Schoolwide Positive Behavior Support

1. Schoolwide Positive Behavior Support

2. TimelineSome Highlights Early 1990s: Developed by researchers at the Universities of Oregon and Iowa (Sugai, Horner, Lewis, Knoster, Walker) 1997: PBS strategies supported in IDEA 2001: SSWs in Dearborn begin conversations about PBS 2004: IDEA emphasizes implementation of positive behavior supports 2006: Michigan Department of Education adopts policy that each school district is to implement schoolwide PBS Fall 2006: River Oaks begins using Second Step program 2008-2009: Dearborn subcommittee examines process for implementing schoolwide PBS 2009: O.L. Smith begins implementation of schoolwide PBS

3. Designing School-Wide Systems for Student Success Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive 1-5% 1-5% 5-10% 5-10% 80-90% 80-90% Schoolwide Positive Behavior Supports (PBS) Response to Intervention (RTI)

4. School-wide PBS Interventions occur throughout the school environment by: • building positive relationships • creating routines • teaching skills, rules and expectations • identifying replacement behaviors for those which interfere with learning • making problem behavior less effective, efficient and relevant • making the desired behavior more functional and adaptive

6. Tier 1 ALL • Used for 100% of students, effective for 80% • Teach schoolwide positive behavior expectations and procedures • Positive reinforcement for all students • Consistent consequences for problem behaviors • Effective procedures and supervision in non-classroom areas • Effective instruction and classroom management

7. Tier 2 Some • About 10-15% of students will require Tier 2 interventions • Targeted social skills instruction • Check in/Check out system • School-based mentors • Newcomers Club • Simple Behavior Plans • Increased academic support • Alternatives to suspension

8. Tier 3 Few • About 1-5% of students will require Tier 3 interventions • Intensive Functional Behavior Assessment • Intensive, individualized Behavior Plans • Parent collaboration and education • Collaboration with student’s physician or mental health professional • Intensive academic support

9. Differences between Tier 2 and 3

11. Understanding the problem

12. Key to Understanding the Problem: DATA

13. Data determines whether a student should receive a Tier 2 or Tier 3 intervention

14. Identifying Students in Need

15. Tier 2 Interventions • Targeted social skills instruction • School-based mentors • Newcomers club • Increased academic support • Alternatives to suspension • Targeted Consequences: Restitution Options; Recovery/Responsibility Room

17. Check In/Check Out C:\Documents and Settings\milburg\My Documents\Gail's Stuff\Trainings and ISTs\PBS 11-09\point_sheet_template.doc C:\Documents and Settings\milburg\My Documents\Gail's Stuff\Trainings and ISTs\PBS 11-09\pbs_daily.xls C:\Documents and Settings\milburg\My Documents\Gail's Stuff\Trainings and ISTs\PBS 11-09\pbs_weekly_sheet.xls C:\Documents and Settings\milburg\My Documents\Gail's Stuff\Trainings and ISTs\PBS 11-09\sample_cico.xls

18. Home/School Behavior Plan C:\Documents and Settings\milburg\My Documents\Gail's Stuff\Trainings and ISTs\PBS 11-09\home_and_school_behavior_form.doc

19. Simple Functional Assessment and Simple Behavior Plan C:\Documents and Settings\milburg\My Documents\FBA and BIP forms and procedures\FBA Template-Simple rev 3-08.dot ..\..\..\FBA and BIP forms and procedures\BIP Form Template rev 3-08.dot

20. Descriptions of Problem Behavior

21. Other Data Collection Measures Make sure you are gathering the right information

22. Tracking only total frequency per day

23. An example of Scatterplot Assessment Form One Behavior Observed or Not Observed

24. Collecting ABC InformationTraditional FBA Data Collection Antecedent Behavior Consequence What happens BEFORE When doesn’t happen Where doesn’t happen With whom doesn’t happen Under what conditions doesn’t happen What happens AFTER Clues to Function What happens DURING

25. ABC CHART Student: __________________________________ Date: _______________________________ Simple ABC Chart ABC charting gives most information about the behavior but is time consuming

27. NOTES: This form created by: Kelly Dunlap, Psy.S., School Psychologist/Positive Behavior Support Consultant

29. It’s important to have all the information before moving forward

30. Sample FBA Summary

31. Developing Hypotheses • One’s best guess / explanation of how the antecedents / consequences affect the behavior. • An approach for narrowing the field of possible influences until eventually the governing variables are identified. • VARIABLES ASSOCIATED WITH THE PROBLEM

32. Simple vs. Intensive FBA/BIP

33. Tier 3 Interventions • Intensive Functional Behavior Assessment • Intensive, individualized Behavior Plans • Parent collaboration and education • Collaboration with student’s physician or mental health professional • Intensive academic support

34. Tier 3 BIP Components

35. Prevention Strategies

36. Teaching Replacement Behaviors

37. Examples of Replacement Behaviors How to solve a problem with your teacher respectfully, without exploding How to ask for “help” or for permission from your teacher in general education How to identify your rising agitation and ask for a “break” How to let an annoying peer know they are bothering you How to greet the bus driver appropriately How to self-monitor behavior

38. Positive Reinforcement Strategies

39. Non-RestrictivePlanned Consequences

40. Take a Break

41. Correct Behavior UsingPositive Practice

42. Planned Consequences • Simple Corrections / Precision requests • Positive Practice – “Try it the right way.” • Restitution – • Teach students to take responsibility for their actions • Think sheets • Social restitution • Community/school service • Privilege Loss

43. In-Class Time-Out Consequence for rule breaking Establish & teach procedures Keep it brief - keep instruction moving Make it boring – minimize attention & talk Think sheets

44. Moderately Restrictive Techniques

45. Exclusionary Time-Out

46. Send-Homes

47. Distinguishing Send Homes from Code of Conduct Removals

48. Issues related to BIPs in IEPs Contact your school’s Behavior Specialist if your team is considering writing Send Homes into a BIP

49. Restrictive Consequences Primarily used only in center-based programs, numerous requirements regarding implementation, informed consent and RESA-level peer review if written into a BIP Physical Restraint Seclusion Protective Devices

50. Timeline for Typical Intensive Functional Behavior Assessment