“Why didn’t you ask me?” Engaging all staff members in the development of behavioral expectations and consequences Mary Margaret Kerr and Michael Valenti University of Pittsburgh School-Based Behavioral Health Program

Setting Behavioral Expectations What happens when schools don’t have consistent behavioral standards? What happens when schools don’t have consistent behavioral standards? Please turn to page 2 Please turn to page 2

Agreement and Consistency More students will behave appropriately if staff members clearly define appropriate behaviors and consequences (Horner, Todd, Lewis-Palmer, Irvin, Sugai and Boland, 2004). More students will behave appropriately if staff members clearly define appropriate behaviors and consequences (Horner, Todd, Lewis-Palmer, Irvin, Sugai and Boland, 2004). If involved from the beginning, school staff members are more likely to apply consistent behavioral standards. If involved from the beginning, school staff members are more likely to apply consistent behavioral standards.

The PBIS Model requires that 80% of staff agree to implement the model, but... How do you measure 80% agreement prior to implementation? How do you ensure that everyone has been invited to participate?

A top-down approach Principal convenes a committee with select staff The new initiative is explained Staff are asked to comment and sign up

Finding Out What Staff Want Let’s examine three methods. Please turn to page 4. really

Designing your Survey Will questions ask about rules or problem behaviors? Will questions ask about rules or problem behaviors? How will you word the questions about consequences? How will you word the questions about consequences? Do you want open- ended questions as well? Do you want open- ended questions as well? Page 5. Page 5.

Intensity Levels? These determine the order in which your survey items appear. To view a sample survey, please turn to page 19.

Conducting your survey Explaining the survey Anonymity assurances Time expectations “Help-desk” questions Reminders Group vs. individual administration

Analyzing the Survey Data Preparing for the staff discussion. Please turn to page 8.

Decision Rules Create a decision rule before the meeting. Create a decision rule before the meeting. Example Example Ignore behaviors with ratings of two or less Ignore behaviors with ratings of two or less Include behaviors with ratings of four or more Include behaviors with ratings of four or more Discuss behaviors with ratings between two and four? Discuss behaviors with ratings between two and four? Review the following slide. How would you facilitate a discussion of these data? Review the following slide. How would you facilitate a discussion of these data?

Finding the themes Creating your “behavioral motto.” Please turn to page 9.

Getting to the rules Problem Behavior Alternative or replacement behavior Rule

Creating a Behavioral Matrix ClassroomHallwayCafeteriaPlaygroundBus Be Respectful Be Responsible Be Safe Expectations Rules Settings

ClassroomHallwayCafeteriaPlaygroundBus Be Respectful Be Responsible Be on time for class Have a hall pass. Sit with your group Be SafeStay off the net Stay in your seat

Exploring the Data on Consequences The “actual” hierarchy The “actual” hierarchy Intervention acceptability Intervention acceptability Staff awareness of interventions Staff awareness of interventions

Selecting Consequences Use the data to decide. Please turn to page 12.

Creating a Response Matrix Intensity I Intensity II Intensity III Intensity IV Intensity Levels Consequences and Responses

Staff members Interventions Students Re-surveying to capture changes Re-surveying to capture changes

For more information Mary Margaret Kerr and Psychology in Education Department University of Pittsburgh 5939 Posvar Hall 230 South Bouquet Street Pittsburgh, PA 15260