Positive Behavior Interventions and Supports

(PBIS)KSEPAC

September 21, 20106:00 – 7:30

What is PBIS

Focus of PBIS is to look at the:• Function of the behavior (why does the

behavior occur)• Relationship of behavior to the environment• Implementation of evidence based strategies• Teaching of new skills (replacement behaviors)

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions• Individual Students• Assessment-based• High Intensity

Intensive, Individual Interventions• Individual Students• Assessment-based• Intense, durable procedures

Targeted Group Interventions• Some students (at-risk)• High efficiency• Rapid response

Targeted Group Interventions• Some students (at-risk)• High efficiency• Rapid response

Universal Interventions• All students• Preventive, proactive

Universal Interventions• All settings, all students• Preventive, proactive

Designing School-Wide Support Systems for Student Success

Systems Approach

Student

Family

School

Community

What does PBIS look like?

• Families and communities are actively involved • Time for instruction is more effective & efficient• Function based behavior support is foundation for

addressing problem behavior.• Full continuum of behavior support is available to all

students

What Will You See in a PBIS School?

• Small number of positively stated and behaviorally exemplified expectations are taught and encouraged

• Positive adult-to-student interactions exceed negative• Data and team-based action planning & implementation• Administrators are active participants in all aspects of

implementation• >80% of students can tell you what is expected of them

and give behavioral example because they have been taught, actively supervised, practiced, and acknowledged

Eight Practices of PBIS

1. Administrative Leadership2. Team Implementation3. Define Concrete Expectations4. Teach Behavior Expectations5. Acknowledge and Reward Positive Behavior6. Monitor and Correct Behavior7. Use Data for Decision Making8. Family and Community Collaboration

What do Families Bring to the Table?

Knowledge of their child that no one else has A serious interest in their child’s education

Interest and expertise as their child’s first teachers Accountability as citizens for successful schools Strengths and interests to contribute to the educational process (Sarason. 1995)

Sarason, 1995

Engaging Families in the Behavior Planning Process

• Families and School Staff work as collaborative partners

• Communication is two-way…all members are sharing ideas, concerns, and possible solutions

• Focus on the skills the student needs in order to successfully participate in school

• Respect cultural differences

Engaging Families in the Behavior Planning Process

• Provide parent education to support positive behavior• Ensure that everyone understands that behavior is a

function of need• Ensure that everyone understands that that the goal

is not eliminating a behavior but to develop new strategies for coping thus developing a new replacement behavior

• Draw up student-parent-teacher contracts and support parents with tools and skills to monitor behavior progress.

Westgate Elementary

• Respect

• Responsibility

• Safety

RESPECT• What does respect look like in the lunchroom?• How do we teach students to demonstrate

respect in the cafeteria?• How we positively recognize students who are

demonstrating respect in the classroom?• How will we support students who are having

challenges with respectful behavior at recess?

RESPECT

• What does respect look like at the dinner table?

• How do we positively recognize our children who are demonstrating respect at home?

• How will we help our children who are having challenges with respectful behavior at home?

The WHY’s of Behavior

ProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

SocialTangible/Activity

Adult

Stimulation/Sensory

Peer

Pos Reinf Neg Reinf

The ABC’s of Life’s Struggles at Home

• SETTING EVENT: Situations or characteristics that “set up” the problem?

• ANTECEDENT: what happens before the behavior to “set it off”?

• BEHAVIOR: what is the specific problem behavior?

• CONSEQUENCE: our response/”the payoff”?

Setting EventsLook and Listen for …

• Broader issues that may be influencing behavior:– Daily activity schedule– Predictability of routines– Variety of activities or materials– Social relationships– Preferences of the student– Medical and physical issues (nutrition, illness, medications, sleep

patterns)– Challenging family situations– Mental health diagnosis

Antecedents or TriggersLook and Listen For…

• Under what circumstances is the behavior most/least likely– Changes in the environment– Time of day/activities– Clarity of expectations of activity/task– Reinforcement of expected behavior– Nature of interactions (tone, proximity, contact)– Amount & type of attention (peer, group, adult)– Child’s ability matched to the activity

Maintaining ConsequencesLook and Listen For…

WHAT DO THEY GET or AVOID?– Social reaction/attention– Change in activity/routine– Increases assistance from adults or peers– Access to materials, activities, food/drink– Sensory stimulation or reduction– Change in the physical environment– Allowed space or movement– Delays activity/event– Avoids negative attention,

Improving Decision-Making

Problem ReactionFrom

To ProblemProblemSolving Solution

Select Intervention Strategies

Wants help with homework Whines Gets help

Asks for

Help

Do homework in Small chunks ofTime

Set aside calm timeWhen you can help

Teach childWays to get helpFrom parent-green/red cup-10 minute check in with timer

Reinforce Efforts to Complete work

Reinforce Use of cup or timer

O’Neil et al. (1997) A B C

Look Fors

• What situations “set up” behavior: tired, change in routine, visitation, babysitter?

• What situations: “set off” this behavior: asking him to turn off the TV or computer, time for bed, no friends over this weekend, can’t have snacks and pop NOW?

• How does our behavior reinforce this “series of unfortunate events”?

• What is the “payoff” for this behavior?

Is there a routine that is defined?

• Is there a clear beginning?

• Is there a clear sequence to complete the routine?

• Does the child understand the transition to the next routine or activity?

Schedule(Times)

Activity Likelihood of Problem Behavior

Specific Problem Behavior

7:00 am Getting ready for school 1 2 3 4 5 6

7:45 am Get in car 1 2 3 4 5 6

8:30 am Enter school 1 2 3 4 5 6

3:00 pm Get in car 1 2 3 4 5 6

3:45 pm Free time and snack 1 2 3 4 5 6

4:30 pm Homework and chores 1 2 3 4 5 6

5:30 pm TV time 1 2 3 4 5 6

6:30 pm

7:15 pm

Dinner time

Bath and bedtime

1 2 3 4 5 6

1 2 3 4 5 6

Routine AnalysisAnne Todd, 2006

Positive Behavior Tips

• Remember 5 positives to 1 negative

• Set the stage for success, reward the effort

• Give clear, specific directions• Stay calm, use a calm voice -

Nagging gets you nowhere!• Set reasonable limits –

Avoid using “always” or “never”

• Be CONSISTENT!“Yes means Yes and No means No”

• Set the example –Actions speak louder than words

• Proactively anticipate situations• Have patience –

A little goes a long way• Have fun and enjoy the ride!

Practical Tips for Families

• Keep your expectations realistic• Plan Ahead• Clearly state your expectations in advance• Offer limited, reasonable choices• Use “when…then” statements• Catch your child being good• Stay calm• Use neutral time

Behavior change is a family affair

• Do mom and dad respond the same way?• Grandma’s house• Back and forth (and up and down!)• Babysitter for the night out• What are the school rules? How can we

provide a “match”?

Transition Activity: A Family Dinner

• Think about the rules and expectations for a typical family at home.

• How do these change when you have company or visitors?

• What about when you go out to dinner at a restaurant?

• How about during a picnic?

“STICK WITH THE PLAN”

• Look at your Home Matrix and your list of behaviors you want to address

• Identify 5 – 10 POSITIVELY stated behaviors• Write each one on a stick in a bright color and

decorate• These will be your daily reminders for positive

behavior change

PBS Home Matrix

Getting up in the

morning

Getting to school

Clean-up

time

Time to relax

Homework time

Mealtime Getting ready

for bed

HHELP OUT

Make Your bedClothes in hamper

Have your back pack, lunch, notes, keys

Do your chores

Clean up after yourselfPlay quietly

Put your things in your backpack when finished

Set the tablePut dishes away

Brush your teethDirty clothes away

OOWN YOUR BEHAVIOR

Get up on timeGet cleaned up and dressed on time

Be ready to leave on time

Clean up after yourself

Ask before you borrowAsk to change stations

Complete your homework on timeDo your best!

Use kind words and “I statements”Recognize mistakes and apologize

Get to bed on time!

MMANNERS

COUNT

Try a morning SMILE!Thank your parents for helping.

“Thanks for the ride”“Have a nice day”

Ask politely for help

Respect others thingsOffer to share

Ask for help respectfully“Thanks for the help”

Please and thank youUse your napkin

End the day with nice words and thoughts

E V E R Y D A Y

Remember…

• Positive Behavior Support is the redesign of environments, not the redesign of individuals

• Positive Behavior Support asks us to change our behavior to help our child change theirs.

One Behavior at a Time

• Start with one behavior.

• Think about the Big 5: WHAT is the specific behavior? WHO is involved? WHEN does

the behavior occur? WHERE does the behavior take place? WHY did the behavior occur?

• How are you responding that may reinforce this behavior?

• What is the new behavior you want your child to learn?

A SAMPLE POSTER…SAFE RESPECTFUL RESPONSIBLE READY

KITCHEN •CALM BODY•HANDS TO SELF•PARENT PRESENT

•TAKE ONLY WHAT YOU NEED•SHARE

•CLEAN UP AFTER YOURSELF•HELP MOM WITH CHORES

•WASH HANDS BEFORE EATING

BATHROOM •WASH HANDS •EVERYONE GETS A TURN•PRIVACY

•BRUSH YOUR TEETH 2X/DAY•CLEAN UP SINK

•BE IN THE SHOWER AT YOUR TIME EACH DAY

BEDROOM •CALM BODY ON BED

•KEEP VOICES DOWN•EVERYONE GETS SOME PRIVACY

•PUT TOYS AWAY AND MAKE BED EACH DAY

•READY FOR BED AT 8PM

***BE POSITIVE***

Schedules – Sample for school, but easily adaptable for home use.

Time FIRSTActivity

THENREWARD

7:40-8:20Calendar

8:20-8:35Reading

8:35-9:05Music

9:05-9:45Resource and Snack

9:45-10:00Recess

10:15-11:30Resource

Try to reach Scooby Doo! Build a bridge of smiley faces so you can cross the river. Do your work to earn each smiley face!

Insert picture of child

Reinforcement Chart

MY BEDTIME CHECKLIST

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

I Was Responsible! I Brushed My Teeth!

I Was Ready! Put on my Pajamas!

I was Ready and Respectful! I Went to Bed on Time by

Myself!

My Responsibility Chart

Sat Sun Mon Tue Wed Thur Fri

Expected BehaviorsBrushing Teeth

Getting Your Own Breakfast

Homework

Making Bed

Put Laundry in Hamper

Room Clean

Shower

One Check= One Point TOTAL: _____

45 Points= Privilege

We Praise and Reward ChildrenWhe

n We See Them Using What They

Have Learned!