Welcome to:
Using Positive Behavior Supports
Brought to you by:The Vermont BEST/PBS Team
Agenda
• Introductions, Opening Activity, and Behavioral Expectations
• Key Elements of PBS • Focus on the Universal Level of PBS• What Vermont Schools have been up to….• Application of PBS to your settings• Questions and Discussion
Introductions and ActivityWho’s here? In what settings do you work?
Activity: Working in pairs: Introduce yourselves Complete the T Chart On the left side list what a positive behavioral environment
looks like. On the right side list of what a positive behavioral
environment sounds like.
Effective schools are consistent, predictable, and positive places.
In effective schools, there is a common vision, language, and
set of experiences for all members of the community.
Rob Horner, 2004
Two Worries Regarding Ineffective Responses to Problem Behavior
(in schools)
• Get Tough (practices)• Train & Hope (systems)
Worry #1“Teaching” by Getting Tough
Jerry: “I hate this f____ing school, & you’re a dumbf_____.”
Teacher: “That is disrespectful language. I’m sending you to the office so you’ll learn never to say those words again….starting now!”
Immediate & Seductive Solution….“Get Tough!”
• Clamp down & increase monitoring
• Re-re-re-review rules
• Extend continuum & consistency of consequences
• Establish “bottom line”
When behavior doesn’t improve, we “Get Tougher!”
• Zero tolerance policies
• Increased surveillance
• Increased suspension & expulsion
• Alternative programming
Erroneous assumption that the youth…
• Is inherently “bad”
• Will learn more appropriate behavior through increased use of “aversives”
• Will be better tomorrow…….
Science of behavior has taught us that students….
• Are NOT born with “bad behaviors”
• Do NOT learn when presented contingent aversive consequences
• Do learn better ways of behaving by being taught directly & receiving positive feedback
Worry # 2“Train & Hope”
REACT toProblemBehavior
Select &ADD
Practice
Hire EXPERTto TrainPractice
WAIT forNew
Problem
Expect, But HOPE for
Implementation
So What is PBS?
Positive Behavior Supports (PBS) is asustainable, proactive, school-wide,
systems approach to improving social & academic competence for
all students……using positive, preventive evidence-based strategies, collegial and collaborative teaming,
and data-based decision making.-Adapted from Horner, Sugai, Muscott and Mann
“Mythbusters” - PBS is . . .
• A general approach to preventing problem behavior – NOT an intervention in isolation
• For every student – NOT just students with the most extreme challenging behaviors
• Based on long history of behavioral practices & effective instructional design and strategies
– NOT a passing fad
Primary Prevention:School-/Classroom-Wide Systems for
ALL Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
Continuum ofSchool-wide
Instructional & Positive Behavioral
Support
ALL
SOME
FEW
~80% of Students
~15%
~5%
Establishing Continuum for SWPBS
SECONDARY PREVENTION• Check in/out• Targeted social skills instruction• Peer-based supports• Social skills club•
TERTIARY PREVENTION• Function-based support• Wraparound• Person-centered planning• •
PRIMARY PREVENTION• Teach SW expectations• Proactive SW discipline• Positive reinforcement• Effective instruction• Parent engagement•
SECONDARY PREVENTION• Check in/out • Targeted social skills instruction• Peer-based supports• Social skills club•
TERTIARY PREVENTION• Function-based support• Wraparound• Person-centered planning• •
PRIMARY PREVENTION• Teach SW expectations• Proactive SW discipline• Positive reinforcement• Effective instruction• Parent engagement•
All
Some
FewContinuum of
Support for ALL
SYSTEMS
PRACTICES
DATA
SupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
Positive Behavior Supports – Integrated Elements
• DEFINE expectations for behavior
• TEACH the expected behavior
• REVIEW expectations regularly
• MONITOR performance of expected behaviors• RECOGNIZE individuals when expected behaviors
are demonstrated• CORRECT individuals when expected behaviors are
not demonstrated
PBS is an Instructional Approach
PBS at the Universal Level includes:
1.A statement of purpose
2.Defined behavior expectations
3.Procedures for teaching expected behavior
4.Procedures for encouraging expected behavior
5.Procedures for discouraging problem behaviors
6.Procedures for record-keeping and decision making
1. Statement of Purpose
To enhance the capacity of our school to provide the best behavioral supports
for all students that maximize academic and social achievement.
2. Defined Behavior Expectations
• Few in number
• Positively stated
• Behavioral terms
School RulesNO Food
NO WeaponsNO Backpacks
NO Drugs/SmokingNO Bullying
Activity: Work with your neighbor to reframe these rules to a few positively stated expectations.
3. Teaching Expected Behaviors
• Create a teaching matrix: expectations and settings
• Next, teach the expectations in the settings
• Finally, post the expectations for the specific settings
Teaching Matrix
SETTING
All Settings Hallways Playgrounds Cafeteria
Library/Compute
r LabAssembly Bus
Respect Ourselves
Be on task.Give your best effort.
Be prepared.
Walk. Have a plan.
Eat all your food.Select healthy foods.
Study, read,
compute.
Sit in one spot.
Watch for your stop.
Respect Others
Be kind.Hands/feet
to self.Help/share
with others.
Use normal voice
volume.Walk to
right.
Play safe.Include others.Share
equipment.
Practice good table manners
Whisper.Return books.
Listen/watch.Use
appropriate applause.
Use a quiet voice.
Stay in your seat.
Respect Property
Recycle.Clean up after self.
Pick up litter.
Maintain physical space.
Use equipment properly.
Put litter in garbage can.
Replace trays &
utensils.Clean up
eating area.
Push in chairs.Treat books
carefully.
Pick up.Treat chairs appropriately
.
Wipe your feet.Sit
appropriately.
Exp
ecta
tions
expectation/
social skillsetting
behavior examples
Teach school-wide expectations by:
Teaching Behavioral Expectations
Saying
Showing
Checking
RecognizingAcknowledge students for their positive performance during role play and in natural settings
Model/demonstrate positive examples of how to follow the expectation
Role play how to follow the rule;
Provide time for practice; Assess mastery
Present the expectation;
Explain what and why
– Create song/rap about school expectations– Create Jeopardy-style game of example behaviors
• Students answer with rules (e.g., “What is… keeping my area clean in the cafeteria)
– Brainstorming activity for what students think the expectations should include
– Use current events articles as a foundation for discussion of rules
– Word find
Other Lesson Ideas
Expected behaviors are visible…
4. Encouraging Expected Behaviors
Provide students feedback to let them know when they are meeting expectations (positive acknowledgement)
General Guidelines for Reinforcement (encouraging) Tangible to Social External to Internal Frequent to Infrequent Predictable to Unpredictable
OMMS Business Partner Ticket
6 7 8 Date: ________________Student Name __________________________________
For Demonstrating: Safety Ethics Respect (Circle the trait you observed)
Comments: ___________________________________________
Authorized Signature: ____________________________________
Business Name: ________________________________________
Grand Junction CO 5/06
Are “Rewards” Dangerous?“…our research team has conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.”– Cameron, 2002
• Cameron & Pierce, 1994, 2002• Cameron, Banko & Pierce, 2001
5. Discouraging Problem Behaviors (at the Universal Level)
• Review, practice and pre-correct
• Develop a system for tracking behavior problems
• Use the data to make decisions for strengthening your universal system.
FRMS Total Office Discipline ReferralsSustained Impact
0
500
1000
1500
2000
2500
3000
94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06
Academic Years
Tota
l ODR
s
Pre
Post
Problem SolutionFrom
To ProblemProblem
SolvingSolution
Information (Data)
6. Procedures for Record Keeping & Decision-making
What are your thoughts and questions?Activity: Reflect on the information provided so far and the setting in which you work.
Record your thoughts and questions on the graphic organizer.
We will respond to a sampling of questions now and will also respond to questions at the end of our presentation, as time allows.
How is PBS working in Vermont?
When we first started PBS in 2007, we didn’t know for sure whether PBS
would work in Vermont…
Now we do!
The number of schools working on implementing PBS in Vermont has grown by 1500% in two years
VT PBS Schools Over Time
0
5
10
15
20
25
30
35
40
Feb 07 'Nov 07 'Feb 08 'June 08 Jan 09
# of
Sch
ools
Implementing Secondary Implementing Schoolwide Preparing
VermontPositive Behavior
Supports
PBS Implementing Schools
32 Schools16 Supervisory Unions
PBS Interested
Schools
23 Schools16 Supervisory Unions
Where is PBS being implemented?
Grades Served
16% Pre-K
48% elementary
34% middle school
16% high school
16%
48%
34%
16%
Pre-KElementaryMiddleHigh School
How are they doing?
• 59% fully implemented school-wide PBS within one year
• 60% of fully implementing schools beganimplementing targeted systems of support within 6 months
• Average post implementation SET scores are 95%.
How about behavior… Has that changed?
Fully implementing schools reduced major office discipline referrals (ODR’s) up to 64% within the first year following implementation
www.pbis.org
www.pbsvermont.org
Ticket Out the DoorThank you for your participation today!
One thing I will take away from this workshop and apply to my work is…
A question I still have about PBS is…