1 Positive Behavior Support Ronald C.Martella, Ph.D. [email protected] (509) 468-0672 12th Annual Eastern PA Special Education Administrators

1

Positive Behavior SupportPositive Behavior Support

Ronald C.Martella, Ph.D.

[email protected]

(509) 468-0672

12th Annual Eastern PA Special Education Administrators Conference

Hershey, PA

October 23, 2008

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pbis.org

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Logic for School-wide PBSLogic for School-wide PBS

Schools face a set of difficult challenges todaySchools face a set of difficult challenges today Multiple expectations Multiple expectations (Academic accomplishment, Social (Academic accomplishment, Social

competence, Safety).competence, Safety).

Students arrive at school with widely differing Students arrive at school with widely differing understandings of what is socially acceptable.understandings of what is socially acceptable.

Traditional “get tough” and “zero tolerance” Traditional “get tough” and “zero tolerance” approaches are insufficient.approaches are insufficient.

Individual student interventionsIndividual student interventions Effective but insufficient.Effective but insufficient.

School-wide discipline systemsSchool-wide discipline systems Establish a social culture within which both social Establish a social culture within which both social

and academic success is more likely.and academic success is more likely.

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Change in Perspective:Change in Perspective:Instructional EmphasisInstructional Emphasis

Social skills are taught the same way as academic skills. Social skills are taught the same way as academic skills. The reduction of problem behaviors is addressed by The reduction of problem behaviors is addressed by teaching replacement behaviors (e.g., functional teaching replacement behaviors (e.g., functional communication training).communication training).

Three-tier academic model implemented to meet the Three-tier academic model implemented to meet the academic needs of all students.academic needs of all students.

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Instruction and BehaviorInstruction and Behavior

““The basic message is that academic and behavioral supports The basic message is that academic and behavioral supports must be intertwined…. Combining behavior support and must be intertwined…. Combining behavior support and effective instruction may be an important theme for school effective instruction may be an important theme for school reform in the United States” (Horner, Sugai, Todd, & Lewis-reform in the United States” (Horner, Sugai, Todd, & Lewis-Palmer, 2005, p. 382). Palmer, 2005, p. 382).

““Integrated three-tier reading and behavior models target those Integrated three-tier reading and behavior models target those students who lack the necessary academic and behavioral students who lack the necessary academic and behavioral resources for a successful education” (Stewart, Benner, resources for a successful education” (Stewart, Benner, Martella, & Marchand-Martella, 2007; Stewart, Martella, Martella, & Marchand-Martella, 2007; Stewart, Martella, Marchand-Martella, & Benner, 2005).Marchand-Martella, & Benner, 2005).

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The ChallengeThe Challenge

One of the most serious challenges facing One of the most serious challenges facing public schools is lack of discipline.public schools is lack of discipline.

Chandler & Dahlquist (2006); Martella, Nelson, & Marchand-Chandler & Dahlquist (2006); Martella, Nelson, & Marchand-Martella (2003) Martella (2003)

Teachers report “uncivil” behavior is increasing Teachers report “uncivil” behavior is increasing and is a threat to effective learning.and is a threat to effective learning.

Skiba & Peterson (2000); Skiba & Peterson (2000); Walker, Ramsey, & Gresham (2004)

There is a link between general level of There is a link between general level of disruptive behavior and more extreme acts of disruptive behavior and more extreme acts of violence.violence.

Skiba & Peterson (2000)Skiba & Peterson (2000)

Adapted from OSEP Center on PBIS

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Factors Contributing to Factors Contributing to Antisocial BehaviorsAntisocial Behaviors

CommunityCommunity

HomeHome

SchoolSchool

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CommunityCommunity

Antisocial network of peers.Antisocial network of peers.

Lack of prosocial engagements.Lack of prosocial engagements.

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HomeHome

Inconsistent management.Inconsistent management.

Reactive discipline.Reactive discipline.

Lack of monitoring.Lack of monitoring.

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SchoolSchool

Management proceduresManagement procedures

Academic instructionAcademic instruction

1111


Exclusion and punishment are the most Exclusion and punishment are the most common responses to conduct common responses to conduct disorders in schools. disorders in schools.

Chandler & Dahlquist (2006); Martella, Nelson, & Chandler & Dahlquist (2006); Martella, Nelson, & Marchand-Martella (2003); Skiba & Peterson (2000); Marchand-Martella (2003); Skiba & Peterson (2000); Sprick, Borgmeier, & Nolet (2002)Sprick, Borgmeier, & Nolet (2002)

Exclusion and punishment are Exclusion and punishment are ineffective at producing long-term ineffective at producing long-term reduction in problem behaviorreduction in problem behavior

Chandler & Dahlquist (2006); Martella, Nelson, & Chandler & Dahlquist (2006); Martella, Nelson, & Marchand-Martella (2003)Marchand-Martella (2003)


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Exposure to exclusionary discipline has Exposure to exclusionary discipline has been shown, not to improve school been shown, not to improve school outcomes, but in fact to be associated with outcomes, but in fact to be associated with higher rates of school dropout.higher rates of school dropout.

Ekstrom, Goertz, Pollack, & Rock (1986); Skiba, Ekstrom, Goertz, Pollack, & Rock (1986); Skiba, Peterson, & Williams (1997); Sprick, Borgmeier, & Nolet Peterson, & Williams (1997); Sprick, Borgmeier, & Nolet (2002); Wehlage & Rutter (1986)(2002); Wehlage & Rutter (1986)

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Punishing problem behaviors (without a Punishing problem behaviors (without a proactive support system) is associated proactive support system) is associated with with increasesincreases in (a) aggression, (b) in (a) aggression, (b) vandalism, (c) truancy, and/or (d) dropping vandalism, (c) truancy, and/or (d) dropping out.out.

Chandler & Dahlquist (2006); Kerr & Nelson (2006); Chandler & Dahlquist (2006); Kerr & Nelson (2006); Mayer (1995); Mayer & Sulzar-Azaroff (1991); Martella, Mayer (1995); Mayer & Sulzar-Azaroff (1991); Martella, Nelson, & Marchand-Martella (2003); Skiba & Peterson Nelson, & Marchand-Martella (2003); Skiba & Peterson (1999)(1999)


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““We have the knowledge and the skill to make our We have the knowledge and the skill to make our schools effective instructional environments with a schools effective instructional environments with a minimal use of suspension and expulsion.”minimal use of suspension and expulsion.”

““We have no evidence that suspension and We have no evidence that suspension and expulsion make a positive contribution to school expulsion make a positive contribution to school safety or improved student behavior; they may in safety or improved student behavior; they may in fact have significant unintended negative fact have significant unintended negative consequences for students and school climate.”consequences for students and school climate.”

Russ Skiba, Testimony before U.S. House of Russ Skiba, Testimony before U.S. House of Representatives, May, 2002Representatives, May, 2002

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Negative Side Effects of the Negative Side Effects of the Use of Aversive StimuliUse of Aversive Stimuli

Student avoids person providing aversive stimulus.Student avoids person providing aversive stimulus. Student may be fearful of the person providing the aversive Student may be fearful of the person providing the aversive

stimulus.stimulus. May stop other student behavior/provokes withdrawal.May stop other student behavior/provokes withdrawal. Models the use of aversive stimuli.Models the use of aversive stimuli. Promotes negative self-esteem.Promotes negative self-esteem. Promotes aggression toward person providing aversive stimulus.Promotes aggression toward person providing aversive stimulus. Negatively reinforcing to person providing aversive stimulus/over Negatively reinforcing to person providing aversive stimulus/over

used.used.

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Research FindingsResearch Findings

The The most effectivemost effective responses to responses to school violence are:school violence are: Social Skills TrainingSocial Skills Training Academic RestructuringAcademic Restructuring Behavioral InterventionsBehavioral Interventions

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What is School-wide Positive What is School-wide Positive Behavioral Support?Behavioral Support?

School-wide PBS isSchool-wide PBS is:: A systems approach for establishing the social culture and A systems approach for establishing the social culture and

behavioral supports needed for schools to be effective learning behavioral supports needed for schools to be effective learning environments for all students.environments for all students.

Not a set curriculum.Not a set curriculum. Evidence-based features of SW-PBSEvidence-based features of SW-PBS

Prevention.Prevention. Define and teach positive social expectations.Define and teach positive social expectations. Acknowledge positive behavior.Acknowledge positive behavior. Arrange consistent consequences for problem behavior.Arrange consistent consequences for problem behavior. On-going collection and use of data for decision-making.On-going collection and use of data for decision-making.

Continuum of intensive, individual interventions.Continuum of intensive, individual interventions. Administrative leadership – Team-based implementation Administrative leadership – Team-based implementation

(Systems that support effective practices).(Systems that support effective practices).

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STAGE ONEConsensus-based Implementation

Current StatusService Gap Analysis

School-wide Classroom Non-Classroom Individual

STAGE TWOFormation of High Status Leadership Team

STAGE THREEDevelopment/Implementation of

Safe Schools Action Plan

STAGE FOURMonitoring Effectiveness & Reeducating Staff

Academic

Ineffective L

eadership Team

Non

-Exe

mpl

ary

Sys

tem

s

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Stage ThreeStage ThreeSchool-Wide Organizational SystemSchool-Wide Organizational System

School-wide guidelines for success that provide School-wide guidelines for success that provide the framework for a common culture and the framework for a common culture and language as well as linkages across systemslanguage as well as linkages across systems

Strategies for teaching expectations (i.e., Strategies for teaching expectations (i.e., students, staff, and families)students, staff, and families)

Clearly defined discipline proceduresClearly defined discipline procedures Clearly defined crisis response planClearly defined crisis response plan Staff receive feedback on a regular basis Staff receive feedback on a regular basis

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Stage ThreeStage Three Non-Classroom Organizational SystemNon-Classroom Organizational System

Non-classroom behavioral expectations linked to Non-classroom behavioral expectations linked to school-wide ones and involve all staff to a school-wide ones and involve all staff to a degree (e.g., hands to self)degree (e.g., hands to self)

Ecological arrangements have been adjusted to Ecological arrangements have been adjusted to maximize positive student behaviorsmaximize positive student behaviors

Strategies for teaching expectations (i.e., Strategies for teaching expectations (i.e., students and staff--including booster sessions students and staff--including booster sessions during targeted periods of year)during targeted periods of year)

Staff receive training on active supervision and Staff receive training on active supervision and use of discipline proceduresuse of discipline procedures

Staff receive feedback on a regular basisStaff receive feedback on a regular basis

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Stage ThreeStage Three

Classroom Organizational SystemClassroom Organizational System

Clear curriculum focus on achieving student outcomesClear curriculum focus on achieving student outcomes Classroom behavioral expectations linked to school-wide Classroom behavioral expectations linked to school-wide

guidelines for successguidelines for success Consistent discipline procedures are used by staffConsistent discipline procedures are used by staff Teachers have access to Teachers have access to effectiveeffective assistance and assistance and

recommendationsrecommendations Teachers have access to staff development activitiesTeachers have access to staff development activities Teachers receive feedback on a regular basisTeachers receive feedback on a regular basis

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Stage ThreeStage Three

Individual Organizational SystemIndividual Organizational System

Developed data-based prevention and Developed data-based prevention and intervention procedures for students at risk of intervention procedures for students at risk of school failure.school failure.

Common “solutions” focused language used by Common “solutions” focused language used by all staff.all staff.

Established behavioral support team.Established behavioral support team. Simple and efficient system to access the team.Simple and efficient system to access the team. Use of community resources.Use of community resources.

Parent training, social services, etc.Parent training, social services, etc.

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Stage ThreeStage ThreeAcademic Support Organizational Academic Support Organizational

SystemSystem

Evidence-based secondary level curriculum and Evidence-based secondary level curriculum and instruction procedures.instruction procedures.

Evidence-based tertiary level curriculum and Evidence-based tertiary level curriculum and instruction procedures.instruction procedures.

Curriculum and instruction procedures are Curriculum and instruction procedures are coordinated and integrated with one another.coordinated and integrated with one another.

Early identification procedures are in place.Early identification procedures are in place.

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Six Steps to Implementing Six Steps to Implementing School-Wide Positive Behavior SupportSchool-Wide Positive Behavior Support

1.1. Establish Commitment.Establish Commitment.2. Establish Team.2. Establish Team.3. Self-Assessment.3. Self-Assessment.4. Establish School-wide Management System.4. Establish School-wide Management System.5. Establish Information System for Decision-5. Establish Information System for Decision-

making.making.6. Establish systems for Function-based Behavior 6. Establish systems for Function-based Behavior

Support for Students with Intense Needs.Support for Students with Intense Needs.


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Step 1. Establish Step 1. Establish CommitmentCommitment

Establish Commitment:Establish Commitment: Administrator supports PBS effort.Administrator supports PBS effort. Behavior support is one of top 3 goals for school.Behavior support is one of top 3 goals for school. 80% of faculty support effort.80% of faculty support effort. Commitment to at least three years of effort.Commitment to at least three years of effort.

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Establish Commitment for Establish Commitment for Need then ActionNeed then Action

Focus first on student behavior: Focus first on student behavior: Ask question: Are we Ask question: Are we satisfied with the behavior of students in our school?satisfied with the behavior of students in our school?

Focus on evidence-based practices: Focus on evidence-based practices: Do what research Do what research indicates is most helpful and effective for improving indicates is most helpful and effective for improving student behavior.student behavior.

Build priorities: Build priorities: The development of a positive social The development of a positive social culture should be one of the top three priorities of the culture should be one of the top three priorities of the school.school.

Don’t add new initiatives without identifying what you will Don’t add new initiatives without identifying what you will stop doingstop doing

Focus the energy of your faculty: Focus the energy of your faculty: No more than three No more than three major goals; recognize faculty for effortmajor goals; recognize faculty for effort

Keys to success: Keys to success: Never stop doing things that work; Never stop doing things that work; always look for the smallest change that will have the always look for the smallest change that will have the largest impact; don’t do everything you can think of.largest impact; don’t do everything you can think of.


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Step 2: Establish and Step 2: Establish and Maintain TeamMaintain Team

A team has a mission to improve behavior support A team has a mission to improve behavior support systems (common vision, language, experience).systems (common vision, language, experience).

The team is representative and includes an The team is representative and includes an administrator.administrator.

The team has a scheduled meeting time.The team has a scheduled meeting time. Every other week? Monthly?Every other week? Monthly?

The team has efficient internal processes.The team has efficient internal processes. Team has culture of care.Team has culture of care.

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Responsibility of Responsibility of Leadership TeamLeadership Team

Establish measurable outcomes.Establish measurable outcomes. Build data system.Build data system. Collect, analyze, and prioritize data.Collect, analyze, and prioritize data. Select evidence-based practice.Select evidence-based practice. Implement program.Implement program. Ensure efficient, accurate, and durable Ensure efficient, accurate, and durable

implementationimplementation Monitor implementation and process (on-going).Monitor implementation and process (on-going). Develop 3-5 school-wide rules (e.g., be Develop 3-5 school-wide rules (e.g., be

respectful).respectful).


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Step 3: Self AssessmentStep 3: Self Assessment Determine what the goals of the school are.Determine what the goals of the school are. Determine the strengths of the school.Determine the strengths of the school. Determine where there are gaps/weaknesses and what it Determine where there are gaps/weaknesses and what it

would take to reach those goals.would take to reach those goals. Determine what resources are needed to reach the goals.Determine what resources are needed to reach the goals.

Actions:Actions: Self-Assessment Survey with TeamSelf-Assessment Survey with TeamLeadership Team Action PlanningLeadership Team Action Planning


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Step 4: Establish School-wide Step 4: Establish School-wide Management SystemManagement System

Develop Preventative/Reactive Programs.Develop Preventative/Reactive Programs. Define School-wide Behavioral Expectations.Define School-wide Behavioral Expectations. Teach School-wide Behavioral Expectations.Teach School-wide Behavioral Expectations. Monitor and Acknowledge Appropriate Behavior.Monitor and Acknowledge Appropriate Behavior. Use a Continuum of Consequences for Inappropriate Use a Continuum of Consequences for Inappropriate

Behavior.Behavior. Actions:Actions:

Develop Primary, Secondary, and Tertiary Develop Primary, Secondary, and Tertiary Programs.Programs.

Clarify responses to problem behavior.Clarify responses to problem behavior.


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PrimaryPrimaryPrimary prevention techniques focus on enhancing protective factors on a Primary prevention techniques focus on enhancing protective factors on a

school-wide basis to reduce the risk of academic failure and behavior school-wide basis to reduce the risk of academic failure and behavior problems.problems. Ecological arrangements of the common areas of the school (e.g., hallways, Ecological arrangements of the common areas of the school (e.g., hallways,

cafeteria, restrooms, playground).cafeteria, restrooms, playground). Positive School Climate (ratio of 5 positive to 1 negative adult-student Positive School Climate (ratio of 5 positive to 1 negative adult-student

interaction).interaction). Clear and consistent behavioral expectations (expectations taught & Clear and consistent behavioral expectations (expectations taught &

encouraged).encouraged). Develop Teaching Matrix with FacultyDevelop Teaching Matrix with Faculty Build Teaching Plans for School-Wide ExpectationsBuild Teaching Plans for School-Wide Expectations

Motivational systems (e.g., praise, awards, contracts).Motivational systems (e.g., praise, awards, contracts). Scientifically-based academic curricula (curriculum matched to student skills).Scientifically-based academic curricula (curriculum matched to student skills). Active supervision of the common area routines to prevent disruptive behavior Active supervision of the common area routines to prevent disruptive behavior

and to respond effectively when it occurs.and to respond effectively when it occurs. Intervention for compliance issues (redirections for minor, infrequent behavior Intervention for compliance issues (redirections for minor, infrequent behavior

errors; frequent pre-corrections for chronic errors).errors; frequent pre-corrections for chronic errors).

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Define School-wide ExpectationsDefine School-wide Expectationsfor Social Behaviorfor Social Behavior

Identify 3-5 Expectations.Identify 3-5 Expectations. Short Statements.Short Statements. Positive Statements (what to do, not what to Positive Statements (what to do, not what to

avoid doing).avoid doing). Memorable.Memorable. Examples:Examples:

Be Respectful, Be Responsible, Be Safe, Be Kind, Be Respectful, Be Responsible, Be Safe, Be Kind, Be a Friend, Be-there-be-ready, Hands and feet to Be a Friend, Be-there-be-ready, Hands and feet to self, Respect self, others, property, Do your best, self, Respect self, others, property, Do your best, Follow directions of adultsFollow directions of adults

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Establishing Teaching Establishing Teaching Routines for Expected Routines for Expected

BehaviorsBehaviors Identify the behavior/skill in Identify the behavior/skill in

observable terms.observable terms. Show the students a model of the Show the students a model of the

skill/behavior.skill/behavior. Have them practice that Have them practice that

skill/behavior.skill/behavior.

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Build Reward SystemsBuild Reward Systems Systems for Acknowledging Appropriate Behavior:Systems for Acknowledging Appropriate Behavior:

Students should be acknowledged regularly (at least Students should be acknowledged regularly (at least every 2 weeks).every 2 weeks).

5 to 1 ratio of positive to negative.5 to 1 ratio of positive to negative. Always build toward independence:Always build toward independence:

move from “other” delivered to self-deliveredmove from “other” delivered to self-delivered move from frequent reward to infrequentmove from frequent reward to infrequent move from concrete to naturalmove from concrete to natural

Build on person-to-person relationships.Build on person-to-person relationships.

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Academic SupportAcademic Support

Supplemental and Intervention ProgramsSupplemental and Intervention Programs

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Publishers and ProgramsPublishers and Programs

Sopris WestSopris West (www.sopriswest.com): (www.sopriswest.com): (a) REWARDS/REWARDS PLUS, (b) Language!, (c) 6-Minute (a) REWARDS/REWARDS PLUS, (b) Language!, (c) 6-Minute Solution, (d) Vocabulary Through Morphemes, (e) Multiple Meaning Solution, (d) Vocabulary Through Morphemes, (e) Multiple Meaning Vocabulary, (f) Stepping Stones, (g) Sound Partners (h) Early Vocabulary, (f) Stepping Stones, (g) Sound Partners (h) Early Vocabulary Connections (i) Step up to WritingVocabulary Connections (i) Step up to Writing

Pearson LearningPearson Learning (www.pearsonlearning.com): (www.pearsonlearning.com): (a) Comprehension Plus, (b) Quick Reads(a) Comprehension Plus, (b) Quick Reads

Voyager LearningVoyager Learning (www.voyagerlearning.com): (www.voyagerlearning.com): (a) Universal Literacy, (b) Passport, (c) Journeys (a) Universal Literacy, (b) Passport, (c) Journeys

Read NaturallyRead Naturally (www.readnaturally.com) (www.readnaturally.com)

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Publishers and ProgramsPublishers and Programs Curriculum Associates (Curriculum Associates (www.curriculumassociates.com): www.curriculumassociates.com):

(a) Phonics for Reading(a) Phonics for Reading Steck-VaughnSteck-Vaughn (www.harcourtachieve.com): (www.harcourtachieve.com):

(a) Elements of Reading: Vocabulary, (a) Elements of Reading: Vocabulary, (b) Elements of Reading: Comprehension(b) Elements of Reading: Comprehension

Houghton MifflinHoughton Mifflin (www.houghtonmifflin.com): (www.houghtonmifflin.com): (a) Soar to Success, (b) Early Success(a) Soar to Success, (b) Early Success

Novel IdeasNovel Ideas (www.novelideas-inc.com) (www.novelideas-inc.com)(a) Adventures in Language(a) Adventures in Language

Science Research AssociatesScience Research Associates (www.sra4kids.com): (www.sra4kids.com):(a) Reading Mastery Signature Edition with Lesson Connections, (b) Reading (a) Reading Mastery Signature Edition with Lesson Connections, (b) Reading Mastery Classic, (c) Horizons, (d) Corrective Reading, (e) Ravenscourt, Mastery Classic, (c) Horizons, (d) Corrective Reading, (e) Ravenscourt, (f) Reading Success, (g) Early Interventions in Reading, (h) Expressive (f) Reading Success, (g) Early Interventions in Reading, (h) Expressive Writing/Basic Writing Skills/High Performance Writing, (i) Spelling Writing/Basic Writing Skills/High Performance Writing, (i) Spelling Mastery/Spelling through Morphographs and Mastery/Spelling through Morphographs and Read to Achieve!!Read to Achieve!!

Paul H. Brookes Paul H. Brookes (www.brookespublishing.com): (www.brookespublishing.com): (a) Road to the Code, (b) Phonemic Awareness in Young Children, (c) Ladders (a) Road to the Code, (b) Phonemic Awareness in Young Children, (c) Ladders to Literacyto Literacy

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Math programsMath programs www.sra4kids.com (Connecting Math Concepts, Corrective www.sra4kids.com (Connecting Math Concepts, Corrective

Mathematics, Distar Arithmetic, Essentials for Algebra)Mathematics, Distar Arithmetic, Essentials for Algebra) www.sopriswest.com (Algebra Rescue, You Can Be Algebra www.sopriswest.com (Algebra Rescue, You Can Be Algebra

Ready, TransMath, Fact Fluency and More!)Ready, TransMath, Fact Fluency and More!) www.oci-sems.com (Mastering Math Facts, Word Problems www.oci-sems.com (Mastering Math Facts, Word Problems

Made Easy)Made Easy) www.saxonpublishers.harcourtachieve.com (Saxon Math)www.saxonpublishers.harcourtachieve.com (Saxon Math) www.singaporemath.com (Singapore Math)www.singaporemath.com (Singapore Math) www.voyagerlearning.com (VMath)www.voyagerlearning.com (VMath) www.touchmath.com (Touch Math)www.touchmath.com (Touch Math)

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Building Consequence Building Consequence SystemsSystems

Systems for monitoring, interrupting and discouraging Systems for monitoring, interrupting and discouraging inappropriate behavior:inappropriate behavior: Consistency across staff and administration.Consistency across staff and administration. Predictability but not rigidity.Predictability but not rigidity. Clarity about what is handled in class vs. office.Clarity about what is handled in class vs. office. Establish efficient record keeping system to allow Establish efficient record keeping system to allow

rapid response to behavioral error patterns. (office rapid response to behavioral error patterns. (office referral form… clearly defined problem behavior referral form… clearly defined problem behavior categories).categories).

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Responding to Infrequent Responding to Infrequent Minor Behavior ErrorsMinor Behavior Errors

Signal that error has occurred.Signal that error has occurred. State rule and expected behavior.State rule and expected behavior. Ask student to state/show expected Ask student to state/show expected

behavior.behavior. Give positive feedback.Give positive feedback.

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Discouraging Chronic Minor Discouraging Chronic Minor Problem BehaviorProblem Behavior

Clearly defined problem and context (e.g., Clearly defined problem and context (e.g., hat in class, tardies, transitions).hat in class, tardies, transitions).

Precorrection/preventive strategy (for Precorrection/preventive strategy (for identified risk times or settings).identified risk times or settings).

Consistent procedures (e.g., all staff, Consistent procedures (e.g., all staff, settings, minor behaviors).settings, minor behaviors).

Teaching opportunity (focus on Teaching opportunity (focus on appropriate expectation).appropriate expectation).

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Continuum of Possible Responses Continuum of Possible Responses to Minor and Major Violationsto Minor and Major Violations

Reinforce students exhibiting expected Reinforce students exhibiting expected behaviors.behaviors.

Secure attention and redirect to expected Secure attention and redirect to expected behavior (precision/start-up request).behavior (precision/start-up request).

Deliver staff-managed consequence.Deliver staff-managed consequence. Deliver office-managed consequence.Deliver office-managed consequence.

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SecondarySecondary

Secondary techniques provide behavioral, social, Secondary techniques provide behavioral, social, or academic support to at-risk students through or academic support to at-risk students through specialized academic or management group specialized academic or management group systems:systems:Behavioral support (e.g., precorrection Behavioral support (e.g., precorrection

strategies, self-management training, family strategies, self-management training, family management training).management training).

Social support (e.g., social skills training).Social support (e.g., social skills training).Academic support (e.g., scientifically-based Academic support (e.g., scientifically-based

intervention programs).intervention programs).

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Key Elements of Secondary Key Elements of Secondary Level ProgramsLevel Programs

Address relatively large percentages of students (5-Address relatively large percentages of students (5-15%).15%).

Enhance (not replace) primary level program.Enhance (not replace) primary level program. Focus on key skill sets (e.g., social skills, self-Focus on key skill sets (e.g., social skills, self-

management).management). Build automaticity in the key skill sets. Build automaticity in the key skill sets. Use simple and conspicuous curriculum materials.Use simple and conspicuous curriculum materials. Extend over a period of time with a focus on new Extend over a period of time with a focus on new

learning and judicious review of previous learning.learning and judicious review of previous learning.

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Social Support ProgramsSocial Support Programs

Sopris West (www.sopriswest.com)Sopris West (www.sopriswest.com)Council for Exceptional Children Council for Exceptional Children

(www.cec.sped.org)(www.cec.sped.org)

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TertiaryTertiaryTertiary techniques involve Tertiary techniques involve individualizedindividualized systems for systems for

students with high-risk behaviors. These techniques students with high-risk behaviors. These techniques are intended for those students who will continue to are intended for those students who will continue to misbehave when teachers provide the kind of misbehave when teachers provide the kind of behavioral, social, and/or academic support that is behavioral, social, and/or academic support that is effective for most students:effective for most students:Any of the above secondary programs.Any of the above secondary programs.Functional behavioral/academic assessment.Functional behavioral/academic assessment.Behavior plan with individualized interventions.Behavior plan with individualized interventions.

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Step 5: Establish Efficient and Step 5: Establish Efficient and Valid Information SystemValid Information System

Use Information for Problem Solving:Use Information for Problem Solving: Gather information.Gather information. Summarize information.Summarize information. Report information to the right people at the right Report information to the right people at the right

times.times. Use the information to make decisions.Use the information to make decisions. Report to faculty, board, community.Report to faculty, board, community.

www.swis.orgwww.swis.org

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PBS Evaluation MeasuresPBS Evaluation Measures

School-wide Evaluation Tool (SET). School-wide Evaluation Tool (SET). In-Class ObservationsIn-Class Observations School Safety Survey.School Safety Survey. Staff Survey and Action Plans.Staff Survey and Action Plans. Office Discipline Referrals/SWIS System. Office Discipline Referrals/SWIS System. Checklist(s):Checklist(s):

TeamTeam CoachesCoaches


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Step 6: Build capacity for Step 6: Build capacity for Function-based Behavior SupportFunction-based Behavior Support

Build capacity for function-based behavior Build capacity for function-based behavior support:support: Personnel with knowledge of behavioral theory.Personnel with knowledge of behavioral theory. Systems of assessment, plan development, Systems of assessment, plan development,

intervention.intervention. Coordination of intervention time and procedures.Coordination of intervention time and procedures.

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Assumptions of the Assumptions of the Functions of BehaviorFunctions of Behavior

Behavior is contextual.Behavior is contextual. Behavior serves a function.Behavior serves a function. Removal of the source of reinforcement Removal of the source of reinforcement

will result in a reduction of the behavior.will result in a reduction of the behavior. Assessment information will aid in the Assessment information will aid in the

development of an effective behavior plan.development of an effective behavior plan.

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For more information on research For more information on research support for PBIS: support for PBIS:

www.pbis.orgwww.pbis.org

www.swis.orgwww.swis.org

www.pbismaryland.org/documents/Evidence%20base%20for%20SWPBSwww.pbismaryland.org/documents/Evidence%20base%20for%20SWPBS%2009-22-07%20GS.pdf%2009-22-07%20GS.pdf

Documents

1 Positive Behavior Support Ronald C.Martella, Ph.D. [email protected] (509) 468-0672 12th Annual Eastern PA Special Education Administrators