Team Approach to School-Wide Behavior Support -Training Modules-

1. Team Approach toSchool-Wide Behavior Support -Training Modules- Module 5 Anna D. Diaz Associate Superintendent Orange County Public Schools OCPS Means Success!

2. Orange County Public SchoolsStrategic PlanDrafted June 2007 • VISION: TO BE THE TOP PRODUCER OF SUCCESSFUL STUDENTS IN THE NATION • MISSION: TO LEAD OUR STUDENTS TO SUCCESS WITH THE SUPPORT AND INVOLVEMENT OF FAMILIES AND THE COMMUNITY • Intense Focus on Student Achievement • High-performing and Dedicated Team • Safe Learning and Working Environment • Efficient Operations • Sustained Community Engagement

3. Training Modules in Review Module 1: Teamwork, Needs-Assessment, and Systems Change Module 2: Using Data to Inform School-wide Planning at Tier 1 Module 3: School-wide Expectations and Problem Solving Steps Module 4: Essentials of Progress Monitoring and Decision Rules Module 5: Focus on Positive Reinforcement Systems Module 6: Targeted Tier 2 Interventions for Non-Responders Module 7: Strategies for Success and Planning for 2009-2010 OCPS - Applying Research to Practice!

4. Last Module: Module 4 Progress Monitoring & Decision Rules

5. Module 5:Focus on Positive Reinforcement SystemsOrange County Public Schools2008-09 OCPS - Applying Research to Practice!

6. Big Ideas • Educational leaders must strive to lead and support the development of sustainable and positive school climates. • The goal is to establish host environments that support adoption and sustained use of evidence-based practices. (Zins & Ponte, 1990)

7. Positive School Climate • Academic engagement and achievement are maximized. • Rates of rule violating behavior are minimized. • Acts of respectful and responsible behaviors are encouraged. • School functions are more efficient, effective, and relevant. • Supports for students with disabilities and those placed at risk of educational failure are improved.

8. Risk Factors: Home Language Acquisition and the Effects of Poverty • Children in homes of professionals hear 4 million words per year. • Children in poverty hear 250,000 words per year. (Hart & Risely 1995) OCPS - Applying Research to Practice!

9. Risk Factors: Home Affirmative Statements and the Effects of Poverty • Professional--30 per hour • Working Class--15 per hour • Poverty--6 per hour, along with twice as many prohibitive statements (Hart & Risely 1995) OCPS - Applying Research to Practice!

10. Risk Factors: Home Common patterns found in homes of children at-risk for anti-social behavior: • Inconsistent discipline • Punitive management • Lack of monitoring OCPS - Applying Research to Practice!

11. Risk Factors: Community • Students are left out or rejected by peers early on due to social skills deficits. • Some are awarded social status as peers watch them push teachers' buttons, act as bullies, cause disruptions, etc. • Kids who are most at-risk/anti-social find each other and form "alliances." (Biglam 1995) OCPS - Applying Research to Practice!

12. Risk Factors: School • Punitive disciplinary approaches • Lack of clarity about rules, expectations, and consequences • Lack of support • Failure to consider and accommodate individual differences • Academic failure (Mayer 1995) OCPS - Applying Research to Practice!

13. RiskFactors: Disability Cognitive, learning, physiological and/or emotional disabilities often impact behavior through: • Social skill deficits. • Communication and perception challenges. • Difficulty generalizing skills and knowledge. • Reluctance or inability to comply with social norms. • Resistance to environmental expectations. OCPS - Applying Research to Practice!

14. Proactive Durable, Systemic Change Teach Expectations Focus on Prevention Continuum of Academic and Social Support Behavior Support Reactive Zero Tolerance Focus on Consequences Focus on Correction Encourage Alternative Placements Crisis Management Proactive Vs. Reactive Approaches OCPS - Applying Research to Practice!

15. What Are Typical Responses to Problem Behavior? Student Specific • Increase monitoring • Re-review rules & sanctions • Extend aversive consequences • Focus on punishments • Bottom line approaches such as zero tolerance. OCPS - Applying Research to Practice!

16. What Are Typical Responses to Problem Behavior? Systems Level • Security guards, dress codes, metal detectors, video cameras • Suspension/expulsion • Exclusionary options OCPS - Applying Research to Practice!

17. Typical Responses Are Inefficient • Foster environments of external control. • Reinforce antisocial behavior. • Shift accountability away from school. • Weaken the relationship between academics and behavior. • Devalue adult:child relationships. Because They… OCPS - Applying Research to Practice!

18. What Should We Do Instead? 2001 Surgeon General’s Report: • Break up antisocial networks • Increase academic success • Create positive school climates • Adopt primary prevention agenda Children’s mental health link: www.surgeongeneral.gov. OCPS - Applying Research to Practice!

19. Developmental Realities • External control precedes internal control. • Children need years of external control before internal control takes over. • In many elementary students, you may not see true “internal” effects. OCPS - Applying Research to Practice!

20. Intrinsic or Extrinsic Motivation?

21. Areas of Motivation • Belonging • Reinforcers from others • Collaborative groups • Classroom meeting • School/class spirit activities • Conflict resolution • Peer buddies • Fun • Humor • Intermittent unexpected reinforcers • Field trips/special days • Art/Music/P.E. • Access to desired activities • Freedom • Choices • Free time opportunities for all • Contingent access earned • Movement opportunities • Time away options • Empowerment • Social recognition • Privileges • Shared controls • Jobs and responsibilities • Negotiation opportunities OCPS - Applying Research to Practice!

22. What does the research indicate? • Intrinsic motivation is affected by: • The interest value of the task • The student’s relationship with the teacher • Student’s will come to “depend” on extrinsic motivation if it is: • Too predictable • Withdrawn without fading OCPS - Applying Research to Practice!

23. What else does the research indicate? • Extrinsic rewards are valuable during acquisition • Praise and acknowledge • “trying” • “risk taking” • Extrinsic rewards are valuable during fluency building • Practice is sometimes boring! OCPS - Applying Research to Practice!

24. Are Rewards Dangerous ? Common Concerns: • Why should children be rewarded for doing what they’re supposed to do? • Praise doesn’t feel natural. It feels manipulative. • Tangible rewards are like bribing. • Students will come to depend on tangible rewards. • Rewards should be for special achievements. • Do students in Middle and High School still need rewards? OCPS - Applying Research to Practice!

25. Behavior Theory & Motivation Reaching the Summit of Mt. Everest! • We do something to get some outcome (positive reinforcement) or • We do something to avoid some outcome (negative reinforcement) OCPS - Applying Research to Practice!

26. What we know from Social Learning Theory …. • Behavior is learned (we observe and imitate models). • Once learned, behavior is maintained if reinforced – or extinguished if the individual is punished or fails to earn expected reward. • Behaviors are shaped by interaction with models for behavior and influenced by attractiveness of models. Sources: Gottfredson, D. C. (1982, 1990); Bandura (1971, 1977); Akers, Krohn, Lanza-Kaduce, & Radosevich (1979); Hindenlang (1973); Hirshchi (1969) OCPS - Applying Research to Practice!

27. Our behavioral goal for students • Our goal for students is to have them be able to self-manage their own behavior • If the desired behavior is not currently functional for them, how will we accomplish that? • “what, I’m supposed to give them “bronco-bucks for the rest of their lives???” OCPS - Applying Research to Practice!

28. RANGE ofREINFORCEMENT Diana Browning Wright, Diagnostic Center, California INTRINSIC Self Praise, self “satisfaction” PRAISE from ADULTS *Parent *Teachers *Staff *Peers SOCIAL STATUS/RECOGNITION from Peers or Adults PRIVILEGES Choice making, sense of “power” CONTINGENT ACCESS Premack Principle, Preferred activities-Free time CLOSURE Completing a task or list (compulsive features) TANGIBLES Money, stickers, toys, comics… PRIMARY Edibles, Physiological Response (Pacing, rocking)

29. Brain Reward Centers • Early adolescents show fewer reward signals in the brain to stimuli, meaning that the intensity of rewards must be higher for early adolescents to feel rewarded. OCPS - Applying Research to Practice!

30. Moving from ‘Bronco-bucks’ to more natural reinforcers • Specificity: what did they do right? • Pairing the artificial with the intermediate, but more natural: “Thank you for _________! I’m proud of you and…” Adult attention. • One step further – every time! “…and you should be proud of yourself! You showed a lot of character!” OCPS - Applying Research to Practice!

31. Behavioral Support Assumptions • Most school behaviors are learned. • Most school problem behaviors are learning errors • Get the student what they want or need • Get the student out of what they don’t want to do • Has a communicative intent • Effective instruction is one of your best methods for managing both academic and social behavior

32. Implementing a School-wide Reward System • The system should be school wide (for all children). • Recognition should (in most cases) be public in order to serve as a model for others. • Use recognition and rewards that students want. • Reward teachers as well! • Increase reinforcement before difficult times. • Re-teach behaviors if things don’t go well. • Deliver rewards unpredictably (“You never know when you might get a surprise!”) OCPS - Applying Research to Practice!

33. Paired With Supportive Systems • Positive expectations and routines are taught and encouraged. • Active supervision by all staff. • Scan, move, interact • Pre-corrections and reminders. • Positive reinforcement contingent on desired behavior. OCPS - Applying Research to Practice!

34. Positive Behavior is Acknowledged • What this looks like… • Ratio of at least 4 positives to 1 correction/negative (4:1 Ratio) • Positive adult attention is an extremely powerful instructional strategy • Immediate and contingent on specific behavior • Continuous to intermittent • Celebrate successes as a method of reinforcing staff behavior

35. Here’s a Thought…. If a behavior is important enough to require a rule/expectation and correction in cases of error… Isn’t it important enough to acknowledge the positive expression of the behavior? OCPS - Applying Research to Practice!

36. SPIRIT of the Wolf We Are… Safe Respectful Responsible Wolf Pack Pact

37. Wolf Pack Matrix

38. Issued By: _____________ Date: ______ Recipient Name: ____________________ Behavior: RESPONSIBILITY SAFETY RESPECT Teacher Name: _____________________ Spirit of the Wolf We Caught You Being Good! £ Responsibility £ Safety £ Respect Paws Awards

39. Positive Acknowledgements Paws Awardscan be used like tokens. Students accumulate and then exchange them at a later time for privileges/items. • admittance to special events • discounted school supplies • computer time • teacher helper time • privilege to choose special seat (or “rent” the teacher’s chair) • permission to choose the story/song, line leader...

40. Additional Reward Ideas Pencils, stickers, rulers and other school supplies, books, backpacks, line leader, 1st in line for lunch, extra five minutes of recess, bag of chips, pop, movie passes, Blockbuster card, Skate City, lunch at a restaurant, $25.00 gift certificate to Walmart, Target, Tinsel Town, bowling, student ribbon (or other identifying item to indicate good behavior), lunch with the principal or a special guest.

41. Developing a Reinforcement and Reward Plan Decide on key operational factors: • When and how will tokens be distributed? • Where will the tokens be turned in? • What “back-up” incentives will be used? • How and where will you obtain back-up rewards? • When and where will drawings for backup incentives occur? • Who will conduct the drawings • When will you review if the system is working? OCPS - Applying Research to Practice!

42. Encouraging Expected Behaviors Via Positive Reinforcement Over time, reinforcement moves from: • Tangible to social • External to internal • Frequent to infrequent • Predictable to unpredictable OCPS - Applying Research to Practice!

43. Implications for Schools • Build a culture and climate that promotes membership and community. • Experiences that socially bond the student to a group engaged in overall appropriate behavior patterns are essential to the establishment and maintenance of prosocial behavior patterns in that student. • This bonding gives the student something to lose when engaging in unacceptable behavior (his/her friends won’t like them, etc.) • Social bonding (being part of the community and it’s standards of conduct) tends to restrain problem behavior by increasing the cost of engaging in it. Gottfredson, D. C. (1990). Changing school structures to benefit high-risk youths OCPS - Applying Research to Practice!

44. Guiding Principles Guiding Principles of PBS: • All students are valuable and deserve respect. • All students can be taught to demonstrate appropriate behavior. • Punishment does not work to change behavior over the long run. • School climate is a shared responsibility among administrators, teachers, staff, students and families.

45. Guiding Principles: • School personnel must be willing to examine their own behavior as students are taught to change theirs. • Cultural differences exist and need to be understood. • Positive relationships between students and adults are key to student success.

46. Thanks!