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Positive Behavior Supports

Positive Behavior Supports

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Positive Behavior Supports

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  1. Positive Behavior Supports Lea Ann Pasquale Jamie Wolfe

  2. As a teacher I feel I have a moral obligation to help the children in my classroom grow toward becoming full human beings and to feel successful. Teaching cognitive skills is not enough...-- Jean Medick social

  3. 'I was born excited' Mark Twain

  4. Kansas Multi - Tiered System of Support (MTSS) Kansas Multi - Tiered System of Support (MTSS) Behavior Academics Behavior Academics • Student centered planning • More intense supplemental targeted skill interventions • Customized function - based interventions • Customized interventions • Frequent progress monitoring to guide intervention • Frequent progress monitoring to guide intervention design design 1 - 5% • Supplemental targeted skill interventions • Supplemental targeted function - based interventions • Small groups • Small groups or individual support • Frequent progress monitoring to guide intervention • Frequent progress monitoring to guide intervention design 10 - 15% design • All students, All settings • Positive behavioral expectations • All students explicitly taught and reinforced • Evidence - based core curriculum & instruction 80 - 90% • Consistent approach to discipline • Assessment system and data - based decision • Assessment system and data - based making decision making KSDE - July 2007 Draft

  5. “Positive Behavior Support” PBS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior “EBS” = “PBS” = “PBIS” etc. OSEP Center on PBIS

  6. What is PBS? • SW-PBS is a systems approach to establishing the social culture & behavioral supports needed for all students in a school to achieve both socialand academic success. • Emphasizes data based decision making, evidence based practices, & on-going staff development & support

  7. SW PBS Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

  8. . . . it is NOT • A specific practice or curriculum…it’s a general approach that defines core elements that can be achieved through a variety of strategies. • Limited to any particular group of students…it’s for all students • New…it’s based on long history of behavioral practices & effective instructional design & strategies

  9. Why look at SW-PBS? • Problem behavior is increasing • School-wide discipline systems are typically unclear and inconsistently implemented • Educators often rely on reactive and crisis management interventions to solve chronic problem behavior • Educators often lack specialized skills to address severe problem behavior • Teachers are being asked to do more with less • Students have limited opportunities to learn school-based social skills and to receive feedback on their use

  10. Research to Practice Classroom Setting Systems Nonclassroom Setting Systems Individual Student Systems School-wide Systems

  11. School-Wide Social Behavior Support Focus: Students with marked behavior difficulties. >5 Office referrals or SIT referral Grouping: Individual or small group Program: Individualized plan (GEI or BIP) developed from FBA Assessment: Direct observation of measureable outcomes and office referrals Focus: Students needing additional behavior support 2-5 Office referrals or SIT referral Grouping: Small group or individual Program: Function-based interventions/supports Daily check-in/check-out Assessment: Teacher/student ratings and office referrals Focus: All students All settings Program: 3-5 defined, positively stated, and explicitly taught expectations Continuum of consequences for appropriate behaviors Continuum of consequences for problematic behaviors Assessment: SWIS – Schoolwide Information System KANDIS – Kansas Discipline System

  12. Universal Support Defined (Emphasis on Prevention) • “The goal of universal support is to significantly reduce or eliminate as many problem behaviors and increase as many appropriate behaviors as possible for as many students in the school as possible.” (Turnbull, et al., 2002)

  13. Tier One Behavior Interventions • Tier One Strategies: Require the least amount of attention and interruption to instruction and are used by teachers to reduce occurrences of the problem behavior. • Requires front-loading: planning, organizing, teaching, practicing. • Are incorporated into daily instruction and provided to all students • All students benefit and receive Tier One Interventions • Must be discretely taught and retaught as needed throughout the year.

  14. Tier One Build Consensus and Consistency Among Staff: • Establish Expectations • Create Building Matrix • Teach/Practice (Lesson Plans) • Systems of Positive Recognition • Major/Minor Behaviors • Revise Discipline Referral Form • Data Systems (Monitor, Evaluate, Modify)

  15. Identifying Behavior Expectations Identify 3-5 Expectations Short statements Positive Statements (what to do, not what to avoid doing) Memorable

  16. Sometimes, we have too many rules to remember!

  17. Don’t Assume Students Know What You Want Them To Do!

  18. Why Teach Expectations? • “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 multiply, we teach.” • “If a child doesn’t know how to drive, we teach.” • “If a child doesn’t know how to behave, we . . . . . . . . . teach? . . . . .punish?” • John Herner, Counterpoint (1998, p.2) React Prevent instead of

  19. Teaching Behavior Expectations • Help students better understand the parameters of whatis and what is not the expected behavior • Teach behavior like you teach academics • Provide rule and rationale • Provide examples and non-examples • Provide practice • Provide feedback

  20. Establish expectations & rules Hocker Grove

  21. What does it look like at Westridge? PAWs = Positives at Westridge Safe Respectful Responsible

  22. Develop Lesson Plans & Teach The SAFE way Stay on the RIGHT side of the hall WALK Tardy Song

  23. Eagle Excellence

  24. Acknowledging Appropriate Behavior • Variety of reinforcers • Training • Rationale • Developmentally appropriate • Includes staff and students • Don’t forget the big people • Schedules • Frequent (Daily) • Intermediate (Weekly/Monthly) • Large (Quarterly/Bi-Annually)

  25. SOAR CARDS Apache Eagles are ready to SOAR!!! The SOAR CARDS are meant to be a reminder for adults to give positive feedback when they see students modeling desired behaviors. They are also a tangible reminder for students of a job well done. The act of receiving a SOAR CARD should be reinforcing in itself. Make a really big deal out of the event. Each time a SOAR CARD is given, the teacher should identify the specific behavior defined on the Apache Behavior Matrix. For example, “Thank you for showing on-task behavior in the hallway by maintaining a quiet voice.”

  26. Major and Minor Behaviors Policies Clear on office v.s. class Communicated with staff Taught, posted, reminded Support what you train/expect

  27. MAJOR/MINOR Definitions


  29. How Decisions Are Made Use data to decide on the following: • Behavioral expectations (classroom and non-classroom settings) • Which behaviors are managed in the classroom and which behaviors result in an office referral (T-chart of Major vs. Minor discipline referrals) • Supervision procedures for non-classroom settings

  30. PBIS teams CONSISTENTLY review the following data/graphs: “The Big 5” The average number of referrals: • Per day per month • By type of behavior • By location • By time of day • By student

  31. Proportional Relationship of Referrals to Students All Students

  32. Tier I in summary: Students who are in a safe, predictable school environment where people genuinely like them, are glad to see them and will help them are fortunate enough to be part of a caring community.