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Positive Behavior Support in Secondary Schools K. Richard Young, Paul Caldarella, Lynnette Christensen Presented at 2012 TECBD Conference Tempe, AZ October.

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Presentation on theme: "Positive Behavior Support in Secondary Schools K. Richard Young, Paul Caldarella, Lynnette Christensen Presented at 2012 TECBD Conference Tempe, AZ October."— Presentation transcript:

1 Positive Behavior Support in Secondary Schools K. Richard Young, Paul Caldarella, Lynnette Christensen Presented at 2012 TECBD Conference Tempe, AZ October 25, 2012

2 Young, E. L., Caldarella, P., Richardson, M. J., & Young, K. R. (2012). Positive behavior support in secondary schools: A practical guide. New York: Guilford Press.

3 PBS Guiding Principles Learning atmosphere free of coercionLearning atmosphere free of coercion Establishing positive relationshipsEstablishing positive relationships Teaching approach to disciplineTeaching approach to discipline Reinforcing appropriate behaviorReinforcing appropriate behavior Fostering student self-managementFostering student self-management Using data to improve student outcomesUsing data to improve student outcomes

4 PBS Learning Atmosphere free of Coercion Establishing Positive Relationships Fostering Student Self- Management Teaching Approach to Discipline Reinforcing Appropriate Behavior Using Data to Improve Student Outcomes Components of a Positive Learning Environment

5 Dalin is disrupting your class everyday. What behavior management strategy could you use to help manage Dalin’s behavior?

6 Proven Practices Token EconomyToken Economy Check In Check OutCheck In Check Out Behavior ContractBehavior Contract Functional Behavioral AssessmentFunctional Behavioral Assessment Other strategiesOther strategies

7 Why don’t some students readily respond to proven practices?

8 Creating a Learning Atmosphere Free of Coercion Adults frequently use punishment and threats of punishment to stop misbehavior.

9 Punishment Strategies ThreatsThreats Verbal ReprimandsVerbal Reprimands Time OutTime Out Response CostResponse Cost Office ReferralsOffice Referrals Other StrategiesOther Strategies HOWEVER...

10 Side Effects of Coercion Some side effects that can be observed with students include escape, avoidance, resentment, disrespect and aggression.

11 Creating a Learning Atmosphere Free of Coercion Environments can be punishing or reinforcing, consistent or unpredictable. The way in which educators combine these elements can make teaching more or less effective.

12 Coercion: Using Threats and Punishment Instruction: Teaching Alternative Positive Behavior Why the approach is used Stop the behavior annoying the adult through penalties, threats or pain (physical, mental, or emotional) Correct problems by teaching appropriate skills that help the student develop maturity, civility, and self-discipline Focus of teachersThe past or immediate problem behavior – short term perspective Skills for success in school and life – long term perspective Emotional context - adult Adult is often angry, hostile, frustrated, physically tense, and stressed Adult is calm and relaxed, with feelings of care and concern for the student’s success and well- being Potential results or side effects for the student Thoughts or feelings of fear, guilt, stupidity, inferiority, lack of confidence, anger, hostility, and contempt Thoughts or feelings of confidence, self-worth, trust in others, desire to reciprocate acts of kindness, care, & concern

13 Learning occurs best in environments that are positive, warm, safe and predictable.

14 The teacher: Establishes the tone of the classroomEstablishes the tone of the classroom Demonstrates kindness and civilityDemonstrates kindness and civility Invites and answers questions with patience and understandingInvites and answers questions with patience and understanding The students: Rise to expectationsRise to expectations Feel comfortableFeel comfortable Ask and answer questionsAsk and answer questions Express ideasExpress ideas Share critical thinkingShare critical thinking

15 Creating a Learning Atmosphere Free of Coercion 1.Make a list of a few key positive behaviors 2.Establish an environment that is reinforcing for students 3.Establish a few rules or expectations that state positive, expected behaviors 4.Directly teach

16 Why are positive relationships important in the classroom?

17 Enhances the effectiveness of a teacher as a role model.Enhances the effectiveness of a teacher as a role model. Students are more willing to accept feedback.Students are more willing to accept feedback. Students are more likely to give their best effort.Students are more likely to give their best effort. Praise and compliments become more meaningful.Praise and compliments become more meaningful. Advantages of Positive Relationships

18 Building Positive Relationships Positive relationships can be particularly important during adolescence, when youth are experiencing many new demands.

19 Relationship Bank CREDITS Every time you interact with a student, you have the opportunity to make a deposit in your account by behaving in a way that shows care and respect. Every time you interact with a student, you have the opportunity to make a deposit in your account by behaving in a way that shows care and respect.DEBITS If you say or do things that are painful for the student, you withdraw funds from your account. If you say or do things that are painful for the student, you withdraw funds from your account.

20 Positives to Negatives 4:18:1 positives : negatives We all need the positive interactions in our lives to outweigh the negatives. Even if criticism is justified, it needs to be balanced out with EIGHT or more positives. If negatives outweigh the positives the relationship may be destroyed.

21 What are some specific things we can do to create positive relationships with students?

22 Ways to Foster Relationships with Students Verbal Behaviors Offer to helpOffer to help Compliment and praiseCompliment and praise Express concernExpress concern Be politeBe polite Get right to the pointGet right to the point Ask for help or adviceAsk for help or advice Use humor that has no put-downs or ridiculeUse humor that has no put-downs or ridicule Non-Verbal Behaviors Use a calm, pleasant voiceUse a calm, pleasant voice Use pleasant facial expressionsUse pleasant facial expressions Spend time togetherSpend time together Seek opportunities to interactSeek opportunities to interact Be open to concerns or criticismBe open to concerns or criticism Work alongside each otherWork alongside each other Attend important school eventsAttend important school events

23 Having High Expectations Creating and teaching high expectations for positive behavior is a fundamental part of success with students.Creating and teaching high expectations for positive behavior is a fundamental part of success with students.

24 Establishing High Expectations for Appropriate Behavior Students who are striving to meet high behavioral expectations are less likely to exhibit inappropriate behaviors.

25 Establishing High Expectations for Appropriate Behavior Expectations need to be: Clear and specificClear and specific Challenge learners at appropriate levelsChallenge learners at appropriate levels Directly taught, encouraged, and positively reinforcedDirectly taught, encouraged, and positively reinforced

26 Establishing High Expectations for Appropriate Behavior If we relent and tolerate low expectations, we are in effect demonstrating to the student that less is acceptable.

27 Establishing High Expectations Start with 3-5Start with 3-5 State rules positivelyState rules positively Always have positive consequencesAlways have positive consequences Remember the 8:1 rule if using negative consequencesRemember the 8:1 rule if using negative consequences Classroom Expectations: 1.Put-ups not put- downs. 2.Cooperate with others. 3.Solve problems peacefully.

28 Teaching Appropriate Behavior After establishing rules and expectations for appropriate behaviors, it is necessary to directly teach positive social emotional skills and routines.

29 Teaching Appropriate Behavior To be considered socially competent a student must be capable not only of using the social skills but of using the skills in appropriate contexts... with the right people, in the right place, at the right time.

30 Teaching Appropriate Behavior 1.Name and describe the skill/routine. 2.Give a rationale for why the skill/routine is important. 2.Give a rationale for why the skill/routine is important. 3.Model the social skill/routine for the students. 4.Have students practice the skill/routine several times. 5.Give feedback and praise. 6.Provide opportunities to practice the skills/routines in natural settings.

31 Name Describe the Skill/Routine "Today I am going to teach you how to give someone a compliment. The steps are 1. identify a behavior that deserves a compliment, 2. look at the person, 3. use a pleasant voice, and 4. say the praise statement.”

32 Name and Describe the Skill/Routine “Steve, I thought you gave a great compliment to Angela in class about her presentation. You used the steps I am describing. Class, tell me again the steps of the skill.” After the class has repeated the steps: After the class has repeated the steps: ”Great! Now you know the steps let’s talk about why it’s important."

33 Give a Rationale “It is important to give people compliments because our feedback helps them feel good about themselves. Compliments also let people know that you like them and notice the good things they do.”

34 Model the Skill/Routine "I'm going to pretend that Jasmine has recently moved here. She has smiled and been friendly to others. I will give her a compliment using the four steps.” “I first look at her and then say in a pleasant voice, ’Jasmine, I like your smile and how friendly you are.'”

35 Practice the Skill/Routine “Now it’s your turn to try it. We’ll do a couple of examples then you can practice with a partner.” Call on a student to role play: "Pretend that I am a student who just finished doing a presentation to the class. Show how you might give me a compliment.”

36 Provide Feedback and Praise “Scott, you gave a very nice compliment to Luiz. It’s very important that you look at the person. I know it might feel awkward, but it helps them know you are being sincere. Try it again and this time make sure you look at Luiz.” “Scott, you gave a very nice compliment to Luiz. It’s very important that you look at the person. I know it might feel awkward, but it helps them know you are being sincere. Try it again and this time make sure you look at Luiz.” “As I listened to you practice I noticed that each of you looked at each other and used a pleasant voice as you gave your compliments."

37 Opportunities to Practice “Now you all know how to give a compliment. I’ll watch you this week. I want to see each of you give compliments. If you can't remember all of the steps, check the poster on the bulletin board or ask me for help. The more you practice, the easier it will become.”

38 Reinforcing Appropriate Behavior The combination of teaching and reinforcing positive behavior is the most powerful way of helping students learn to behave within boundaries established by the faculty.

39 Using Praise to Reinforce Appropriate Behavior “None of us needs someone who only points out our areas of weakness and the ways in which we have fallen short. We need someone who encourages us to go forward, to try again, to reach a little higher this time.” Gordon B. Hinckley Standing For Something

40 Purposes of Effective Praise Builds relationshipsBuilds relationships Teaches and clarifies expectationsTeaches and clarifies expectations Reinforces students for practicing and mastering positive behaviorReinforces students for practicing and mastering positive behavior Increases competence and confidenceIncreases competence and confidence

41 Written Praise

42 General vs. Effective Praise General Praise “Good Job!” “Thanks for doing that.” “You are smart.” Effective Praise “Good Job! This was a very creative short story with great characters.” “I appreciate the way you cleaned off your desk quickly when I asked you.” “You are smart. I’m impressed with how you’ve improved. You completed all the problems accurately.”

43 Praise is instructive when you: 1.Specifically state the behavior 2.Provide a detailed description of what occurred 3.Give a reason why the behavior is praiseworthy 4.Provide a pleasant consequence

44 Praise Data School Average of Teacher Praise Rate

45 Praise Notes

46 Fostering Student Self-Management Key to social competenceKey to social competence Integral part of school success and future accomplishment in lifeIntegral part of school success and future accomplishment in life Helps in the acquisition and maintenance of positive social behaviorHelps in the acquisition and maintenance of positive social behavior

47 Dependent Variable Socially Appropriate Classroom Behavior AttendingAttending Working on academic assignmentsWorking on academic assignments Answering questionsAnswering questions Getting the teacher’s attention appropriatelyGetting the teacher’s attention appropriately Compliance with teacher’s instructionsCompliance with teacher’s instructions

48 Self-Management Card

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50 Using data helps teams identify interventions and resources that are needed so they can take specific steps toward progress. Using Data to Improve Student Outcomes

51 3 Basic Questions (McIntosh, Rienke, & Herman, 2009) 1.Is the current approach achieving the intended outcomes? Is plan working as well or better than last year?Is plan working as well or better than last year? Is a change in plan needed?Is a change in plan needed? Do students have the skills to do what is expected?Do students have the skills to do what is expected? Are the behavioral needs of all students being adequately met?Are the behavioral needs of all students being adequately met?

52 Effective changes can only be made when problem areas and behaviors are identified and understood.

53 School staff can use school-level data to effectively locate particular occasions, times, and places where students need more support. School staff can use school-level data to effectively locate particular occasions, times, and places where students need more support.

54 2.What areas need improvement? Which grade levels need additional skills training?Which grade levels need additional skills training? What physical areas of the school are perceived as safe?What physical areas of the school are perceived as safe? Which classroom routines do students need to be retaught?Which classroom routines do students need to be retaught?

55 3.Which students need additional support? Which students received two or more ODRs in the first month of school?Which students received two or more ODRs in the first month of school? Which students consistently show signs of emotional distress (e.g., anxiety, depression)?Which students consistently show signs of emotional distress (e.g., anxiety, depression)?

56 Data-Based Decision Making Summary 1.Clearly define all target behaviors. 2.Present data in a teacher friendly, useable format. 3.Record data daily or as frequently as possible. 4.Analyze and discuss data at every team meeting. 5.Make decisions based on data collected. 6.Ensure that the data decision making process is meaningful to the school staff and leads to positive behavior change.

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58 References Florida Department of Education. (2006). Collaborative problem solving. Retrieved from Department of Education. (2006). Collaborative problem solving. Retrieved from Hinckley, G. B. (2000). Standing for something 10 neglected virtues that will heal our hearts and homes. New York: Random House.Hinckley, G. B. (2000). Standing for something 10 neglected virtues that will heal our hearts and homes. New York: Random House. McIntosh, K., Reinke, W. M., & Herman, K. C. (2009). Schoolwide analysis of data for social behavior problems: Assessing outcomes, selecting targets for intervention, and identifying need for support. In G. Peacock, R. Ervin, E. Daly, & K. Merrell (Eds.), Practical handbook of school psychology: Effective practices for the 21st Century (pp ). New York: Guilford Press.McIntosh, K., Reinke, W. M., & Herman, K. C. (2009). Schoolwide analysis of data for social behavior problems: Assessing outcomes, selecting targets for intervention, and identifying need for support. In G. Peacock, R. Ervin, E. Daly, & K. Merrell (Eds.), Practical handbook of school psychology: Effective practices for the 21st Century (pp ). New York: Guilford Press. Young, E. L., Caldarella, P., Richardson, M. J., & Young, K. R. (2012). Positive behavior support in secondary schools: A practical guide. New York: Guilford Press.Young, E. L., Caldarella, P., Richardson, M. J., & Young, K. R. (2012). Positive behavior support in secondary schools: A practical guide. New York: Guilford Press.

59 Data-Based Decision Making Four Step Problem-Solving Model (Florida Department of Education, 2006) : 1.Problem identified in observable, behavioral terms. 2.Plan development based on the data collected. 3.Plan implementation with progress towards goals being monitored. 4.Evaluation using data to determine whether the plan is working.


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