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PEJE Diverse Learners CoP: Positive Behavioral Support Facilitator: Donna Lupatkin Guest: Rona Novick, PhD Hidden Sparks Date: February 11, 2008. Remember to mute your phone by pressing *1. Press *1 again, when you would like to speak.
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PEJE Diverse Learners CoP: Positive Behavioral Support Facilitator:Donna Lupatkin Guest:Rona Novick, PhD Hidden Sparks Date: February 11, 2008
Remember to mute your phone by pressing *1. Press *1 again, when you would like to speak. Do not use your phone HOLD or mute button. If you do, your music will be broadcast to all of us on the call. Etiquette
Welcome and Introductions Setting the Context Introduction to Positive Behavior Support Expectations Understanding Behavior Translating Ideas into Practice Next Steps Agenda
Our guest for the call is Rona Novick, PhD. Rona is an Associate Professor in the Azrieli Graduate School of Jewish Education and Administration at Yeshiva University and Clinical Professor of Child Psychology at Albert Einstein College of Medicine. Dr. Novick also serves as a senior mentor for the Hidden Sparks program, providing consultation to Day Schools and Yeshivas. Dr. Novick received her PhD from Rutgers University and completed her doctoral internship at Beth Israel Medical Center in New York. She developed the Alliance for School Mental Health at North-Shore Long Island Jewish Medical Center and served as its director for eight years, authoring the BRAVE bully prevention program for schools. She is recognized for her expertise in behavior management and child behavior therapy and has published scholarly articles on school applications of behavior management, children and trauma and bully prevention in schools. She is the author of a book for parents: Helping Your Child Make Friends, and editor of the book series Kids Don’t Come With Instruction Manuals. Introducing our Guest
Principal of Yeshiva ABC asked for workshop for teachers on classroom management. Instead, I offered to survey teachers for what was challenging for them. At workshop, gave teachers feedback of what they said was critical – not knowing how to manage students, use of negatives rather than positives, belief that school di d not allow/recommend praise. Result was group of teachers who agreed to meet to create initiative to move forward. I facilitated initial discussion and gave resources on PBIS. By September, school had created a behavioral code of conduct, explaining expectations for their students. A Case Study:Imagine the Possibilities
What do you see as the benefits of supporting students’ positive behavior in your setting? Students are looking for attention when given negative attention Self perpetual cycle of negative behavior if not positive behavior. When we reinforce positive, students see themselves in a positive way Reflecting What do you see as the costs of NOT supporting positive behavior in your setting? • Are there costs involved with moving forward?
Your thoughts: Things don’t change overnight – there are small changes. Change takes time and we need to be patient. Implications for working with families The teachers only have so much energy to make the changes. Teacher change takes a lot of work. Teachers will need some professional development and support. Are there costs involved with moving forward?
The positive in PBS does not require expensive, meaningless, or constant rewards for students. Positive behavior supports entails a pro-active approach to have a positive effect on behavior – through an array of interventions tailored for the school and student PBS is enhanced through the creation of environments where consequences (both positive and negative) are meaningful and make sense Positive = Reward
Focus on student as the problem Reactive in nature Focus form of behavior Separation between instruction and behavior Oriented toward short-term changes Punishment without a school-wide positive support system results in increased aggression, vandalism, truancy, dropouts (Mayer & Sulzer-Azaroff, 1999) Traditional Discipline Strategies
Collaborative process Proactive Educative Focuses on function of behavior Aim is to build learning environments in which positivebehavior is more effective (functional) than problembehavior. (Think of the behavioral economy.) How is PBS Different from the Traditional Approach?
Some students need more support than others Embedding certain supports in the school allow a large percentage of students to succeed Allows for the most positive change with the smallest effort Guiding Principles
Designing a Comprehensive PBS System CONTINUUM OF SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT Adapted from the Center for Positive Behavior Interventions and Supports (2002)
Before focus on tools – consider the areas of greatest need, difficulty in your setting Would teachers, students, administrators and parents have different answers? What indicators (data) do you have to suggest that these areas are problematic? Assess Your Setting
Your Thoughts: Middle school boys – teachers do not know how to handle them Students (girls) have trouble accepting limits, even those who are non threatening Challenging boundaries between students Problematic Areas
What are the expectations in your school? How were they developed? How are they communicated? How are they TAUGHT? How are students acknowledged when they meet expectations? Discussion: What do you Expect?
There is always room for improvement Your Ideas
Once you have developed school, class or individually based expectations . . . You must SHARE them with all involved AND YOU MUST TEACH THEM! Expecting is Never Enough
Teachers need to address behavior in class and beyond class settings If they are “banned” or feel uncomfortable using positive approaches . . . They will be left with no choice but to punish This contributes to a negative cycle with no benefits for either students or teachers Without Positives—Your Staff is Negative
T/M Behavior plans should focus on extinguishing problem behaviors in order to be most effective T/M Behavior is functional, (often communicative) ,purposeful, and meaningful for the person exhibiting it T/M Children usually know what’s expected of them; they just choose not to do it T/M Behavior changes as people mature and develop new competencies T/M Problem behavior is often a result of temperament, or a child’s innate limitations or disability. T/M Problem behaviors are caused by a child’s upbringing T/M Behavior is affected by factors outside its immediate context T/M Labeling behavior as manipulative or aggressive is useful in designing behavior interventions T/M When developing a behavior plan, family involvement is usually not necessary, unless behaviors at school are extreme Truth or Myth Activity
is functional, understandable and predictable. is malleable. occurs within an environmental context. is learned. can be taught/affected by changing aspects of the environment. Human Behavior….
Behaviors occur because they are signaledby an event in the environment (antecedent) and reinforced by consequences Behaviors that lead to satisfying outcomes are likely to be repeated; behaviors that lead to undesired outcomes are less likely to be repeated Behavior Principles
To communicate their wants and needs It pays off To avoid something To get something Sometimes why a child initially misbehaved is different than why a child continues to misbehave Why Do Some Children Misbehave?
Understanding the function of behavior is the first step in changing the behavior Understanding comes from repeated observation of: A – Antecedent (stimulus/trigger before the behavior) B – Behavior (the observable and measurable act) C – Consequence (occurrence after the behavior that serves to maintain or increase frequency of behavior) The ABC’s of Behavior
May happen in or out of the classroom Conditions that increase the likelihood that behavior will occur Oversleeping Medication or lack of medication No breakfast Conflict with… Antecedents – Slow Triggers
Examples: Changes to regularly scheduled events due to holiday programs, fire drills etc… Teasing/sarcasm/threats Challenged by other May be consistent Special Assembly Days May be unique to one situation Field trip to the zoo Antecedents - Fast Triggers
What is the pay-off? What does the student get? What does the student avoid? Discussion: What is the Consequence of the Behavior
Middle school boys- love to get a laugh, and once they get the teacher to laugh it is a real payoff Because of the laugh (the payoff), you might avoided getting made fun of, getting in trouble, having to do the academic task Power struggle – ability to do it on own terms Your Ideas
Behavior is affected by its consequences Behavior is strengthened/maintained by reinforcement Adam correctly completes his assignments. He is allowed extra time on the computer. Behavior is weakened by withholding consequences (usually social) that have maintained it Rina constantly taps her pencil to get the teacher’s attention. Instead of scolding her, teacher gives positive attention to another student sitting quietly. Behavior can also be strengthened, weakened, or maintained by modeling Jenny’s mom says “thank you” every time she is served in a restaurant. Jenny says “thank you” every time she is served lunch at school. Behavior Principles: Consequences
To support positive behavior change in students follow these 5 steps Tell what the problem is – describe behavior Explain the function, what does student get or get away from Appropriate, alternative – what do you want to see Cultivate the appropriate – how will you grow the new behavior How did your plan work? What adjustments are necessary? Teaching to T-E-A-C-H
Re-teach the expectations/rules Change seating arrangements Conference with parent and/or student Peer mediation Student contracts Provide choices Remove tempting items Strategies for Handling Behavior Challenges
How can I bring this model into my school? What changes to the program would it involve? What kind of staff training would I need? What kind of expenses would I incur? Using the Model
If a student is not managing the curriculum, it may indicate an adult “failure” to teach in a way that the student can benefit. When a student is not managing behavioral expectations, it may indicate our “failure” to teach expectations thoroughly and effectively. What is our Responsibility?
Next Steps What is one change I’m prepared to/interested in making?
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March 17, 2008- Second Language Development-Teaching Hebrew to the Diverse Learner-Measures and Evaluation-Dr. Scott Goldberg from Yeshiva University May 5, 2008-TBA June –date and topic TBA Note: All of the calls will be on a Monday at 4:00 EST Future Conference Calls
We thank Hidden Sparks for their generous support of our CoP Stay tuned for information about the PEJE Assembly, Boston, April 6-8, 2008 (Hope to see you there!)
