You Catch More Flies With Honey Than Vinegar Presented by: Network 207 Noreen DeLuca Steven Gilroy Brandi Passantino June 5, 2014

Welcome… Come in and introduce yourself to the other people at your table. Read the quote on your table and jot down on a post-it what it makes you think about. Share with your table.

Alliteration Activity Think about an adjective that starts with the first letter of your first name and aptly describes your personality. Then choose a movement to go along with your alliterated name. Share the name and movement with your tablemates.

Agenda: Behavior Intervention Strategies Reasons for Misbehavior Functions of Behavior Behavior Intervention Strategies Application to Practice—Now What? Closure

Role of the Paraprofessional What types of paraprofessional are in your school? What are you? What do you think your role is as a __________ paraprofessional? Is anyone returning from last year’s extravaganza? What strategies have you used? What worked?

Warm-up: What Are Some Reasons for Student Misbehavior? Jot down two of your biggest behavior issues with students and why you think they misbehave. Share responses with Table Group Talk. Write the top 2-3 reasons for student misbehavior on a post and place on the chart paper.

If a child doesn’t know how to read …we teach If a child doesn’t know how to swim If a child doesn’t know how to tie his shoes If a child doesn’t know how to multiply If a child doesn’t know how to behave ... we?

Most Common Responses to Disciplinary Issues… Removal Increased supervision and monitoring Exclusion Counseling Suspension Referrals Placement…

Principles of School-Based Behavioral Support Behavior is shaped by one’s experiences Behavior is learned and can be taught Functional relationship between behavior & environmental events (the “ABCs”) Antecedent events Behavior Consequence events Behavior is COMMUNICATION First, Behavior is shaped by one’s personal experiences. Going back to our iceberg analogy, we must remember that student behavior is often rooted in social, emotional, intellectual and physiological factors that can influence an action, response or performance in a certain way. All of us have behavioral histories that are learned through our experience and environmental context. Second, if behavior is learned, then it can be taught. As educators, we know this as direct and explicit instruction. Third, there is a functional relationship between behavior & environmental events Antecedent events Behavior Consequence events The ABCs of behavior is what we want to focus on when we attempt to understand behavior in its context. Behavior serves a purpose, and connects to our underlying needs. Finally, we understand that Behavior is COMMUNICATION Adapted from From: D Browning Wright, from Nishioka and Sprague, 2010

Most Common Functions of Behavior To Obtain/ Get : • Peer attention • Adult attention • Desired activity • Desired object/ items • Sensory stimulation: auditory, tactile, etc. To Escape/Avoid: • Difficult Task • Boring Task • Easy Task • Physical demand • Non-preferred activity • Peer attention • Staff attention • Reprimands Here are some of the most common functions of behavior we see in each of the two basic functional categories. READ Slide From: Loman and Borgmeier, 2010

All Behavior has a Purpose Motivation 2 basic premises: To “get” something To “get out of” something What does behavior communicate? Each of us has a purpose when we behave – we are motivated to act a certain way in each situation. Sometimes behavior involves physiological needs and most often social, emotional or intellectual needs. Internal and external motivators exist for all human beings. All of you tuning into this webinar are communicating an interest or motivation to GET something: perhaps it is to connect to a professional learning community of educators, perhaps it is to refresh your knowledge of behavior. Or perhaps it is to explore ways of implementing positive behavioral support practices for your students or to inform systems to establish positive climate and culture at your school. To all of you tuned in, we sincerely thank you for taking this time to connect, refresh, and deepen your thinking on behavioral supports and instruction. We are a community of educators, and we are most effective when we collaborate to support all of our students.

UNDERSTANDING Function of Behavior Obtain/ Get Something Escape/ Avoid Something Stimulation/ Sensory Social Tangible/ Activity When we expand the basic concept that behavior is a form of communication and serves a purpose or function, we can dig deeper as represented in this flow chart. We can use this chart to map possible behavioral functions. When a student displays a problem behavior, we ask ourselves: First: “Is this behavior helping the student obtain something, or escape or avoid something?” Digging deeper, we want to understand if this underlying need serves a sensory, a social, or a tangible purpose. Finally, if it is a social need, we ask: “is it related to adults or school staff, or is it related to peers?” One thing we want to remember, is that this basic flowchart applies to BOTH positive and negative behaviors. This is a key conceptual point, as function of behavior is NEUTRAL. That is, it simply describes the underlying need that manifests itself in observable behavior. Adult Peer From: Loman and Borgmeier, 2010

ABC's of Behavior If You Can Predict it…You Can Prevent it! Antecedent: what was going on just before the behavior, what is the trigger? Behavior: what happened? Consequence: what happens as a result of the behavior? Teach kids to self monitor, i.e. breathe, drink water, walk no talk

Developing a Hypothesis EXAMPLE Step 1: Developing a Hypothesis EXAMPLE Setting Event Antecedent Behavior Consequence Terry is late to school Terry is assigned math work Terry gets out of his seat Gets attention from peers & Escapes math (avoidance) Let’s go through an example broken down into manageable steps (read through slide as each slide content is revealed). By mapping student behavior, we are formulating the hypothesis that Terry displays the behavior because it results in him gaining attention from his peers while also getting out of completing Math. We might wonder what factors influence this – for example, we might want to look deeper into Math skills and needs along with how we present our expectations to Terry especially when he arrives at school late.

Selecting An Alternative Behavior Step 2: Selecting An Alternative Behavior EXAMPLE Setting Event Antecedent Behavior Consequence Terry is late to school Terry gets out of his seat Gets attention from peers & Escapes math Terry is assigned math work From this Hypothesis we then can look at teaching toward a viable alternative behavior because right now the “Problem Behavior” may be so ingrained that we often cannot jump to expecting Terry to just do his work. We want to look at why the behavior is occurring, so we look at the function: Terry wants to connect with Peers and we need to educate him in Math. So an alternative, manageable behavior that addresses both might be to link him with a Peer who can also help him with the Math. After all, this is a stepping stone toward eventually performing the desired behavior of completing his work on his own. Remember, that this alternative must serve the same function, be as motivating so it can “replace” the need to exhibit the problem behavior. Terry gets positive attention from a peer, and completes his math work. Next, we must consider what changes/ or environmental manipulations we might need to make (especially when Terry is late to school and definitely when we are presenting Math expectations). We must make those changes both before the expected behavior might occur as well as after it. We are then using preventive and proactive thinking based on the function of the behavior – what we can affect and what the student brings to situation. Antecedent / Setting Event Changes Terry completes math with Peer Tutor Consequence Changes

Setting Events Strategies Antecedent Strategies Consequence Strategies Behavior Teaching Consequence Strategies Step 3: EXAMPLE BEHAVIOR SUPPORT PLANNING Specifically praise and socially acknowledge within shorter time frames Provide tutoring Break down assignment Scaffold instructions Provide other choices to intersperse Check in Self-regulation exercises Preview the day Ask for help Ask to work with Peer Ask for time to self-regulate After identifying an assessment-based hypothesis, we can now look to make changes in the environment and introduce skills and behavioral instruction. Let’s think through each area strategically. What can we do when Terry arrives at school related to Setting Events, even though we cannot be with Terry when he wakes up in the morning or while he is getting himself to school? (Read as slide content is revealed.) “Knowing” Terry would any or all of these set the stage more calmly etc? Also, since we know Math work is part of our standards-based curriculum, do these “Antecedent Manipulations” assist in keeping Terry’s anxiety lower so that he more available for learning? (Read slide content as it is revealed.) Next we consider what behaviors can be taught Terry which lay the foundation for eventually being able to do the desired behavior of completing his work and being less disruptive. (Read slide content as it is revealed.) Remember, if there is an assessed Skill deficit – then adults teach the skill, students practice the skill, adults reinforce the skill when it is done correctly. When it is a Performance deficit – adults teach when to use the skill and reinforce when skill used in appropriate context. Finally, what can we change about the consequences so that Terry gets as much out of doing the “right thing”? These are the supports and reinforcers which might build toward supporting a better outcome for Terry. And yes, eventually we hope the desired behavior will sustain itself based on natural consequences, such as pride in his work – but we may not be there yet. (Read slide content as it is revealed.) The primary question we must consider in behavioral support planning is : Will these address student motivation – the function of original “problem behavior?

Setting Events Strategies Antecedent Strategies Consequence Strategies Behavior Teaching Consequence Strategies Step 3 More detailed EXAMPLE BEHAVIOR SUPPORT PLANNING *Assess whether Math Level appropriate *Increase amount of Math instruction *Provide more appropriate peer access re: Math & Social *Review class expectations prior to assigning *Group according to strengths *Give lead to student based on strength then switch to Peer Tutor *Break into do-able time segments inc. social breaks *Teach expectations *Teach Self- Regulating skills *Teach student appropriate attention seeking skills *Teach to ask for assistance *Use natural social praise *Use praising “schedule” and fade *Redirect positively *Construct plan so student “earns” attention time The previous slide gave possible suggestions toward behavior support planning but typically more detail is needed – This slide presents a further breakdown of behavioral support components. Remember, there is no one right environmental or instructional intervention. Appropriate interventions are based on assessment and selection of evidence-based instructional practices, including differentiated instruction, and the use of culturally appropriate strategies and principles of universal design, which ensure that our intervention is accessible to the student. For students with IEPs we would want to look at their Present Levels of Performance to identify strengths that we can help the student build upon. Read the content under each category to determine where a more detailed starting point may be for Terry so that he can begin to learn new behaviors/skills which will lead him to that eventual desired behavior.

Take One: School of Hard Knocks Watch the role play and look for the ABC’s of behavior. Think about what’s triggering Joey’s behavior and what behavior is being reinforced. How could have this been handled differently? Discuss…

What Can We Do Differently What Can We Do Differently? Teaching Expectations Using an Instructional Approach Define Observable, measurable Teach Identify, prior knowledge, model, structured practice, acknowledge Remind Pre-correct, prompt behaviors/rules prior to entering natural context Monitor Supervise, feedback/acknowledgement, data Evaluate Data, adaptations needed, non-responders needing more support Teaching Expectations and Rules: Instructional Approach   Define Operationally define what will be taught Is it observable and measurable Teach Identify and explain the rule Test for student prior knowledge and understanding Model and demonstrate relevant examples Arrange for structured practice, role play, and rehearsal in the setting where you want the students to demonstrate the behaviors    Remind Pre-correct and prompt rule immediately prior to entering the natural context – this speaks to the proactive nature of PBIS Monitor Supervise independent use in natural context Provide feedback Collect data Evaluate Examine the effect of instruction: What instructional adaptations may be necessary? Who needs more guided practice? Who needs more frequent feedback?  THINK ABOUT HOW YOU CAN APPLY THESE CONCEPTS TO DESIGN A SUPPORTIVE SYSTEM IN YOUR CLASSROOM.

Danielson Framework 2c Managing Classroom Procedures There is little loss of instructional time due to effective classroom routines and procedures. The teacher’s management of instructional groups and transitions, or handling of materials and supplies, or both, are consistently successful. With minimal guidance and prompting, students follow established classroom routines, and volunteers and paraprofessionals contribute to the class. 2d Managing Student Behavior Student behavior is generally appropriate. The teacher monitors student behavior against established standards of conduct. Teacher response to student misbehavior is consistent, proportionate, and respectful to students and is effective.

Examples of Replacement Behavior Use of Visuals: Teach breathing and calming:     

Using a Bulls

BREAK

Sample Behavior Interventions Remember behavior interventions are individual! What works for some may not work for others! The Common Denominator across interventions is the need for Consistency! Peruse these interventions…Have you tried any of them? What has your experience been? Of the ones mentioned think of why they may not have been effective. Are there any that you might try?

Functional Assessment Setting Events Triggering Antecedents Desired Behavior Problem Behavior Acceptable Alternative Behavior Maintaining Consequence Maintaining Consequences Setting Event Strategies Antecedent Behavior Teaching Strategies Consequence Strategies BEHAVIOR INTERVENTION PATHWAY BEHAVIOR SUPPORT PLANNING Functional Assessment FUNCTION So, in reviewing behavior support plans: For Setting Events: we want to neutralize or eliminate their effects on the situation. For Antecedents: we want to add relevant prompts and remove irrelevant triggers. We always teach an alternative behavior that serves the same function as the problem behavior, and We want to remove reinforcement of the negative behavior, while introducing reinforcement for the new behaviors we have taught. Neutralize/ eliminate setting events Teach alternative that is more efficient Add relevant & remove irrelevant triggers Add effective/ remove ineffective reinforcers

Table Talk Responding to Classroom Behavior Scenarios Each group receives a scenario • Read the scenario • Team members brainstorm possible interventions, list them on the back of the paper Consider the implications of the solutions that you brainstormed How will you assess its effectiveness ?

Shaping Children’s Behavior With Well Chosen Words Read the article: Highlight any new learning with an Anything you have already tried Anything you don’t understand Is there anything that you will try

Review #1 Fill in each component of the Summary Statement/Hypothesis. 30 30

Review #1 Summary Statement/Hypothesis (Answer Key) Setting Event Antecedent Consequence/ Outcome Function Behavior 31 31

Review #2. UNDERSTANDING Function of Behavior Fill in the chart with the terms in the appropriate boxes: adult, peer, get/obtain something, attention, sensory/stimulation, escape/avoid something, tangible/activity Problem Behavior Obtain/ Get Something Escape/ Avoid Something When we expand the basic concept that behavior is a form of communication and serves a purpose or function, we can dig deeper as represented in this flow chart. We can use this chart to map possible behavioral functions. When a student displays a problem behavior, we ask ourselves: First: “Is this behavior helping the student obtain something, or escape or avoid something?” Digging deeper, we want to understand if this underlying need serves a sensory, a social, or a tangible purpose. Finally, if it is a social need, we ask: “is it related to adults or school staff, or is it related to peers?” One thing we want to remember, is that this basic flowchart applies to BOTH positive and negative behaviors. This is a key conceptual point, as function of behavior is NEUTRAL. That is, it simply describes the underlying need that manifests itself in observable behavior. Stimulation/ Sensory Social Tangible/ Activity Adult Peer From: Loman and Borgmeier, 2010

Review #2. UNDERSTANDING Function of Behavior (Answer Key) Problem Behavior Obtain/ Get Something Escape/ Avoid Something Stimulation/ Sensory Social Tangible/ Activity When we expand the basic concept that behavior is a form of communication and serves a purpose or function, we can dig deeper as represented in this flow chart. We can use this chart to map possible behavioral functions. When a student displays a problem behavior, we ask ourselves: First: “Is this behavior helping the student obtain something, or escape or avoid something?” Digging deeper, we want to understand if this underlying need serves a sensory, a social, or a tangible purpose. Finally, if it is a social need, we ask: “is it related to adults or school staff, or is it related to peers?” One thing we want to remember, is that this basic flowchart applies to BOTH positive and negative behaviors. This is a key conceptual point, as function of behavior is NEUTRAL. That is, it simply describes the underlying need that manifests itself in observable behavior. Adult Peer From: Loman and Borgmeier, 2010

Next Steps What will you try with students who misbehave? How might you work with teachers on the grade to strengthen this practice? How will you assess its’ effectiveness? What support will you need to be effective Exit Ticket…3-2-1