Coachin g School-Wide Positive Behavioral Interventions and Supports (SWPBIS)

1. Coaching School-Wide Positive Behavioral Interventions and Supports (SWPBIS) Northeast PBIS (NEPBIS) Coaches Training Coaching Day 3 INSERT TRAINER NAMES with support from Brandi Simonsen, Jen Freeman, Susannah Everett, & George Sugai

2. Advance Organizer • Introduction and Focus on Coaching Quick Review and Focus on Coaching Tier 1 • Coaching Self-Assessment and Reports Re-introduce Yourself and Your school • Advanced Skill Building In-Depth Understanding of Behavior • Preparation for Next Training Event

3. Main Coaching Objectives By the end of today’s meeting, you will be able to… • …Describe your role as a coach. • …Articulate the basic elements of SWPBS. • …Identify resources for SWPBS. • …Problem solve roadblocks in coaching • …Facilitate your team’s activities at the next SWPBS team training.

4. Training Expectations: RESPECT…

5. Tools! Coaching SWPBIS Workbook and Appendices nepbis.org pbis.org Evaluation Plan Action Plan

6. Activity:Coaches Please Enter Attendance • Coaches 1 min • Coaches, please login on nepbis.org, go to the coaches’ tab, and click on the Team Training Attendance Link. Follow prompts to enter team attendance.

7. Legend New Content Review Guidelines +Ex -Ex Activity Training Organization

8. Legend Section Header (I.A) Chapter Header (e.g., I)

9. Advance Organizer • Introduction and Focus on Coaching Quick Review and Focus on Coaching Tier 1 • Coaching Self-Assessment and Reports Re-introduce Yourself and Your school • Advanced Skill Building In-Depth Understanding of Behavior • Preparation for Next Training Event

10. Overview of Coaching in swpbis(Chapter i)

11. What roles do coaches play? • Team meetings • Activities at training events • Implementation • Local PBS expert • Positive “nag” • Link to resources (e.g., nepbis.org, www.pbis.org) • Share advanced content with team • Share information at faculty meetings I.A.ii

12. Basics of swpbis for coaches (Chapter Ii)

13. Critical Features of PBIS Supporting Culturally Equitable Social Competence & Academic Achievement OUTCOMES Supporting Culturally Knowledgeable Staff Behavior Supporting Culturally Valid Decision Making DATA SYSTEMS (Vincent, Randal, Cartledge, Tobin, & Swain-Bradway, 2011; Sugai, O’Keefe, & Fallon 2012 ab) PRACTICES Supporting Culturally Relevant Evidence-based Interventions I.C

14. GENERAL IMPLEMENTATION PROCESS Team Agreements Data-based Action Plan Evaluation Implementation I.C.iv

15. coaching team meetings(Chapter iII)

16. Facilitating Effective Team Meetings(see details in Coaches’ Workbook) • Be prepared and expect others to be as well • Begin on time by reviewing agenda and outcomes • Involve everyone • Use data to clearly and quickly define a problem before beginning problem solving • Create an action plan • At the end of the meeting debrief • After the meeting, electronically publish meeting minutes III.A.i

17. coaching PBIS in the classroom(Chapter iV)

18. Evidence-Based PBIS Practices in Classroom • Minimize crowding &distraction • Maximize structure & predictability • State, review, & reinforce positively stated expectations. • Provide more acknowledgementfor appropriate than inappropriate behaviors. • Maximize varied opportunities to respond. • Maximize active engagement. • Actively & continuously supervise. • Respondto inappropriate behaviors quickly, positively, & directly. • Establish multiple strategies for acknowledgingappropriate behavior. • Generally provide specific feedback for errors & corrects. IV.A.i

19. Coaching Individuals or Small Groups Use informal observations and teacher self assessments to gather data on the essential elements of classroom SWPBIS Provide feedback for teachers on all essential elements of classroom SWPBIS Provide positive feedback to teachers on elements and systems that are already in place before giving feedback on changes that need to be made Take a problem solving approach, and listen to teacher concerns and reported barriers to implementation. Connect teachers who need support with teachers who are successfully implementing SWPBIS systems Provide technical assistance to teachers for data collection and interpretation Focus on Tier one classroom systems before developing tier 2 or 3 interventions Guidelines for Coaching PBIS in the Classroom

20. Developing Systems of Support Facilitate communication between the school based team and individual teachers Fade direct teacher support by facilitating connections between the building team members and teaching staff Work with building administration to facilitate networks of teachers working on implementing similar strategies Provide teachers with self monitoring tools and supports Use technology to share information and facilitate teacher communications within and across schools Work with building administrators to develop supports for teacher-to-teacher observations and mentoring Develop specific classroom support systems for new teachers Guidelines for Coaching PBIS in the Classroom

21. coaching PBIS in non-classroom Settings(Chapter V)

22. Essential SWPBIS Components in Non-Classroom Settings • Positive expectations and routines taught and encouraged • Active supervision by all staff (scan, move, interact) • Pre-corrections and reminders • Positive reinforcement V.A.i

23. Coaching Individuals or Small Groups Use informal observations and teacher self assessments to gather data on the essential elements of non-classroom SWPBIS Provide feedback for teachers on all essential elements of non-classroom SWPBIS Provide positive feedback to teachers on elements and systems that are already in place before giving feedback on changes that need to be made Take a problem solving approach, and listen to teacher concerns and reported barriers to implementation. Connect teachers who need support with teachers who are successfully implementing SWPBIS systems Guidelines for Coaching PBIS in Non-Classroom Settings

24. Developing Systems of Support Provide technical assistance to teachers for data collection and interpretation Focus on Tier one non-classroom systems before developing tier 2 or 3 interventions Facilitate communication between the school based team and individual teachers Fade direct teacher support by facilitating connections between the building team members and teaching staff Work with building administration to facilitate networks of teachers working on implementing similar strategies Provide teachers with self monitoring tools and supports Develop specific non-classroom support systems for new teachers Guidelines for Coaching PBIS in Non-Classroom Settings

25. Advance Organizer • Introduction and Focus on Coaching Quick Review and Focus on Coaching Tier 1 • Coaching Self-Assessment and Reports Re-introduce Yourself and Your school • Advanced Skill Building In-Depth Understanding of Behavior • Preparation for Next Training Event

26. Activity:Coaching Self-Assessment • Review and Update Coaching Self-Assessment • Develop an Action Plan to address areas for growth from your self assessment • Present 1-2 “strengths” and 1-2 “concerns or challenges” (1 min. reports) • Work individually (or with partner coach) for 15 min

27. A reminder you’ll see throughoutto help us remember the role. Coach

28. Coach Coaching Reports(+ orΔ) • 1-2 Details to introduce yourself • 1-2 Strengths • (with respect to coaching) • 1-2 Concerns or challenges • (with respect to coaching)

29. Advance Organizer • Introduction and Focus on Coaching Quick Review and Focus on Coaching Tier 1 • Coaching Self-Assessment and Reports Re-introduce Yourself and Your school • Advanced Skill Building In-Depth Understanding of Behavior • Preparation for Next Training Event

30. Building an Advanced Understanding of Behavior A B C

31. Applied Behavior Analysis (ABA) Three major dimensions ABA: • Applied: socially important problems • Behavior: observable and measurable • Analytic: believable demonstration of effect Based on Baer, Wolf, & Risley (1968)

32. Antecedent Behavior Consequence The Three Term Contingency

33. The Three Term Contingency • Antecedent: • Behavior: • Consequence: 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” Alberto & Troutman (2006)

34. 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 the likelihood of future occurrences of that behavior

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

36. “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.

37. Breakdown of Example: Jake • Antecedent(SD): • Behavior(s): • Consequence: • Action(+ or -): • Effect( or ): • So it is: 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

38. “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).

39. Breakdown of Example: Brian • Antecedent(SD): • Behavior(s): • Consequence: • Action(+ or -): • Effect( or ): • So it is: 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

40. Antecedent Behavior Consequence Introducing Setting Events Setting Events

41. Setting Events A B C • A setting event is an antecedent condition or event that temporarily alters the value of the consequence of a behavior. • Timing • Setting @ same time SE SE hours or days before SD SAME Different

42. Examples of Setting Events • Lack of sleep decreases value of getting to school on time, increases value of going to Starbucks • Lack of breakfast increases value of getting sent to office (by vending machines) for failing to follow directions. • Having a fight with boyfriend decreases value of listening to lecture. • Getting >50% of problem wrong decreases value of starting new worksheets.

43. More about Setting Events • Setting events may be environmental, physiological, or social • Setting events help explain variations in behavior

44. “Penelope” During transitions, Penny will make inappropriate comments, make noises, and touch others. When she engages in these behaviors, her peers scream at her (i.e., they give her attention). She is more likely to engage in these behaviors following periods of time with limited attention (e.g., following independent seat work).

45. Breakdown of Example: Penny During transitions • Antecedent(SD): • Behavior(s): • Consequence: • Action(+ or -): • Effect( or ): • So it is: • Was there a Setting Event? Penny will make inappropriate comments, noises, and touch her peers scream at her peers scream at her (i.e., they give her attention) She is more likely… (i.e., it continues) Positive reinforcement periods of time with limited attention

46. “Sally” When Sally is given a demand or request, she is occasionally engages in physically aggressive behavior (rapidly alternating between hitting, biting, hair pulling, kicking). When Sally engages in physical aggression, she is able to avoid complying. She is most likely to engage in aggressive behavior on days when she is physically uncomfortable (i.e., experiencing pain or when she’s not clean).

47. Breakdown of Example: Sally When Sally is given a demand or request • Antecedent(SD): • Behavior(s): • Consequence: • Action(+ or -): • Effect( or ): • So it is: • Was there a Setting Event? she engages in physically aggressive behavior she is able to avoid complying avoid complying (i.e., demand is “removed”) She is most likely…(it continues) Negative reinforcement most likely…when she is physically uncomfortable

48. Coach TAKE AWAY MESSAGE You only know if a consequence is reinforcing or punishing by looking at the effect on future behavior.

49. Advanced Skill Building:Understanding FunctionNow let’s review the content from team training and see if our enhanced understanding helps us better understand the function piece!

50. Understanding mechanism (Function) matters!