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Interim Tasks

Interim Tasks. How’s it going?. Finalize Primary Prevention Tier Implementation Steps 1-3 1-establish leadership team 2-develop brief statement of purpose 3-identify SW-PBS behavior expectations Schedule and meet monthly Present step 2 and 3 draft ‘products’ to faculty and get feedback

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Interim Tasks

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  1. Interim Tasks How’s it going? • Finalize Primary Prevention Tier Implementation Steps 1-3 • 1-establish leadership team • 2-develop brief statement of purpose • 3-identify SW-PBS behavior expectations • Schedule and meet monthly • Present step 2 and 3 draft ‘products’ to faculty and get feedback • Presentation to staff – PBIS content & connections to school goals, other initiatives in SIP.

  2. PBIS Team Training Process

  3. Tier 1 Systems

  4. Team Implementation Checklist (TIC)

  5. Objectives for today • Increase understanding of behavior principles, decide how/when to share with full staff • Create draft of School-wide Expectations Matrix and procedures to teach them (step 4) • Begin work on procedures for teaching classroom-wide expectations, how to communicate rationale to full staff

  6. Why Behavior Principles? • Recognize the ABC’s of behavior • Understand the functions of behavior • Shape adult behavior to prevent and decrease problem behaviors

  7. 1 2 3 4 Underlying Principles of 3-Tiered Prevention Models4 Components What are thepredictable failures? What can we do to prevent failure? How will we maintain consistency? Same at Every Level!! How will we know if it’s working?

  8. Science and our experiences have taught us that students… Are NOT born with “bad behaviors” Do NOT learn when presented with aversive consequences …Do learn better ways of behaving by being taught directly & receiving positive feedback

  9. Assumptions Behavior is learned (function). Behavior is lawful (function). Behavior becomes patterned through successive interactions (practice). Behavior can be changed/modified through an instructional approach.

  10. Why Do We Behave the Way We Do? • Behaviors are LEARNED and continue because they serve a PURPOSE or FUNCTION • We engage in behaviors because we have learned that a DESIRED OUTCOME occurs IT WORKS!

  11. Functions Pos Reinf Neg Reinf

  12. The ABC’s of Behavior: A = Antecedent B = Behavior C = Consequence

  13. Antecedent Behavior Consequence The Three Term Contingency

  14. The Three Term Contingency Any “ stimulus that precedes a behavior” “Any observable and measurable act of an individual (also called a response).” “Any stimulus presented contingent on a particular response” Antecedent: Behavior: Consequence: Alberto & Troutman (2006)

  15. Reinforcement vs. Punishment Reinforcement: when a consequence of a behavior functions to increase the likelihood of future occurrences of that behavior Punishment: when a consequence of a behavior functions to decrease thelikelihoodof future occurrences of that behavior

  16. Reinforcement and Punishment Inc. ( )* Dec. ( )* Give (+) Take (-) Action Effect Positive Negative Reinforcement Reinforcement Positive Negative Punishment Punishment * Future probability of behavior

  17. “School’s not for kids!” When Jake is presented with school work, he whines, “Schools not for kids!” In the past, Jake’s teacher gets frustrated and takes his work away. In the future, Jake continues to whine whenever he is presented with work.

  18. Breakdown of Example: Jake When Jake is presented with school work he whines, “Schools not for kids!” Jake’s teacher…takes his work away Jake’s teacher…takes his work away In the future, Jake continues to whine Negative reinforcement • Antecedent(SD): • Behavior(s): • Consequence: • Action(+ or -): • Effect( or ): • So it is:

  19. “Brian” During lunch with peers, Brian made a derogatory comment toward one of his peers. The peer punched him. In the future, Brian was less likely to make derogatory comments (at least toward that peer).

  20. Breakdown of Example: Brian During lunch with peers Brian made a derogatory comment The peer punched him Peer “gave” a punch less likely to make a derogatory comments Positive punishment • Antecedent(SD): • Behavior(s): • Consequence: • Action(+ or -): • Effect( or ): • So it is:

  21. “Rachel” During math class lectures, Rachel uses a straw and her math notebook to make spitballs and shoot them at Susan. Peers laugh. Rachel begins to shoot spitballs in other classes during lectures.

  22. Breakdown of Example: Rachel During classroom lectures Rachel shoots spitballs Peers laugh Peer “gave” social attention More likely to shoot spitballs during lectures Positive reinforcement • Antecedent(SD): • Behavior(s): • Consequence: • Action(+ or -): • Effect( or ): • So it is:

  23. “Jasmine” In the hallways between classes Jasmine meets friends at her locker and is late to English class. The teacher doesn’t allow her to enter without a late pass. In the future Jasmine does not meet with friends and goes immediately to class.

  24. Breakdown of Example: Jasmine In the hallway between classes Meets up with friends Late to class Teacher withholds access to class Less likely to meet up with friends between classes Negative punishment • Antecedent(SD): • Behavior(s): • Consequence: • Action(+ or -): • Effect( or ): • So it is:

  25. Basic Behavioral Principles Consider awareness level of full staff: • At least 80% of faculty, staff, and administration participate/have participated in training • All can benefit whether the training is new or review for staff • Training options: • Online tutorial http://serc.gws.uky.edu/pbis/home.html • Overview at faculty meeting using today’s slides

  26. Teaching Academics & Behaviors

  27. School Rules NO Food No Weapons NO Backpacks NO Drugs/Smoking NO Bullying

  28. STEP 4 – Develop Lesson Plans for Teaching SW Positive Expectations WKBK. Pgs.57-63 • Standard lesson plan for teaching each expectation • Schedule for presenting each lesson • Include positively stated examples for each setting • Consider how you will know if students understand the expectations and are using them in natural contexts • Approach in the same way you approach teaching academic skills

  29. Concrete examples of SW Expectations Looks Like? Sounds like? • What does Respect look like in the café? The hallway? The playground? On the bus? • What does Respect sound like in the cafe? The hallway? The playground? On the bus?

  30. The following worksheet provides a task analysis of the main steps involved in developing a teaching matrix for school-wide behavior expectations:from p. 60, SWPBS Workbook

  31. What does it look like? • Example – teaching expectations using examples and non-examples, giving students opportunities to practice. • Universals at one elementary school

  32. 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 • __________ Getting Started APPENDIX A

  33. 1. SOCIAL SKILL 2. NATURAL CONTEXT Expectations 3. BEHAVIOR EXAMPLES

  34. Behavioral Expectations and Skills Taught in Natural Context

  35. Establish Behavioral Expectations/Rules Teach Rules in the Context of Routines Prompt or Remind Students of Expected behavior Monitor Student's Behavior in the Natural Context

  36. Activity: Team work - Begin Step 4 • Draft a SW Teaching Matrix for your school • workbook 62, Yr 1 Products, Appendix A, Wiki, links doc for samples • Draft lesson plans for each setting using a standard lesson plan template.workbook 57-63; Appendix J on flashdrive, Wiki • Action Planning for Step 4: decisions on timeline for drafting lessons, brainstorming engaging ways to teach expectations, ways to engage students & families in teaching them, what/when to share with full staff use guiding questions on p. 61 in workbook • How are expectations currently taught and practiced for SW settings? • Draft a schedule for teaching throughout the year (goal of 2014-2015) • [General action planning templates, workbook 35, 38, 39, 40, also in Yr 1 Products; planning pages at end of TIC handout]

  37. STEP 5 – Develop Lesson Plans for Teaching Positive CW ExpectationsWorkbook p. 64 – guiding questions • #3: Teaching matrix, procedures, and schedules developed for teaching school-wide behavior expectations in typical classroom contexts and routines. • #8: Involvement by staff, students, and families in development • #9: Contextually/culturally appropriate (e.g., age, level, language) • #12: Agreement by >80% faculty and staff

  38. 1. SOCIAL SKILL 2. NATURAL CONTEXT 3. BEHAVIOR EXAMPLES

  39. Why do WE address classroom-wide? “When developing lesson plan for teaching classroom-wide behavior expectations, the school leadership team’s goal is to increase consistency between school-wide and classroom-wide expectations and procedures. However, individual teachers should fit examples, activities, etc. to the context of their individual classrooms, students, and routines.” Page 64, SWPBS Workbook

  40. Purpose of the Classroom-Wide (CW) Matrix and lesson plans Excerpt from p. 88, Classroom Mgt. Practices, SWPBS Workbook

  41. Activity: Team work - Step 4 & 5 • Continue with Step 4 work and/or • Begin Step 5: Draft a CW Teaching Matrix for your school • workbook 65, Yr 1 Products, Appendix A, questions 3, 8, 9, 12 on p. 64 • Discuss - How are expectations currently taught and practiced for CW expectations? • How might we effectively guide teachers to define and teach expectations that align with SW matrix and lessons? To what extent is this already in place, how do we know? NOTE – Classroom management practices will be part of December training session and other guidelines on p. 64 overlap other steps, so focus conversation today on the questions above for step 5 • [General action planning templates, workbook 35, 38, 39, 40, also in Yr 1 Products; planning pages at end of TIC handout] STOP @ 2:45

  42. School-wide • Leadership team • Behavior purpose statement • Set of positive expectations & behaviors • Procedures for teaching SW behaviors • Procedures for teaching CW expected behavior • Continuum of procedures for encouraging expected behavior • Continuum of procedures for discouraging rule violations • Procedures for on-going data-based monitoring & evaluation

  43. Revisit Objectives – How did we do? • Increase understanding of behavior principles, decide how/when to share with full staff • Create draft of School-wide Expectations Matrix and procedures to teach them (step 4) • Begin work on procedures for teaching classroom-wide expectations, how to communicate rationale to full staff (step 5)

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