Using PBS within the Context of the Circle of Courage Program Values

1. Using PBS within the Context of the Circle of Courage Program Values Circle of Courage establishes the core values for the program-Belonging-Mastery-Independence-Mastery PBS (positive behavior supports) provides the system within which to apply the core values in a strength-based manner

2. PBS Principles Principles of PBS are: All behavior has a function By recognizing the function of behavior, you can successfully set up systems whereby the function of the behavior can be met in more successful ways for the youth and the system in which they are living

3. Key Functions of Behavior To get or obtain something-fulfilling an unmet need OR To get away from something-escape or avoidance

4. Behavioral Assessment To determine the function of behavior, an assessment process is necessary Programs need to spend some time in looking at how their youth get their needs met and have a clear understanding of what is reinforcing and helpful for each youth to learn ways they can succeed

5. System Wide Expectations System-wide expectations: Agreed upon and uniformly put in place in all settings Allows for consistency Greater cohesiveness Less interpretation (and therefore inconsistency) in application of expectations Results in greater success for most of youth

6. Assessment Continued In cases where general program guidelines and expectations are not adequate for youth to realize success, a closer look at environmental factors is warranted Targeted interventions may be needed to help some youth succeed, such as special instruction to accommodate disabilities or learning styles or structured times away from the group to assist youth who become easily overwhelmed or frustrated

7. Assessment Continued If these interventions do not prove effective, then specialized behavioral programs need to be developed through a process called FBA-Functional Behavioral Assessment The FBA process looks at overall life conditions for the youth that contribute to their problems,(setting events), immediate environmental factors that contribute to problems, (triggers), and sets up a specialized program of skill teaching (instruction) and rewards that will address areas of deficits in the youth’s life and help them succeed

8. Faulty Thinking Often in working with Conduct Disorder and Oppositional Defiant Disorder Youth, behaviors that were just described are viewed as power and control on the part of the youth This sets in motion a cycle of attempts to assert more control over the youth with the youth responding in increasingly resistive and non-productive ways The result often becomes a spiral of “You can’t make me-Yes, I can” that damages the relationship and does not provide skill development

9. End Result The product of this type of cycle is that negative behaviors are often reinforced and the youth’s view of the world and adults as a hostile and unwelcome place is confirmed once more We have inadvertently re-affirmed their experience of failure and hopelessness

10. Traditional Approach to Managing Challenging BehaviorsKnoster& Lapos, 1993 Challenging behavior Perception of noncompliance Maintain/increase challenging behaviors Look to “Control” or “Punish” Design/apply manipulative interventions to have power over student Student’s needs remain unaddressed

11. Effective Behavior SupportKnoster & Lapos, 1993 Challenging behavior Perception of unmet needs Personal growth improves self control Look to understand needs & develop hypothesis Reductions in challenging behaviors by learning alternative skills Improved Quality of Life Design/deliver prevention/ intervention strategies based on hypothesis Meet needs in a more socially acceptable manner

12. A Different Path Here is what we do instead: • Clearly define expectations for behavior • Clearly teach those expectations to youth-include concrete examples of what the behavior looks like and what it does NOT look like • Reinforce behaviors when they are demonstrated

13. Continued • Establish clear routines and provide specific instruction on how to successfully complete those routines-Keep rules simple, to the point, and positively worded in your instruction-Ex: “Keep hands to self ”, rather than “No touching others” • Use natural and logical consequences as much as possible • Keep safe living environments as the focus

14. Celebrate!!! Celebrate your successes! Youth need to hear IN EXCESS, what they are doing right Incorporate positive re-affirmation into all elements of your program Involve people in all aspects of your organization

15. Problem Solving Skills in problem solving are necessary for our youth to succeed-We teach a variety of problem solving skills with our youth to include: Social Thinking Skills, by Katherine Larson (1988) Clear Thinking, by Polly Nichols, PhD (1999) The Explosive Child, by Ross W. Greene, PhD (2001) ils

16. Collaborative Problem Solving CPS-Collaborative Problem Solving, by Ross Greene, notes a particularly effective way to work with extremely oppositional youth Greene’s premise is that youth demonstrate explosively non-compliant behavior as a skill deficit in frustration tolerance, social skills and problem solving, no different than a youth who cannot read because of learning disabilities and lack on instruction-If youth could do better, they would

17. Collaborative Problem Solving This sets the stage for us to approach even non-compliant behavior from a perspective of skill development and partnership with the youth in conquering their areas of skill deficits through instruction and learning Consequences are necessary to ensure a safe living environment, but consequences do not pro-actively teach areas of deficit

18. And We Come Full Circle As youth learn healthy and pro-social ways to meet their areas of need within the Circle of Courage: Belonging Mastery Independence Generosity They will become confident in their ability to use their new skills and will not need to rely on behaviors that have not been successful for them