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“Why didn’t you ask me?”
Engaging all staff members in the development of behavioral expectations
and consequences
Mary Margaret Kerr and Michael ValentiUniversity of Pittsburgh
School-Based Behavioral Health Program
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Setting Behavioral Setting Behavioral ExpectationsExpectations
What happens What happens when schools don’t when schools don’t have consistent have consistent behavioral behavioral standards?standards?
Please turn to page Please turn to page 22
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Agreement and ConsistencyAgreement and Consistency
More students will behave appropriately if More students will behave appropriately if staff members clearly define appropriate staff members clearly define appropriate behaviors and consequences (Horner, behaviors and consequences (Horner, Todd, Lewis-Palmer, Irvin, Sugai and Todd, Lewis-Palmer, Irvin, Sugai and Boland, 2004). Boland, 2004).
If involved from the beginning, school staff If involved from the beginning, school staff members are more likely to apply members are more likely to apply consistent behavioral standards.consistent behavioral standards.
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The PBIS Model requires that The PBIS Model requires that 80% of staff agree to 80% of staff agree to
implement the implement the model, but. model, but. . .. .
How do you measure 80% How do you measure 80% agreement prior to implementation?agreement prior to implementation?How do you ensure that everyone How do you ensure that everyone has been invited to participate?has been invited to participate?
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A top-down approach
Principal convenes a committee with select staff
The new initiative is explained
Staff are asked to comment and sign up
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Finding Out What Staff WantFinding Out What Staff Want
Let’s examine three methods. Let’s examine three methods. Please turn to page 4.Please turn to page 4.
really
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Designing your SurveyDesigning your Survey
Will questions ask Will questions ask about rules or about rules or problem behaviors?problem behaviors?
How will you word the How will you word the questions about questions about consequences?consequences?
Do you want open-Do you want open-ended questions as ended questions as well?well?
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Intensity Levels?Intensity Levels?
These determine the order in which your survey items
appear.
To view a sample survey, please turn to page 19.
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Conducting your survey
Explaining the survey Anonymity assurances Time expectations “Help-desk” questions Reminders Group vs. individual administration
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Analyzing the Survey DataAnalyzing the Survey Data
Preparing for the staff discussion.Preparing for the staff discussion.
Please turn to page 8.Please turn to page 8.
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Decision Rules Decision Rules
Create a decision rule before the Create a decision rule before the meeting.meeting.
ExampleExample Ignore behaviors with ratings of two or lessIgnore behaviors with ratings of two or less Include behaviors with ratings of four or moreInclude behaviors with ratings of four or more Discuss behaviors with ratings between two Discuss behaviors with ratings between two
and four?and four? Review the following slide. How would Review the following slide. How would
you facilitate a discussion of these data?you facilitate a discussion of these data?
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1 2 3 4 5
Not paying attention
Not being in assigned area
Making disruptive noises
Occasional talking with peers
Tattling
Horseplay
Teasing or name calling
Inappropriate tone of voice
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Finding the themes
Creating your “behavioral motto.”
Please turn to page 9.
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Getting to the rules
Problem Behavior
Alternative or replacement behavior
Rule
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Creating a Behavioral MatrixCreating a Behavioral MatrixClassroom Hallway Cafeteria Playground Bus
Be Respectful
Be Responsible
Be Safe
Expectations
Rules
Settings
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Classroom Hallway Cafeteria Playground Bus
Be Respectful
Be Responsibl
e
Be on time for class
Have a hall pass.
Sit with your group
Be Safe Stay off the net
Stay in your seat
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Exploring the Data on Exploring the Data on ConsequencesConsequences
The “actual” hierarchyThe “actual” hierarchy Intervention acceptabilityIntervention acceptability Staff awareness of interventionsStaff awareness of interventions
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Selecting ConsequencesSelecting Consequences
Use the data to decide.Use the data to decide.
Please turn to page 12.Please turn to page 12.
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Creating a Response MatrixCreating a Response Matrix
Intensity I
Intensity II
Intensity III
Intensity IV
Intensity Levels
Consequences and Responses
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Staff members
Interventions
Students
Re-surveying to capture Re-surveying to capture changeschanges
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For more information
Mary Margaret Kerr and Michael Valenti
[email protected]/[email protected]
412-648-7205 Psychology in
Education Department University of
Pittsburgh 5939 Posvar Hall 230 South Bouquet
Street Pittsburgh, PA 15260