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Supporting Children with Challenging Behavior: A Positive Behavior Approach. Kiki Mc Gough Positive Behavior Support Coordinator Colorado Department of Education. Acknowledgements. PBS Leadership Team- Colorado Department of Education PEAK Parent Center Colorado Springs, CO

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supporting children with challenging behavior a positive behavior approach

Supporting Children with Challenging Behavior: A Positive Behavior Approach

Kiki Mc Gough

Positive Behavior Support Coordinator

Colorado Department of Education

acknowledgements
Acknowledgements

PBS Leadership Team-Colorado Department of Education

PEAK Parent Center Colorado Springs, CO

George Sugai and Ann Todd-The OSEP Center on Positive Behavioral Interventions and Supports at the University of Oregon

slide3

Families Partnering with PBS

  • Understand the process of behavior change
  • Recognize how to support our children with emotional and behavior challenges which affect life at home, at school and in the community
  • Identify predictable routines and positive behavior support strategies to use at home
  • Identify ways to work proactively with schools to support our children
slide4

ROSE

RESPECT

OTHERS

SELF

ENVIRONMENT

meet my children
Meet My Children

Spend a few minutes completing

“Meet My Child”.

Identify 3-4 strengths for child.

List some interests and things your child likes and finds rewarding .

Share your “child” as you meet the people at your table.

Post these on your fridge at home as a reminder of your child’s strengths!

meet my children6
Meet My Children
  • Kate
  • Passionate about everything she loves
  • World traveler
  • Special Education Teacher
  • Degree in Drama and Psychology
  • Patrick
  • Has been dancing since age 3
  • Is creating his own path……and I’m sure he will get there in his own way
  • Independent thinker and questions everything
  • Donovan
  • Artistic, creative, deep thinker
  • Sensitive (but don’t tell him!)
  • Firm in his convictions
  • Square peg in a round school system
what is positive behavior support
What is Positive Behavior Support?

PBS is an application of a behaviorally- based systems approach to enhance the capacity of schools, families and communities to design effective environments that improve the fit or link between research based practices and the environments in which teaching and learning occur.

in other words
In other words……
  • Positive Behavioral Support (PBS) is…
    • Proactive and preventative
    • Instructionally focused
    • Empirically sound
    • Data-based
    • Systems change model that provides learning and social/behavioral support for ALL children in school, home or community.
summary of pbis big ideas
Summary of PBIS “BIG IDEAS”

Systems (How things are done)

  • Team based problem solving
  • Data-based decision making
  • Long term sustainability

Data (How decisions are made)

  • On going data collection & use of behavioral data to make decisions

Practices (How staff interact with students)

  • Direct teaching of behavioral expectations
  • On-going reinforcement of expected behaviors
  • Functional behavioral assessment
slide12

School-Wide Systems

Non Classroom

Setting

Systems

Classroom

Systems

Individual Student

Support Systems

eight practices of school wide positive behavior support
Eight Practices of School-wide Positive Behavior Support
  • Administrative Leadership
  • Team Implementation
  • Define Concrete Expectations
  • Teach Behavior Expectations
  • Acknowledge and Reward Positive Behavior
  • Monitor and Correct Behavior
  • Use Data for Decision Making
  • Family and Community Engagement
what will you see in a pbs school
What Will You See in a PBS School?
  • Small # positively stated & behaviorally exemplified expectations aretaught & encouraged.
  • Positive adult-to-student interactions exceed negative
  • Data- & team-based action planning & implementation are operating.
  • Administrators are active participants in all aspects of implementation
  • >80% of students can tell you what is expected of them & give behavioral example because they have been taught, actively supervised, practiced, & acknowledged.
what does pbs look like
What does PBS look like?
  • Families and communities are actively involved
  • Time for instruction is more effective & efficient
  • Function based behavior support is foundation for addressing problem behavior.
  • Full continuum of behavior support is available to all students
westgate elementary
Westgate Elementary
  • Respect
  • Responsibility
  • Safety
respect
RESPECT
  • What does respect look like in the lunchroom?
  • How do we teach students to demonstrate respect in the cafeteria?
  • How we positively recognize students who are demonstrating respect in the classroom?
  • How will we support students who are having challenges with respectful behavior at recess?
responsibility
RESPONSIBILITY
  • What does responsibility look like when students are walking in the halls?
  • How will we teach responsibility for homework and student materials?
  • How are we engaging families in this process?
safety
SAFETY
  • What does safety look like in an assembly?
  • How do we teach and reinforce safety in a variety of school settings?
slide20

Self-Responsibility

Tips

  • March has been designated as Self-responsibility month at Kemp. Let’s work together to focus on how to best teach our students to be responsible for themselves and their actions.
  • TIPS FOR TEACHERS AND PARENTS:
  • Give students choices
    • When they feel powerless they lose respect and dignity
    • This loss of powerless may escalate a minor disruption into a major loss of instruction time
  • Put the students in charge
    • By giving students the responsibility to adapt, monitor and measure activities and behavior you will increase student achievement and lower resistance to learning
  • Model and encourage self-responsibility
    • Avoid complaining, blaming and excusing
  • Explain to the students why certain limits or rules exist

You may not be responsible for the circumstances in which you find yourself,

but you are always responsible for your behavior in those circumstances!

school pbs rules
School PBS Rules

SAFETY

OPPORTUNITY

ACHIEVEMENT

RESPECT

slide22

S.O.A.R. Matrix

Alsup Eagles S.O.A.R.

soar slips
SOAR Slips
  • Staff to Students
  • Students to Students
  • Students to Staff
  • Parents to Students
  • Parents to Staff

Safety, Opportunity, Achievement, Respect

______________________________________________

Student’s full name and grade

(Place this slip with your name on it, in the SOAR box in the media center.)

Adult: Please circle the behavior demonstrated and write your name on the back .

SOAR Assembly—after Winter break

behavioral manifestation of depression in school
Behavioral Manifestation of Depression in School
  • Agitation and emotional irritability
  • Negative or oppositional toward adults and peers
  • May not have friends, isolates self
  • Frequent visits to the clinic, may miss a lot of school
  • May be anxious and worry about performance, friendships
  • Difficulty concentrating
  • May be tired, sleeps poorly
behavioral manifestation of anxiety in school setting
Behavioral Manifestation of Anxiety in School Setting
  • Unrealistic worries, agitation, irritability
  • Difficulty focusing or concentrating
  • School phobia or fear of separation
  • Difficulty anticipating what may happen next, reacts poorly to changes in routines
  • Poor frustration tolerance, irritability and anxiety over poor performance.
  • Poor social skills, lacks friendships
  • Students may also tire due to sleep disturbance problems.
behavioral manifestation of adhd in school setting
Behavioral Manifestation of ADHD in School Setting
  • Inattentive, easily distracted
  • Often talks excessively and interrupts others
  • Difficulty paying attention, listening to a lecture and taking notes and organizing complex activities over time
  • Poor Initiative: Due to inability to follow through or organize self to complete tasks
  • Impulsive, hyperactive
  • Poor social skills and friendships
additional emotional and behavior concerns
Additional emotional and behavior concerns
  • Tantrums or aggressive incidents
  • Withdrawn, shy or uncommunicative behavior
  • Poor response to feedback or consequences for inappropriate behavior
  • Weak control of emotional reactions
  • Easily upset over trivial events
  • Extreme emotional reactions
common academic issues for students with mental health issues
Common Academic Issues for Students with Mental Health Issues
  • Uneven acquisition of new academic skills
  • Inconsistent performance in class
  • Messy, incomplete and disorganized work
  • Incomplete assignments and work not turned in
  • Difficulty applying and generalizing information and skills
  • Students “mentally tire” as they need to put conscious effort into school activities
  • Failure to ask for help
developmental challenges which impact behavior and social skills
Developmental Challenges which Impact Behavior and Social Skills

Cognitive Development

  • Uneven or slower rate of development
  • Stops and starts when learning new skills
  • May respond better to concrete vs. abstract
  • May respond better to visual presentation
  • Possible memory delays

Language/Communication:

  • Receptive skills may be better than expressive
  • Communication delays or difficulty with verbal

expression

  • May need extra time to respond
slide30
Physical and health conditions
  • Range of respiratory problems
  • Heart condition and physical limitations
  • Eating digestive problems

Sensory-Motor

  • Delays in fine and gross motor or low muscle tone
  • Sensitivity to heat, cold, pain

Vision/Hearing

  • May have hearing loss
  • May need glasses or hearing aid
slide31
Personality and Temperament
  • May inaccurately perceived as “easy going” or “strong willed”
  • May indeed be quite easy going or oppositional!
  • May respond more strongly to normal developmental changes and stages but at a delayed rate

Social Development

  • Peer friendships may be affected by communication, cognitive or developmental delays
imagine for a moment you are
Imagine for a moment……. You are
  • A four year old at a new school and it is time to “Go to Centers”
  • A first grader who is going through the cafeteria lunch line for the first time
  • A third grader whose needs to complete a group project with a group of peers and there is a sub.
  • A seventh grader who has just been given his first semester schedule with 7 classes

And you are beginning a new school year as a

student with developmental or behavior challenges!

individual student support in pbs
Individual Student Support in PBS
  • Focuses on the needs of students’ whose challenging behavior interferes with academic and social competence
  • Is most effective if when positive behavior support is in place in the school and classroom.
  • Interventions are developed and implemented through a flexible, but systemic process of functional behavioral assessment and behavioral intervention planning.
billy s s o a r chart
Billy’s S.O.A.R. Chart

Safety

0pportunity

Achievement

Respect

FIVE STICKERS = REWARD

positive behavior support addresses the child in all environments
Positive Behavior Support addresses the child in all environments

Student

School

Family

Community

no child left behind
NO CHILD LEFT BEHIND

Stronger accountability for results

Increased flexibility and local control

Expandedoptions for parents

An emphasis onteaching methodsthat have been proven to work

slide38
NCLB

Require schools to develop ways to get parents more involved in their child’s education and in improving schools.

Requires that states and local school districts provide information to help parents make informed educational choices for their child.

http://www.ed.gov/nclb/

slide39

IDEA 2004

“The Individuals with Disabilities Education Improvement

Act of 2004 will help children learn better by promoting

accountability for results, enhancing parent involvement,

using proven practices and materials, providing more

flexibility, and reducing paperwork burdens for teachers,

states and local

school districts.”

President George W. Bush

when parents are involved in schools there are demonstrated benefits to kids
When parents are involved in schools, there are:Demonstrated benefits to kids:
  • improved grades and test scores
  • improved attitudes, self-esteem, and behavior
  • better attendance, fewer dropouts and suspensions, more post-secondary education
  • greater motivation and more positive attitudes toward homework

Adapted from Christenson, 1996

when parents are involved in schools there are demonstrated benefits to parents
When parents are involved in schools, there are:Demonstrated benefits to parents:
  • greater understanding of how schools work
  • improved communication between parents and children about school work and other topics
  • increased involvement with learning activities at home

Adapted from Christenson, 1996

when parents are involved in schools there are demonstrated benefits to teachers schools
When parents are involved in schools, there are:Demonstrated benefits to Teachers/Schools:
  • greater job satisfaction
  • higher ratings of teaching skills from both parents and principals
  • higher ratings of school effectiveness
  • decreased feelings of isolation
  • increased willingness of communities to support schools through taxes
  • improved classroom behavior through increased knowledge of children’s family, cultural, and community contexts

Adapted from Christenson, 1996

the importance of family involvement
The Importance of Family Involvement

The evidence is now beyond dispute. When schools and families work together to support learning, children tend to succeed not just in school, but also throughout life.

(Henderson and Berla, 1997)

henderson and berla 1997
(Henderson and Berla, 1997)

In fact the most accurate predictor of a student’s achievement in school is not income or social status, but the extent to which the student’s family is able to:

  • Create a home environment that encourages learning.
  • Express high (but not unrealistic) expectations for their children’s achievement and future careers
  • Become involved in their children’s education at school and in the community
slide45

Six Types of Parent Involvement

  • 1Parenting

2Communicating

3 Volunteering

4Learning at Home

5 School Decision Making and Advocacy

6Collaborating with the Community

slide46

Real change can only come

as a result of the commitments

of both the minds and hearts

of the total school community -

teachers, parents, students,

administrators and school boards.

Sergiovanni, 1994

sound familiar
Sound Familiar
  • Why do my children want my attention every time the phone rings??
  • It’s time to go. You are going to be late this morning. Where are the shoes? What permission slip?!
  • What are the stressful times of your day at home? How can I handle everyday challenges in a more proactive and consistent way?
i wish my child wouldn t do that
I wish my child wouldn’t do that!!!
  • Think of one or two behaviors that you would like to work on at home.
  • Record the behavior(s) on the left side of the sheet “Behaviors That Make Life Challenging”.
please stop why are you behaving like that
Please stop! Why are you behaving like that?
  • The telephone
  • Getting out the door in the morning
  • “NO” in the grocery store or at the mall
  • Driving down the highway
  • Time to clean that room
  • One more story….please!
the abc s of behavior what would you do
The ABC’s of Behavior:What would you do?
  • 14 items in the grocery store
  • A bad day at work and now….
  • A new dog in the neighborhood
behavior change is a family affair52
Behavior Change is a Family Affair
  • Do mom and dad respond the same way?
  • Grandma’s house
  • Back and forth (and up and down!)
  • Babysitter for the night out
  • What are the school rules? How can we provide a “match”?
behavior change is a family affair53
Behavior Change is a Family Affair

Traditional Behavior Planning:

  • Child is referred for problem behavior
  • School does an FBA (Functional Behavioral Assessment) and Behavior Intervention Plan
  • Outline the consequences of behavior
  • Parent is minimally involved

PBS Function-based planning:

  • Child is referred for problem behavior
  • Family has knowledge of PBS planning process
  • Family is involved in FBA and Behavior Intervention Plan
  • Plan extends to home with ongoing communication with school
meet rosa
Meet Rosa
  • Middle school student without many friends
  • Anxious about new people and new situations
  • Poor note-taking skills
  • Afraid to ask her help
  • Socially isolated and not performing well academically

Schools Response:

  • Referred to Child Study
  • Complete an FBA and Behavior Plan
  • Invite mom to review the plan
  • Send a copy home
function based interventions
Function-based Interventions
  • Implemented a check in-check out
  • Set up a positive relationship with an adult
  • Small group for friendship and self advocacy
  • Assistance with note taking
so why isn t it working
So why isn’t it working!!!!!!
  • Refusing to talk to her friend from group
  • Had been doing well but recently does not want to go to school
  • No longer using her strategies to ask for help
  • Asked to be taken out of group
  • Increased trips to the clinic
  • The plan looks great. Mom is now concerned. What do we do next?????
what is going on at home
What is Going on at Home?
  • Rosa is taking a Red Cross Babysitting Class.
  • She has weekly quizzes on the notes from class.
  • Her friend from school has invited her to go away for the weekend. She refuses her calls and doesn’t want to go.
  • She is arguing with her mom to stay home from school.
if mom were involved in function based support plan
If mom were involved in Function-based Support Plan
  • Mom would understand she is afraid to go away with new friend.
  • Due to increased anxiety, she is avoiding uncomfortable situations.
  • Mom would have a plan for home to address anxiety and to communicate with school.
  • Mom would be aware that she needs to advocate for self for help taking notes in Red Cross Babysitting Class on Wednesday nights.
meet tyler
Meet Tyler
  • Preschool school student with communication and behavior challenges
  • Anxious about new people and new situations
  • Poor turn-taking skills
  • Becomes very agitated at transition times
  • Recent increase in behavior challenges at school

Schools Response:

  • School team wants to include behavior plan as part of IEP
  • Complete an FBA and Behavior Plan
  • Invite mom and dad to review the plan
  • Send a copy home
function based interventions based on results of fba
Function-based Interventions Based on Results of FBA
  • Implemented a daily picture schedule to review each morning
  • Provide activity choices to increase Tyler’s “control” throughout the day
  • Include in a small group to focus on turn-taking
  • Create a book of social stories to address changes in routine
so why isn t it working61
So why isn’t it working!!!!!!
  • Having “melt-downs” at home and doesn’t want to go to school
  • Chooses activities which remove him from the group whenever possible
  • Uses the social stories and “sharing skills” in small group but not in the classroom
  • Increased trips to the clinic because he communicates “sick” with picture book
  • The plan looks great. Mom and Dad are concerned. What do we do next?????
what is going on at home62
What is Going on at Home?
  • Mom has recently had a baby so things are a little chaotic at home
  • The baby is fussy and requiring a lot of attention
  • A neighbor is helping out by driving Taylor to and from school with her children
  • Mom and Dad have talked a lot about moving to a bigger house and what school Tyler would need to go to
if mom were involved in function based support plan63
If mom were involved in Function-based Support Plan
  • The school would understand that many of Tyler’s current behavior challenges are due to the changes in routine at home.
  • Due to increased anxiety, Tyler is less able to use previously demonstrated communication and social skills and wants to stay close to mom.
  • Tyler’s “picture schedule” would extend to home and include the ride with a neighbor and time with mom at home when baby sleeps.
  • The social stories and “sharing” group would address having to share mom’s time with baby . Mom would have these stories to use at home.
a new way to see behavior
A New Way to See Behavior
  • Behavior is learned and serves a specific purpose.
  • We say that behavior has a “Communicative Intent”.
  • Serves a useful purpose (function) for the person of concern.
behavior is context specific
Behavior is “Context Specific”
  • Behavior is related to the context in which it observes.
  • This is why a child may demonstrate different behaviors at home and school.
competing pathway model
Competing Pathway Model
  • What situations “set up” behavior: tired, change in routine, visitation, babysitter?
  • What situations: “set off” this behavior: asking him to turn off the TV or computer, time for bed, no friends over this weekend, can’t have snacks and pop NOW?
  • How does our behavior reinforce this “series of unfortunate events”?
  • What is the “payoff” for this behavior?
the abc s of life s struggles at home
The ABC’s of Life’s Struggles at Home
  • SETTING EVENT: Situations or characteristics that “set up” the problem?
  • ANTECEDENT: what happens before the behavior to “set it off”?
  • BEHAVIOR: what is the specific problem behavior?
  • CONSEQUENCE: our response/”the payoff”?
the why s of behavior
The WHY’s of Behavior

Pos Reinf

Neg Reinf

instead i wish my child
Instead I wish my child……

Wants help with homework Whines Gets help/ Attention

Asks for Help

O’Neil et al. (1997)

identify replacement behavior
Identify Replacement Behavior

Getting shoes on Whines Gets help/ Attention

Asks for Help

O’Neil et al. (1997)

select intervention strategies
Select Intervention Strategies

Wants help with homework Whines Gets help

Asks forHelp

Reinforce

Efforts to

Complete work

Reinforce

Use of cup or

timer

Do homework in

Small chunks of

Time

Set aside calm time

When you can help

Teach child

Ways to get help

From parent

-green/red cup

-10 minute check in with timer

A B C

O’Neil et al. (1997)

slide72

Improving Decision-Making

Use

Data

From

Problem

Solution

To

Problem

Use

Data

Use

Data

Solution

one behavior at a time
One Behavior at a Time
  • Start with one behavior.
  • Think about the Big 5:

WHAT is the specific behavior? WHO is involved? WHEN does the behavior occur? WHERE does the behavior take place? WHY did the behavior occur?

  • How are you responding that may reinforce this behavior?
  • What is the new behavior you want your child to learn?
things to consider before a plan
Things to Consider Before a Plan
  • Is the child aware or has he been taught how, when and where to demonstrate the appropriate behavior?
  • Is the child meeting a need or getting a “payoff” for the behavior?
  • Is the child aware he is demonstrating the behavior? Has it become a habit?
  • Is this a necessary behavior to teach “right now” or is there a simple, practical solution for now?
map out the plan
Map out the plan
  • The behavior I wish to change……
  • The behavior I wish to achieve….
  • The first steps to this behavior are…
  • I know it is working by……..

Remember….reinforce steps in the right direction!

competing pathway process
Competing Pathway Process

5. Instead I wish he:

6. And then he would get:

3. I think he’s doing it because

He wants/needs:

4. Something that “sets up”

this behavior:

(physical, health, sleep,

routines)

2. Something that “sets off”

this behavior:

(happens right before)

1. I wish my child didn’t:

7. A first step might be:

setting events look and listen for
Setting EventsLook and Listen for …
  • Broader issues that may be influencing behavior:
    • Daily activity schedule
    • Predictability of routines
    • Variety of activities or materials
    • Social relationships
    • Preferences of the student
    • Medical and physical issues (nutrition, illness, medications, sleep patterns)
    • Challenging family situations
antecedents or triggers look and listen for
Antecedents or TriggersLook and Listen For…
  • Under what circumstances is the behavior most/least likely
    • Changes in the environment
    • Time of day/activities
    • Clarity of expectations of activity/task
    • Reinforcement of expected behavior
    • Nature of interactions (tone, proximity, contact)
    • Amount & type of attention (peer, group, adult)
    • Child’s ability matched to the activity
maintaining consequences look and listen for
Maintaining ConsequencesLook and Listen For…
  • WHAT DO THEY GET or AVOID?
    • Social reaction/attention
    • Change in activity/routine
    • Increases assistance from adults or peers
    • Access to materials, activities, food/drink
    • Sensory stimulation or reduction
    • Change in the physical environment
    • Allowed space or movement
    • Delays activity/event
    • Avoids negative attention
new skills don t just appear you have to teach them
New Skills Don’t Just Appear…..You Have To Teach Them!
  • Define it
  • Teach it
  • Practice it
  • Acknowledge it
  • Correct it
  • Monitor it
  • Revise it

This is the sequence for teaching anything and everything.

1 define
1. Define
  • Be clear and operational
    • Can you see it? Can you hear it?
  • Define within the context of routines
  • Define the data needed for determining

if it is working

  • Evaluate whether it is working

The section on Teaching Routines is from Anne Todd, January 2006

2 teach
2. Teach
  • Life is not a test
  • Teach acquisition of the skill or routine first
  • Provide opportunities to respond
  • Practice skill or routine to fluency
    • Vary your proximity, verbal cues, timing of feedback
    • Don’t fade too fast
    • Use child’s performance to shape your instruction
  • 75% success rate is a good thing!
3 practice
3. Practice
  • Practice the whole thing
    • If teaching “put clothes in hamper” routine, teach child to close laundry door and go back to bedroom or other activity as part of the routine
  • If anticipating problems, practice first!
4 acknowledge
4. Acknowledge
  • Five positive comments to every corrective comment
  • Shift from tangible to social rewards
  • Shift from external to internal focus
  • Prompt self-acknowledgement
  • Teach child to generalize in a different environment or with different people
5 correct
5. Correct
  • Manage minor behavior to prevent escalations
  • Be clear & consistent
  • ‘stop’ vs ‘no’
  • Match tone of voice to level of offense
  • Use natural consequences as much as possible
  • Follow through, do not make agreements that you can not follow through with
  • After correction, watch for correct performance & acknowledge the students efforts
  • Avoid the criticism trap
intervene at the lowest level possible
Intervene at the lowest level possible

Level 1

Signal Control

Proximity

Ignoring

Conferencing

Level 2

Contracts

Ignore Target Behavior

Give praise for Appropriate

Behavior

Level 3

Extinction

Response Cost

Operant Conditioning

Time Out

Level 4: Aversive

Spanking

Yelling

Belittling

Placing in an embarrassing situation

6 monitor
6. Monitor
  • Active Supervision strategies work for monitoring student performance
    • Monitor
    • Scan
    • Provide clear concise feedback
    • Use problem solving steps as needed
  • Test/ Assess for learning
    • Adjust instruction as needed
7 revise
7. Revise
  • Use your data to determine if the teaching has made a difference
  • Determine a regular cycle in which to review the data (each Friday)
  • Continue to do things that are working & that are a good match for the family, revise the things that people don’t like or that seem to not be working
classroom home routines
Classroom & Home Routines
  • What are they?
  • Why are they necessary?
  • Who needs them?
is there a routine that is defined
Is there a routine that is defined?
  • Is there a clear beginning?
  • Is there a clear sequence to complete the routine?
  • Does the child understand the transition to the next routine or activity?
why teach routines
Why teach Routines?
  • Routines
    • Build independence by
      • guiding self management steps
      • being practiced from start to finish
      • providing predictability
    • Guide instruction
      • Routine serves as step by step guide to instruction
      • Can require verbal routines, motor routines, or both, simultaneously
    • Apply across different contexts
      • Cleaning up after playing or homework
      • Washing hands and face
      • Taking a bath/getting ready for bed
      • Initiating & maintaining a conversation
school routines
School Routines
  • Entering school & getting to class
  • Turn in homework, put personal things away
  • Transitions
    • Within classroom
    • Within school
  • Taking care of personal needs
  • Getting help
  • Lunch
  • Breaks/ recess
home routines
Home routines
  • Getting ready for school
  • Meal time
  • Helping with chores
  • Getting dressed/using bathroom
  • Getting ready for bed
  • Shopping
  • Car/ bus riding
  • Family outings
  • Out with Friends
  • Babysitter coming
slide97

Anne Todd, 2006

Routine Analysis

remember
Remember…
  • Positive Behavior Support is the redesign of environments, not the redesign of individuals.
  • Positive Behavior Support asks us to change

our behavior to help our child change theirs.

  • Most effective when ALL adults are working together
pbs tips for positive behavior
PBS Tips for Positive Behavior
  • 1.Remember 5:1 with positives.
  • 2. Set the stage for success..reward the effort.
  • 3. Give clear, specific directions.
  • 4. Stay calm. Use a calm voice.
  • 5. Set reasonable limits.
pbs tips for positive behavior102
PBS Tips for Positive Behavior
  • 6. Be consistent. YES means YES and NO means NO.
  • 7. Set the example. Actions speak

louder than words.

  • 8. Proactively anticipate the situation.
  • 9. Have patience. A little goes a long way!!
  • 10. Have fun and enjoy the ride!
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Westgate Elementary
  • Respect
  • Responsibility
  • Safety
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RESPECT
  • What does respect look like at the dinner table?
  • How do we positively recognize our children who are demonstrating respect at home?
  • How will we help our children who are having challenges with respectful behavior at home?
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RESPONSIBILITY
  • What does responsibility look like when our children are doing their chores?
  • How will we teach responsibility for homework and school materials?
  • What are the consequences for our children who are not using responsible behavior?
  • How are working as a family in this process?
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SAFETY
  • What does safety look like in the community?
  • How do we teach and reinforce safety in a variety of community settings?
  • How do we know if there are safety concerns or issues for our children and their friends?
stick with the plan
“STICK WITH THE PLAN”
  • Look at your Home Matrix and your list of behaviors you want to address.
  • Identify 5 – 10 POSITIVELY stated behaviors.
  • Write each one on a stick in a bright color and decorate.
  • These will be your daily reminders for positive behavior change.
reinforce positive behavior stick with the plan
Reinforce Positive Behavior:“STICK WITH THE PLAN”
  • Place them in a location where you will see them several times a day.
  • Move the sticks from the “In” to “Out” cup each time you reinforce positive behavior.
  • Check in at night and see how you did.
  • Have your child do the same for you!
tips for engaging families and outside agencies in the behavior planning process
Tips for Engaging Families and Outside Agencies in the Behavior Planning Process
  • Create partnerships with the families and other agencies/professionals involved.
  • Set up 4 way communication between school, home and counselor/therapist.
  • Understand and respect cultural differences.
  • Encourage creativity and thinking outside the box.
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Tips for Engaging Families and Outside Agencies in the Behavior Planning Process
  • Approach behavioral planning as a “needs based” model while providing an understanding of the impacts of mental health disorders.
  • Help parents understand that most behavior is a function of need.
  • Help parents understand how to identify positive replacement behaviors.
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Tips for Engaging Families and Outside Agencies in the Behavior Planning Process
  • Provide parent education program to increase parents’ understanding of positive behavior strategies.
  • Provide tools, contracts, checklists and reinforcement ideas that parents can use at home.
behavior change is hard work
Behavior Change is…..hard work!
  • There are no magic solutions…..no magic wands.
  • It takes time and consistency…from everyone!
  • Rule of thumb: one month of intervention for each year the child has demonstrated the behavior.
taking care of ourselves
Taking Care of Ourselves

Decades of researchindicate that true

happiness comes from cultivating 12 traits

that allow us to navigate life’s rough spots

with greater ease and feel content no matter

what the outcome.

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Humor

Optimism

Sense of Choice

Proactivity (New experiences)

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Courage

Purpose

Spirituality

Love

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Security

Perspective

Good Health

Altruism

thank you for spending the afternoon with me i wish you all the very best of luck
Thank you for spending the afternoon with me.I wish you all the very best of luck.
  • Kiki McGough, PBS Coordinator
    • 303-866-6768
    • mcgough_k@cde.state.co.us

Colorado PBS www.cde.state.co.us/pbs

Center for Positive Behavioral Interventions and Supports www.pbis.org