1. Understanding Student Behavior in its Context May 2012 Division of Students with Disabilities and English Language Learners

2. If a child doesn’t know how to read …we teach If a child doesn’t know how to swim …we teach If a child doesn’t know how to tie his shoes …we teach If a child doesn’t know how to multiply …we teach If a child doesn’t know how to behave... we? 2

3. Science of behavior has taught us that students…. Are NOT born with “bad behaviors” Do NOT learn when presented contingent aversive consequences BUT do learn better ways of behaving if taught directly & given positive feedback Every time any adult interacts with any student, it is an instructional moment! 3

4. Our Objectives 1) Review the conceptual foundations of positive behavioral support, 2) Apply our understanding to an individual student example, and 3) Design a sample classroom system of positive behavioral support for ALL students

6. Guiding Behavioral Science Principles >Human behavior is pro-social >Human behavior is important, meaningful, understandable, & predictable >Human behavior is learned >Human behavior is changeable & teachable >Human behavior does NOT occur in a vacuum….it is affected directly by environmental events (such as social, emotional, physiological, cognitive and cultural factors) >This is true for ALL students—including students with disabilities, and in ALL settings—school, community, and at home. Adapted from: D Browning Wright, from Nishioka and Sprague, 2010 6

7. 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 Adapted from From: D Browning Wright, from Nishioka and Sprague, 2010

8. All Behavior has a Purpose Motivation Motivation 2 basic premises: To “get” something To “get out of” something

9. UNDERSTANDING Function of Behavior From: Loman and Borgmeier, 2010 Behavior Escape/ Avoid Something Obtain/ Get Something Tangible/ Activity SocialStimulation/ Sensory PeerAdult

10. 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 From: Loman and Borgmeier, 2010

11. Setting Events AntecedentsBehaviorsConsequences Infrequent Events that increase the likelihood of a behavior occurring. Aspects of the situation that reliably predict when behavior will occur. “What happened before?” What the student does. Define behavior in measurable and observable terms. What typically happens after the behavior occurs. “What happened after?” The Behavioral Pathway Unpacking the ABCs of Behavior 11

12. Increase Desired Behavior Prevent and Decrease Problem Behavior Goal of the Behavior Intervention Plan 12

13. The ABCs of Behavior Antecedent Behavior Consequence Teacher working with student HummingTeacher tells student to be quiet. Teacher working at board Yawning/tap ping pencil Teacher helps with task Independent reading Yells across the room Teacher reprimands then answers question 13

14. Antecedent Behavior Consequence Terry is assigned math work Terry gets out of his seat Gets attention from peers & Escapes math (avoidance) Step 1: Developing a Hypothesis EXAMPLE Terry is late to school Setting Event

15. Antecedent BehaviorConsequence Terry is assigned math work Terry gets out of his seat Gets attention from peers & Escapes math Terry completes math with Peer Tutor Step 2: Selecting An Alternative Behavior Consequence Changes Antecedent / Setting Event Changes EXAMPLE Terry is late to school Setting Event

16. Setting Events Strategies Antecedent Strategies Behavior Teaching Consequence Strategies BEHAVIOR SUPPORT PLANNING Check in Self- regulation exercises Preview the day Break down assignment Scaffold instructions Provide other choices to intersperse Ask for help Ask to work with Peer Ask for time to self- regulate Specifically praise and socially acknowledge within shorter time frames Provide tutoring Step 3: EXAMPLE

17. Setting Events Strategies Antecedent Strategies Behavior Teaching Consequence Strategies 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 Step 3 More detailed EXAMPLE

18. Setting Events Triggering Antecedents Desired Behavior Problem Behavior Acceptable Alternative Behavior Maintaining Consequence Maintaining Consequences Setting Event Strategies Antecedent Strategies Behavior Teaching Strategies Consequence Strategies BEHAVIOR INTERVENTION PATHWAY BEHAVIOR SUPPORT PLANNING Functional Assessment FUNCTION 18 Neutralize/ eliminate setting events Add relevant & remove irrelevant triggers Teach alternative that is more efficient Add effective/ remove ineffective reinforcers

19. 19 Classroom Systems for Student Success: Multi-tiered Frameworks Tier 3/Tertiary Interventions 1-5% >Individual students >Assessment-based >High intensity Tier 2/Secondary Interventions 5-15% >Some students (at-risk) >High efficiency >Rapid response >Small group interventions > Some individualizing Tier 1/Universal Interventions 80-90% >All students >Preventive, proactive 1-5%Tier 3/Tertiary Interventions 5-15%Tier 2/Secondary Interventions 80-90%Tier 1/Universal Interventions (Illinois PBIS Network (2008). Adapted from “What is school-wide PBS?”. [PowerPoint slides] Retrieved from http://pbis.org/schoolwide.htm) >Individual students >Assessment-based >High intensity >Some students (at-risk) >High efficiency >Rapid response >Small group interventions > Some individualizing >All students >Preventive, proactive Academic SystemsBehavioral Systems

20. Teaching Matrix CLASSROOM- Routines/ Tasks ENTRYGROUP WORK INDEPENDENT WORK EXIT Greet others by saying hello Use polite and courteous language Raise hand quietly for teacher assistance Wait for teacher to dismiss class Slowly enter the room and sit in assigned seat Keep hands and feet to self Stay in your seat Slowly gather personal belongings Be prepared with class materials Work with your partner to complete assigned task Stay on task Plan for homework or finishing class work Core Values/ Expectations Respect Safety Responsibility 1. SOCIAL SKILL 2. NATURAL CONTEXT 3. BEHAVIOR EXAMPLES

21. Teaching Expectations Using an Instructional Approach DefineObservable, measurable TeachIdentify, prior knowledge, model, structured practice, acknowledge RemindPre-correct, prompt behaviors/rules prior to entering natural context MonitorSupervise, feedback/acknowledgement, data EvaluateData, adaptations needed, non-responders needing more support 21

22. 22 PBIS and Federal Law Individuals with Disabilities Education Act (IDEA) The IDEA as amended in 1997, provides support for the use of PBIS in its provisions by authorizing states to use professional development funds to "provide training in methods of... positive behavioral interventions and supports to improve student behavior in the classroom" (20 U.S.C. §1454(a)(3)(B)(iii)(I)). PBIS and New York State Policy New York State Guidelines The New York State Education Department (NYSED) has established a State PBIS Technical Assistance Center (NYS PBIS TAC). NYSED has integrated PBIS support as part of its coordinated statewide special education technical assistance network, the Regional Special Education Technical Assistance Support Centers (RSE-TASC).

23. 23 PBIS and New York City Policy NYC DOE Discipline Code Each school is expected to promote a positive school climate and culture that provides students with a supportive environment in which to grow both academically and socially. Schools are expected to take a proactive role in nurturing students’ pro- social behavior by providing them with a range of positive behavioral supports as well as meaningful opportunities for social emotional learning. Effective social emotional learning helps students develop fundamental skills for life… including: recognizing and managing emotions; developing caring and concern for others; establishing positive relationships; making responsible decisions; and handling challenging situations constructively and ethically. (The Discipline Code and Bill of Student Rights and Responsibilities, K-12, September 2011)

24. PBIS Practices Align with Other Evidence-Based Instructional Practices: >Universal Design for Learning (Accessibility) >Teacher Effectiveness >Social and Emotional Learning (Engagement) >Culturally Responsive Instruction >Response to Intervention 24

25. PBIS Resources NYS Regulations http://www.p12.nysed.gov/specialed/lawsregs/part200.htm NYSED memorandum “Requirements relating to the Use of Behavioral Interventions and Supports” http://www.p12.nysed.gov/specialed/publications/policy/BI-909.pdf http://www.p12.nysed.gov/specialed/publications/policy/BI-909.pdf Guides for conducting FBA and BIP within SESIS http://intranet.nycboe.net/SpecialPopulations/SpecialEd/Behavior.htm NYS Quality Indicators: www.p12.nysed.gov/specialed/techassist/behaviorQI-310 www.p12.nysed.gov/specialed/techassist/behaviorQI-310 NYS PBIS www.nyspbis.org National PBIS www.pbis.org 25