1. Overview of PBS May 15 th 8:00-12:00 Contact Hank Bohanon http://www.hankbohanon.net hbohano@luc.edu Supported By: “Systematic Analysis and Model Development for High School Positive Behavior Support” Institute for Education Science, U.S. Department of Education, Submitted with the University of Oregon. Awarded 2007. “Character Education: Application of Positive Behavior Supports” to U.S. Department of Education, Safe and Drug Free Schools. Awarded 2007.

2. By the End of this Session Participants will have an increased understanding of: –Underlying Principles Supports –The Law Supporting Supports –Structure of a Three Tier Model –Systems, Practices, and Data

3. Behavior Principles

4. Prevention is concerned with “why” behaviors occur ? ? ? ? ? ? ? Which would you rather be? Bad or stupid?

5. Principles Behavior Reinforcement Punishment Setting events Discipline Shaping Center for School Evaluation, Intervention, & Training www.luc.edu\cseit

6. Principles Behavior = Purposive & Communitive Reinforcement = Add or take away something, behavior goes up Punishment = You do something behavior does not occur again Setting events = before behavior Discipline = to teach Shaping = baby steps

7. Behavior What comes to mind when I say this word? - behavior List four or five ideas and share with a neighbor.

8. Reinforcement What comes to mind when I say this word? - reinforcement List four or five ideas and share with a neighbor.

9. Reinforcement Addition of preferred stimulus; or Removal of a negative stimulus Follows a behavior Increases or maintains the behavior Sometimes we think we are punishing, but we are rewarding

10. Punishment What comes to mind when I say this word? - punishment List four or five ideas and share with a neighbor. Center for School Evaluation, Intervention, & Training www.luc.edu\cseit

11. Punishment An event that follows a behavior that decreases the likelihood that behavior will occur in the future.

12. Punishment Punishment stops a behavior Alone, it has some major side effects Increases escape/avoidance Encourages “sneaky” behaviors Generates desire for revenge Makes behavior harder to change Does not teach You can’t find a big enough hammer It works both ways It makes us filter (e.g., He’s always mean to me!)

13. Question Have you ever had a flat on your car, then yelled at the dog when you got home?

14. Setting Events Variables (antecedents) that effect behaviors in the future This is why quality of life is a factor (From Smith & Iwata, 1997)

15. Discipline (Another Key Component of Prevention) What comes to mind when I say this word? - discipline List four or five ideas and share with a neighbor.

16. Discipline From Disciplina - to teach

17. Shaping Behaviors What comes to your mind when I say someone is “shaping” behavior?

18. Shaping Teaching new behaviors by not acknowledging the problem behaviors Prompting what you want to see Reinforcing behaviors that bring the person closer to the goal. What About Bob?

19. PBS and the Law

20. What IDEA says about Prevention Consider if Impedes School-wide General education Incidental benefit Service not a place School-improvement FBA/BIP

21. What IDEA says about Prevention In the case of a child with a disability whose behavior impedes his or her learning or the learning of others, IDEA required the IEP team to “consider, if appropriate, strategies, including… strategies and supports to address that behavior.” 20 U.S.C. § 1414(d) (3) (B) (I); C.F.R. § 300.346

22. Organization and Strategies of Positive Behavior Supports (PBS)

23. Proportions of Students with Problem Behavior Students with chronic/ intense problem behavior Frequent/lower intensity problem behaviors Students without problem behavior/ Minor problems National Standard Schoolwide support Group Support 1-7% 5-15% 80-90% Individual Support OSEP-PBS

24. Three-tiered Approach to Prevention Schoolwide prevention focuses on preventing the development of new cases of problem behaviors by focusing on all students and staff, across all settings (i.e., school-wide, classroom, and non- classroom/unstructured settings). Typically kids with 0-1 office discipline referrals per year will respond to these supports (Blueprint Draft, PBIS Website 2002)

25. School-Wide/Universal Supports Clearly define and teach expected behaviors Post expectations around the building Set up a system for acknowledging students who meet behavioral expectations (tickets, raffles, celebrations, etc.) Redirect students by reminding them of expectations, pre-teach behaviors before new activities Collect data about behaviors (observations, discipline referrals, interviews, etc.) Monitor the data, make changes as needed and identify groups and individual students who need more intense supports

26. School X

28. Three-tiered Approach to Prevention Group Supports prevention focuses on reducing the number of existing cases of problem behaviors by establishing efficient and rapid responses to occurrences of problem behavior. Typically kid who have 2-5 ODRs per year will respond to these types of supports (Blueprint Draft, PBIS Website 2002)

29. Group/secondary supports Low “cost” interventions, used for groups of students with similar needs Team does some investigating to make guesses about why groups of kids are having difficulties, then designs interventions –About 10 students seem to be getting written up for acting out in class, doing okay academically, may need attention: check-in/check-out system with a few volunteer teachers –Students coming from 5 th period lunch to 4 th floor class seem to be late: Practice leaving lunchroom on time, getting to class, set up classroom incentive plan for being on time

30. Three-tiered Approach to Prevention Individual prevention focuses on reducing the intensity and/or complexity of existing cases of problem behavior that are resistant to primary and secondary prevention efforts. Typically kids with 6 or more ODRs per year need intensive supports (Blueprint Draft, PBIS Website 2002)

31. Individual/Tertiary supports Functional Behavior Assessment Team gathers lots of information, interviews pertinent individuals, observes student in multiple settings Use data to hypothesize about function of student’s problem behaviors and how to address needs Intervention designed, monitored, changed as needed

32. Activity Pretend you are at a social function with the superintendent of your district. He or she walks over to you and asks you to explain PBS. You have 5 minutes and a cocktail napkin to explain it.

33. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making 4 PBS Elements

34. Systems, Practices, and Data System: an organized or established procedure Example: An organized, documented, clear procedure for distributing Buzzy Bucks that anyone could pick up and follow Practice: actual performance or application Example: Giving a student a Buzzy Buck to acknowledge on time behavior Data: factual information (as measurements or statistics) used as a basis for reasoning, discussion, or calculation Example: Counting the number of Buzzy Bucks that have been turned in at the store, comparing it to the numbers of Office Discipline referrals