Give 2 examples of a fast trigger. • Give 2 examples of a slow trigger. • Name the 2 functions of behavior. • What 2 key components are necessary for consequences to be effective?

25. Wrap-Up • Questions? • Comments? • Need for additional support or training?