Positive Behavior Support in Secondary Schools K. Richard Young, Paul Caldarella, Lynnette...
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Positive Behavior Support in Secondary Schools K. Richard Young, Paul Caldarella, Lynnette Christensen Presented at 2012 TECBD Conference Tempe, AZ October
Positive Behavior Support in Secondary Schools K. Richard
Young, Paul Caldarella, Lynnette Christensen Presented at 2012
TECBD Conference Tempe, AZ October 25, 2012
Slide 2
Young, E. L., Caldarella, P., Richardson, M. J., & Young,
K. R. (2012). Positive behavior support in secondary schools: A
practical guide. New York: Guilford Press.
Slide 3
PBS Guiding Principles Learning atmosphere free of
coercionLearning atmosphere free of coercion Establishing positive
relationshipsEstablishing positive relationships Teaching approach
to disciplineTeaching approach to discipline Reinforcing
appropriate behaviorReinforcing appropriate behavior Fostering
student self-managementFostering student self-management Using data
to improve student outcomesUsing data to improve student
outcomes
Slide 4
PBS Learning Atmosphere free of Coercion Establishing Positive
Relationships Fostering Student Self- Management Teaching Approach
to Discipline Reinforcing Appropriate Behavior Using Data to
Improve Student Outcomes Components of a Positive Learning
Environment
Slide 5
Dalin is disrupting your class everyday. What behavior
management strategy could you use to help manage Dalins
behavior?
Slide 6
Proven Practices Token EconomyToken Economy Check In Check
OutCheck In Check Out Behavior ContractBehavior Contract Functional
Behavioral AssessmentFunctional Behavioral Assessment Other
strategiesOther strategies
Slide 7
Why dont some students readily respond to proven
practices?
Slide 8
Creating a Learning Atmosphere Free of Coercion Adults
frequently use punishment and threats of punishment to stop
misbehavior.
Slide 9
Punishment Strategies ThreatsThreats Verbal ReprimandsVerbal
Reprimands Time OutTime Out Response CostResponse Cost Office
ReferralsOffice Referrals Other StrategiesOther Strategies
HOWEVER...
Slide 10
Side Effects of Coercion Some side effects that can be observed
with students include escape, avoidance, resentment, disrespect and
aggression.
Slide 11
Creating a Learning Atmosphere Free of Coercion Environments
can be punishing or reinforcing, consistent or unpredictable. The
way in which educators combine these elements can make teaching
more or less effective.
Slide 12
Coercion: Using Threats and Punishment Instruction: Teaching
Alternative Positive Behavior Why the approach is used Stop the
behavior annoying the adult through penalties, threats or pain
(physical, mental, or emotional) Correct problems by teaching
appropriate skills that help the student develop maturity,
civility, and self-discipline Focus of teachersThe past or
immediate problem behavior short term perspective Skills for
success in school and life long term perspective Emotional context
- adult Adult is often angry, hostile, frustrated, physically
tense, and stressed Adult is calm and relaxed, with feelings of
care and concern for the students success and well- being Potential
results or side effects for the student Thoughts or feelings of
fear, guilt, stupidity, inferiority, lack of confidence, anger,
hostility, and contempt Thoughts or feelings of confidence,
self-worth, trust in others, desire to reciprocate acts of
kindness, care, & concern
Slide 13
Learning occurs best in environments that are positive, warm,
safe and predictable.
Slide 14
The teacher: Establishes the tone of the classroomEstablishes
the tone of the classroom Demonstrates kindness and
civilityDemonstrates kindness and civility Invites and answers
questions with patience and understandingInvites and answers
questions with patience and understanding The students: Rise to
expectationsRise to expectations Feel comfortableFeel comfortable
Ask and answer questionsAsk and answer questions Express
ideasExpress ideas Share critical thinkingShare critical
thinking
Slide 15
Creating a Learning Atmosphere Free of Coercion 1.Make a list
of a few key positive behaviors 2.Establish an environment that is
reinforcing for students 3.Establish a few rules or expectations
that state positive, expected behaviors 4.Directly teach
Slide 16
Why are positive relationships important in the classroom?
Slide 17
Enhances the effectiveness of a teacher as a role
model.Enhances the effectiveness of a teacher as a role model.
Students are more willing to accept feedback.Students are more
willing to accept feedback. Students are more likely to give their
best effort.Students are more likely to give their best effort.
Praise and compliments become more meaningful.Praise and
compliments become more meaningful. Advantages of Positive
Relationships
Slide 18
Building Positive Relationships Positive relationships can be
particularly important during adolescence, when youth are
experiencing many new demands.
Slide 19
Relationship Bank CREDITS Every time you interact with a
student, you have the opportunity to make a deposit in your account
by behaving in a way that shows care and respect. Every time you
interact with a student, you have the opportunity to make a deposit
in your account by behaving in a way that shows care and
respect.DEBITS If you say or do things that are painful for the
student, you withdraw funds from your account. If you say or do
things that are painful for the student, you withdraw funds from
your account.
Slide 20
Positives to Negatives 4:18:1 positives : negatives We all need
the positive interactions in our lives to outweigh the negatives.
Even if criticism is justified, it needs to be balanced out with
EIGHT or more positives. If negatives outweigh the positives the
relationship may be destroyed.
Slide 21
What are some specific things we can do to create positive
relationships with students?
Slide 22
Ways to Foster Relationships with Students Verbal Behaviors
Offer to helpOffer to help Compliment and praiseCompliment and
praise Express concernExpress concern Be politeBe polite Get right
to the pointGet right to the point Ask for help or adviceAsk for
help or advice Use humor that has no put-downs or ridiculeUse humor
that has no put-downs or ridicule Non-Verbal Behaviors Use a calm,
pleasant voiceUse a calm, pleasant voice Use pleasant facial
expressionsUse pleasant facial expressions Spend time togetherSpend
time together Seek opportunities to interactSeek opportunities to
interact Be open to concerns or criticismBe open to concerns or
criticism Work alongside each otherWork alongside each other Attend
important school eventsAttend important school events
Slide 23
Having High Expectations Creating and teaching high
expectations for positive behavior is a fundamental part of success
with students.Creating and teaching high expectations for positive
behavior is a fundamental part of success with students.
Slide 24
Establishing High Expectations for Appropriate Behavior
Students who are striving to meet high behavioral expectations are
less likely to exhibit inappropriate behaviors.
Slide 25
Establishing High Expectations for Appropriate Behavior
Expectations need to be: Clear and specificClear and specific
Challenge learners at appropriate levelsChallenge learners at
appropriate levels Directly taught, encouraged, and positively
reinforcedDirectly taught, encouraged, and positively
reinforced
Slide 26
Establishing High Expectations for Appropriate Behavior If we
relent and tolerate low expectations, we are in effect
demonstrating to the student that less is acceptable.
Slide 27
Establishing High Expectations Start with 3-5Start with 3-5
State rules positivelyState rules positively Always have positive
consequencesAlways have positive consequences Remember the 8:1 rule
if using negative consequencesRemember the 8:1 rule if using
negative consequences Classroom Expectations: 1.Put-ups not put-
downs. 2.Cooperate with others. 3.Solve problems peacefully.
Slide 28
Teaching Appropriate Behavior After establishing rules and
expectations for appropriate behaviors, it is necessary to directly
teach positive social emotional skills and routines.
Slide 29
Teaching Appropriate Behavior To be considered socially
competent a student must be capable not only of using the social
skills but of using the skills in appropriate contexts... with the
right people, in the right place, at the right time.
Slide 30
Teaching Appropriate Behavior 1.Name and describe the
skill/routine. 2.Give a rationale for why the skill/routine is
important. 2.Give a rationale for why the skill/routine is
important. 3.Model the social skill/routine for the students.
4.Have students practice the skill/routine several times. 5.Give
feedback and praise. 6.Provide opportunities to practice the
skills/routines in natural settings.
Slide 31
Name Describe the Skill/Routine "Today I am going to teach you
how to give someone a compliment. The steps are 1. identify a
behavior that deserves a compliment, 2. look at the person, 3. use
a pleasant voice, and 4. say the praise statement.
Slide 32
Name and Describe the Skill/Routine Steve, I thought you gave a
great compliment to Angela in class about her presentation. You
used the steps I am describing. Class, tell me again the steps of
the skill. After the class has repeated the steps: After the class
has repeated the steps: Great! Now you know the steps lets talk
about why its important."
Slide 33
Give a Rationale It is important to give people compliments
because our feedback helps them feel good about themselves.
Compliments also let people know that you like them and notice the
good things they do.
Slide 34
Model the Skill/Routine "I'm going to pretend that Jasmine has
recently moved here. She has smiled and been friendly to others. I
will give her a compliment using the four steps. I first look at
her and then say in a pleasant voice, Jasmine, I like your smile
and how friendly you are.'
Slide 35
Practice the Skill/Routine Now its your turn to try it. Well do
a couple of examples then you can practice with a partner. Call on
a student to role play: "Pretend that I am a student who just
finished doing a presentation to the class. Show how you might give
me a compliment.
Slide 36
Provide Feedback and Praise Scott, you gave a very nice
compliment to Luiz. Its very important that you look at the person.
I know it might feel awkward, but it helps them know you are being
sincere. Try it again and this time make sure you look at Luiz.
Scott, you gave a very nice compliment to Luiz. Its very important
that you look at the person. I know it might feel awkward, but it
helps them know you are being sincere. Try it again and this time
make sure you look at Luiz. As I listened to you practice I noticed
that each of you looked at each other and used a pleasant voice as
you gave your compliments."
Slide 37
Opportunities to Practice Now you all know how to give a
compliment. Ill watch you this week. I want to see each of you give
compliments. If you can't remember all of the steps, check the
poster on the bulletin board or ask me for help. The more you
practice, the easier it will become.
Slide 38
Reinforcing Appropriate Behavior The combination of teaching
and reinforcing positive behavior is the most powerful way of
helping students learn to behave within boundaries established by
the faculty.
Slide 39
Using Praise to Reinforce Appropriate Behavior None of us needs
someone who only points out our areas of weakness and the ways in
which we have fallen short. We need someone who encourages us to go
forward, to try again, to reach a little higher this time. Gordon
B. Hinckley Standing For Something
Slide 40
Purposes of Effective Praise Builds relationshipsBuilds
relationships Teaches and clarifies expectationsTeaches and
clarifies expectations Reinforces students for practicing and
mastering positive behaviorReinforces students for practicing and
mastering positive behavior Increases competence and
confidenceIncreases competence and confidence
Slide 41
Written Praise
Slide 42
General vs. Effective Praise General Praise Good Job! Thanks
for doing that. You are smart. Effective Praise Good Job! This was
a very creative short story with great characters. I appreciate the
way you cleaned off your desk quickly when I asked you. You are
smart. Im impressed with how youve improved. You completed all the
problems accurately.
Slide 43
Praise is instructive when you: 1.Specifically state the
behavior 2.Provide a detailed description of what occurred 3.Give a
reason why the behavior is praiseworthy 4.Provide a pleasant
consequence
Slide 44
Praise Data School Average of Teacher Praise Rate
Slide 45
Praise Notes
Slide 46
Fostering Student Self-Management Key to social competenceKey
to social competence Integral part of school success and future
accomplishment in lifeIntegral part of school success and future
accomplishment in life Helps in the acquisition and maintenance of
positive social behaviorHelps in the acquisition and maintenance of
positive social behavior
Slide 47
Dependent Variable Socially Appropriate Classroom Behavior
AttendingAttending Working on academic assignmentsWorking on
academic assignments Answering questionsAnswering questions Getting
the teachers attention appropriatelyGetting the teachers attention
appropriately Compliance with teachers instructionsCompliance with
teachers instructions
Slide 48
Self-Management Card
Slide 49
Slide 50
Using data helps teams identify interventions and resources
that are needed so they can take specific steps toward progress.
Using Data to Improve Student Outcomes
Slide 51
3 Basic Questions (McIntosh, Rienke, & Herman, 2009) 1.Is
the current approach achieving the intended outcomes? Is plan
working as well or better than last year?Is plan working as well or
better than last year? Is a change in plan needed?Is a change in
plan needed? Do students have the skills to do what is expected?Do
students have the skills to do what is expected? Are the behavioral
needs of all students being adequately met?Are the behavioral needs
of all students being adequately met?
Slide 52
Effective changes can only be made when problem areas and
behaviors are identified and understood.
Slide 53
School staff can use school-level data to effectively locate
particular occasions, times, and places where students need more
support. School staff can use school-level data to effectively
locate particular occasions, times, and places where students need
more support.
Slide 54
2.What areas need improvement? Which grade levels need
additional skills training?Which grade levels need additional
skills training? What physical areas of the school are perceived as
safe?What physical areas of the school are perceived as safe? Which
classroom routines do students need to be retaught?Which classroom
routines do students need to be retaught?
Slide 55
3.Which students need additional support? Which students
received two or more ODRs in the first month of school?Which
students received two or more ODRs in the first month of school?
Which students consistently show signs of emotional distress (e.g.,
anxiety, depression)?Which students consistently show signs of
emotional distress (e.g., anxiety, depression)?
Slide 56
Data-Based Decision Making Summary 1.Clearly define all target
behaviors. 2.Present data in a teacher friendly, useable format.
3.Record data daily or as frequently as possible. 4.Analyze and
discuss data at every team meeting. 5.Make decisions based on data
collected. 6.Ensure that the data decision making process is
meaningful to the school staff and leads to positive behavior
change.
References Florida Department of Education. (2006).
Collaborative problem solving. Retrieved from
http://sss.usf.edu/504tutorial/Module2/CollabProbSolving.htmlFlorida
Department of Education. (2006). Collaborative problem solving.
Retrieved from
http://sss.usf.edu/504tutorial/Module2/CollabProbSolving.html
http://sss.usf.edu/504tutorial/Module2/CollabProbSolving.html
Hinckley, G. B. (2000). Standing for something 10 neglected virtues
that will heal our hearts and homes. New York: Random
House.Hinckley, G. B. (2000). Standing for something 10 neglected
virtues that will heal our hearts and homes. New York: Random
House. McIntosh, K., Reinke, W. M., & Herman, K. C. (2009).
Schoolwide analysis of data for social behavior problems: Assessing
outcomes, selecting targets for intervention, and identifying need
for support. In G. Peacock, R. Ervin, E. Daly, & K. Merrell
(Eds.), Practical handbook of school psychology: Effective
practices for the 21st Century (pp. 135- 156). New York: Guilford
Press.McIntosh, K., Reinke, W. M., & Herman, K. C. (2009).
Schoolwide analysis of data for social behavior problems: Assessing
outcomes, selecting targets for intervention, and identifying need
for support. In G. Peacock, R. Ervin, E. Daly, & K. Merrell
(Eds.), Practical handbook of school psychology: Effective
practices for the 21st Century (pp. 135- 156). New York: Guilford
Press. Young, E. L., Caldarella, P., Richardson, M. J., &
Young, K. R. (2012). Positive behavior support in secondary
schools: A practical guide. New York: Guilford Press.Young, E. L.,
Caldarella, P., Richardson, M. J., & Young, K. R. (2012).
Positive behavior support in secondary schools: A practical guide.
New York: Guilford Press.
Slide 59
Data-Based Decision Making Four Step Problem-Solving Model
(Florida Department of Education, 2006) : 1.Problem identified in
observable, behavioral terms. 2.Plan development based on the data
collected. 3.Plan implementation with progress towards goals being
monitored. 4.Evaluation using data to determine whether the plan is
working.