Prevent, Teach, and Reinforce: Promoting Student Use of Expected Behaviors

1. Prevent, Teach, and Reinforce: Promoting Student Use of Expected Behaviors 2014-2015 Regional Forum presented by: and the Regional Special Education Technical Assistance Support Center

2. From the NYS PBIS TAC & the RSE-TASC • Details… 1. registration 2. flash drive 3. handouts 4. restrooms, breaks, lunch 5. evaluations

3. PBIS Training Expectations

4. Resources - Flash drive

5. Goals • Learn how to utilize the supports embedded in Tiers Two and Three of the PBIS model • Understand how the behavior pathway unfolds and influences the environment • Understand how to utilize the behavior pathway to intervene and shape behavior • Learn how to prevent, teach, and reinforce functionally related replacement behaviors

7. Positive Behavioral Interventions and Supports Tier 3: FBA process is initiated when previous interventions tried have been unsuccessful. Tier 2: Small group strategies or low level targeted interventions should be tried and data collected. Tier 1: Strong classroom management and school policy is the first line of defense for ALL students.

8. Integrated Elements Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

9. Thinking About Intervention Levels/Tiers

10. How can Positive Behavior Interventions and Supports (PBIS) support individuals who exhibitchallenging behavior? • Learn how to utilize Tier Two Interventions to meet the needs of students who are not responding to Tier 1 supports. • Learn how to utilize Tier Three Interventions to meet the needs of students who have not responded to the combination of Tier 1 and Tier 2 Supports. • Learn about the SCIENCE behind behavior • Setting Events, Antecedents, Consequences and Functions • Learn about techniques to help PREVENTsetting events and antecedents from triggering behaviors • Learn about how to TEACH functionally equivalent replacement behaviors • Learn how to respond to inappropriate behavior and REINFORCE the use of a replacement behavior

11. Data Based Individual Evaluation (DBI) Secondary intervention program, delivered with greater intensity Progress monitoring Informal diagnostic assessment Adaptation Continued progress monitoring, with adaptations occurring whenever needed to ensure adequate progress

12. Check In/Check Out(CICO) Small group intervention Who is CICO for? Students who continue to demonstrate problems after PBIS universal supports are in place Students with 2-5 office discipline referrals Need increased levels of structure, routine, and feedback Demonstrate patterns of behavior that are functionally related to obtaining attention Low levels of disruption Talk out/Talk back Unprepared Non-compliant • Systematic performance feedback • Daily organizational and behavioral support • High rates of positive adult attention • Positive communication link between home and school • Sets students up for success each morning and can be faded to develop student self-management.

13. Basics of CICO Morning Check-In (Get Daily Progress Report DPR) Regular Teacher feedback throughout the day End of the day check-out Tally and record points Receive recognition Data collection and progress monitoring Take DPR home and return signed copy

14. Elementary Example of DPR

15. Tier Two Intervention Weekly Progress Monitoring Data Based Decisions Morning Check-In Program Update Home Check-In EXIT Afternoon Check-out Check-in Check-out Cycle Class Check out TeacherChecks Class Check in

16. Morning Check-in • Consistent location (same place, same time) • Begin with positive greeting • Hello JaQuan it is so nice to see you! • Ask probing questions • How was your night at home? • Did you get your homework done? • How are you feeling today? • Address any potential setting events • I can imagine last night was difficult. How can we plan to have a good day today? What can we do to make sure we are meeting expectations? • Prompt the student to get DPR • Reminder of expectations • Be Respectful • Be Safe • Be a Problem Solver

17. Throughout the day • Student carries DPR • All teachers greet and pre-corrects as antecedent strategies • Hello JaQuan, nice to have you in class today. • We want to make sure that you are following expectations in class, so lets review what we need to do today. Be Respectful, Be Safe, Be a Problem Solver • Establish criteria for prompts and points • If you raise your hand, use an appropriate tone of voice, and ask for help when needed, you will earn full points for being respectful. • If you follow directions, keep personal space, and take a break when needed, you will earn full points for being safe. • If you use a problem solving strategy (look at the board, read directions, ask a peer or teacher for help) when you have a problem, you will earn full points for being a problem solver. • Teacher provides feedback (positive, correct action, positive)and students earn points • JaQuan you did a great job of meeting the Be Respectful and Be Safe expectations. • JaQuan you struggled with being a problem solver when you did not have all the materials for the activity. How can you be a better problem solver tomorrow? • JaQuan, you should be proud of yourself for earning full points for the expectations of Be Respectful and Be Safe.

18. End of the day Check-Out • Consistent location (same time, same place) • Adult positive greeting • So nice to see you at the end of the day JaQuan! • Total points, calculate percentage and enter data • Your total points for the day are ___________ • Your percentage for the day is ___________ • Daily or weekly reinforcements for meeting goals • JaQuan you are working towards __________ • Quick debrief with student • I see you meet expectations in English and Social Studies. What did you do to be successful there? • You had some difficulty in Math. What were some roadblocks to being successful there? • How can you improve your total points and percentage tomorrow? • Provide parent communication • Make sure to share and talk about your DPR with an adult at home and get the DPR signed.

19. Turn & Talk • In groups of three, take turns practicing the cycle of Check-in Check-Out based on the provided scenario. • Have one participant take on the role of the adult, one participant take on the role of the child, and the third participant will provide feedback on the interaction. • Rotate through the roles and stages of CICO • Morning Check-In • Throughout the Day Check-In • End of the Day Check- Out

20. Sample Behavioral ProgressionWith Check In/Check Out

21. Tier 2 ~ Small Group Interventions(approx. 2-10 students) Social Skills Groups Academic Intervention Groups Teach students specific skills that they should be using in place of the inappropriate behaviors. For example, how to use graphic organizers or a step sheet to support work completion • Provides specific social skills training/instruction, based on the student’s identified function of behavior • Can be used to teach replacement social behaviors identified from the school-wide matrix (desired behaviors)

22. Who are these interventions for? Social Skills Group Academic Intervention Groups Students who consistently demonstrate inappropriate or escape/avoid behaviors when presented with a specific academic task Students who benefit from direct instruction on targeted academic skills to help remove the “academic antecedent” • Students who consistently demonstrate the inability to interact appropriately with peers or adults in academic and non academic setting • Students who would benefit from direct instruction on targeted skills

23. Set up of Small Intervention Groups • Focus on one skill intervention at a time • Provide 3 or 4 adaptations of skill • 3 to 6 students • Min. 45 mins/Max. 60 mins • 2 or 3 x per week for 8 weeks • Booster sessions every 2 – 4 weeks Attendance Punctuality Participation Confidentiality Good Listener Corrective Feedback Homework

24. Social Skills and/or Academic Deficit? Acquisition Deficit Absence of knowledge for executing skill or failure to discriminate which skills are appropriate in specific situations (can’t do) Performance Deficit Skill is present in repertoire, but student fails to perform at acceptable levels (won’t do) Fluency Deficit Lack of exposure to sufficient or skilled models, insufficient rehearsal or low rates or inconsistent delivery of reinforcement of skilled performances • Peer relations • Complimenting others, offering help, inviting peers to play • Self-management skills • Controlling temper, following rules, compromising • Academic skills • Completing work independently, listening to teacher direction, producing acceptable quality work • Compliance skills • Following directions, following rules, using free time appropriately • Assertion skills • Initiating conversation, acknowledging compliments

27. Turn & Talk Pick from one of the social skills Peer relations Self-management skills Academic skills Compliance skills Assertion skills • Within your groups, develop a “sample lesson plan” for a social skills group. • Develop the “tell, show, and do” components of the skill.

28. Small Group Intervention Progression

29. Tier Three Supports • Behavior Intervention Plan (BIP) • Wraparound • Student Targeted Aggression Replacement Training (START) • Rehabilitation, Empowerment, Natural Supports, Education, and Work (RENEW) • Special Education Services • Individualized Education Program We will be focusing on the behavior pathway and the development of a BIP because the other Tier Three Supports are multi-dimensional and beyond the scope of this training

30. What is behavior? • An observable activity in a human that unfolds in a predictable sequence • Most behaviors are externally observable (can be seen) • Smiling • Hitting • Crying • Laughing • Behaviors that are observable can be clearly defined and measured (counted or timed)

31. Behavioral Pathway Setting Event Triggering Antecedent ProblemBehavior Problem Behavior Maintaining Consequence Hypothesis: When (setting event) occurs, and (the antecedent happens) the (problem behavior) because in order to (function).

32. Behavioral Pathway 3. Maintaining Consequences 4. Setting Events 2. Triggering Antecedents 1. Problem Behavior Infrequent events that affect value of main. conseq. Following events that maintain behaviors of concern Preceding events that trigger or occasion Set of related behaviors of concern 5. FUNCTION Why the student engages in the behavior Hypothesis: When (setting event) occurs, and (the antecedent happens) the (problem behavior) because in order to (function).

33. Setting Events “Could someone help me with these? I’m late for math class.”

34. Setting EventsSetting events help explain why people respond differently at different times when presented with the same set of events or triggers. Challenges due to a disability Hunger (lack of food) Illness/Allergies Medications Side Effects Wearing Off Traumatic event Seasonal Winter Months Holiday Time Rainy/Gloomy Weather • Fatigue (lack of sleep) • Staffing pattern • Previous conflict • Transitions • Changes in routines • Time of day • Mornings/Afternoons • Day of Week • Mondays and Fridays • Feelings of inadequacy • Changes in other environments • Spending the night with one parent versus another

35. Antecedents

37. Antecedents have a directly functional cause/effect (if this, then that) relationship to the occurrence of a targeted behavior WHERE and WHEN the behavior occurs. • Where= Routines where the problem behavior is most likely • When= Specific events within a routine that predict the problem behavior • Where (Routine), When (Antecedent)  Student does (Behavior) Examples • During lunch, when told to shut up by a peer, Ben hits the student • During language arts, when asked to read aloud in class, Tracy gets up and tells jokes • During circle time, when praised Jessie starts crying

38. Consequences or Response to Behavior

39. Consequences or Response to Behavior • They are observable and measurable events in the environment that occur following behavior • Consequences are functionally related to behavior. The behavior is said to prompt environmental consequences (response or reaction). • Consequences may, in turn, sustain or strengthen that behavior (reinforce), or weaken or suppress that behavior (punish).

40. Common Responses to Behavior Depending on the function of the student’s behavior, each of these responses can serve to either reinforce or suppress the behavior, therefore we must consider function carefully. • teacher attention (smiles, prompts, scolds) • peer attention • being ignored or left alone • being sent away • getting a toy, or a good grade • a satisfying level of physical activity

41. Function

42. Behavior Gain/ Obtain Avoid/ Escape Tangible or Preferred Activity Social Sensory Function Adult Peer Function Based Thinking “The WHY of Behavior”

43. Obtain/ Get : Peer attention (positive or negative) Adult attention (positive or negative) Desired activity Desired object/ items Sensory stimulation: auditory, tactile, etc. To Avoid/ Escape: Difficult Task Boring Task Easy Task Physical demand Non-preferred activity Peer Staff Reprimands Sensory Stimulation Most Common Functions of Behavior

44. Examples of Function in School • Escape/Avoid Aversives • I cry when work gets hard because someone will help me • I throw a book during math class because the teacher will remove me from class • I stand out of the way during PE because the other game participants will avoid throwing me the ball. • Obtain/Get Reinforcers • I yell because others look at me • I fight because others listen to me • I wander because people talk to me • I hit in order to get toys from other kids.

46. Behavior Pathway Diagram Elementary Example (JaQuan) Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences 3 4 2 1 Get/Obtain peer’s attention (peer yells at student) Sees peers playing with one another No attention from peers Slaps peer on the back Function: Get/Obtain Peer Attention

47. Turn & Talk Read the following student scenarios and map the student’s behavior and determine the function of the student’s behavior Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences 3 2 4 1 Function:

48. When Sequoia misses her 12:30 medication & teachers present multiple task demands, she makes negative self-statements & writes profane language on her assignments. Teaching staff typically send her to the office with a discipline referral for being disrespectful. Avoid difficult tasks What function? Setting event Antecedent Behavior Consequence Sequoia makes negative self- statements & writes profane language Teacher sends Sequoia to office for being disrespectful Misses 12:30 medication Teachers make multiple task demands

49. Caesar has dyed his hair three colors & is teased several times by his friends before class. When he enters the class, his teacher stares at his hair. Caesar immediately says “what are you staring at?” His teacher immediately sends him to in-school detention. Escape adult & peer attention What function? Setting event Antecedent Behavior Consequence Caesar is teased several times about his hair by his friends before class His teacher stares at his hair in class Caesar asks his teacher what she’s staring at His teacher sends him to in-school detention

50. After developing a function based hypothesis.... We can then begin to consider: • How to prevent behaviors from occurring • Teach replacement behaviors • Use the principles of reinforcement to change behavior