PBIS: Building Team Cohort V - March 22, 2016

1. Welcome Back PBIS Building Team – Cohort VMarch 22, 2016 • Whole Group & Team Norms • Plus/Delta Incorporation • Team Updates - TIC

2. Classroom Systems: Recap of The Really Big Ideas • Referral System: Major v. Minor, DATA • A set of “best practices” exists for managing challenging behaviors • PBIS provides a framework for efficient and effective management- • Student, Staff & Data = System for Outcomes • Data help guide decision-making about behavior management at all levels

3. Major v. Minor • Minor – classroom / staff managed • Major – student support manages (counselor, paras, principal, school psych, sped, etc.) • If you build it they will come… • ODR is not a “Get out of Jail Free” card for Staff or Student • ODR is used for tracking and identifying Common and Special Causes. • Not a “referral for consequences” – (power relinquished) • Not an intervention – its documentation

4. Classroom Expectations – December- March Team TASKS Identify Perceived Barriers, then Create Action Plan to include how Team(s) will… • Communicate ideas to staff , • Creating supports & capacity across building Level (PRACTICE), 3. Evaluate effectiveness of action (DATA), and 4. Continue to monitor & support ADULT behavior (SYSTEM).

5. Teaching Compliance and Avoiding Escalations Acknowledgements & Credits: Revised from PBIS training developed by Flint Simonsen, Ph.D. • OSEP Center for Positive Behavioral Interventions and Supports (PBIS) http://pbis.org • Colvin, G. & Sugai, G. (1989). Managing Escalating Behavior (2nd ed.). Eugene, OR: Behavior Associates.

6. Acknowledgement • OSEP Center for Positive Behavioral Interventions and Supports (PBIS) http://pbis.org • Colvin, G. & Sugai, G. (1989). Managing Escalating Behavior (2nd ed.). Eugene, OR: Behavior Associates. • Adapted with permission of authors

7. OVERVIEW • What does non-compliance look like? • What does an escalation chain look like?

8. Purpose • Enhance our understanding of & ways of responding to escalating behavior sequences. • Student <=> Teacher • Teacher <=> Teacher • Teacher <=> Parent • Child <=> Parent • Teacher <=> Administrator • Etc., etc., etc….

9. Conflict Cycle Resource: Center for Effective Collaboration and Practice- Life Space Crisis Intervention. CECP.air.org

10. Assumptions • Noncompliant & escalated behaviors are learned. • Compliance & noncompliance require more than one person. • Escalations are shaped through successive interactions (practice).

12. 1. Calm • Student is cooperative. • Accepts corrective feedback. • Follows directions. • Sets personal goals. • Ignores distractions. • Accepts praise.

13. 2. Trigger • Student experiences a series of unresolved conflicts. • Repeated failures • Frequent corrections • Interpersonal conflicts • Timelines • Low rates of positive reinforcement • Student’s follow teacher’s model and correct student’s behaviors

14. 3. Agitation • Student exhibits increase in unfocused behavior. • Off-task • Frequent start/stop on tasks • Out of seat • Talking with others • Social withdrawal

15. 4. Acceleration • Student displays focused behavior. • Provocative (tries to engage someone) • High intensity • Threatening • Personal

16. 5. Peak • Student is “out of control” & displays most severe problem behavior. • Physical aggression • Property destruction • Self-injury • Escape/social withdrawal • Hyperventilation

17. 6. De-escalation • Student displays confusion but with decreases in severe behavior. • Social withdrawal • Denial • Blaming others • Minimization of problem

18. 7. Recovery • Student displays eagerness to engage in non-engagement activities. • Attempts to correct problem. • Unwillingness to participate in group activities. • Social withdrawal & sleep.

19. How do we gain student compliance? • Students must • Be fluent at the expected behavior. • Be taught the conditions under which the expected behavior is required. • Have multiple opportunities for high rates of successful academic & social engagement. • Receive or experience frequent & positive acknowledgments when expected behavior is exhibited. (continued)

20. How do we gain student compliance (continued)? • Staff must… • Have the student’s attention, before presenting the directive or making a request. • Give clear & specific directives that are stated positively. • Provide frequent & positive acknowledgments when expected behavior is exhibited. • Have established & taught consequence procedures for repeated noncompliance.

21. Molly’s Classroom Picture

22. REVIEW & SET UP for Part II 3-Minute “target student behavior” identified • Team to Identify ONE specific student to reflect on as we go into more details; • Person most knowledgable will BREIFLY share one example of student’s typical escalation cycle

23. Quick Break (then …. Take a brief BREAK (4 minutes to stretch, get refreshment & return to table group)

24. Behavior Management Ideas Pre-Arranged Angry Silent Pledge Behavioral Management

25. Escalating Behavior • What does escalating behavior look like?

26. Responding to Challenging Behavior • Think of your identified student how will you do the following? Write them down • Disengage as soon as noncompliant behavior is observed. • Focus attention of students who are appropriately engaged. • Reward/positives for students appropriately engaged. • Provide choice: reasonable alternatives for compliance behavior.

27. Responding to Challenging Behavior • Use explicit “If:then” statements for choice. • What choices are available for your student? • If you do…then… • If you complete your work you can… • If you continue to … then … • Follow established consequence procedures for compliance or non-compliance.

28. Responding to Escalations • Use process to understand student & teacher cycle and function of behavior. • Establish pre-correction procedures for next compliance opportunity based on functional assessment information.

29. Adult Escalates

30. Power Struggles

31. Pre-Corrections for: • Noises? • Out of seat? • Materials lost / don’t have? • Hand up – don’t know what to do? • Missed directions - Every time? • Problematic academic area • Special need: ADHD/ADD inattentive, Social-Emotional Disability, Autism, Health Impairment, etc… • How can they help you? • Special signal

32. Pre-Correction • What does your student need to be pre-corrected for? • How will you pre-correct? • The “Look” or “Facial Behavior Management”

34. Seven Stages Response Plan

35. Revisit Student • Identify what the behavior looks like at each of the seven stages for the student you chose • Each person writes their own answers for each section • Only write in the first column labeled observable student behavior • If you do not work directly with the student pair up with an elbow partner that does

36. Calm • Intervention is focused on prevention. • Arrange for high rates of successful academic & social engagements. • Well thought out / planned lessons • Use positive reinforcement. • Teach social skills. • Problem solving • Relaxation strategy • Self-management • Communicate positive expectations.

37. Trigger • Intervention is focused on prevention & redirection. • Remove from or modify problem context. • How might you modify assignments? • Change the context? (seat, table, partner, group) • Increase opportunities for success. • Appropriate assignments • Modified assignments • Jobs / Helper • Reinforce what has been taught • Behavioral & procedural expectations • Change STAFF behavior

38. Shane • Think about these questions when you watch this video. Be prepared to talk about them as a group and be ready to share out • What could the teacher have done differently? • What was the trigger? • What caused the escalation? • How could the teacher have positively engaged Shane when he knew that Shane was focused on doodling?

39. Agitation • Intervention is focused on reducing anxiety. • Make structural/environmental modifications. • Provide reasonable options & choices. • What can you live with? • What is most important? • When is it okay to say you don’t have to do this? • Involve in successful engagements.

40. Acceleration • Intervention is focused on safety. • Remember: • Escalations & self-control are inversely related. (more they escalate, the less control and vice versa) • Escalation is likely to run its course.

41. Acceleration • Remove all triggering & competing maintaining factors (recording, adult) • Follow crisis prevention procedures. • Establish & follow through with bottom line. • Disengage from student. • DON’T make it personal!!!!

42. Throttle is Stuck

43. Peak • Intervention is focused on safety. • Procedures like acceleration phase, except focus is on crisis intervention • Don’t take it personal!!!

44. De-escalation • Intervention is focused on removing excess attention. • Don’t nag. • Avoid blaming. • Don’t force apology. • Emphasize starting anew. Don’t take it personal!

45. Recovery • Follow through with consequences for problem behavior. • Positively reinforce any displays of appropriate behavior. • Intervention is focused on re-establishing routines activities.

46. Recovery • Debrief • Purpose of debrief is to facilitate transition back to program. • Debrief follows consequences for problem behavior. • Goal is to increase more appropriate behavior.

47. Recovery • Permission to re-group (seizure example) • Problem solving (when ready) example: • What did I do? • Why did I do it? • What could I have done instead? • What do I have to do next? • Can I do it? • What can the teacher do to help me? • How can I fix it with the X (teacher, student, para, principal, counselor, etc.)?

48. Pre-correct for Chronic Behaviors • Provide prompt in problem context before problem behavior occurs: • Go to problem context • Get attention of student • Provide pre-correction (reminder/opportunity to practice expected behavior) • Watch • Reinforce appropriate response

49. Response Plan (What If) • Develop a plan to: • Create consistency between staff • Understand the function of the behaviors • Provide a guide to substitutes and support staff

50. Response Plan