Parenting with Positive Behavior Support

Schools and Families as PartnersSeptember 27, 2011

Support for this webinar

• The Office of Exceptional Children, SC Department of Education – competitive grant received

• Project Focused Agenda, US Department of Education grant on improving student access to mental health services

The audience for this webinar

• Schools that use School Wide Positive Behavior Interventions and Supports (PBIS)

• Schools seeking to support parent involvement

• Parents whose children attend a school that uses PBIS

Outcomes

• More effective student behavior through consistency between home and school

• PBIS as a common ground for parent-teacher discussions

• Potential for improving child’s behavior at school, home and in the community

• Increased parent involvement in the education of their child

A PRACTICAL GUIDE TO RESOLVING YOUR CHILD’S DIFFICULT BEHAVIORSHIENEMAN, CHILDS, AND SERGAY

Parenting with Positive Behavior Support

Welcoming families to school

• Clear “welcoming behaviors” from all staff• Clear signage, directions to all visitors• “Safe” guidance of all visitors• Comfortable receiving area• The emotions of parenting• Green/Yellow/Red parent and family needs• Youth/family centered

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students with

High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

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How Do we Know if the school is truly Family-centered?

Does the family ( including the youth ) feel like it is their meeting and their plan instead of feeling like they are attending a meeting the school or agency is having about them.

Engaging Families

• Always start with a conversation ( not a meeting) with the family, getting their trust and permission before talking with others.

• 5:1 (thanks to Blackwater Middle School, Horry County)

Raising Children

• Parents start with the basics, where their child is developmentally

• Parents show and tell their children how to “behave”

• Parents shape, encourage and praise as their children learn new behaviors

• Parents use other strategies to discourage inappropriate behaviors

Positive Behavior Support

• A focus on teaching behaviors vs. assuming a student knows the expected behaviors

• Directly teach behaviors, usually in the location the behaviors are needed

• A much greater emphasis on positive means of encouraging appropriate behaviors

• Traditional rules, with reinforcing and punishing consequences, are part of the system

Stop it!

• The “Big Ds”– Dangerous– Destructive – Disruptive– Disgusting– Developmentally inappropriate

• Getting a jump on our feelings about annoying behaviors

• Moving to useful and appropriate behaviors

PBIS is a focus on What To Do

• We focus on what we want the child to do, not what not to do

• The child is provided attention for appropriate behavior versus inappropriate behavior

• We identify and replicate factors in school or home that encourage appropriate behavior

Features of positive behavior support

• Behavior comes in patterns: when, where, with whom, under what circumstances

• Preventing problem behaviors works better than reacting

• Teaching new behavior skills is emphasized• Encouraging positive behaviors is emphasized,

while discouraging negative behaviors is still part of the plan

Example: Social Behaviors Necessary for Kindergarten as Reported by Teachers

• Following directions• Following routines• Experience within structured settings• Working independently• Working in a group• Monitoring own behavior (Rimm-Kauffman, Pianta, &

Cox 2000)

How do children gain these social behaviors from the home?

• By modeling the behavior of adults and older children• By being provided a routine that is followed somewhat

consistently• By being provided explanations to decisions• By being required to participate in family routines• By being played with in a group• By being allowed time alone to play• By having their behavior corrected in a timely and appropriate

manner

• By being told when they are doing something right!

PBIS and pbs

• Positive behavior supports – pbs – are effective when used with an individual. The emphasis is on positive, preventive skill building.

• Some schools used “school wide Positive Behavior Interventions and Supports” (PBIS)

• The book has good information that would be useful for a series of parent discussions on pbs.

Coordinating with PBIS

• Talk to your child’s teacher about the “school wide expectations” they use

• Look at the “sample behavior” charts• Think about how to put together home charts

based on the same expectations

School wide “expectations”character like traits that need behaviors to be seen

Each school identifies 3-5 school wide expectations. The following are common examples.

• Respect others

• Respect yourself

• Respect property

School wide expectation

classroom Hallway Office Cafeteria

Respect yourself

Respect others

Respect property

School wide expectation

classroom Hallway Office Cafeteria

Respect yourself

Complete and turn in assignments

Get where assigned

Report to right person

Use table manners

Respect others

Use an inside voice

Keep to right, hands to self

Sit or wait where assigned

Clean your area

Respect property

Keep workspace neat & clean

Keep hallway clean

Return materials, e.g., pens

Keep table and cafeteria clean

Home expectation

Kitchen Family room

Bedroom Bathroom

Respect yourself

Respect others

Respect property

Home expectation

Kitchen Family room

Bedroom Bathroom

Respect yourself

wash your hands before meals

Put personal items where they belong when you leave

Go to bed in time for plenty of sleep

Use soap and shampoo

Respect others

Share each dish

Talk and listen to others

Be quiet at night

Clean up after yourself

Respect property

Put away dirty dishes

Keep feet on the floor

Clean your room

Put things back in their place

Application of PBIS in the Home: The Big Ideas

• Clearly defined and communicated expectations– Tell them exactly what you want them to do

• Frequent positive reinforcement for appropriate behavior– Catch ‘em being good

• Active supervision– Watch them closely and interact with them frequently

• Precorrect and intervene early – Nip the problem in the bud

Frequent positive reinforcement for appropriate behavior

• Look for opportunities to praise children• Praise them specifically on what they do

rather than who they are• Praise children especially when they do

something that is difficult for them• Try to praise them at a 5 to 1 positive to

negative interaction ratio

Active Supervision

• Watching and interacting with children while they are engaging in chores, play and other activities

• Communicate to them that you are aware of what is going on

• Communicate your interest in their activities by participating with them

Integrating PBIS Into Family Life

Making the Process Work

For Families

Integrating PBIS Into Family Life

Clearly Define Visions AndExpectations• Our vision is a statement of purpose-who

we feel we are as a family• Expectations help guide actions and set

limits for all family members

What is your vision of your family?

What expectations do you have for your family?

Activity: Family Vision and Expectations

How will you communicate and teach these expectations to your family?

In what ways might your expectations vary across circumstances?

What do those expectations mean in terms of what your family members should and should not do?

Integrating PBIS Into Family Life

Organize Your Household Space and Time In a Way That Supports Family Interaction

• Organize your home so that everyone knows where to find items and what is expected in regard to household responsibilities.

• Structure schedules and routines in a way that works for the family and each knows what to expect..

Activity: Structuring the Home

How can you organize your space to support your family expectations (encourage positive behavior and minimize problems?____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

How can you organize your time to support your family expectations?

Overall schedule:______________________________________________________

____________________________________________________________________

____________________________________________________________________

Timelines:____________________________________________________________

____________________________________________________________________

____________________________________________________________________

Daily Routines:________________________________________________________

____________________________________________________________________

____________________________________________________________________

Integrating PBIS Into Family LifeDevelop Ways To Encourage Positive Behavior(Following Rules) and Discouraging Negative Behavior(Breaking Rules)eg: Follow Rules:

1)Providing praise and feedback for behavior2)Linking privileges to appropriate behavior3)Working rewards into the daily routineBreaking Rules:1)For leaving house w/o permission, restriction w/in house2)For whining/arguing, time-out in bedroom until willing to discuss or accept consequences3)Fighting, family members separated until they calm down, differences must be resolved, a plan made if situation repeated

Activity: Responding to Behavior

Family expectations Rewards Consequences

Integrating PBIS Into Family Life

Identify Problem Routines and MakeChanges To Improve Them• Gather information• Develop a plan• Prevent Problems• Replace Behavior• Manage consequence

Activity: Problem-Solving Situations and Routines

Situations:_______________________________________________________What are the goals for your family (e.g. changes desired, behaviors of concern) during your family’s difficult situation?

_______________________________________________________________What patterns might be contributing to your behavior as a family during this routine?The circumstances associated with your best and worst time?

_______________________________________________________________The outcomes causing the patterns to continue:_______________________________________________________________Given your understanding about the patterns surrounding problem routines, what strategies might you put in place toPrevent problems?_______________________________________________________________Replace behavior?_______________________________________________________________Manage Consequences?_______________________________________________________________

Integrating PBIS Into Family Life

Making PBIS Work For Everyone• Understand Behavior• Be Proactive• Teach Skills• React Purposefully

Making PBIS Work for EveryonePBIS provides basic lessons to use in our daily lives.Understand behavior-remain open to other viewpoints, look for

patterns in daily interactions (what, where, who when and why)

Be Proactive-anticipate and prevent problems through the way you structure home and lives

Teach Skills-We can view behavior problems as our children’s inappropriate ways of meeting their needs. We can therefore help them develop better ways of achieving those goals

React Purposefully-the way we respond to others influences behavior, whether our actions are intentional or not, we can deliberately behave in ways that encourage positive behavior.

Planning for the future

• Your school can approach this topic two ways:– Improving family involvement in PBIS practices at

school– Providing “PBIS at Home” discussion sessions for

families• Develop a school action plan for each• Make sure to have a parent on your school

leadership team• And remember, “ALL is ALL!”

Helpful tools

• From a project in Horry County, the following tools are available at www.fedfamsc.org:– Assessment of family involvement and awareness

of PBIS– Staff understanding of family involvement– Instructions for conducting focus groups– Two training tools to improve family involvement

Questions?

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After the webinar

• The webinar will be available at www.fedfamsc.org later this week

• Books will be mailed to individuals or schools that attended today’s webinar

DIANE FLASHNICKMIKE PAGET

Thank you for your interest in today’s discussion