Positive Bus Behavior Supportaka Positive Behavior Intervention & Support

Dreama McCoyPBIS District 7 Coordinator

SYSTE

MS

SupportingStaff Behavior

DATA

SupportingDecisionMaking

PRACTICES

SupportingStudent Behavior

PositiveBehavior Intervention &Support

OUTCOMES

Social Competence &Academic Achievement

2

Page 6

Primary PreventionSchool wide and

Classroom wide Systems for All Students,Staff, & Settings ~ 80% of Students

Secondary PreventionSpecialized Group

Systems for Students with At Risk Behavior

~15%

Tertiary Prevention:Specialized

IndividualizedSystems for Students with

High Risk Behavior~5%

CONTINUUM OF Positive Behavior Intervention & Support

3

Page 6

How Can School-wide Positive Behavior Intervention &

Support Help?

PBIS is a framework for systems to identify needs, develop strategies, and evaluate practice toward success

• to increase academic performance

• increase safety

• decrease problem behavior

• and establish positive school cultures

Most commonly identified problem in

District 7

Tools for Training & Implementation:

TIPS Model and Worksheet

6

TIPS Worksheet Use during Activities

Date: ___________ School: ________________

Enrollment: __________ ODR Absolute Value: Majors only ____________ Minors only: ___________

1. Primary Problem Statement

Problem Statement elements

Who ___________________________________________________ What __________________________________________________ Where _________________________________________________ When _________________________________________________ Why ___________________________________________________

2. Precision Problem Statement

3. Solution options

Prevent reduce probability of future or continued problem behavior

Teach increase probability of positive behavior change

Acknowledge Provide positive feedback when expected behavior occurs

Correct Specific feedback to increase probability of improved behavior after error

Extinction reduce reward for problem behavior

Safety remove occurrence or possibility of injury or harm)

4. Action Planning

a. For solutions to be implemented, who will do what by when?

5. Evaluation Planning

i. Goal Setting (what will it look like when you can say there is no longer a

problem?)

ii. Data Collection (gather additional information)

Horner, Todd, Newton, Algozzine and Algozzine, December 2008, updated May 2010

• Loud talking

• Out of seat

• Disrespect to driver

• Bullying

• Throwing items

• Consistency with rules

• Common language

• Common procedures

• Consistent consequences

COMMON CONCERNS

• Problems at home

• Peers at the Bus Stop

• Demands at School

• Anxiety about ride to school

• Boredom

• Long Bus Ride to and from school

• Sensory demand

• Demands on the Bus

• Anxiety about ride away from school

COMMON CONCERNS cont’d

Possible Functions

Positive Reinforcement

To GET:

Attention Access Sensory

Negative Reinforcement

To Get Out of:

Work People Sensory Pain

Guiding Principal of School Wide PBIS

BEHAVIOR IS LEARNED AND CAN BE TAUGHT

SURVEY OF 300 BUS DRIVERS(Randall Sprick at the University of Oregon)

• Problems in Order of Frequency

– Moving/ out of seat 68%

– Noise/ rowdiness 64%

– Rude/ disrespectful 43%

– Fighting/ hitting 39%

BEHAVIOR ON THE BUS

Behavior Problems

70% of the drivers indicated that out of seat behavior was their number one problem

30% of the drivers indicated loud talk was their number one behavior problem

Fulton County, GA Bus Survey Results

POLICIES/ PROCEDURES• Expected Behavior

– Express in positive terms– 3 to 5 expectations

• Consequences for Inappropriate Behavior– Clear consequences for the rule violations– Hierarchy of responses to behavior

• Consequences for Appropriate Behavior– Recognize good behavior– Procedures for acknowledging expected behavior

Example: Loading and Unloading

When the bus is moving

Respect Self •Stay where the bus driver can see you.•Stay on the sidewalk until it is safe to load.•Stay in your seat until the bus comes to a complete stop.

•Keep body parts inside the bus.•Keep your bumper on the seat.•Keep feet out of aisle.•Watch for your stop.

Respect Others •Stand at arm’s length behind the person in front of you.•Load the bus by holding on to the handrail so you don’t trip on others.

•Talk softly so others may hear directions from bus driver.•Keep all belongings tucked in the seat with you.

Respect Property •Keep bus stop clear of litter.•Keep your belongings near you when waiting for the bus to load or unload.

•Keep all belongings inside your backpack.•Keep feet on floor.•Keep hands in lap.

TEACHING THE RULES1. State the rules positively

2. Do not assume that students know or understand the rules

3. Teach the rules at the beginning of school

4. Work with teachers and principals to ensure the rules are taught

5. Students should actively participate(role play, demonstrate, explain the importance of the

rule, etc.)

Enter the Bus• Skills to Teach:

Teach process for entering and exiting

Wait for the person ahead of them to enter

Sit down as soon as possible

Keep feet off seat in front of them

Keep belongings in lap or inside backpack

Riding the Bus

• Skills to Teach:

Attention signal for Voice levelSit quietly using voice level 3Face forward and Stay seated at all timesKeep bumper on seatHold backpacks on lap

Exit the Bus

• Skills to Teach:

Front seats first, then each row after thatRemain seated until the row in front exits

firstTake all possessions with youLeave the bus better than when you found

it

Crossing

• Skills to Teach:

How to cross in front of busNever bend in from of the bus to pick up

somethingIf something falls under the bus what is

the retrieval process

Emergencies

• Skills to Teach:

Attention signal for Emergency

(Illness, Choking, Hurt)How to exit the bus in the event of

accident

Additional Tips

1. Be at Bus stop early

2. Wait for the bus in a safe place-away from the road

3. Keep hands, arms and head inside the bus at all times

4. Listen to the bus driver and follow directions

Additional Tips

5. Leave the bus carefully, holding onto the handrails

6. Take 10 giant steps in front of the bus before crossing in front of it

7. Wait for the Driver’s signal before crossing

8. Look both ways before crossing the road

Teach it Where It Happens

Hard Facts

• For every year a behavior is in place it takes at least one month for that behavior to have a significant change.

• Children comply with the rules 80% of the time. However they are complimented for their behavior less than….. 2% of

the time

Discipline Works When We Use Prevention to Create

More Positive than Negative Consequences

Reinforcement(success)

Punishment(Failure)

4 : 1

Forest View Blue Falcon Bus

• Extending PBIS beyond the walls of the school.

• Ensure safe bus environment for all students.

• Increase consistency of expectations and consequences across faculty and staff.

Blue Falcon Bus Expectations

• Keep hands and feet to yourself, no fighting.

• Stay in your seat at all times and use your inside voices.

• Make sure all food items are put away while on the bus.

• Keep your window, seat, and floor area clean.

Forest View Bus Lot

Choosing a Blue Falcon Bus

Blue Falcon Bus Ballot

Blue Falcon Bus – March 2007

Blue Falcon Bus WINNER!

Blue Falcon Bus - Wall of Fame

Forest View Bus DATA

• From 05/06 to 06/07 school year, referrals have increased by 20%.

• Bus Drivers have INCREASED – Behavior expectations of students– Standards for bus behavior– Bus safety– Consistency of documentation

• Expect that violations will diminish as students become more familiar with the Blue Falcon System

Hope you enjoyed the ride!

Resources

• Behaviordoctor.org

• Durham Public Schools Forestview Elementary School

• Chapel Hill Carrboro School District