Prevention and Early Intervention Prevention and Early Intervention Prevention and Early Intervention Prevention and Early Intervention for Problem Behavior: for Problem Behavior: “Itt k ill ” Itt k ill ” “It takes a village” It takes a village” Lynnette Christensen Lynnette Christensen K. Richard Young K. Richard Young Paul Caldarella Paul Caldarella Paul Caldarella Paul Caldarella Shauna Valentine, Gary Wall, Allen Gurney Shauna Valentine, Gary Wall, Allen Gurney
Transcript
Prevention and Early InterventionPrevention and Early InterventionPrevention and Early Intervention Prevention and Early Intervention for Problem Behavior: for Problem Behavior:
““It t k ill ”It t k ill ”““It takes a village”It takes a village”
Lynnette ChristensenLynnette ChristensenK. Richard YoungK. Richard YoungPaul CaldarellaPaul CaldarellaPaul CaldarellaPaul Caldarella
Shauna Valentine, Gary Wall, Allen GurneyShauna Valentine, Gary Wall, Allen Gurney
“I need not remind you that the cities of “I need not remind you that the cities of America are in trouble…the problems America are in trouble…the problems will largely continue until many more will largely continue until many more g y yg y ypeople people get at the rootget at the root. . That root, I That root, I believe lies in two places: in ourbelieve lies in two places: in ourbelieve, lies in two places: in our believe, lies in two places: in our schools and in our homes.”schools and in our homes.”
Gordon B. HinckleyGordon B. HinckleyThe United States Conference of MayorsThe United States Conference of MayorsSeptember 1998September 1998
The mission of the Brigham Young The mission of the Brigham Young g gg gUniversity David O. McKay School of University David O. McKay School of Education is “…to improve learning and Education is “…to improve learning and p gp gteaching in the school, as well as in the teaching in the school, as well as in the home, church and community home, church and community yyworldwide.” To accomplish this mission worldwide.” To accomplish this mission the university, schools and families the university, schools and families yymust work in partnership.must work in partnership.
OverviewOverview
•• Positive Behavior SupportPositive Behavior Support•• Building Positive RelationshipsBuilding Positive RelationshipsBuilding Positive Relationships Building Positive Relationships •• Encouragement and PraiseEncouragement and Praise
P ti d C tiP ti d C ti•• Preventing and Correcting Preventing and Correcting MisbehaviorMisbehavior
PBSPBS is a broad range is a broad range of of systemic & individualized strategies for achieving
important social & learning outcomes while preventingbl b h i ith ll t d tproblem behavior with all students.
PBS is the application ofPBS is the application of positive behavioralpositive behavioralPBS is the application of PBS is the application of positive behavioral positive behavioral interventions and systemsinterventions and systems to achieve socially to achieve socially
important behavior change.important behavior change.S iS i 20002000
Sugai 2004
-- SugaiSugai 20002000
Tertiary Prevention:Tertiary Prevention:for Students for Students
with Highwith High--Risk BehaviorRisk Behavior5%5%1) Build Relationships1) Build Relationships
Secondary Prevention:Secondary Prevention:for Students with for Students with
5) Use Interventions 5) Use Interventions Based on DataBased on Data
Primary Primary Prevention:Prevention:
Based on DataBased on Data
For All StudentsFor All Students
~80% of Students~80% of Students
FoundationsFoundations
•• Behavior is largely a product of its immediate Behavior is largely a product of its immediate environment.environment.
•• Behavior ultimately responds better to positive rather Behavior ultimately responds better to positive rather than negative consequences.than negative consequences.than negative consequences.than negative consequences.
•• Learning best takes place under pleasant Learning best takes place under pleasant i ti tcircumstances.circumstances.
•• The most effective way to change inappropriateThe most effective way to change inappropriateThe most effective way to change inappropriate The most effective way to change inappropriate behavior is to teach and praise appropriate behavior.behavior is to teach and praise appropriate behavior.
G iding PrinciplesG iding PrinciplesGuiding PrinciplesGuiding Principles•• All youth can learn.All youth can learn.
•• Problem behaviors often result from inappropriate Problem behaviors often result from inappropriate learning and can be correctedlearning and can be correctedlearning and can be corrected.learning and can be corrected.
•• Adults must adopt high expectations for civil Adults must adopt high expectations for civil behavior.behavior.
•• Instruction must include building skills critical toInstruction must include building skills critical to•• Instruction must include building skills critical to Instruction must include building skills critical to success in life.success in life.
•• Create teaching or learning opportunities frequently Create teaching or learning opportunities frequently (Carpe Diem). (Carpe Diem).
Building Positive RelationshipsBuilding Positive Relationships
What is a positive relationship and how What is a positive relationship and how would you describe it?would you describe it?
•• Mutual trustMutual trust•• Respect Respect
•• KindKind•• EncouragingEncouragingpp
•• ConsiderationConsideration•• LovingLoving
•• Fun Fun •• OpenOpenLovingLoving
•• ValidatingValidating•• SafeSafe
pp•• CourteousCourteous
•• SafeSafe
ffBenefitsBenefitsRelationships: the foundation of good teachingRelationships: the foundation of good teachingRelationships: the foundation of good teachingRelationships: the foundation of good teaching
•• Students naturally want to please teachers they Students naturally want to please teachers they y p yy p ylikelike
Ad lt b t t d f h lAd lt b t t d f h l•• Adults become a trusted source of helpAdults become a trusted source of help
•• Enhances the effectiveness of modelingEnhances the effectiveness of modelingEnhances the effectiveness of modelingEnhances the effectiveness of modeling
•• Students are more willing to spend time with Students are more willing to spend time with teachers they liketeachers they like
DiscussionDiscussion
Behaviors students like & dislike in adults Behaviors students like & dislike in adults
Adult behaviors judged by young people as:Adult behaviors judged by young people as:
POSITIVEPOSITIVECalm, pleasant voice toneCalm, pleasant voice toneOffers to helpOffers to help
NEGATIVENEGATIVEOvert displays of angerOvert displays of angerAccusing/blamingAccusing/blamingOffers to helpOffers to help
Compliments performanceCompliments performanceFairnessFairnessExplaining why how orExplaining why how or
Accusing/blaming Accusing/blaming statementsstatementsGiving no opportunities to Giving no opportunities to speakspeak
Explaining why, how, or Explaining why, how, or whatwhatConcernConcernEnthusiasmEnthusiasm
Mean insulting remarksMean insulting remarksUnpleasant physical contactUnpleasant physical contactLack of fairnessLack of fairnessEnthusiasmEnthusiasm
PolitenessPolitenessGetting right to the pointGetting right to the pointPleasant facial e pressionPleasant facial e pression
Bossy, demandingBossy, demandingUnpleasantUnpleasantTalking only about mistakesTalking only about mistakesPleasant facial expressionPleasant facial expression
Stating expectationsStating expectations
Talking only about mistakesTalking only about mistakesNo eye contactNo eye contact
Adapted from Willner, et al. (1977)Adapted from Willner, et al. (1977)
Relationship BankRelationship BankCREDITSCREDITS
Every time you interact with Every time you interact with another person, you have the another person, you have the opportunity to make a opportunity to make a deposit in your account by deposit in your account by behaving in a way that shows behaving in a way that shows
d td tcare and respect.care and respect.
DEBITSDEBITSIf d thi th tIf d thi th tIf you do or say things that If you do or say things that are painful for the other are painful for the other person, you withdraw funds person, you withdraw funds from your accountfrom your accountfrom your account.from your account.
Positives to NegativesPositives to NegativesStudents recognize that adultsStudents recognize that adultsStudents recognize that adults Students recognize that adults are powerful and can hurt are powerful and can hurt them. them.
Our WITHDRAWALS, Our WITHDRAWALS, therefore, are MORE therefore, are MORE POWERFULPOWERFULPOWERFUL. POWERFUL.
We need to make MORE We need to make MORE DEPOSITS than withdrawals.DEPOSITS than withdrawals.
positives : negativespositives : negativesDEPOSITS than withdrawals.DEPOSITS than withdrawals.
Even if criticism is justified, it Even if criticism is justified, it needs to be balanced out with needs to be balanced out with EIGHT or more positives.EIGHT or more positives.
How to Build a Positive RelationshipHow to Build a Positive Relationship
1.1. Spend quality & quantity timeSpend quality & quantity time
2.2. Make continuous & consistent effortMake continuous & consistent effort
33 Show we care by what we say & doShow we care by what we say & do3.3. Show we care by what we say & doShow we care by what we say & do
Specific Ways to Build Positive Specific Ways to Build Positive RelationshipsRelationshipsRelationshipsRelationships
•• Seek opportunities to interact. Seek opportunities to interact. See oppo tu t es to te actSee oppo tu t es to te act
•• Develop common interest.Develop common interest.
•• Display concern for wellDisplay concern for well--being.being.
E fid d t tE fid d t t•• Express confidence and trust.Express confidence and trust.
•• Ask youth for help or advice.Ask youth for help or advice.Ask youth for help or advice.Ask youth for help or advice.
S fS fSpecific Ways to Build Positive Specific Ways to Build Positive Relationships Relationships (continued)(continued)e a o s pse a o s ps (co ued)(co ued)
•• Be open to concerns and criticism.Be open to concerns and criticism.
•• Be aware of verbal and nonBe aware of verbal and non--verbal behavior.verbal behavior.
•• Use humor void of ridicule Use humor void of ridicule or putor put--downs (zingers).downs (zingers).
Att d i t t tAtt d i t t t•• Attend an important event. Attend an important event.
P i t t R bP i t t R bPoints to RememberPoints to Remember•• Relationships constantly changeRelationships constantly change•• Relationships constantly changeRelationships constantly change•• Require consistency & continual effort Require consistency & continual effort
–– Doing what we say we will doDoing what we say we will do
–– Students can count on usStudents can count on us
We’ll stop what we are doingWe’ll stop what we are doing–– We ll stop what we are doing We ll stop what we are doing when there is a needwhen there is a need
–– The relationship is the highest priorityThe relationship is the highest priority
Praise and Encouragement
•• Encouragement is what Encouragement is what we do to help studentswe do to help studentswe do to help students we do to help students to try, to learn, to act.to try, to learn, to act.
•• Praise is a positive Praise is a positive action that comes after action that comes after a student succeeds. a student succeeds.
BenefitsBenefitsBenefitsBenefits•• Prompts students toPrompts students to Brings a sense ofBrings a sense of•• Prompts students to Prompts students to
act and take risks act and take risks •• Brings a sense of Brings a sense of
accomplishment and accomplishment and personal satisfactionpersonal satisfaction
•• Increases confidence Increases confidence
B ild l ti hiB ild l ti hi
personal satisfaction personal satisfaction
•• Creates a desire to Creates a desire to •• Builds relationships Builds relationships
of trustof trustengage in the behavior engage in the behavior againagain
•• Creates a positive Creates a positive atmosphereatmosphere
How to EncourageHow to Encourage
1.1. NoticeNotice the needthe need
22 ExpressExpress confidenceconfidence2.2. Express Express confidence, confidence, trust, and belief trust, and belief through words andthrough words andthrough words and through words and actionsactions
How to PraiseHow to Praise
1.1. Be SincereBe Sincere
22 Be SpecificBe Specific2.2. Be SpecificBe Specific
33 Gi RGi R3.3. Give a ReasonGive a Reason
Encouragement and PraiseEncouragement and Praise
ActivityActivityThink of a criticism youThink of a criticism youThink of a criticism you Think of a criticism you have given recentlyhave given recently
Group Discussion Group Discussion –– 5 mins.5 mins.Encouragement or praise statementsEncouragement or praise statementsEncouragement or praise statements Encouragement or praise statements that can be used to balance the that can be used to balance the criticismcriticismcriticismcriticism
Discipline vs PunishmentDiscipline vs Punishment
“If a child doesn’t know how to read, we teach.”“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 swim we teach ”If a child doesn t know how to swim, 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 multiply, we teach.”
“If a child doesn’t know how to behave, we…“If a child doesn’t know how to behave, we…
Takes form of teaching Infliction of unpleasant or Takes form of teaching Infliction of unpleasant or painful penaltiespainful penalties
CONSISTENCY is KEY to CONSISTENCY is KEY to EFFECTIVE DISCIPLINEEFFECTIVE DISCIPLINEEFFECTIVE DISCIPLINE.EFFECTIVE DISCIPLINE.
MASTERING MASTERING CONSISTENCYCONSISTENCYCONSISTENCY CONSISTENCY requires TIME & requires TIME &
PRACTICEPRACTICEPRACTICEPRACTICE
Rules and ExpectationsRules and Expectations
Purpose: Purpose: Build a commonBuild a commonBuild a common Build a common languagelanguage
Communicate Communicate what is expectedwhat is expectedwhat is expectedwhat is expected
Promote a culture Promote a culture of civilityof civility
R l d E t tiRules and Expectations
Wh t th t i t t thiWh t th t i t t thiWhat are the most important things you What are the most important things you want students to consistently do?want students to consistently do?
3 to 5 rules3 to 5 rules
Clear and concise Clear and concise
Positively statedPositively stated
Explain consequences Explain consequences
CCConsequencesConsequences
1.1. Need to be understood at the outset Need to be understood at the outset by teachers and studentsby teachers and students
2.2. Need to be Need to be reasonablereasonable
3.3. Need to be applied with precision, Need to be applied with precision, accuracy, and consistencyaccuracy, and consistency
4.4. Consequences must be manageable Consequences must be manageable by the teacherby the teacher
ActivityActivity
List three rules and consequences you List three rules and consequences you can use in a classroomcan use in a classroomcan use in a classroomcan use in a classroom
T hi A i t B h iT hi A i t B h iTeaching Appropriate BehaviorTeaching Appropriate Behavior•• Discipline means to teachDiscipline means to teachDiscipline means to teachDiscipline means to teach
–– Teach, don’t assumeTeach, don’t assumeBehavior needs to be taughtBehavior needs to be taught–– Behavior needs to be taughtBehavior needs to be taught
•• You are always teachingYou are always teaching–– You teach more by what you do than by You teach more by what you do than by
what you saywhat you say•• All behavior is purposefulAll behavior is purposeful
–– Instead of scolding misbehavior, teach an Instead of scolding misbehavior, teach an alternative behavioralternative behavior
The Teaching PatternThe Teaching Pattern
11 N d d ib th b h iN d d ib th b h i1.1. Name and describe the behaviorName and describe the behavior
22 Give a rationaleGive a rationale2.2. Give a rationaleGive a rationale
3.3. Model (you do)Model (you do)(y )(y )
4.4. Practice (they do)Practice (they do)
5.5. Give feedback and praiseGive feedback and praise
6.6. Plan future practice opportunitiesPlan future practice opportunities
A ti itA ti itActivityActivity
How to Follow How to Follow InstructionsInstructions
The Teaching PatternThe Teaching Pattern
11 Name & describeName & describe1.1.Look at the personLook at the person22 Say “OK ”Say “OK ”
1.1. Name & describeName & describe2.2. Give a rationaleGive a rationale33 M d l ( d )M d l ( d )2.2.Say, OK.Say, OK.
3.3.Start fastStart fast44 Fi i h h kFi i h h k
3.3. Model (you do)Model (you do)4.4. Practice (they do)Practice (they do)
4.4.Finish the taskFinish the task5.5.Check backCheck back
5.5. Feedback & praiseFeedback & praise6.6. Plan future practicePlan future practice
CivilityCivility
Polite behaviors that Polite behaviors that show respect towardshow respect towardshow respect toward show respect toward a person in order to a person in order to maintain social maintain social harmony and harmony and recognize the recognize the h it f th th it f th thumanity of that humanity of that person. person.
GratitudeGratitude“Where there is“Where there isWhere there is Where there is gratitude, there is gratitude, there is humility instead ofhumility instead ofhumility instead of humility instead of pride, generosity rather pride, generosity rather than selfishnessthan selfishnessthan selfishness. . . than selfishness. . . gratitude is the gratitude is the beginning of civilitybeginning of civilitybeginning of civility, beginning of civility, of decency and of decency and goodness ”goodness ”goodness. . . goodness. . .
Gordon B. Hinckley Gordon B. Hinckley
DiscussionDiscussion
•• Think of a time when someone Think of a time when someone expressed gratitude How did you feel?expressed gratitude How did you feel?expressed gratitude. How did you feel? expressed gratitude. How did you feel?
•• Think of a time when you expressed Think of a time when you expressed gratitude. How did you feel?gratitude. How did you feel?
How to Express Gratitude
A. A. ReflectReflect1.1. ThinkThink2.2. RememberRemember33 FeelFeel3.3. FeelFeel
B. B. ExpressExpress1.1. SaySay2.2. WriteWrite3.3. DoDo
Ki dKindness
“Kindness is a passport that “Kindness is a passport that opens doors and fashions opens doors and fashions f i d It ft h t df i d It ft h t dfriends. It softens hearts and friends. It softens hearts and molds relationships that can molds relationships that can last lifetimes Kind words notlast lifetimes Kind words notlast lifetimes. Kind words not last lifetimes. Kind words not only lift our spirits in the only lift our spirits in the moment they are given, but moment they are given, but y g ,y g ,they can linger with us over they can linger with us over the years.” the years.”
Joseph B. WirthlinJoseph B. Wirthlin
Di iDi iDiscussionDiscussion•• Why show kindness?Why show kindness?•• Why show kindness?Why show kindness?
Kindness provides a secure, comfortable Kindness provides a secure, comfortable i t h t d t f l l di t h t d t f l l denvironment where students feel valued. environment where students feel valued.
Students will be more open to guidance and Students will be more open to guidance and p gp gmore likely to confide in adults who are kind.more likely to confide in adults who are kind.Acts of kindness build a culture of civility thatActs of kindness build a culture of civility thatActs of kindness build a culture of civility that Acts of kindness build a culture of civility that strengthens our schools and helps prevent strengthens our schools and helps prevent negative influencesnegative influencesnegative influences. negative influences.
How to Show KindnessHow to Show Kindness
1.1. Notice other’s needsNotice other’s needs
2.2. Feel and understandFeel and understand
33 Meet needs through actionsMeet needs through actions3.3. Meet needs through actionsMeet needs through actions
C l iC l iConclusionConclusion
T d h l f ili d itiT d h l f ili d itiToday schools, families and communities Today schools, families and communities are confronted with challenging behaviors are confronted with challenging behaviors f ti ’ th M th itf ti ’ th M th itfrom our nation’s youth. More than ever it from our nation’s youth. More than ever it takes an entire village, to both prevent takes an entire village, to both prevent
d t th bl C ll ti ld t th bl C ll ti land correct these problems. Collectively and correct these problems. Collectively we need to invest much more in we need to invest much more in
ti d l i t titi d l i t tiprevention and early intervention. prevention and early intervention.
