positive behavior support t he abc’ s of p romoting pro -s ocial b ehavior in young children...

Positive Behavior Support

THE ABC’S OF PROMOTING PRO-SOCIAL BEHAVIOR IN YOUNG CHILDREN

Presented by the GCCEarly Childhood Faculty:

Michelle Amodei, Lois Johnson, Deborah Mincey, Carolyn Patterson, and Patricia Scheffler

Outcomes Understanding how Positive Behavior

Support works Identify five evidence-based strategies for

effective guidance and behavioral support Apply classroom scenarios to the

evidence- based strategies Identify proactive classroom management

strategies that promote pro-social behavior in young children

Identify the functions (or reasons) for problem behavior

Positive Behavior Support PBS involves comprehensive multi-

component support that focuses on: Preventing problem behavior Using of research-validated practices Teaching new skills Enhancing quality of life Assessing the reasons for problem behavior and

redesigning environments and challenging contexts

Embedding intervention into natural routines and instruction

Person-centered support

There’s so much more than what you see on the surface

The ABCs of PBS Antecedents – what happens before the

behavior (can function to trigger behavior)

Behavior – observable response

Consequences – what happens after (can reduce or increase the likelihood of behavior through the principles of reinforcement and punishment)

“It is easier to prevent a behavior from occurring, than to deal with it after it

has happened.”

A word to the wise…

Behaviors Strategies to Try

Implementing 5 Evidenced-Based PracticesKey points to remember What I will do in my

classroomResources I may need

1. Maximize structure

2. Teach expectations

3. Engage students in instruction

4. Acknowledge appropriate behavior

5. Respond to inappropriate behavior

5 Evidence-Based Practices for effective guidance and behavioral support

1. Maximize structure.

2. Teach and practice positively stated expectations.

3. Engage students actively and successfully in instruction.

4. Acknowledge appropriate behavior.

5. Develop a continuum of strategies to respond to inappropriate behavior.

(Simonsen, Fairbanks, Briesch, Myers, & Sugai)

Design the structure and functions of classrooms to increase predictability and to accommodate individual and collective needs of students

Basic Rule

Environment/Organization Organize Space Manage Time Efficiently Manage Materials Efficiently Manage Paperwork Efficiently

1. Maximize Structure

Consider: How many students will you have in the

room at one time? What kinds of activities will be taking

place in your classroom? How will you regulate movement? What should my classroom look like?

Wall space, storage, lighting, etc.

1. Maximize Structure –Organize Space

Scheduling Start the day with a highly reinforcing activity. Intersperse tasks Consider the physical needs of students Plan for transitions carefully Change the time of the activities/rearrange

routines Instruction: distributed better than massed

1. Maximize Structure – Manage Time

Enlist student assistance in materials distribution

Store materials in an organized, convenient place

Prepare extra materials

1. Maximize Structure – Manage Materials

Partner Activity

“If a child doesn’t know how to read, we teach.”

“If a child doesn’t know how to swim, we teach.”

“If a child doesn’t know how to multiply, we teach.”

“If a child doesn’t know how to drive, we teach.”

“If a child doesn’t know how to behave, we… …teach? …punish?”

“Why can’t we finish the last sentence as automatically as we do the others?”

(Herner, 1998)

Establish and Implement Classroom Rules and Routines

Use Teacher Attention to Promote Expected Student Behavior

2. Teach and Practice Positively Stated Expectations

Establish 3-5 positively stated classroom rules

Concrete observable and measurable Post rules prominently Teach behaviors needed to comply with

rules Reinforce students for following the rules


Emphasize modeling Ask questions Put responsibility on the child

Support each step Expect positive behaviors

Use simple transition cues Prepare the children for transitions

Build relationships


Partner Activity

Learning & Challenging Behavior Learning and behavior problems result from

interaction between individuals and their environment

An educational approach to behavior support: Maintain strong instructional focus: Identify individual and group needs Identify environmental supports and/or

adaptations required to meet needs

3. Engage students actively and successfully in instruction

Provide frequent opportunities for Active Student Responses (ASR)

Vary types:– Partner sharing/”chatterboxing”– White boards/response cards – Choral responding– Nonverbal Gestures or signals– Finger plays and songs

Vary individual vs. group responding


Beyond Best Practice Maintaining a well-managed classroom and

using proven teaching practices is not always enough

The continued problem behavior of students MAY signal a need to further address teaching strategies and curriculum content at a more individualized level.


Partner Activity

Specific and contingent praise following appropriate actions Use names Make it descriptive (specific) Vary the statements Make it convincing Make it age appropriate

Continuum of reinforcement can including tangible, social, activity

4. Acknowledge Appropriate Behavior

Use 5:1 ratio of positive to negative interactions

#1 Consequence Strategy

Pay more attention to the behaviors

you want than the behaviors

you don’t want!

Consequences for following the rules: Must be specific, descriptive, and

contingent Use the vocabulary of the rules to praise

for rule following Provide praise feedback more frequently

than you think is necessary (3 to 1 ratio) Recognize that some students are starved

for attention


Praise Proximity Pre-Correction

“The artful use of reminders and prompts before students begin a task or activity.”

Using the 3 Ps to Promote Appropriate Behavior

Lampi, A.; Fenty N.;Beaunae, C. (2005)


Why use pre-correction? Decreases time teachers spend in

correction/redirection Prevents repetition of behavioral errors Sets up situations in which teachers can use

praise Creates a more positive climate

More About Pre-Correction


1. Know the context(s) in which problem behaviors occur

2. Specify the appropriate expected behaviors

3. To enhance benefits, change environment or routines

Using Pre-Correction


4. Practice the appropriate behavior

5. Reinforce appropriate behavior

6. Provide prompts for the appropriate behavior

7. Monitor student progress

Using Pre-Correction


Partner Activity

Preplan consequences to avoid emotion

Correct errors calmly, consistently Avoid escalating problem behavior Clarify classroom managed vs. office

managed behaviors

5. Develop a continuum of strategies to respond to inappropriate behavior

Reductive consequences need to be: Related Reasonable Respectful And always include re-teaching of expected

behavior! May use:

Planned ignoring Time out from reinforcement Use mild forms of punishment


Effective Teacher Commands Are brief Are delivered one at a time Use proximity Use eye contact Are stated as directives rather than as questions Use specific language so that the student clearly

understands what you want (more “start” than “stop” requests)


Effective Teacher Commands Are non-emotional and avoid sarcasm Avoid long explanations or justifications (present

any justifying information before the command rather than after it)

Allow the student a short but reasonable time to comply, without additional teacher comments or directives


Deal with behavior Problems Plan for consequences of misbehavior Implement consequences calmly and consistently

(bore them into submission) Implement consequences immediately in the

setting in which the infraction occurred Use the vocabulary of the rules to reinforce the

rules Explore the setting event


Partner Activity

History Medical Conditions Context

Can increase the likelihood of behavior

Antecedent Consequence

Can decrease the likelihood of Behavior Sleep Medications Bad Morning

Can increase theLikelihood of Behavior

Can decrease theLikelihood of Behavior

Triggers

Problem behavior occurs to accomplish the following:

Escape

ActivitiesItems

PhysiologicalStimulation

Attention

Sugai & Horner, 2001

How Do You Determine Function?

Be (or find) an objective observerInterview others in the child’s life

Resources Fox, L., Jack, S., & Broyles, L. ,2005. Program-wide Positive Behavior

Support: Supporting Young Children’s Social-Emotional Development and Addressing Challenging Behavior. Tampa, FL., University of South Florida, Louis de la Parte Florida Mental Heath Institute.

Grove, T., Glasser, H., Block, M.L., 2007. The Inner Wealth Initiative: The Nurtured Heart Approach for Educators.

Lampi, A.; Fenty N.;Beaunae, C. ,2005. Making the three P’s Easier: Praise, Proximity, and Precorrection. Beyond Behavior.

Weaving Intervention into the Fabric of Everyday Life: An approach to family assessment (Bernheimer & Keogh, 1995)

Contextual Fit for Behavioral Support Plans (Koegel, Koegel, & Dunlap, 1996) Positive Behavior Support with Families (Lucyshyn, Dunlap, & Albin, 2002) Parenting with Positive Behavior Support: A practical guide to resolving your

child’s difficult behavior (Hieneman, Childs & Sergay, 2006) Developing Cross-Culture Competence (Lynch & Hanson, 2004) Five Evidence-based Practices for Classroom Management. Education and

Treatment of Children . (Simonsen, Fairbanks, Briesch, Myers, & Sugai, August 2008)

Resources

Center for Evidence Based Practice www.challengingbehavior.org Online academy PBS module

www.onlineacademy.org OSEP Technical Assistance Center on

Positive Behavioral Interventions & Supportswww.pbis.org

Kansas Institute on Positive Behavior Support www.kipbs.org

http://www.onlineacademy.org/

http://www.pbis.org/

positive behavior support t he abc’ s of p romoting pro -s ocial b ehavior in young children...

Documents

problem behavior slide

structure slide

inappropriate behavior

time slide

space slide

sugai slide

punishment slide

wise slide