2Appreciation for Contributions from… George Sugai, Ph.D. & Brandi Simonsen, Ph.D.University of ConnecticutOSEP Center on Positive Behavioral Interventions & SupportsTim Lewis, Ph.D.University of MissouriSusan BarrettMichael J. Kennedy, Ph.D.University of Virginia
3We can’t make students learn, but… We can create environments to increase the likelihood that students will learn and behave.
8Myth or Fact?By the third quarter, it is typically okay to stop teaching social expectations.Data Decision RulesStages of learningAcquisitionFluencyMaintenance and GeneralizationStudents are ALWAYS learning
9Myth or Fact?Are universals matched to intensity of needs?Are teachers anchoring classroom practices to school-wide expectations?Phases of ImplementationExploration & TrialAdoptionOnce we hit 80% or better on the SET, adding Tier II/III systems will be a piece of cake!
10Data-Based Decision Making Numbers to Keep in Mind 7-15%: Percent of total population expected to need and be supported by Tier 2 interventions1-5%: Percent of total population expected to need and be supported by Tier 3 interventions70%: Percent of students (receiving intervention “X”) who should be responding to intervention
11Let’s start with positive consequences or responses… What about CONSEQUENCES?Consequences follow behavior and either increase or decrease the likelihood of the behavior continuing.Let’s start with positive consequences or responses…
12rewards will damage “intrinsic motivation” SW-PBIS simply will not work if you don’t use powerful “rewards.”“Rewards are fine for elementary school but are ineffective and inappropriate in high school.”rewards will damage “intrinsic motivation”“Now we have to set up a school store.”
13PBIS practice? Myth or Fact? Over-used in the classroom and at home. Taking away a previously earned privilege or standingExample: Those red, yellow, green cards.Research shows over time it does not work.Eventually, the child has nothing to lose so they might as well misbehave.Other Examples:Taking away NintendoTaking away something they had been told they could doPBIS practice?
14Questions to help guide the conversation… Are the same students always on red or losing points?Do potential side effects (e.g., embarrassment, humiliation, isolation) negate the perceived positive effects?
15Instructional Responses to Inappropriate Behavior Proximity ControlSignal, non-verbal cueIgnore, attend to other students, praiseRe-directRe-teachProvide choiceStudent conference, role-play or practice
16Myth or Fact?If you want success, you need to implement SW-PBIS exactly like the Gold Award winning schools. Essential features are similar; however, You create your unique path based on your DATA, your RESOURCES, and OUTCOMES that are important to you