Presentation on theme: "Kiki Mc Gough Positive Behavior Support Coordinator"— Presentation transcript:
1Supporting Children with Challenging Behavior: A Positive Behavior Approach Kiki Mc GoughPositive Behavior Support CoordinatorColorado Department of Education
2Acknowledgements PBS Leadership Team- Colorado Department of Education PEAK Parent Center Colorado Springs, COGeorge Sugai and Ann Todd- The OSEP Center on Positive Behavioral Interventions and Supports at the University of Oregon
3Families Partnering with PBS Understand the process of behavior changeRecognize how to support our children with emotional and behavior challenges which affect life at home, at school and in the communityIdentify predictable routines and positive behavior support strategies to use at homeIdentify ways to work proactively with schools to support our childrenKiki
4ROSE RESPECT OTHERS SELF ENVIRONMENT Kiki will introduce the rules -- ROSE,Can someone give an example of respecting others in our workshop today?(letting others listen, talk, voicing their opinions with freedom)Self?(being a contributor, taking care of personal needs,)Environment?(Cleaning up own trash)ENVIRONMENT
5Meet My Children Spend a few minutes completing “Meet My Child”. Identify 3-4 strengths for child.List some interests and things your child likes and finds rewarding .Share your “child” as you meet the people at your table.Post these on your fridge at home as a reminder of your child’s strengths!
6Meet My Children Kate Patrick Donovan Passionate about everything she lovesWorld travelerSpecial Education TeacherDegree in Drama and PsychologyPatrickHas been dancing since age 3Is creating his own path……and I’m sure he will get there in his own wayIndependent thinker and questions everythingDonovanArtistic, creative, deep thinkerSensitive (but don’t tell him!)Firm in his convictionsSquare peg in a round school system
7What is Positive Behavior Support? PBS is an application of a behaviorally- based systems approach to enhance the capacity of schools, families and communities to design effective environments that improve the fit or link between research based practices and the environments in which teaching and learning occur.
8In other words…… Positive Behavioral Support (PBS) is… Proactive and preventativeInstructionally focusedEmpirically soundData-basedSystems change model that provides learning and social/behavioral support for ALL children in school, home or community.
11Summary of PBIS “BIG IDEAS” Systems (How things are done)Team based problem solvingData-based decision makingLong term sustainabilityData (How decisions are made)On going data collection & use of behavioral data to make decisionsPractices (How staff interact with students)Direct teaching of behavioral expectationsOn-going reinforcement of expected behaviorsFunctional behavioral assessment
12School-Wide Systems Non Classroom Classroom Setting Systems Individual StudentSupport Systems
13Eight Practices of School-wide Positive Behavior Support Administrative LeadershipTeam ImplementationDefine Concrete ExpectationsTeach Behavior ExpectationsAcknowledge and Reward Positive BehaviorMonitor and Correct BehaviorUse Data for Decision MakingFamily and Community Engagement
14What Will You See in a PBS School? Small # positively stated & behaviorally exemplified expectations are taught & encouraged.Positive adult-to-student interactions exceed negativeData- & team-based action planning & implementation are operating.Administrators are active participants in all aspects of implementation>80% of students can tell you what is expected of them & give behavioral example because they have been taught, actively supervised, practiced, & acknowledged.
15What does PBS look like?Families and communities are actively involvedTime for instruction is more effective & efficientFunction based behavior support is foundation for addressing problem behavior.Full continuum of behavior support is available to all students
17RESPECT What does respect look like in the lunchroom? How do we teach students to demonstrate respect in the cafeteria?How we positively recognize students who are demonstrating respect in the classroom?How will we support students who are having challenges with respectful behavior at recess?Kiki
18RESPONSIBILITYWhat does responsibility look like when students are walking in the halls?How will we teach responsibility for homework and student materials?How are we engaging families in this process?Kiki
19SAFETY What does safety look like in an assembly? How do we teach and reinforce safety in a variety of school settings?Kiki
20Self-Responsibility Tips March has been designated as Self-responsibility month at Kemp. Let’s work together to focus on how to best teach our students to be responsible for themselves and their actions.TIPS FOR TEACHERS AND PARENTS:Give students choicesWhen they feel powerless they lose respect and dignityThis loss of powerless may escalate a minor disruption into a major loss of instruction timePut the students in chargeBy giving students the responsibility to adapt, monitor and measure activities and behavior you will increase student achievement and lower resistance to learningModel and encourage self-responsibilityAvoid complaining, blaming and excusingExplain to the students why certain limits or rules existYou may not be responsible for the circumstances in which you find yourself,but you are always responsible for your behavior in those circumstances!
23______________________________________________ SOAR SlipsStaff to StudentsStudents to StudentsStudents to StaffParents to StudentsParents to StaffSafety, Opportunity, Achievement, Respect______________________________________________Student’s full name and grade(Place this slip with your name on it, in the SOAR box in the media center.)Adult: Please circle the behavior demonstrated and write your name on the back .SOAR Assembly—after Winter break
24Behavioral Manifestation of Depression in School Agitation and emotional irritabilityNegative or oppositional toward adults and peersMay not have friends, isolates selfFrequent visits to the clinic, may miss a lot of schoolMay be anxious and worry about performance, friendshipsDifficulty concentratingMay be tired, sleeps poorly
25Behavioral Manifestation of Anxiety in School Setting Unrealistic worries, agitation, irritabilityDifficulty focusing or concentratingSchool phobia or fear of separationDifficulty anticipating what may happen next, reacts poorly to changes in routinesPoor frustration tolerance, irritability and anxiety over poor performance.Poor social skills, lacks friendshipsStudents may also tire due to sleep disturbance problems.
26Behavioral Manifestation of ADHD in School Setting Inattentive, easily distractedOften talks excessively and interrupts othersDifficulty paying attention, listening to a lecture and taking notes and organizing complex activities over timePoor Initiative: Due to inability to follow through or organize self to complete tasksImpulsive, hyperactivePoor social skills and friendships
27Additional emotional and behavior concerns Tantrums or aggressive incidentsWithdrawn, shy or uncommunicative behaviorPoor response to feedback or consequences for inappropriate behaviorWeak control of emotional reactionsEasily upset over trivial eventsExtreme emotional reactions
28Common Academic Issues for Students with Mental Health Issues Uneven acquisition of new academic skillsInconsistent performance in classMessy, incomplete and disorganized workIncomplete assignments and work not turned inDifficulty applying and generalizing information and skillsStudents “mentally tire” as they need to put conscious effort into school activitiesFailure to ask for help
29Developmental Challenges which Impact Behavior and Social Skills Cognitive DevelopmentUneven or slower rate of developmentStops and starts when learning new skillsMay respond better to concrete vs. abstractMay respond better to visual presentationPossible memory delaysLanguage/Communication:Receptive skills may be better than expressiveCommunication delays or difficulty with verbalexpressionMay need extra time to respond
30Physical and health conditions Range of respiratory problemsHeart condition and physical limitationsEating digestive problemsSensory-MotorDelays in fine and gross motor or low muscle toneSensitivity to heat, cold, painVision/HearingMay have hearing lossMay need glasses or hearing aid
31Personality and Temperament May inaccurately perceived as “easy going” or “strong willed”May indeed be quite easy going or oppositional!May respond more strongly to normal developmental changes and stages but at a delayed rateSocial DevelopmentPeer friendships may be affected by communication, cognitive or developmental delays
32Imagine for a moment……. You are A four year old at a new school and it is time to “Go to Centers”A first grader who is going through the cafeteria lunch line for the first timeA third grader whose needs to complete a group project with a group of peers and there is a sub.A seventh grader who has just been given his first semester schedule with 7 classesAnd you are beginning a new school year as astudent with developmental or behavior challenges!
33Individual Student Support in PBS Focuses on the needs of students’ whose challenging behavior interferes with academic and social competenceIs most effective if when positive behavior support is in place in the school and classroom.Interventions are developed and implemented through a flexible, but systemic process of functional behavioral assessment and behavioral intervention planning.
36Positive Behavior Support addresses the child in all environments StudentFamilySchoolCommunity19
37NO CHILD LEFT BEHIND Stronger accountability for results Increased flexibility and local controlExpanded options for parentsAn emphasis on teaching methods that have been proven to workIn January 2002, President Bush signed the federal No Child Left Behind act (NCLB)Into law which reauthorized the Elementary and Secondary education Act. This new law revised the framework that Colorado will use to comply with the sweeping reforms.NCLB contains four basic education reform principles.
38NCLBRequire schools to develop ways to get parents more involved in their child’s education and in improving schools.Requires that states and local school districts provide information to help parents make informed educational choices for their child.The No Child Left Behind Act provides new education options for many families. This federal law allows parents to choose other public schools or take advantage of free tutoring if their child attends a school that needs improvement. Also, parents can choose another public school if the school their child attends is unsafe. The law also supports the growth of more independent charter schools, funds some services for children in private schools, and provides certain protections for homeschooling parents. Finally, it requires that states and local school districts provide information to help parents make informed educational choices for their child.
39IDEA 2004 “The Individuals with Disabilities Education Improvement Act of 2004 will help children learn better by promotingaccountability for results, enhancing parent involvement,using proven practices and materials, providing moreflexibility, and reducing paperwork burdens for teachers,states and localschool districts.”President George W. Bush
40When parents are involved in schools, there are: Demonstrated benefits to kids: improved grades and test scoresimproved attitudes, self-esteem, and behaviorbetter attendance, fewer dropouts and suspensions, more post-secondary educationgreater motivation and more positive attitudes toward homeworkAdapted from Christenson, 1996
41When parents are involved in schools, there are: Demonstrated benefits to parents: greater understanding of how schools workimproved communication between parents and children about school work and other topicsincreased involvement with learning activities at homeAdapted from Christenson, 1996
42When parents are involved in schools, there are: Demonstrated benefits to Teachers/Schools: greater job satisfactionhigher ratings of teaching skills from both parents and principalshigher ratings of school effectivenessdecreased feelings of isolationincreased willingness of communities to support schools through taxesimproved classroom behavior through increased knowledge of children’s family, cultural, and community contextsAdapted from Christenson, 1996
43The Importance of Family Involvement The evidence is now beyond dispute. When schools and families work together to support learning, children tend to succeed not just in school, but also throughout life.(Henderson and Berla, 1997)
44(Henderson and Berla, 1997)In fact the most accurate predictor of a student’s achievement in school is not income or social status, but the extent to which the student’s family is able to:Create a home environment that encourages learning.Express high (but not unrealistic) expectations for their children’s achievement and future careersBecome involved in their children’s education at school and in the community
45Six Types of Parent Involvement 1 Parenting2 Communicating3 Volunteering4 Learning at HomeThe National PTA has identified School Decision Making and Advocacy as one of the 6 key standards for parent engagement in school.Use the descriptions below to explain the meaning of each standard and encourage brief discussion (3-5 minutes).Let’s think about how each PTA standard fits with the new family engagement paradigm:Standard 1 CommunicationCommunication between home and school is regular, two-way, and meaningfulStandard 2 Parenting SkillsParenting skills are promoted and supportedStandard 3 Student LearningParents play an integral role in assisting student learningStandard 4 VolunteeringParents are welcome in the school, and their support and assistance are soughtStandard 5 School Decision Making and AdvocacyParents are full partners in the decisions that affect children and familiesStandard 6 Collaborating with CommunityCommunity resources are used to strengthen schools, families, and student learning5 School Decision Making and Advocacy6 Collaborating with the Community
46Real change can only come as a result of the commitments of both the minds and heartsof the total school community -teachers, parents, students,administrators and school boards.Sergiovanni, 1994
48Sound FamiliarWhy do my children want my attention every time the phone rings??It’s time to go. You are going to be late this morning. Where are the shoes? What permission slip?!What are the stressful times of your day at home? How can I handle everyday challenges in a more proactive and consistent way?
49I wish my child wouldn’t do that!!! Think of one or two behaviors that you would like to work on at home.Record the behavior(s) on the left side of the sheet “Behaviors That Make Life Challenging”.
50Please stop! Why are you behaving like that? The telephoneGetting out the door in the morning“NO” in the grocery store or at the mallDriving down the highwayTime to clean that roomOne more story….please!
51The ABC’s of Behavior: What would you do? 14 items in the grocery storeA bad day at work and now….A new dog in the neighborhood
52Behavior Change is a Family Affair Do mom and dad respond the same way?Grandma’s houseBack and forth (and up and down!)Babysitter for the night outWhat are the school rules? How can we provide a “match”?
53Behavior Change is a Family Affair Traditional Behavior Planning:Child is referred for problem behaviorSchool does an FBA (Functional Behavioral Assessment) and Behavior Intervention PlanOutline the consequences of behaviorParent is minimally involvedPBS Function-based planning:Family has knowledge of PBS planning processFamily is involved in FBA and Behavior Intervention PlanPlan extends to home with ongoing communication with school
54Meet Rosa Schools Response: Middle school student without many friends Anxious about new people and new situationsPoor note-taking skillsAfraid to ask her helpSocially isolated and not performing well academicallySchools Response:Referred to Child StudyComplete an FBA and Behavior PlanInvite mom to review the planSend a copy home
55Function-based Interventions Implemented a check in-check outSet up a positive relationship with an adultSmall group for friendship and self advocacyAssistance with note taking
56So why isn’t it working!!!!!!Refusing to talk to her friend from groupHad been doing well but recently does not want to go to schoolNo longer using her strategies to ask for helpAsked to be taken out of groupIncreased trips to the clinicThe plan looks great. Mom is now concerned. What do we do next?????
57What is Going on at Home?Rosa is taking a Red Cross Babysitting Class.She has weekly quizzes on the notes from class.Her friend from school has invited her to go away for the weekend. She refuses her calls and doesn’t want to go.She is arguing with her mom to stay home from school.
58If mom were involved in Function-based Support Plan Mom would understand she is afraid to go away with new friend.Due to increased anxiety, she is avoiding uncomfortable situations.Mom would have a plan for home to address anxiety and to communicate with school.Mom would be aware that she needs to advocate for self for help taking notes in Red Cross Babysitting Class on Wednesday nights.
59Meet Tyler Schools Response: Preschool school student with communication and behavior challengesAnxious about new people and new situationsPoor turn-taking skillsBecomes very agitated at transition timesRecent increase in behavior challenges at schoolSchools Response:School team wants to include behavior plan as part of IEPComplete an FBA and Behavior PlanInvite mom and dad to review the planSend a copy home
60Function-based Interventions Based on Results of FBA Implemented a daily picture schedule to review each morningProvide activity choices to increase Tyler’s “control” throughout the dayInclude in a small group to focus on turn-takingCreate a book of social stories to address changes in routine
61So why isn’t it working!!!!!!Having “melt-downs” at home and doesn’t want to go to schoolChooses activities which remove him from the group whenever possibleUses the social stories and “sharing skills” in small group but not in the classroomIncreased trips to the clinic because he communicates “sick” with picture bookThe plan looks great. Mom and Dad are concerned. What do we do next?????
62What is Going on at Home?Mom has recently had a baby so things are a little chaotic at homeThe baby is fussy and requiring a lot of attentionA neighbor is helping out by driving Taylor to and from school with her childrenMom and Dad have talked a lot about moving to a bigger house and what school Tyler would need to go to
63If mom were involved in Function-based Support Plan The school would understand that many of Tyler’s current behavior challenges are due to the changes in routine at home.Due to increased anxiety, Tyler is less able to use previously demonstrated communication and social skills and wants to stay close to mom.Tyler’s “picture schedule” would extend to home and include the ride with a neighbor and time with mom at home when baby sleeps.The social stories and “sharing” group would address having to share mom’s time with baby . Mom would have these stories to use at home.
64A New Way to See Behavior Behavior is learned and serves a specific purpose.We say that behavior has a “Communicative Intent”.Serves a useful purpose (function) for the person of concern.
65Behavior is “Context Specific” Behavior is related to the context in which it observes.This is why a child may demonstrate different behaviors at home and school.
66Competing Pathway Model What situations “set up” behavior: tired, change in routine, visitation, babysitter?What situations: “set off” this behavior: asking him to turn off the TV or computer, time for bed, no friends over this weekend, can’t have snacks and pop NOW?How does our behavior reinforce this “series of unfortunate events”?What is the “payoff” for this behavior?
67The ABC’s of Life’s Struggles at Home SETTING EVENT: Situations or characteristics that “set up” the problem?ANTECEDENT: what happens before the behavior to “set it off”?BEHAVIOR: what is the specific problem behavior?CONSEQUENCE: our response/”the payoff”?
69Instead I wish my child…… Wants help with homework Whines Gets help/ AttentionAsks for HelpO’Neil et al. (1997)
70Identify Replacement Behavior Getting shoes on Whines Gets help/ AttentionAsks for HelpO’Neil et al. (1997)
71Select Intervention Strategies Wants help with homework Whines Gets helpAsks for HelpDo homework inSmall chunks ofTimeSet aside calm timeWhen you can helpTeach childWays to get helpFrom parent-green/red cup-10 minute check in with timerReinforceEfforts toComplete workUse of cup ortimerA B CO’Neil et al. (1997)
72Improving Decision-Making UseDataFromProblemSolutionToProblemSped Referral rates - boys vs girlsDo boys have more disabilities? rough questionBoys are better at showing they have a problem(too good)UseDataUseDataSolution
73One Behavior at a Time Start with one behavior. Think about the Big 5: WHAT is the specific behavior? WHO is involved? WHEN does the behavior occur? WHERE does the behavior take place? WHY did the behavior occur?How are you responding that may reinforce this behavior?What is the new behavior you want your child to learn?
74Things to Consider Before a Plan Is the child aware or has he been taught how, when and where to demonstrate the appropriate behavior?Is the child meeting a need or getting a “payoff” for the behavior?Is the child aware he is demonstrating the behavior? Has it become a habit?Is this a necessary behavior to teach “right now” or is there a simple, practical solution for now?
75Map out the plan The behavior I wish to change…… The behavior I wish to achieve….The first steps to this behavior are…I know it is working by……..Remember….reinforce steps in the right direction!
76Competing Pathway Process 5. Instead I wish he:6. And then he would get:3. I think he’s doing it becauseHe wants/needs:4. Something that “sets up”this behavior:(physical, health, sleep,routines)2. Something that “sets off”this behavior:(happens right before)1. I wish my child didn’t:7. A first step might be:
77Setting Events Look and Listen for … Broader issues that may be influencing behavior:Daily activity schedulePredictability of routinesVariety of activities or materialsSocial relationshipsPreferences of the studentMedical and physical issues (nutrition, illness, medications, sleep patterns)Challenging family situations
78Antecedents or Triggers Look and Listen For… Under what circumstances is the behavior most/least likelyChanges in the environmentTime of day/activitiesClarity of expectations of activity/taskReinforcement of expected behaviorNature of interactions (tone, proximity, contact)Amount & type of attention (peer, group, adult)Child’s ability matched to the activity
79Maintaining Consequences Look and Listen For… WHAT DO THEY GET or AVOID?Social reaction/attentionChange in activity/routineIncreases assistance from adults or peersAccess to materials, activities, food/drinkSensory stimulation or reductionChange in the physical environmentAllowed space or movementDelays activity/eventAvoids negative attention
80New Skills Don’t Just Appear….. You Have To Teach Them! Define itTeach itPractice itAcknowledge itCorrect itMonitor itRevise itThis is the sequence for teaching anything and everything.
811. Define Be clear and operational Can you see it? Can you hear it?Define within the context of routinesDefine the data needed for determiningif it is workingEvaluate whether it is workingThe section on Teaching Routines is from Anne Todd, January 2006
822. TeachLife is not a testTeach acquisition of the skill or routine firstProvide opportunities to respondPractice skill or routine to fluencyVary your proximity, verbal cues, timing of feedbackDon’t fade too fastUse child’s performance to shape your instruction75% success rate is a good thing!
833. Practice Practice the whole thing If teaching “put clothes in hamper” routine, teach child to close laundry door and go back to bedroom or other activity as part of the routineIf anticipating problems, practice first!
844. Acknowledge Five positive comments to every corrective comment Shift from tangible to social rewardsShift from external to internal focusPrompt self-acknowledgementTeach child to generalize in a different environment or with different people
855. Correct Manage minor behavior to prevent escalations Be clear & consistent‘stop’ vs ‘no’Match tone of voice to level of offenseUse natural consequences as much as possibleFollow through, do not make agreements that you can not follow through withAfter correction, watch for correct performance & acknowledge the students effortsAvoid the criticism trap
86Intervene at the lowest level possible Signal ControlProximityIgnoringConferencingLevel 2ContractsIgnore Target BehaviorGive praise for AppropriateBehaviorLevel 3ExtinctionResponse CostOperant ConditioningTime OutLevel 4: AversiveSpankingYellingBelittlingPlacing in an embarrassing situation
876. MonitorActive Supervision strategies work for monitoring student performanceMonitorScanProvide clear concise feedbackUse problem solving steps as neededTest/ Assess for learningAdjust instruction as needed
887. ReviseUse your data to determine if the teaching has made a differenceDetermine a regular cycle in which to review the data (each Friday)Continue to do things that are working & that are a good match for the family, revise the things that people don’t like or that seem to not be working
89Classroom & Home Routines What are they?Why are they necessary?Who needs them?
90Is there a routine that is defined? Is there a clear beginning?Is there a clear sequence to complete the routine?Does the child understand the transition to the next routine or activity?
91Why teach Routines? Routines Build independence by Guide instruction guiding self management stepsbeing practiced from start to finishproviding predictabilityGuide instructionRoutine serves as step by step guide to instructionCan require verbal routines, motor routines, or both, simultaneouslyApply across different contextsCleaning up after playing or homeworkWashing hands and faceTaking a bath/getting ready for bedInitiating & maintaining a conversation
92School Routines Entering school & getting to class Turn in homework, put personal things awayTransitionsWithin classroomWithin schoolTaking care of personal needsGetting helpLunchBreaks/ recess
93Expected Student Behaviors School RuleBe SafeBe RespectfulBe ResponsibleExpected Student BehaviorsWalk facing forwardKeep hands, feet & objects to selfGet adult help for accidents & spillsUse all equipment & materials appropriatelyUse kind words & actionsWait for your turnClean up after selfFollow adult directionsBe silent with lights are turned offFollow school rulesRemind others to follow school rulesTake proper care of all personal belongings & school equipmentBe honestFollow game rulesClassroom RoutinesStarting the dayput personal belongings in designated areasturn in homeworkput instructional materials in deskssharpen pencils & gather necessary material for classbe seated & ready to start class by 8:30Entering the classroomenter the room quietlyuse a conversational or ‘inside voice’keep hands, feet, objects to selfwalkmove directly to desk or assigned areasit quietly & be ready for classWorking independentlyselect area to workhave materials readywork without talkingraise hand to ask for helpkeep working or wait quietly for assistance when the teacher is helping someone elsemove quietly around the room when necessaryput materials away when finishedbegin next activity when finishedAsking for helpalways try by yourself firstuse the classroom signal for getting assistancekeep working if you can or wait quietlyremember the teacher has other students that may also need helpTaking care of personal needsfollow the class signal for letting the teacher know you have a private concernlet the teacher know if you need immediate help or if you can wait a whiletry to speak to the teacher privately & quietly if you do not want other students involvedCompleting & returning homeworkcollect your work to take homecomplete work, get parent signature when neededbring work back to schoolreturn work to homework basket
94Home routines Getting ready for school Meal time Helping with chores Getting dressed/using bathroomGetting ready for bedShoppingCar/ bus ridingFamily outingsOut with FriendsBabysitter coming
95RoutineSteps for success1. Getting ready for schoolGet dressedBrush teethEat breakfastGet packGet in car2. Home workGet snackWork on homeworkTake a break/ ask for helpFinish homeworkShare homework with family memberPut homework in packTidy up homework area3. Meal timeWash handsSit at tableAsk for food to be passedUse napkin for face and handsChew & swallow foodParticipate in conversationClean up area
964. Helping with choresDo what is asked in timely mannerFinish chorePut materials awayWash handsTell someone when finished (self-recruit praise)5. Getting ready for bedBed clothes onBrush teethTell family members goodnightRead /listen to musicClose eyes & sleep6. Car ridingSeat belt onHands to selfKeep objects in lapInform driver of personal needs7. ShoppingEnter quietlyStay with adultAsk for only one extra itemAccept hearing ‘not now, or not this time’Help carry itemsExit quietly
97Specific Problem Behavior Anne Todd, 2006Routine AnalysisSchedule(Times)ActivityLikelihood of Problem BehaviorSpecific Problem Behavior7:00 amGetting ready for school7:45 amGet in car8:30 amEnter school3:00 pm3:45 pmFree time and snack4:30 pmHomework and chores5:30 pmTV time6:30 pm7:15 pmDinner timeBath and bedtime
98Getting ready for school 7:45 Get in car 8:00 Enter school 2:40 3:00 Routines AnalysisSchedule(Times)ActivityLikelihood of Problem BehaviorSpecific Problem Behavior7 amGetting ready for schoolLow High7:45Get in car8:00Enter school2:403:00Enter home & play4:30homework5:30TV time6:30Meal & family timeGet ready for bedComments:
99Getting ready for school 7:45 Get in car 8:00 Enter school 2:40 3:00 Routines AnalysisSchedule(Times)ActivityLikelihood of Problem BehaviorSpecific Problem Behavior7 amGetting ready for schoolLow High7:45Get in car8:00Enter school2:403:00Enter home & play4:30homework5:30TV time6:30Meal & family timeGet ready for bedComments:
100Remember…Positive Behavior Support is the redesign of environments, not the redesign of individuals.Positive Behavior Support asks us to changeour behavior to help our child change theirs.Most effective when ALL adults are working together
101PBS Tips for Positive Behavior 1. Remember 5:1 with positives.2. Set the stage for success..reward the effort.3. Give clear, specific directions.4. Stay calm. Use a calm voice.5. Set reasonable limits.
102PBS Tips for Positive Behavior 6. Be consistent. YES means YES and NO means NO.7. Set the example. Actions speaklouder than words.8. Proactively anticipate the situation.9. Have patience. A little goes a long way!!10. Have fun and enjoy the ride!
104RESPECT What does respect look like at the dinner table? How do we positively recognize our children who are demonstrating respect at home?How will we help our children who are having challenges with respectful behavior at home?
105RESPONSIBILITYWhat does responsibility look like when our children are doing their chores?How will we teach responsibility for homework and school materials?What are the consequences for our children who are not using responsible behavior?How are working as a family in this process?
106SAFETY What does safety look like in the community? How do we teach and reinforce safety in a variety of community settings?How do we know if there are safety concerns or issues for our children and their friends?
107Getting up in the morning PBS Home MatrixGetting up in the morningGetting to schoolClean-up timeTime to relaxHomework timeMealtimeGetting ready for bedHHELP OUTMake Your bedClothes in hamperHave your back pack, lunch, notes, keysDo your choresClean up after yourselfPlay quietlyPut your things in your backpack when finishedSet the tablePut dishes awayBrush your teethDirty clothes awayOOWN YOUR BEHAVIORGet up on timeGet cleaned up and dressed on timeBe ready to leave on timeAsk before you borrowAsk to change stationsComplete your homework on timeDo your best!Use kind words and “I statements”Recognize mistakes and apologizeGet to bed on time!MMANNERS COUNTTry a morning SMILE!Thank your parents for helping.“Thanks for the ride”“Have a nice day”Ask politely for helpRespect others thingsOffer to shareAsk for help respectfully“Thanks for the help”Please and thank youUse your napkinEnd the day with nice words and thoughtsEVRYDA
108“STICK WITH THE PLAN”Look at your Home Matrix and your list of behaviors you want to address.Identify 5 – 10 POSITIVELY stated behaviors.Write each one on a stick in a bright color and decorate.These will be your daily reminders for positive behavior change.
109Reinforce Positive Behavior: “STICK WITH THE PLAN” Place them in a location where you will see them several times a day.Move the sticks from the “In” to “Out” cup each time you reinforce positive behavior.Check in at night and see how you did.Have your child do the same for you!
110Tips for Engaging Families and Outside Agencies in the Behavior Planning Process Create partnerships with the families and other agencies/professionals involved.Set up 4 way communication between school, home and counselor/therapist.Understand and respect cultural differences.Encourage creativity and thinking outside the box.
111Tips for Engaging Families and Outside Agencies in the Behavior Planning Process Approach behavioral planning as a “needs based” model while providing an understanding of the impacts of mental health disorders.Help parents understand that most behavior is a function of need.Help parents understand how to identify positive replacement behaviors.
112Tips for Engaging Families and Outside Agencies in the Behavior Planning Process Provide parent education program to increase parents’ understanding of positive behavior strategies.Provide tools, contracts, checklists and reinforcement ideas that parents can use at home.
113Behavior Change is…..hard work! There are no magic solutions…..no magic wands.It takes time and consistency…from everyone!Rule of thumb: one month of intervention for each year the child has demonstrated the behavior.
114Taking Care of Ourselves Decades of research indicate that truehappiness comes from cultivating 12 traitsthat allow us to navigate life’s rough spotswith greater ease and feel content no matterwhat the outcome.
115HumorOptimismSense of ChoiceProactivity (New experiences)
118Thank you for spending the afternoon with me Thank you for spending the afternoon with me. I wish you all the very best of luck.Kiki McGough, PBS CoordinatorColorado PBSCenter for Positive Behavioral Interventions and Supports