3 Positive Behavior Supports PBS is based on the theoryProblem behavior continues to occur because it is consistently followed by the child getting something positive or escaping something negative
4 Positive Behavior Supports Focus on situation and outcome of behaviorIt is possible to determine the functions of the behavior, make the problem behavior less effective and efficient, and make the desired behavior more functional.
5 How can we do that? Behavior Chart Behavioral Contract Check In/Check OutClassroom ManagementIncreasing Academic MotivationBehavioral Strategies
7 Behavior Chart The target behavior should be clearly stated. “Elise will keep her hands to herself during class.”Consider the time frame to earn the sticker.Choose only one or two target behaviors for the behavior chart.Consider age and ability level when developing the chart.Let the student take as much responsibility as possible.Consistency!
8 . Behavior contracts are a behavior intervention strategy used to help a child make better choices. The child will agree to perform a target behavior (i.e. complete homework every night, keep hands to himself, etc.) The teacher agrees to offer a reward if the student completes the target behavior or the teacher may agree to communicate with the parent regarding student’s behaviors. Sometimes a parent will provide the reward and will also sign the contract.
9 Behavior Contract Involve the student Consider age and ability level. When a student takes some ownership, it increases the chance that the student will take some responsibilityIt is more likely to be successful when the student has some ownership in its development.Consider age and ability level.Contracts should never be utilized for a behavior in which a student has no control over.Consistency!The behavioral contract is intended to change the behavior of a student who is regularly making a poor choice. It is a contract that outlines the responsibility of each participant.
10 Check In/ Check OutStudent daily checking in with an adult at the start of school to retrieve a goal sheet and encouragement.Teachers provide feedback on the sheet throughout the day.Students check out at the end of the day with an adult.Sheet sent home to be signed.
11 Check In/ Check Out Quick check in with adult upon arrival Check preparation for the dayMaterials & suppliesAttitudeTurn in previous day’s signed cardPick up day’s cardReminders for appropriate behavior/review expectationsSetting day off on right foot
12 Check In/ Check Out Each class period & any supervised setting Teacher rates & provides feedbackCheck out with adult at end of dayReview day’s points & goalsAdult acknowledges and/or encouragesTake card home for parent signature
13 CICO Record Safe Responsible Respectful Check In 0 1 2 Before Recess Name: ____________________________ Date: ______________0 = Need work, 1 = “OK” 2 = Nice JobSafeResponsibleRespectfulCheck InBeforeRecessLunchAfter RecessCheck OutToday’s goalToday’s total pointsComments:
15 Why does CICO work? Improved structure Student is “set up for success” Prompts are provided throughout the day for correct behavior.Student chooses to participate.Student is “set up for success”First contact each morning is positive.“Blow-out” days are pre-empted.First contact each class period (or activity period) is positive, and sets up successful behavioral momentum.Increase in feedbackFeedback occurs more often.Feedback is tied to student behavior.Inappropriate behavior is less likely to be ignored or rewarded
17 Encouraging Academic Motivation Build in rewarding opportunities for social interaction.Adult tutor, cross age peer tutoring, cooperative learning groups, informal study groups.Reduce the 'effort' needed to complete an academic assignment.A difficult and complex task (long writing task) can broken down into easier-to-accomplish sub-steps for the student to complete as separate assignments.A peer helper may assist a student who is chronically disorganized to set up and clean up their work area each day, making the task less time-consuming.If a task is made more difficult, it is likely that people will be more likely to put off trying the task. If a task is made easier, people will more willingly attempt it
18 Encouraging Academic Motivation Connect academic requirements to real- world situations.Offer students meaningful choice wherever possibleAllow students to:select the order in which they will complete several in-class or homework assignmentsbring a book of their own choosing to a session with a reading tutorbe given several short, timed breaks during a work period and allowed to choose when to take themAllowing the student choice in the sequence of academic tasks can increase rates of compliance and active academic engagement. The power of allowing the student to select the sequence of academic tasks appears to be in the exercise of choice, which for ‘biologic reasons’ may serve as a fundamental source of reinforcement
19 Classroom Behavioral Strategies Increase the ratio of positive to negative teacher to student interactionsMaintain a 4 to 1 ratio of positive to negativePositive interactions every five minutesFollow correction for rule violation with positive reinforcer for rule followingManage minor problem behaviors positively and quicklyState correct behavior, ask student to show correct behavior, disengage with attention seeking students quicklyConsider the antecedents and consequences of student behavior
20 Positive Behavior Supports Keys to Strong PBS planIndividualizedData-basedCollaborativeWorking DocumentHigh fidelity of implementation- Consistency!