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Mary Margaret Kerr and Michael Valenti University of Pittsburgh

“Why didn’t you ask me ?” Engaging all staff members in the development of behavioral expectations and consequences. Mary Margaret Kerr and Michael Valenti University of Pittsburgh School-Based Behavioral Health Program. Setting Behavioral Expectations .

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Mary Margaret Kerr and Michael Valenti University of Pittsburgh

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  1. “Why didn’t you ask me?” Engaging all staff members in the development of behavioral expectations and consequences Mary Margaret Kerr and Michael Valenti University of Pittsburgh School-Based Behavioral Health Program

  2. Setting Behavioral Expectations • What happens when schools don’t have consistent behavioral standards? • Please turn to page 2

  3. Agreement and Consistency • More students will behave appropriately if staff members clearly define appropriate behaviors and consequences (Horner, Todd, Lewis-Palmer, Irvin, Sugai and Boland, 2004). • If involved from the beginning, school staff members are more likely to apply consistent behavioral standards.

  4. The PBIS Model requires that 80% of staff agree to implement the model, but. . . How do you measure 80% agreement prior to implementation? How do you ensure that everyone has been invited to participate?

  5. A top-down approach • Principal convenes a committee with select staff • The new initiative is explained • Staff are asked to comment and sign up

  6. Finding Out What Staff Want really Let’s examine three methods. Please turn to page 4.

  7. Designing your Survey • Will questions ask about rules or problem behaviors? • How will you word the questions about consequences? • Do you want open-ended questions as well? • Page 5.

  8. Intensity Levels? These determine the order in which your survey items appear. To view a sample survey, please turn to page 19.

  9. Conducting your survey • Explaining the survey • Anonymity assurances • Time expectations • “Help-desk” questions • Reminders • Group vs. individual administration

  10. Analyzing the Survey Data Preparing for the staff discussion. Please turn to page 8.

  11. Decision Rules • Create a decision rule before the meeting. • Example • Ignore behaviors with ratings of two or less • Include behaviors with ratings of four or more • Discuss behaviors with ratings between two and four? • Review the following slide. How would you facilitate a discussion of these data?

  12. Finding the themes Creating your “behavioral motto.” Please turn to page 9.

  13. Getting to the rules

  14. Creating a Behavioral Matrix Settings Rules Expectations

  15. Exploring the Data on Consequences • The “actual” hierarchy • Intervention acceptability • Staff awareness of interventions

  16. Selecting Consequences Use the data to decide. Please turn to page 12.

  17. Creating a Response Matrix Consequences and Responses Intensity Levels

  18. Re-surveying to capture changes

  19. For more information • Mary Margaret Kerr and Michael Valenti • mmkerr@pitt.edu/mwv1@pitt.edu • 412-648-7205 • Psychology in Education Department • University of Pittsburgh • 5939 Posvar Hall • 230 South Bouquet Street • Pittsburgh, PA 15260

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