1. Positive Behavioral Supports Susan G. Izeman, PhD, BCBA Todd Kellogg, MA, LMFT Greenwich Autism Program Presentation for SPED  NET, November 15, 2007

2. By the end of the workshop, you will: Understand the philosophy of PBS Know the basic framework of a PBS approach Know what questions to ask when faced with problem behaviors Have a general idea of what your immediate and long term steps will be

3. Positive Strategies Non-aversive Proactive Based on data Builds competence and skills

4. PBS Assumes…. Behaviors are functional; they serve a purpose Functional assessment lets us figure out that purpose and design an intervention Child needs to learn replacement skills We may need to make changes in social, home and school settings

5. Goals of PBS Make problem behavior less effective, less efficient, and less relevant, and make desired behavior more functional. Use proactive strategies to define, teach, and support appropriate student behaviors Create positive school environments

6. School-Wide Behavioral Supports

7. Levels of PBIS Primary Strategies – school-wide, creates positive environment – schedules, layout, types of learning, how people talk to each other – helps approx. 80% Secondary Strategies – classroom or small groups – helps another 15% Tertiary Strategies – for individual children who need more support

8. Functional Assessment On all 3 Levels of Intervention Define Behavior Measure Behavior Prioritize Assess Functions Assess Reinforcers Develop a Plan

9. Defining Behavior (Both problem behaviors and target behaviors) Operationalize Observable Measurable Everyone agrees

10. Measuring Behavior Frequency - how often? Duration - how long? Scatter plot – in what activities or times of day? A-B-C – under what conditions?

11. Prioritize Do we need an intervention? Typical development Is it serious? Personal preferences

12. Intervene if the behavior… Is life-threatening Is a health risk Interferes with learning May become serious in the near future Is dangerous to others Is of great concern to caregivers Is getting worse Has been a problem for some time Damages materials Interferes with community acceptance Intervention might improve other behaviors

13. Assessment Methods Intuition Interview Rating Scale (MAS) Record Review Observation (ABC) Scatter Plot

14. A-B-C The Three Part Contingency A Prompts Verbal Gestural Picture Physical B Response Clearly defined All team members agree C Consequences Reinforcers Correction Other considerations

15. Triggers for Problem Behavior Long Term (or distant in time) Biological Contexts Social Contexts Physical contexts Immediate Asked to do something Wants something he can’t have Difficult task Less attention

16. Why’d He Do That?! (understanding functions of behavior) Takeaway Point No one ever misbehaves (or behaves well) for no reason. There’s always a reason. We may not have figured it out yet But, if we can figure out the “why” we may be able to solve the problem

17. Functions Most problem behavior serves one of these functions:  Social Attention  Escape/Avoid  Tangibles  Sensory Feedback

18. Preventing problem behaviors from occurring The focus of PBS is changing the problem context, not the problem behavior. Paradox: The best time to intervene on problem behavior is when the behavior is not occurring. Intervention is to take place in the absence of problem behavior so that the behavior can be prevented from occurring again.

19. Prevention of Problem Behaviors Primary: A continuum of procedures Posted Rules with visuals written in a positive format Limited use of “No…” Sufficient Supervision: Targeted areas and times of day Secondary: Small and Targeted Groups Problem Solving and Coping Skills Groups Lunch provided from children with limited funds Students having access or social worker/counselor Tertiary: Individualized, FBA, Environmental Modifications

20. What should he or she do instead?

21. Teaching new skills Easy to do Efficient in getting what the child wants Serves the same function for the child Makes problem behavior less necessary More age –appropriate Takeaway Point “Sit still, be quiet, and do nothing” is not a behavior goal. The best success comes when the child has something else to do.

22. Teaching Positive Behavior Primary: Introducing and modeling Teaching a small number of positively stated expectations for all students and staff: Be Safe; Respect Others; etc. School-wide pep rallies on positive behavior every quarter Grade-wide talk on more specific positive behaviors; modeling by adults during assembly and student volunteers every month Secondary: Small and Targeted Groups Home-room instruction of specific positive behavior / skills (i.e., Offering help, Asking someone new to play, sit at your lunch table, Compromising during recess, etc.) every week Lunch Bunch and Social Skills (class-wide and groups) Mentor System with volunteer staff or older students from upper grades, high-school Tertiary: Individualized, Teach Replacement Skills / Behaviors, Environmental Modifications

23. Reinforcement Strategies Primary: Quarterly recognition during Positive Behavior Pep Rally Secondary: Monthly recognition during grade-wide assembly Weekly recognition of positive behavior at the home-room level and incidentally during class and non-class time (hallway, bus, recess) Tertiary: Individualized, Reinforcement Assessment Social reinforcers and tangibles: Certificates/Awards; Gift certificates from local merchants; Dinner over at the principle’s house with a group of friends, etc

24. Components of a Behavior Plan

25. Consequence Strategies Primary Research has shown that the implementation of punishment, especially when it is used inconsistently and in the absence of other positive strategies, is ineffective. Natural Consequences; Teachable Moment; Response Cost Secondary Time-out may only work when “Time-in” is working Tertiary Emergency procedures to ensure safety and rapid de- escalation of severe episodes (this is required when the target behavior is dangerous to the student or others) Crisis Management vs. Punishment Takeaway Point Warning: Punishment reinforces the adult(s)

26. Data How will you know it’s working? Decide ahead of time how you will measure Your end-of-the-day judgment may not be accurate Data lets you report to friends, colleagues, supervisors, and parents about what’s working Data lets you know what’s not working

27. Keep in Mind Prevent problems when you can Know what the target (positive) behavior is Reward good behavior Behavior change is a process – know what the in-between steps will be Team process Takeaway Point When problem behavior disrupts learning, what are my immediate strategies? What are my longer term strategies: Start the PBS process.