POSITIVE BEHAVIOR INTERVENTIONS & SUPPORTS (PBIS)

Transcription

1 Year POSITIVE BEHAVIOR INTERVENTIONS & SUPPORTS (PBIS) Day 1

2 WHAT A D J E C T I V E S WOULD YOU USE TO D E S C R I B E THE HIGH SCHOOL YOU ATTENDED? E X P L A I N Y O U R S E L E C T I O N. START WHAT IS YOUR MOST MEMORABLE HIGH SCHOOL MOMENT? CONVERSATIONS H O W D I D Y O U F E E L? IF YOU COULD BORROW ONE CHARACTERISTIC FROM THE HIGH SCHOOL YOU ATTENDED & BRING IT TO YOUR CURRENT HIGH SCHOOL, WHAT WOULD IT BE? WHY?

3 What is PBIS? A systems approach to establishing positive SOCIAL CLIMATE & individualized BEHAVIORAL SUPPORTS needed for a school to be an effective learning environment for ALL students.

4 307 Pre-schools 495 PreK-12 Schools 11,254 Elementary Schools TOTAL OF 19,960 SCHOOL IMPLEMENTING PBIS 537 Juvenile/Alternative Centers 2,595 High Schools 3,807 Middle Schools

5 1 ROOTED IN BEHAVIORAL THEORY & RESEARCH. 2 3 DATA DRIVEN & ACCOUNTABLE. PRESCRIBED, NOT SUBSCRIBED. W H Y? W H A T? H O W?

6 W H Y? W H A T? H O W? SYSTEMS DATA PRACTICES A p r o a c t i v e s y s t e m s a p p r o a c h t o e s t a b l i s h i n g B E H A V I O R A L S U P P O R T S & S O C I A L C U L T U R E n e e d e d f o r a l l s t u d e n t s t o a c h i e v e s o c i a l, e m o t i o n a l, a n d a c a d e m i c s u c c e s s.

7 W H Y? W H A T? H O W? D E C R E A S E D C L A S S R O O M D I S R U P T I O N S D E C R E A S E D O F F I C E D I S C I P L I N E R E F E R R A L S, S U S P E N S I O N S, & E X P L U S I O N S I M P R O V E D A C A D E M I C A C H I E V E M E N T I M P R O V E D S C H O O L C L I M A T E

8 CONTINUUM OF SUPPORT CONSISTENCY ACCOUNTABILITY & DATA COMMON LANGUAGE OPPORTUNITIES TO TEACH APPLICATION OF REINFORCEMENT SCIENCE W H Y? W H A T? H O W?

9 BEHAVIOR IS COMMUNICATION

10 W H Y? W H A T? H O W? BEHAVIORISM 101 PAVLOV WATSON SKINNER

11 What is this girl doing? What should you do? A. Tell her to stop. B. Send her to the office. C. Ignore the behavior. D. Other...

12 Form of Behavior... What should you do? Screaming Function of Behavior: A) Gimme, I want that backpack B) GoAway, I won t do this math C) Ouch, a wasp just stung me

13 What is the Form and Function of this toddlers behavior?

14 ADDRESSING MYTHS 1 REWARDING 2 WE 3 REWARDING 4 REWARDS STUDENTS SPOILS THEM. ARE BRIBING STUDENTS BY REWARDING THEM. STUDENTS REDUCES INTRINSIC MOTIVATION. COST TOO MUCH TIME AND MONEY.

15 Tier 3: Targeted Prevention Specialized/individualized system for student with high risk behaviors. Tier 2: Supplemental Prevention Specialized group systems for students with at-risk behaviors. Tier 1: Universal Prevention School/Classroom-wide system for all students, staff, & settings. Tier 2: Supplemental (15%) Tier 1: Universal (80%) Mandated by federal regulation since 1997 Tier 3: Targeted (5%) W H Y? W H A T? H O W?

16 W H Y? W H A T? H O W? SCHOOL-WIDE SYSTEMS Teaching Rules Agreed-upon by team Willing/able to enforce Posted, brief, positively stated Maximizing routines Avoiding problem contexts, times, groupings, etc. Striving for consistency Adjusting physical arrangements Clear physical boundaries Supervision of all areas Effective academic and social instruction Tier 1: Universal (80%)

17 Tier 2: Supplemental (15%) SUPPLEMENTAL SYSTEMS Focused on groups of students from whom Universal interventions were insufficient Effective academic and social instruction Valid behavior progress monitoring School staff have a system for identifying, preventing and addressing problem behaviors Group and individual supports W H Y? W H A T? H O W?

18 W H Y? W H A T? H O W? Tier 3: Targeted (5%) TARGETED SYSTEMS Focused on individual students with the most challenging behaviors Students for whom Universal and supplemental interventions were insufficient Functional Behavior Assessment/Behavior Intervention Plans Wraparound approach

19 W H Y? W H A T? H O W? Discipline Decreases a target behavior, but does not teach or reinforce desired behavior. THE PBIS BALANCE The application of behavioral principles (teaching, reinforcement, and monitoring) in the discipline setting as a means of establishing consequences the effectively introduce replacement skills for undesired behaviors by promoting desired targets through feedback. Positive Feedback/Reinforcement Increases desired target behavior by teaching & reinforcing expectations.

20 If a student does not know how to read, we TEACH. If a student does not know how to swim, we TEACH. If a student does not know how to multiply, we TEACH. If a student does not know how to drive, we TEACH. If a student does not know how to behave, we Teach? Punish? W H Y? W H A T? H O W?

21 UNDERSTANDING BEHAVIOR ERRORS OPPORTUNITIES TO TEACH Skills deficits student do not always have the appropriate skills Not knowing the when - students are not always aware of the appropriate application of skills Practice makes perfect students may have not been taught specific classroom procedures and routines Awareness of surroundings skills are not taught in the context of where they should occur R E V I E W R E F I N E D E V E L O P

22 R E V I E W R E F I N E D E V E L O P For a child to LEARN something NEW, i t N E E D S to be R E P E A T E D on average of 8 TIMES. For a child to UNLEARN an old behavior & REPLACE with a new behavior, the new behavior must be REPEATED on average 2 8 T I M E S.

23 ADVISORY ELEMENTS Common meeting time to deliver consistent curriculum to all students that is designed to build connections, foster relationships, and address social/emotional skills Weekly meeting time (30 minutes), with the same students throughout their HS career Provides opportunities to address factors that impact school climate revisit expectations, progress monitoring, etc. 81% Feel They Are Part of the School LJCHS 84% / 86% Feel They Are Part of the School THS/UH R E V I E W R E F I N E D E V E L O P

24 R E V I E W R E F I N E D E V E L O P We humans are SOCIAL BEINGS. We come into the world as the result of others actions. We survive here in DEPENDENCE on others. Whether we like it or not, there is hardly a moment of our lives when we do not benefit from others activities. - Tenzin Gyasto, 14 th Dalai Lama

25 1 WHAT 2 WHAT 3 HOW ARE THE THREE LEVELS OF THE PBIS MODEL? ARE THE THREE ELEMENTS OF THE EXPECTATIONS SYSTEM? HAS YOUR UNDERSTANDING OF PBIS CHANGED?

26 REINFORCEMENT GUIDELINES FOR DELIVERY STATE THE EXPECTATION Thank you for being.. STATE THE SKILL By raising you hand and waiting to be called on. DELIVER REINFORCEMENT! R E V I E W R E F I N E D E V E L O P