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6/5/2014
1
HELP IS ON THE WAY: POSITIVE BEHAVIOR
INTERVENTION SUPPORT’S
Lauren K. Giovingo, Ph.D.Jennifer Maynard, Ph.D.Holly A. Paczak, Ed.S.
We Want to Know…We Want to Know…
What is your role in your school?
What is your role in your school?
A. Administrator
B. General Ed Teacher
C. SPED Teacher
D. Para/Assistant
E. Social Worker/Counselor
F. Pupil Appraisal
G. Other
H. Parent
Administrator
General Ed Teacher
SPED Teacher
Para/Assistant
Social Worker/Counselor
Pupil Appraisal
Other
Parent
10%
25%
28%
10%
18%
5%5%
0%
If we put you on the spot, could you define PBIS?
If we put you on the spot, could you define PBIS?
A. Absolutely I could!
B. Ummm, sure. Maybe.
C. Probably not.
Absolutely I could!
Ummm, sure. Maybe.
Probably not.
47%
14%
40%
Does your school have a PBIS system in place?
Does your school have a PBIS system in place?
A. Yes we do!
B. I think so.
C. Not that I know of.
Yes we do!
I think so.
Not that I know of.
79%
12%9%
6/5/2014
2
What is your role in your school’s PBIS system?
What is your role in your school’s PBIS system?
A. Parent
B. PBIS Coordinator
C. Team Member
D. Data Manager
E. Teacher
F. I don’t knowParent
PBIS Coordinator
Team Member
Data Manager
Teacher
I don’t know
12%10%
2%
43%
0%
33%
When does your school’s PBIS team meet?
When does your school’s PBIS team meet?
A. Weekly
B. Bi-Weekly
C. Monthly
D. Whenever there is time
E. I’m not sure
Weekly
Bi‐Weekly
Monthly
Whenever there is time
I’m not sure
8%
0%
28%18%
46%
Why are We Here… Today, That Is.
PBIS What it Is
Why it’s Important
Practice Makes Perfect
Common Behavior Problems
insubordination
noncompliancedefiance
late to classnonattendance
truancy
fighting
aggression
inappropriate language
social withdrawal
excessive crying
stealing
vandalism
property destruction
tobacco
drugs
alcohol
unresponsive
not following directions
inappropriate use of school materials
weapons
harassment
unprepared to learnirresponsible
disresp
ectdisrupting teaching
uncooperative
violent behavior
disruptive
verbal abusephysical abuse
dress code violations
willful disobedienceout of seat
What Does Science Tell Us about How We can
Improve ?
On the Graduation PathBelfanz Graduation Cohort Study
Belfanz, 2009
Attendance
Mild, Sustained Behavior
Single Indicator
Earlier Problems
D’sCourse Grades
Resilient!
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3
Zero Tolerance PoliciesExclusion from
Learning Environment
Poor Student Outcomes
May Act as Reward
Lower Achievement
No Improvement in School Climate
Higher Suspension Rates
Higher Dropout Rates
Poor School Outcomes
Poor School Climate
Lower Academic
Quality
Juvenile Justice Reform Act (1225)
Time Spent in Office Referrals
If 1 Office Referral=15 minutes of
administrator time,
then 533 x 15=7,995 minutes133.25 hours or
daysof Administrator Time Spent on Behavior Issues
Example in 1 month:
533 Referrals
16.7
Reduction in Office Referrals
Example in 1 year: 12 PBIS schools = 5,606 less
If 1 Office Referral=15minutes of administrator
time, then 5,606 x 15=84,090 minutes1401.15 hours or
233 days
of Administrator Time Recovered and Reinvested.
Reduction in Office Referrals
Example: Across 12 PBIS Schools =
Reduced by 5,606So, if students miss
45 minutes of instruction for each Office Referral,
5,606 X 45=252,270 minutes4204.50 hours or
700 daysof instructional time recovered!!!!!
PBIS/PBSResponse to Intervention
A Blueprint for Behavior Services
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Without a Blueprint
35% drop out due to academic reasons
65% drop out due to social emotional, and behavioral reasons (Bridgeland, DiIulio, & Morrison, 2006)
Behavioral Support
Changing the system to meet the needs of the student while
also helping the student fit successfully in to the system.
Best Behavior Managers are not those that know the most, but those who DON’T give up!
Keep adjusting the environment/variables until something works.
Behavior problems drive teachers crazy!
MO: culture of control. – forced compliance
Do What You Know Best!Manipulate!
SAFE AND CIVIL SCHOOLS
STOIC
A- Antecedent
B- Behavior
C- Consequence
S-Structure
T-Teach
--------------------------------------------------------------
O-Observe
---------------------------------------------------------------
I-Interact Positively
C-Correct Fluently
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What Do the Numbers Tell Us?
More than 40% of students receive 1+ ODR
A. School Wide System
B. Non-Classroom System
C. Classroom Systems
D. Targeted Group
E. Individual Student Systems
School Wide System
Non‐Classroom System
Classroom Systems
Targeted Group
Individual Student Systems
13%
29%
5%5%
47%
More than 10-15 students received 5+ ODRs
A. School Wide System
B. Non-Classroom System
C. Classroom Systems
D. Targeted Group
E. Individual Student Systems
School Wide System
Non‐Classroom System
Classroom Systems
Targeted Group
Individual Student Systems
7% 7% 7%12%
67%
More than 35% ODR’s are from non-classroom settings
A. School Wide System
B. Non-Classroom System
C. Classroom Systems
D. Targeted Group
E. Individual Student Systems
School Wide System
Non‐Classroom System
Classroom Systems
Targeted Group
Individual Student Systems
0%
100%
0%0%0%
Small # of Students Destabilize School Functioning
A. School Wide System
B. Non-Classroom System
C. Classroom Systems
D. Targeted Group
E. Individual Student Systems
School Wide System
Non‐Classroom System
Classroom Systems
Targeted Group
Individual Student Systems
3% 3%
57%
38%
0%
By Type
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6
Classroom Breakdown By Location
Keep in Mind?
Patterns
Locations
Times
Types of Referrals
Kids
So…What Can We Do?
PBIS
Behavior Improvement
ModelingTeaching
Reinforcement
Productivity
LearningSafety
Punishing Behavior
Broad Zero Tolerance
Components of PBISComponents of PBISPrevention
Multi-Tiered Support
Data-Based Decision Making
Prevention
Defining & Teaching Expectations
Consistent Reinforcement System
Multi-Tiered Support
Levels of Support
Strong Tier 1
Established Tier 2 & 3
Data-Based Decisions
Collecting
Summarizing & Reporting
Utilizing
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EIS: Designing School‐Wide Systems for Students Success
• High Intensity• Customized • Usually 1‐3
(For some students)• Small Group Pre‐Designed Interventions• Programs, strategies, & procedures to supplement/ enhance
• Universal screening• Professional development•In‐class support
•FBA/BIPs
•Group Intervention with Individual Features, Social Skills• Group Intervention
•Direct Instruction of Behavior
• Culture of Positive Acknowledge‐ment
Academic Systems
Behavioral (Soc‐Emot)
Systems
More Intensive Support
75 – 85 %75 – 85 %
10 – 20 %10 – 20 %
5 ‐ 10%5 ‐ 10%
<modified by Coulter from Sailor, 2007>A Third Side Meet Exit Criteria
Meets BX Goals and
Expectations
Tier 1 Instruction for All StudentsBehavior: Positive Behavior Intervention and Supports (PBIS)
Universal Screening of ODR’s, Absences, Tardysand SIBS/SSRS (Internalizing/Externalizing)
Struggling Learners who :No Previous Intervention
Tier 2, Intv ‘A’ Not Effective
Tier 2, Intv ‘A’ & ‘B’ Not
Effective,
Tier 2 Intervention‘Connections’
Tier 2 Intervention
‘Behavior Interventions’
Tier 3 Intervention (FBA/BIP)
Problem Solving Comm
Image modified by Coulter - Thanks to Sharon Vaughn for the original image
How are Things
Working ?
Suspect a Disability ?
Tier 2 Intervention Variations Check in/Check Out ConnectionsBehavior Education Program Check and ConnectDaily Behavior Report Card
Tier 2 Intervention ‘Check in Check
Out’
Intervention Options Contingency
Management Positive Peer Reporting The Good Behavior
Game Mystery Motivator Behavioral Contracts Antecedent
Modifications Tootling School to Home Note School Note* require a specific curriculum or training
Time-Out from Positive Reinforcement
Response Cost Lottery/Raffle
Second Step* Social Skills Training* Skill Streaming* Strategic Self-
Monitoring Talk Tickets Rubberband Game Anchor the Boat
Data-Based
Decisions
Elements of School-Wide PBIS Building a PBIS Program
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8
© 1996-2009
Steps in PBIS Development
Setting the Team
Expectations & Rules
Lessons & Curriculum
Teaching
Reinforcement
Evaluation
School-Based PBIS TeamSchool-Based PBIS Team
Committed to PBIS
Actively Supports the Process
What are Expectations?
Behaviors
Expected of ALL Students
& Staff
Expected in ALL Settings
Taught to ALL Students,
Staff, Faculty, Families
In Line with School
Improvement Plan
How Do You Define Expectations?
Global
Guidelines
Short and Sweet(positive)
Rams Are:
ReadyResponsibleRespectful
What is a rule?
How to Behave Setting-Specific
Benefits to Setting RulesUniform InstructionsAccountability for AllCommunication of BehaviorProactive Strategy
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9
Guidelines for Defining Rules
How Many Can You Really
Manage?
Expectation Cafeteria Rules Hall Rules Commons Rules Restroom Rules Bus Area Rules
Cooperative • Stand in a single file line.
• Keep your area clean.
• Dispose of all items in the proper place.
• Walk facing forward.
• Stay to the right.
• Move quickly to the designated area and stay there.
• Use the restroom and supplies properly & quickly.
• Walk quickly to your bus and enter orderly.
ProblemSolver
• Resolve conflicts quickly and peacefully.
• Resolve conflicts quickly and peacefully.
• Think of new ways to improve traffic flow.
• Resolve conflicts quickly and peacefully.
• Resolve conflicts quickly and peacefully.
• Report plumbing and cleanliness problems.
• Resolve conflicts quickly and peacefully.
Responsible • Move forward when it is your turn.
• Food remains inside.
• Follow dress code.
• Walk quickly to your destination.
• Be on time to all classes.
• Follow dress code.
• Respond quickly to the bell and the direction of duty personnel. Follow dress code.
• Dispose of personal items properly.
• Adjust clothing to follow dress code before exiting.
• Go immediately to the bus area when the bell sounds.
• Enter the bus in a single file & take your seat.
• Dress code applies until you reach home.
Respectful • Stand behind last person in line.
• Use your 6-inch voice.
• Use zero voice in the main hall and when directed to by teachers or duty personnel.
• Dispose of concession packaging in proper container.
• Keep hands, feet and objects to self
• Keep the area clear of graffiti and clean for yourself & your classmates.
• Follow all of the rules of the bus driver for the safety of yourself & your classmates.
Rules by Setting Matrix
Linwood Middle School Caddo Parish From: lapositivebehavior.com/
Expectations Cafeteria Hall/Breezeway Restroom Playground Bus
Care for all property
Pick up after yourselfKeep all food on your tray
Respect displayed work
Flush toilets, wash hands, and put trash in garbageConserve water, soap and paper productsKeep restrooms graffiti-free
Respect playground equipment and landscape
Pick up trash
Use safety Stay seatedFace forward in line
Use walking feet Walk on blue tiles on right side of hallKeeps hands, feet, and objects to self
Keep feet on floorUse sinks and toilets appropriately
Stay in boundaries of playground areaKeep hands, feet and objects to self
Walk to and from busStay seated in assigned seats
Be ready to learn
Use walking feet to enter and leave quietly Respond to school-wide freeze signals
Walk in line order
Quickly enter and exit after using the restroom
Freeze at hand signal and wait to line up
Face the frontFollow all bus rules
Show respect for all
Use inside voicesUse good manners
Be silent in hallways
Be quietGive privacy to all
Share equipment with others
Use patience when boarding and exitingKeep hands, feet, and objects to selfUse inside voices
Luling ElementarySt. Charles Parish
Rules by Setting Matrix
From: lapositivebehavior.com/
Posters/Bulletin Boards
From: pbis.org
Posters/Bulletin Boards
From: wisconsinpbisnetwork.org
Behavioral Errors
Skill Deficits
Haven’t Been Taught Skills
Don’t Know When to Use Skills
Skills Not Taught in Context
Root of Discipline: To TEACH
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Teaching Behavior
Lessons
Practice Activities
Posters/Visuals
BoostersKickoff!
Teaching Expectations
Lesson Plan What Other Schools Have Found to be Effective
Station Rotation
Assembly Format
Student Skits on the Morning News
Videos
Theme Song and Dance
Highlighting Data for Students
Reinforcement SystemReinforcement SystemGiving Positive to Get Positive in
ReturnGiving Positive to Get Positive in
Return
Why Use a Reinforcement System?Why Use a Reinforcement System?
Increases Repeated Positive Behaviors
Focuses Students and Staff on Positive
Fosters Positive School Climate
Reduces Need for Time-Consuming Discipline Strategies
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Reinforcement System GuidelinesReinforcement System Guidelines System is Simple
Accessible for Everyone
Provides Opportunities to Recognize Students in Common Areas
Utilizes Daily Reinforcement (of Some Kind)
Reinforcers Appeal to 85-95% of Students
Remember the Power of PRAISE! (Positive Feedback)
Guidelines for Providing ReinforcementGuidelines for Providing Reinforcement
Reinforce Frequently in the Beginning
Contingent on Desired Behavior
Avoid Threatening the Loss of Reinforcements
Avoid Taking Earned Items or Activities
Possibility to Earn Reinforcements Throughout the Day
How to Use the Data to Get& Maintain Faculty Involvement
How to Use the Data to Get& Maintain Faculty Involvement
Pictures from Dr. MLK, Jr. Middle School – Maryland PBIS
How are You Going to Reinforce Your Staff?
Reinforcing Staff
Recognition at Staff Meetings Shout Out Boards After School Social Free Duty Day Pass Special Parking Spot Friday Treat Days Staff Member of the Month (voted on by students)
Utilize Community Resources and Local Businesses
Intervention Options Contingency
Management Positive Peer Reporting The Good Behavior
Game Mystery Motivator Behavioral Contracts Antecedent
Modifications Tootling School to Home Note School Note* require a specific curriculum or training
Time-Out from Positive Reinforcement
Response Cost Lottery/Raffle
Second Step* Social Skills Training* Skill Streaming* Strategic Self-
Monitoring Talk Tickets Rubberband Game Anchor the Boat
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Let’s Practice what we have learned…….
Group Intervention Excercise
Groups
Check In/Check Out/ Connections Good Behavior Game Mystery Motivator Home School Note
Small GroupTasksReview the InterventionWho?How?When?Where?Data?
Six Basic Recommendations for Implementing PBIS
1. Never Stop Doing What Already Works
2. Always Look For the Smallest Change That Will Produce the Largest Effect
3. Do Not Add Something NewWithout Also Defining What You Will Stop Doing to Make the Addition Possible.
Six Basic Recommendations for Implementing PBIS
4. Collect and Use Data for Decision‐making
5. Adapt Any Initiative to Make it “Fit” Your School Community, Culture, Context
6. Establish Policy Clarity Before Investing in Implementation
Allow yourself plenty of time to get there
6/5/2014
13
Remember to bring the kids along No matter how tempting….. Stay Positive!
© 1996-2009
PBIS Resources• OSEP Technical Assistance Center on PBIS -
http://www.pbis.org/default.aspx
• Wisconsin PBIS Network -http://www.wisconsinpbisnetwork.org/home.html
• Florida site - http://flpbs.fmhi.usf.edu/
• Illinois site - http://www.pbisillinois.org/
• Louisiana PBIS - http://lapositivebehavior.com/
• Louisiana Department of Education PBIS Manual 75 http://www.youtube.com/watch?v=JWymXNPaU7g
For Further Information Contact:
Lauren K. Giovingo, Ph.D.
lgiovi@lsuhsc.edu
TIERS Website:
http://www.hdc.lsuhsc.edu/tiers/index.php
Follow Us On
Twitter: @SPEDData
Facebook: TIERS – Teams Intervening Early to Reach All Students
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