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Sunday, May 3, 2015

Positive Behavior Intervention and Supports Toolkit

Teacher Toolkit
Positive Behavior Intervention and Supports

Lasell College
ED338 Inclusive Education
Taylor Sheehan







Introduction

 Throughout this semester, in collaboration with ED338 Inclusive Education, I have researched, studied, and practiced the idea of positive behavior interventions and supports (PBIS). I began my journey by attending the 15th Annual Positive Behavioral Supports Conference in Boston, Ma. This international organization dedicates their time to supporting all students in how to decrease undesired behaviors and challenges that these behaviors have. Their goal is to increase student independence, construct an environment with a positive atmosphere, help students meet their life goals, increase social involvement with other peers and adults in the word, gain achievements in academics, and continue a safe and healthy life (APBS). I traveled here with several other Lasell Students and one Education professor to learn more about this subject and hear research presentations on different settings, ideas, and implementations of positive behavioral interventions and supports. I wanted to know what was working and was being used in schools today. Next, I researched strictly what was PBIS, what interventions were being used, what were the best-evidence based practices, and strategies for classroom and behavior management. Through attending the APBS Conference and research this subject area, I have compiled together different tools, information, and resources to use as a future resources in the classroom.
What is PBIS?

“Unfortunately, no magic wand single-handedly works to remove the barriers to learning that occur when behaviors are disrupting the learning community.” Melanie Amaris, PBIS Manager and Coach

  • Positive Behavior Interventions and Supports (PBIS) is a driven way to establish behavior supports and the social cultures students need in a classroom
  • The overall goal is to achieve social, emotional, and academic success
  • Tiered Instruction/Intervention for systems of support to improve lifestyle results
    • Primary, school-wide
    • Secondary, classroom
    • Tertiary, individual
  • Want to support and improve lifestyle results (personal, health, family, work and recreation)
  • Target misbehavior in order to make it less effective and create a more efficient, relevant, and desired behavior more functional in the classroom










Why is PBIS important?

“Why should we have to teach kids to be good? They already know what they are supposed to do. Why can we not just expect good behavior?” PBIS Coach, Carol Guertin

Past
  • react to specific misbehavior of students in the classroom
  • the punishments were negative, included reprimands, loss of privileges, office referrals, suspensions and expulsions

Research
  • punishment + no positive strategies = ineffective

Now

  • purpose is to create a climate where appropriate behavior is a normal, everyday thing
  • teach the behavior expectations to all students and reward students positively for following these expectations
  • introduce + model + reinforce positive behavior, is important to student’s experience with education










4 Main Elements of PBIS

  1. Outcomes
    1. Academic and behavior targets that are support by the student, their family, and the educators/school
  1. Practices
    1. Interventions and strategies that are evidence-based
    2. Finding how you will reach a goal 
  1. Data
    1. Information gathered from observation and implementations of strategies that can show where a student stands, is there a need for change, and what interventions need to take place
    2. Need measurable tools to track data to show success and barriers of students 
  1. Systems
    1. The supports that are needed in order to enable the accurate and durable implementation of PBS
    2. Long term








The PBIS Process
Designing School Wide Support for Student Success

  1. Establish a Commitment and Maintain Team
    1. Make sure that AT LEAST 80% of the staff in your school support implementing PBIS school wide to improve the social culture of the school
    2. Establish a site-based PBIS leadership team
                                               i.     Need strong administrative support, school-wide representation (grade and subject level representation), behavior specialists/professionals, support staff
                                             ii.     NO PARENTS
                                            iii.     In high school, at least 1 student representative
    1. Principal aggress to PBIS, promotes the efforts, and allows time for team to meet, plan, share ideas, and get feedback from others
    2. Complete the team (including principal)
                                               i.     Train once/year for full day and a possible second collaboration day
    1. PBIS team meets 2x a month in first few years, then 3-4 weeks after to ensure ongoing implementation

  1. Establish School-Wide Behavior Expectations
    1. Create 3-5 school-wide behaviors that apply to all staff and students, must be broad to apply to everyone
    2. Design an environment with 20 or fewer behavior rules that coincide with the 3-5 behavior expectations
                                               i.     Rules need to be specific, measurable, age appropriate, and are said in a positive wording
    1. Teach expected behaviors explicitly (explain, model, allow time for practice, give reminders)
    2. Teachers need to be given training on how to incorporate a better classroom system
                                               i.     5 or fewer rules in classrooms aligned with school-wide expectations
                                             ii.     define procedures and practice them every day
                                            iii.     token system

  1. Establish an Ongoing System of Reward
    1. Acknowledge positive and expected behaviors, use tangible rewards (e.g. coupons), intrinsic rewards (e.g. extra recess time), and social recognition (e.g. name over intercom)
    2. Use positive, verbal reinforcement (four positives for every 1 correction)
    3. Positive contact and environment among staff so students feel they are in a positive and nurturing environment
  1. Establish a Site-Specific Discipline System
    1. Decide and develop which behaviors will be handled by the staff versus the office
    2. Develop a minor/major problem behaviors in detail for a resource to be used by all staff, students, and families
    3. Develop an office referral to track major problem behaviors
  1. Establish a Data System to Monitor Progress and Aid in Decision-Making
    1. Use the School Wide Information System (SWIS) to collect and track data
    2. Develop a procedure that allows for continuous data entry, monitoring of problems, and evaluations
    3. Meet regularly to review school’s behavior data
                                               i.     Decide where and when to move forward with problem-solving, interventions, and decision-making










Systems-Wide Evaluation Tool (SET)

Overview

Purpose of the SET

            The School-wide Evaluation Tool (SET) is designed to assess and evaluate the critical features of school-wide effective behavior support across each academic school year. The SET results are used to:

1.     assess features that are in place,
2.     determine annual goals for school-wide effective behavior support,
3.     evaluate on-going efforts toward school-wide behavior support,
4.     design and revise procedures as needed, and
5.     compare efforts toward school-wide effective behavior support from year to year.

Information necessary for this assessment tool is gathered through multiple sources including review of permanent products, observations, and staff (minimum of 10) and student (minimum of 15) interviews or surveys. There are multiple steps for gathering all of the necessary information. The first step is to identify someone at the school as the contact person. This person will be asked to collect each of the available products listed below and to identify a time for the SET data collector to preview the products and set up observations and interview/survey opportunities. Once the process for collecting the necessary data is established, reviewing the data and scoring the SET averages takes two to three hours.


1. _______               Discipline handbook
2. _______               School improvement plan goals
3. _______               Annual Action Plan for meeting school-wide behavior support
                              goals
4. _______               Social skills instructional materials/ implementation time line
5. _______               Behavioral incident summaries or reports (e.g., office referrals,
                              suspensions, expulsions)
6. _______               Office discipline referral form(s)
7. _______               Other related information


Using SET Results

The results of the SET will provide schools with a measure of the proportion of features that are 1) not targeted or started, 2) in the planning phase, and 3) in the implementation/ maintenance phases of development toward a systems approach to school-wide effective behavior support. The SET is designed to provide trend lines of improvement and sustainability over time.


 School-wide Evaluation Tool
(SET)
    
*This SET tool is a complete document taken from the listed website to serve as a document tool for teachers

Implementation Guide


School ________________________________________
Date __________
District _______________________________________
State ___________
           
Step 1: Make Initial Contact
A.     Identify school contact person & give overview of SET page with the list of products needed.
B.     Ask when they may be able to have the products gathered. Approximate date: _________
C.     Get names, phone #’s, email address & record below.

Name _________________________________  Phone ____________________

Email ____________________________________________________________

Products to Collect

1. _______         Discipline handbook
2. _______         School improvement plan goals
3. _______         Annual Action Plan for meeting school-wide behavior support goals
4. _______         Social skills instructional materials/ implementation time line
5. _______         Behavioral incident summaries or reports (e.g., office referrals, suspensions, expulsions)
6. _______         Office discipline referral form(s)
7. _______         Other related information

Step 2: Confirm the Date to Conduct the SET
A.     Confirm meeting date with the contact person for conducting an administrator interview, taking a tour of the school while conducting student & staff interviews, & for reviewing the products.
Meeting date & time: __________________________
Step 3: Conduct the SET
A.     Conduct administrator interview.
B.     Tour school to conduct observations of posted school rules & randomly selected staff (minimum of 10) and student (minimum of 15) interviews.
C.     Review products & score SET.
Step 4: Summarize and Report the Results
A.     Summarize surveys & complete SET scoring.
B.     Update school graph.
C.     Meet with team to review results.
Meeting date & time: _________________________


School-wide Evaluation Tool
(SET)
Scoring Guide
                                                           
School ________________________________________
Date __________
District _______________________________________
State ___________
Pre ______       
Post ______
SET data collector ________________________________

Feature

Evaluation Question
Data Source
(circle sources used)
P= product; I= interview;
O= observation
Score: 0-2
A.
Expectations Defined
1. Is there documentation that staff has agreed to 5 or fewer positively stated school rules/ behavioral expectations?
(0=no; 1= too many/negatively focused; 2 = yes)
Discipline handbook,
Instructional materials
Other ______________
P

2. Are the agreed upon rules & expectations publicly posted in 8 of 10 locations? (See interview & observation form for selection of locations). (0= 0-4; 1= 5-7; 2= 8-10)
Wall posters
Other ______________
O

B.
Behavioral Expectations Taught
1. Is there a documented system for teaching behavioral expectations to students on an annual basis?
(0= no; 1 = states that teaching will occur; 2= yes)
Lesson plan books,
Instructional materials
Other ______________
P

2. Do 90% of the staff asked state that teaching of behavioral expectations to students has occurred this year?
(0= 0-50%; 1= 51-89%; 2=90%-100%)
Interviews
Other ______________
I

3. Do 90% of team members asked state that the school-wide program has been taught/reviewed with staff on an annual basis?
(0= 0-50%; 1= 51-89%; 2=90%-100%)
Interviews
Other ______________
I

4. Can at least 70% of 15 or more students state 67% of the school rules? (0= 0-50%; 1= 51-69%; 2= 70-100%)
Interviews
Other ______________
I

5. Can 90% or more of the staff asked list 67% of the school rules? (0= 0-50%; 1= 51-89%; 2=90%-100%)
Interviews
Other ______________
I

C.
On-going System for Rewarding Behavioral Expectations
1. Is there a documented system for rewarding student behavior?
(0= no; 1= states to acknowledge, but not how; 2= yes)
Instructional materials,
Lesson Plans, Interviews
Other ______________
P

2. Do 50% or more students asked indicate they have received a reward (other than verbal praise) for expected behaviors over the past two months?
(0= 0-25%; 1= 26-49%; 2= 50-100%)
Interviews
Other ______________
I

3. Do 90% of staff asked indicate they have delivered a reward (other than verbal praise) to students for expected behavior over the past two months?
(0= 0-50%; 1= 51-89%; 2= 90-100%)
Interviews
Other ______________
I

D.
System for Responding to Behavioral Violations
1. Is there a documented system for dealing with and reporting specific behavioral violations?
(0= no; 1= states to document; but not how; 2 = yes)
Discipline handbook,
Instructional materials
Other ______________
P

2. Do 90% of staff asked agree with administration on what problems are office-managed and what problems are classroom–managed? (0= 0-50%; 1= 51-89%; 2= 90-100%)
Interviews
Other ______________
I

3. Is the documented crisis plan for responding to extreme dangerous situations readily available in 6 of 7 locations?
(0= 0-3; 1= 4-5; 2= 6-7)
Walls
Other ______________
O

4. Do 90% of staff asked agree with administration on the procedure for handling extreme emergencies (stranger in building with a weapon)?
(0= 0-50%; 1= 51-89%; 2= 90-100%)
Interviews
Other ______________
I

E.
Monitoring & Decision-Making
1. Does the discipline referral form list (a) student/grade, (b) date, (c) time, (d) referring staff, (e) problem behavior, (f) location, (g) persons involved, (h) probable motivation, & (i) administrative decision?
(0=0-3 items; 1= 4-6 items; 2= 7-9 items)
Referral form
(circle items present on the referral form)
P

2. Can the administrator clearly define a system for collecting & summarizing discipline referrals (computer software, data entry time)?
(0=no; 1= referrals are collected; 2= yes)
Interview
Other ______________
I

3. Does the administrator report that the team provides discipline data summary reports to the staff at least three times/year? (0= no; 1= 1-2 times/yr.; 2= 3 or more times/yr)
Interview
Other ______________
I

4. Do 90% of team members asked report that discipline data is used for making decisions in designing, implementing, and revising school-wide effective behavior support efforts?
(0= 0-50%; 1= 51-89%; 2= 90-100%)
Interviews
Other ______________
I

F.
Management
1. Does the school improvement plan list improving behavior support systems as one of the top 3 school improvement plan goals? (0= no; 1= 4th or lower priority; 2 = 1st- 3rd priority)
School Improvement Plan,
Interview
Other ______________
P

I

2. Can 90% of staff asked report that there is a school-wide team established to address behavior support systems in the school? (0= 0-50%; 1= 51-89%; 2= 90-100%)
Interviews
Other ______________
I

3. Does the administrator report that team membership includes representation of all staff? (0= no; 2= yes)
Interview
Other ______________
I

4. Can 90% of team members asked identify the team leader? (0= 0-50%; 1= 51-89%; 2= 90-100%)
Interviews
Other ______________
I

5. Is the administrator an active member of the school-wide behavior support team?
(0= no; 1= yes, but not consistently; 2 = yes)
Interview
Other ______________
I

6. Does the administrator report that team meetings occur at least monthly?
(0=no team meeting; 1=less often than monthly; 2= at least monthly)
Interview
Other ______________
I

7. Does the administrator report that the team reports progress to the staff at least four times per year?
 (0=no; 1= less than 4 times per year; 2= yes)
Interview
Other ______________
I

8. Does the team have an action plan with specific goals that is less than one year old? (0=no; 2=yes)
Annual Plan, calendar
Other ______________
P

G.
District-Level Support
1. Does the school budget contain an allocated amount of money for building and maintaining school-wide behavioral support? (0= no; 2= yes)
Interview
Other ______________
I

2. Can the administrator identify an out-of-school liaison in the district or state? (0= no; 2=yes)
Interview
Other ______________
I

Summary Scores:
A =         /4
B =         /10
C =         /6
D =         /8
E =         /8
F =                    /16
G =         /4
Mean =   /7
                                                                       



Administrator Interview Guide


Let’s talk about your discipline system
1)     Do you collect and summarize office discipline referral information?  Yes    No   If no, skip to #4.
2)     What system do you use for collecting and summarizing office discipline referrals? (E2)
a)     What data do you collect? __________________
b)     Who collects and enters the data? ____________________
3)     What do you do with the office discipline referral information? (E3)
a)     Who looks at the data? ____________________
b)          How often do you share it with other staff? ____________________
4)     What type of problems do you expect teachers to refer to the office rather than handling in the classroom/ specific setting? (D2)


5)     What is the procedure for handling extreme emergencies in the building (i.e. stranger with a gun)? (D4)

Let’s talk about your school rules or motto

6)     Do you have school rules or a motto?  Yes    No   If no, skip to # 10.
7)     How many are there?   ______________
8)     What are the rules/motto? (B4, B5)


9)     What are they called? (B4, B5)

10)   Do you acknowledge students for doing well socially?  Yes    No   If no, skip to # 12.

11)   What are the social acknowledgements/ activities/ routines called (student of month, positive referral, letter home, stickers, high 5's)? (C2, C3)

Do you have a team that addresses school-wide discipline? If no, skip to # 19

12)   Has the team taught/reviewed the school-wide program with staff this year? (B3)   Yes    No
13)   Is your school-wide team representative of your school staff? (F3)  Yes    No
14)   Are you on the team? (F5)  Yes    No
15)   How often does the team meet? (F6) __________
16)   Do you attend team meetings consistently? (F5)  Yes    No
17)   Who is your team leader/facilitator? (F4) ___________________
18)   Does the team provide updates to faculty on activities & data summaries? (E3, F7)  Yes    No
If yes, how often? ______________________
19)   Do you have an out-of-school liaison in the state or district to support you on positive behavior support systems development? (G2)  Yes    No
If yes, who? ___________________
20)   What are your top 3 school improvement goals? (F1)



21)   Does the school budget contain an allocated amount of money for building and maintaining school-wide behavioral support? (G1)  Yes    No

Additional Interviews


In addition to the administrator interview questions there are questions for Behavior Support Team members, staff and students. Interviews can be completed during the school tour. Randomly select students and staff as you walk through the school. Use this page as a reference for all other interview questions. Use the interview and observation form to record student, staff, and team member responses.


Staff Interview Questions
Interview a minimum of 10 staff

1)     What are the __________________ (school rules, high 5's, 3 bee’s)? (B5)
(Define what the acronym means)

2)     Have you taught the school rules/behavioral expectations this year? (B2)

3)     Have you given out any _______________________ since _______________? (C3)
(rewards for appropriate behavior)                                         (2 months ago)

4)     What types of student problems do you or would you refer to the office? (D2)

5)     What is the procedure for dealing with a stranger with a gun? (D4)

6)     Is there a school-wide team that addresses behavioral support in your building?

7)     Are you on the team?


Team Member Interview Questions

1)     Does your team use discipline data to make decisions? (E4)

2)     Has your team taught/reviewed the school-wide program with staff this year? (B3)

3)     Who is the team leader/facilitator? (F4)


Student interview Questions
Interview a minimum of 15 students

1)     What are the _________________ (school rules, high 5's, 3 bee’s)? (B4)
(Define what the acronym means.)

2)     Have you received a _______________________ since ________________? (C2)
(reward for appropriate behavior)                               (2 months ago)
Interview and Observation Form
Staff Questions (interview a minimum of 10 staff members)
What are the school rules? Record # of rules known
Have you taught the school rules/behavior expectations to students this year?
Have you given out any ____ since __? (2 mos.)
What types of student problems do you or would you refer to the office?
What is the procedure for dealing with a stranger with a gun?
Is there a team in your school to address school-wide behavior support systems?
Are you on the team? If yes, then ask team questions
1

Y     N
Y     N


Y     N
Y     N
2

Y     N
Y     N


Y     N
Y     N
3

Y     N
Y     N


Y     N
Y     N
4

Y     N
Y     N


Y     N
Y     N
5

Y     N
Y     N


Y     N
Y     N
6

Y     N
Y     N


Y     N
Y     N
7

Y     N
Y     N


Y     N
Y     N
8

Y     N
Y     N


Y     N
Y     N
9

Y     N
Y     N


Y     N
Y     N
10

Y     N
Y     N


Y     N
Y     N
11

Y     N
Y     N


Y     N
Y     N
12

Y     N
Y     N


Y     N
Y     N
13

Y     N
Y     N


Y     N
Y     N
14

Y     N
Y     N


Y     N
Y     N
15

Y     N
Y     N


Y     N
Y     N
Total






X

Team Member Questions
Does your team use discipline data to make decisions?
Has your team taught/reviewed SW program w/staff this year?
Who is the team leader/facilitator?
1
Y     N
Y     N

2
Y     N
Y     N

3
Y     N
Y     N

4
Y     N
Y     N

5
Y     N
Y     N

6
Y     N
Y     N

7
Y     N
Y     N

8
Y     N
Y     N

9
Y     N
Y     N

10
Y     N
Y     N

11
Y     N
Y     N

12
Y     N
Y     N

13
Y     N
Y     N

14
Y     N
Y     N

15
Y     N
Y     N

Total




Student Questions
What are the school rules? Record the # of rules known
Have you received a ______ since _______?
1

Y     N
2

Y     N
3

Y     N
4

Y     N
5

Y     N
6

Y     N
7

Y     N
8

Y     N
9

Y     N
10

Y     N
11

Y     N
12

Y     N
13

Y     N
14

Y     N
15

Y     N
Total



Location
Are rules and Expectations posted?
Is the documented crisis plan readily available?
Front hall/office
Y     N
Y     N
Class 1
Y     N
Y     N
Class 2
Y     N
Y     N
Class 3
Y     N
Y     N
Cafeteria
Y     N
Y     N
Library
Y     N
Y     N
Other Setting
(gym, lab)
Y     N
Y     N
Hall 1
Y     N
Y     N
Hall 2
Y     N
Y     N
Hall 3
Y     N
Y     N









Classroom Management Strategies for the Classroom
Top 16 Classroom Management Strategies That Should Be Emphasized in Every Classroom

  1. Increase the amount of positive to negative teacher to student relationships
    1. Use the 4 to 1 ruler, 4 positives to 1 negative
    2. Every 5 minutes, have a positive interaction with the students
    3. Positive reinforcement after correction of rule violation
  1. Actively “supervise” students at all times
    1. Move around continuously while scanning
    2. After good behavior, positive reinforcement
  1. Interact with students in a positive manner during the lesson
    1. Groups, individual, instructional, and social 
  1. Manage minor behavior problems positively and quickly after
    1. Signal occurrence
    2. Ask what the correct behavior or response would be, and ask student to show this
    3. Disengage the behavior right away and quickly 
  1. Follow the school procedures on what to do when there is a continuous problem with behavior
    1. Be persistent in following these procedures
  1. Conduct smooth transitions in between activities, lessons, and different times of the day
    1. Teach this during the daily routine every day
  1. Be prepared for every activity
    1. Prepare extra/filler activities
    2. Know what you want as the desired outcome
    3. Have materials prepared and ready to go
    4. Practice your fluency 
  1. Begin the lesson/activity with clear expectations of the outcomes and objective
    1. Lesson plan/advance organizer
  1. Engage you students in active responding
    1. Write, verbalize ideas, have all participation
  1. Give the students different ways for actively responding
    1. Individual or group response, written, gesture, or verbal, peer-based
  1. Regularly check to see if the students are understanding
    1. Ask questions, ask for affirmative gestures, ask for written action 
  1. End the lesson or activity with specific feedback
    1. Do individual and group feedback
    2. Give academic and social feedback 
  1. Provide the students with specific information about what will happen next
    1. Homework, next activity, next meeting
  1. Know how many students met the objective after the lesson/activity
    1. Ask for oral, written, or sample work to assess 
  1. Provide extra time and assistance, if needed
    1. More practice and instruction 
  1. Plan for how the next lesson/activity will be conducted based on this most reason lesson/activity










Effective Teaching Strategies
Use these strategies to help manage behaviors in a classroom.

·      Have high rates of:
o     Time students are engaged in the lesson
o     Student success
o     Maintained attention

·      Have smooth and effective transitions
o     Teach rules about how to transition
o     Practice transitions during daily routine every day

·      Have clear group rules
o     State rules positively, in observable terms, make them public

·      Have a positive classroom climate
o     Communicate the classroom expectations with the students
o     Create a safe, organized, and focused work environment
o     Guide students in using smooth group work strategies

·      Give appropriate feedback to students
o     Make sure it’s immediate, precise, and also use the feedback in combination with classroom instruction

·      Have high expectations for learning

·      Use incentives and rewards to promote excellence

·      Have personal interactions with students
o     Make sure they are always positive









Effective Classroom Plan
Use this tool to help layout your classroom
    
*This plan was taken form the listed website to help teachers create an effective classroom plan

List Classroom Rules:
1.
2.
3.
4.
5.
Are they observable, measurable, positively stated, with no question about meaning?
Do the rules coincide with school-wide expectations?
Identify Procedures for Teaching Classroom Rules:

How and when will they be taught?
Record dates taught & reviewed
Identify your attention signal:
Date taught

Determine your daily/hourly schedule
Is your schedule posted?


Identify Student Routines (e.g. requesting assistance, entering class, sharpening pencils, class dismissal, passing in papers, grading papers, transitions, working with peers, etc.)

List routines and steps                                                                                  Date Taught























Identify Teacher Routines (e.g. greeting & escorting students, signaling for attention, giving directions, providing feedback or corrections, grading, etc.

List routines and steps                                                                                 Date Taught








Identify procedures for encouraging appropriate behavior:
Whole Group
Individual Student
Identify procedures for discouraging problem behaviors




Environmental Inventory

 Is your classroom set up the best possible way?
  
*This inventory was taken from the listed website in order for teachers to check the environment of their classroom and if it is set up to best implement PBIS

Rate each feature using the following scale:

1 = inconsistent or unpredictable ……….5 = consistent and predictable
Physical Space:  Is physical space organized to allow access to instructional materials?
·          Work centers are easily identified and corresponds with instruction 
1  2  3  4  5
·          Traffic flow minimizes physical contact between peers and maximizes teacher ‘s mobility
1  2  3  4  5
Attention:  Does the teacher gain the attention of the students prior to instruction?
·          A consistent and clear attention signal is used across instructional contexts
1  2  3  4  5
·          Uses a variety of techniques to gain, maintain, and regain student attention to task.
1  2  3  4  5
Time: Does the teacher initiate instructional cues and materials to gain, maintain, and regain student attention?
·          Materials are prepared and ready to go.
1  2  3  4  5
·          Pre-corrects are given prior to transitions.
1  2  3  4  5
·          Common intrusions are anticipated and handled with a consistent procedure. Unexpected intrusions are minimized with an emphasis on returning to instruction.
1  2  3  4  5
·          Students engaged at high rates during individual work
1  2  3  4  5
·          Down-time (including transitions)  is minimal
1  2  3  4  5
Behavior Management: Does the teacher have universal systems of PBS in place?
·          Rules are posted
1  2  3  4  5
·          Rules are referred to at appropriate times
1  2  3  4  5
·          Students receive verbal praise for following rules
1  2  3  4  5
·          Corrections are made by restating the rule/expectation and stating the appropriate replacement behavior.
1  2  3  4  5
·          Continuum of consequences for encouraging expected behaviors
1  2  3  4  5
·          Continuum of consequences for discouraging expected behaviors
1  2  3  4  5
·          Maintains a 4:1 ratio of positive to negative statements
1  2  3  4  5
Routines:  Does the teacher have procedures and routines that are clear and consistently followed?
·          Start of class
1  2  3  4  5
·          Working in groups
1  2  3  4  5
·          Working independently
1  2  3  4  5
·          Special events (movies, assemblies, snacks, parties)
1  2  3  4  5
·          Obtaining materials and supplies
1  2  3  4  5
·          Using equipment (e.g. computer, tape players)
1  2  3  4  5
·          Managing homework and other assignments
1  2  3  4  5
·          Personal belongings (e.g. coats, hats)
1  2  3  4  5
·          Entering/exiting classroom (e.g. using restroom/drinking fountain, going to library, moving around room
1  2  3  4  5


Curriculum and Content:  Does the teacher implement effective instruction strategies?
·          Assignments can be completed within allotted time period
1  2  3  4  5
·          Content presented at student level resulting in high rates of engagement
1  2  3  4  5
·          Frequently checks student learning for understanding
1  2  3  4  5
·          Instructional focus builds on student’s current and past skills
1  2  3  4  5
·          Gives clear set-up and directions for task completion
1  2  3  4  5


Based on the observation, summarize strengths and weaknesses of universal PBS implementation in the classroom.











Efficient Functional Behavior Assessment: The Functional Assessment Checklist for Teachers and Staff (FACTS)
   
*This was complete taken from the listed website in order to show teachers how to observe and evaluate if a student’s behavior is functional
·     FACTS is an interview school personnel uses to build a behavior support plan for intervention level supports for a student. It’s intended purpose is to be used as a strategy tool for the initial functional behavioral assessment. This is to be completed by people who know the student the best. This may include teacher, family members, and clinicians. FACTS will be used to either build a support plan or be used as a guidance for more assessment.

Step 1: Student/Grade:___________  Interviewer:_____________ Date:__________ Respondent:_____________

Step 2: Student Profile: Please identify at least three strengths or contributions that student brings to school.
_____________________________________________________________________________
_____________________________________________________________________________

Step 3: Problem Behavior(s): Identify problem behaviors


____Tardy                    ____Fight/Physical Aggression             ___Disruptive                     ___Theft
____Unresponsive       ____Inappropriate Language                  ___Insubordination            ___Vandalism
___Withdrawn             ____Verbal Harassment                         ___Work Not Done            ___Other _________
                                     ____Verbal Inappropriate                      ___Self-injury

Describe the problem behavior:________________________________________________________________
__________________________________________________________________________________________

Step 4: Identifying Routines: Where, When, and With Whom Problem Behaviors are Most Likely


Schedule (Times)
Activity
Likelihood of Problem Behavior
Specific Problem Behavior


Low                                        High
1        2        3        4          5          6




1        2        3        4          5          6




1        2        3        4          5          6




1        2        3        4          5          6




1        2        3        4          5          6




1        2        3        4          5          6




1        2        3        4          5          6




1        2        3        4          5          6




1        2        3        4          5          6




1        2        3        4          5          6




1        2        3        4          5          6



Step 5: List the routines in order of priority for behavior support: Select routines with ratings of 5 or 6. Only combine routines when there is a significant (a) similarity of activities (conditions) and (b) similarity of problem behavior(s). Complete the FACTS- Part B for each of the prioritized routine(s) identified.
Routines/Activities/Context
Problem Behavior(s)
Routine #1


Routine #2


Routine #3



Part B

Step 6: routines/Activities/Context: Which routine(only one) from the FACTS-Part A is assessed?
Routine/Activity/Context
Problem Behavior(s)



Step 7: Provide more detail about the problem behavior(s):

What does the problem behavior(s) look like?


How often does the problem behavior(s) occur?


How long does the problem behavior(s) last when it does occur?


What is the intensity/level of danger of the problem behavior(s)?





Step 8: ANTECEDENTS: TRIGGERS AND SETTING EVENTS
                       What are the events that predict when the problem behavior?_____________________
Identify the trigger generally”
  1. In this routine, what happens most often just before problem behavior?
  2. If you put this trigger in place 10 times, how often would it result in problem behavior?
  3. Does problem behavior ever happen when (opposite of trigger or trigger absent)?
Triggers
____Task                                              ______Reprimands                                         _____Transitions
____Unstructured time                         ______Structured/non-academic activities     _____Isolated, no-one around

Identify Specific Features of the Trigger
If tasks (e.g., group work, independent work, small-group instruction, lecture)…..
Describe the task in detail (e.g., duration, ease of task for student), what features of it likely are aversive to the student and why is this hypothesized?

If unstructured time…..
Describe the setting, activities, and who is around

If reprimand…
Describe who delivers the reprimand, what is said, and what the purpose of the correction is

If structured, nonacademic activities
Describe the context, who is around, what activities are going on, what behaviors are expected?

If transitions…..
Describe the activity is being terminated and one that is being transitioned to. Identify whether any of the activities are highly preferred or non-preferred, which are structured versus non-structure.

If isolated…
Where did the behavior occur? What features of the environment might be relevant?



Step 9: Are setting events relevant?
  1. Is there something that, when present, makes it more likely that the trigger identified above sets off the behavior?
  2. If yes, is this event presents sometimes and absent others? Does the behavior only occur only when the even is present?

SETTING EVENTS
______Correction/failure in previous class      ____Conflict at home                                                 ___Hunger

______Peer conflict                                          ____Correction from adult earlier in day                   ___Lack of sleep

______Change in routine                                 _____Homework/assignment not completed              ___Medication (missed or taken)



Step 10: Consequences- What consequences appear most likely to maintain the problem behavior(s)?

IDENTIFY the consequences generally
-In the routine identified, when the trigger occurs and problem behavior happens, what occurs next?
1.     What do you do? What do other students do? What activities happen or stop happening?
2.     Narrow it down: Take each consequence identified above:
a.     Would the behavior still happen if that consequence couldn’t occur (e.g., if peer attention, no other students were around?; if your attention, would the behavior still occur if you were not round? If escape, would the behavior still occur if the task was easier?)
b.     Of the last 10 times you saw the behavior, how often did this consequence occur?
Things that are obtained
Things avoided or escaped from
___adult attention           other:_______________
___peer attention                       _______________
___activity                                  _______________
___money/things
___hard tasks                  other:_______________
___reprimands                           _______________
___peer negatives                       _______________
___physical effort
___adult attention

Identify Specific Features of the Consequence
If adult or peer attention is obtained or avoided
Define who delivers attention, what they say, and how long the attention typically lasts. What does the student do following this attention- is there a back and forth that occurs? Does behavioral escalation occur?

If an activity or request follows or is removed
Describe the specific activity including who else is present, what the activity consists of, and how long it lasts.

If tangible items are obtained or removed
Describe the specific item(s) obtained including who else is present and how long the student has access to the item

If sensory stimulation possibly occurs or is removed
Describe the context, who is around, what activities are going on, what behaviors are expected?



Step 11                                             SUMMARY OF BEHAVIOR
Identified the summary that will be used to build a plan of behavior support

Setting Events à Trigger à Behavior à Consequences

How confident are you that the Summary of Behavior is accurate?
Not Very Confident                                                                                                                   Very Confident
1                                 2                                   3                                        4                              5







FACT Checklist for Teachers and Staff

How to Complete Part A
Step #1: Complete Demographic Information
 Record the student’s name, who was interviewed, and the date the interview was completed. Record as well the name of the person who administered the interview.

Step #2: Complete Student Profile
Ask the person you are interviewing to identify strengths or special attributes the student brings to school. This can include activities the student is especially good at or enjoys and also special qualities (e.g. a great smile). This step is important to (a) help focus on strengths as well as challenges and (b) identify activities that may potentially be used as part of the intervention.

Step #3: Identify Problem Behaviors
Obtain a global view of what the problem behavior is. If there are multiple problem behaviors, of concern, circle the ones of greatest concern.

Step #4: Routines Analysis
a)      List the times that define the student’s daily schedule. Include times between classes, lunch, before school, and adapt for complex schedule features (e.g. odd/even days) if appropriate.
b)     For each time listed indicate the activity typically engaged in during that time (e.g. small group instruction, math, independent art, transition).
c)      Use the 1 to 6 scale to indicate (in general) which times/activities are most and least likely to be associated with problem behaviors. A “1” indicates low likelihood of problems, and a “6” indicates high likelihood of problem behaviors.
d)     Indicate which problem behavior is most likely in any time/activity that is given a rating of 4, 5 or 6

Step #5: Select Routines for Further Assessment
Examine each time/activity listed as 4, 5, or 6 in the Table from Step #4. If activities are similar (e.g. activities that are understand, activities that involve high academic demands, activities with teacher reprimands, activities with many peer and relatively few adults) and have similar problem behaviors treat them as “routines for future analysis”

Select between 1 and 3 routines for further analysis. Write the name of the routine, and the most common problem behavior(s). Within each routine identify the problem  behavior(s) that are most likely or most problematic.
          *For EACH routine identify in Step #5 complete a FACTS-Part B

How to Complete Part B
Step #6: Identify the Target Routine
List the targeted routine and problem behavior from the bottom of the FACTS-Part A. Complete this part of the interview for only one routine at a time. Use multiple Part B forms if multiple routines are identified

Step #7: Provide Specifics about the Problem Behavior(s)
Provide more detail about the features of the problem behavior(s). Focus specifically on the unique and distinguishing features, and the way the behavior (s) is disruptive or dangerous.

Step #8: Identify Events that Predict Occurrence of the Problem Behavior(s)
a)      Within each routine, identify the events that reliably predict the problem behavior. Begin by asking at least the three guiding questions listed in the interview. The first question be asked is, “in the routine (e.g. when you asked to work on math in a group), what happens most often just before the problem behavior?” Ask the two follow-up questions for the event or events identified in this first question. For example, if the teacher says that disruptive behavior usually begins when one of the group members tells the target student he is doing something wrong, ask, “If a student said this to the target student 10 times, how often would disruption result?” Also ask, “Does disruption ever happen during group work when no-one corrects him?” The goal of your questions is to increase your confidence that you have isolated the specific antecedent. If, for example the teacher tells you that disruption does happen fairly often when other students do not correct him, this tells you that the specific antecedent is not being told he is doing something wrong- you need to search further.
b)     Once you have identified the specific antecedent, place a check mark in the relevant box and then move to the table below. Ask the indicated follow-up questions to isolate precisely what the triggering even consists of. For example, what do the other students ay, is it one specific student?

Step #9: Are Setting Events Relevant?
Setting events are things that happen before a problem behavior that makes it more likely that an antecedent will trigger the behavior. Sometimes they work by making a consequence more or less valuable. For example, getting in a fight in the morning may make it more likely that a student is defiant when asked to engage in academic work because being in the fight made task avoidance more rewarding. To find out if there is a setting event involved, ask at least two questions. First, does the trigger identified above only lead to the behavior sometimes and if so, can you identify an event that occurs earlier in the day that seems to make it so that that trigger “works” to make the behavior happen? Second, if the answer to that question is yes, is this event present sometimes and absent others? If the event if always present or always absent, then it is not a setting event. It has to occur only sometimes AND, when it does occur, lead to the antecedent triggering problem behavior.

Step #10: Identify the Consequences that May Maintain the Problem Behavior
What consequences appear to reward the problem behavior? Consider that the student may get/obtain something they want, or that they may escape/avoid something thy find unpleasant.
a)      Begin by asking, when the trigger occurs and the problem behavior happens, what occurs next? Ask specific questions such as, “What do you do?” “What do other students do?” “Does anything start or start happening?
b)     Once you have identified some possible consequences ask follow-up questions to increase your confidence. You can think of this as setting up “Test conditions.” For example, you could describe a scenario in which the consequence couldn’t occur and ask if the behavior would still happen. For example, if the teacher says that disruptive behavior is followed by her attention, ask if the problem behavior would still happen is she was not available. If it would, then it is unlikely that her attention is the important consequence.
c)      Once you have identified the relevant consequence, check the appropriate box. If there seems to be more than one relevant consequence, put the numbr “1” next to the consequence that you believe is most valued by the student and a “2” next to the one that is the next most important. Then, move to the “Specific features of the consequence” box. Use questions in this box to guide you in identifying precisely what features of the consequences are related to problem behavior

Step #11” Build a Summary Statement
The summary statement indicates the setting events, immediate triggers, problem behaviors, and maintaining consequences. The summary statement is the foundation for building an effective behavior support plan. Build the summary statement from the information in the FACTS. If you are confident that the summary statement is accurate enough to design a plan move into plan development. If you are less confident, then continue the functional assessment by conducting direct observations.




Use the 1-6 scale to define the extent in which you, the interviewer or team, are “confident” that the summary statement is accurate. Confidence may be affected by factors such as (a) how often the problem behavior occurs, (b) how long you have known the focus person, (c) how consistent the problem behaviors are, (d) if multiple functions are identified, and (e) if multiple behaviors occur together.








Tiered Interventions
“Focus on creating a sustaining primary (school-wide), secondary (classroom), and tertiary (individual) systems of support to improve the lifestyle results for all children and youth by making problem behaviors less effective, efficient, and relevant, and desired behavior more functional”

Primary Level *reduce new cases of problem behaviors
·      Core principles: we CAN teach appropriate behavior to all children, one must intervene at an early stage, use this multi-tier model, use research-based studies, monitor student progress, use data to make decisions, and use assessment for different purposes
·      Use common language, common practices, and consistent application of positive and negative reinforcement
·      Need to have behavioral expectations, label appropriate behavior as they are seen in action, teach appropriate behaviors, observe and then give appraisal for appropriate behaviors
·      ALL

Secondary Level *reduce current cases of problem behaviors
  • SOME
  • Specific to each classroom
  • Classroom expectations/rules should align with school wide expectations/rules
  • For those who are not responding to primary intervention
  • Small groups of students or simple individualized intervention strategies


Tertiary Level *reduced complications, intensity, severity of current cases

  • FEW
  • Need to address challenges of behaviors that are dangerous, highly disruptive, and/or impede learning and result in social or educational exclusion
  • Most effective when primary and secondary systems are in place and functioning well
  • Best executed when they’re conducted in a collaborative manner








Moving Beyond The Tiers
Teachers cannot look at students as if they are their tiers. Label the behavior and practices, not the humans!


Ex: Malcolm falls very low in the dark green section of the triangle for cooperative play and peer interaction, He is in the lighter green section for self-assessment, attendance, and indoor play. He needs more intensive intervention with anger management and problem solving.

Just because Malcolm needs Tier 3 intensive instruction to help with problem solving and anger management does not mean that Malcolm is a “Tier 3 student." He does well in peer interaction and cooperative and requires some help and support while doing a self-assessment for example. A student has to be seen as a human. They cannot be identified as a (insert behavior here) student. Their behaviors need to be identified so they can receive support to better succeed, yet the behavior isn’t the entire student. Teachers need to look at individuals as their whole self to better assist them in achieving their highest potential.






Token Economy
A behavioral management intervention for students who have learning or behavioral challenges
*These ideas were taken from the listed website to give an example of how to run a token economy

McIntyre, T. (2013). Token Economies. Behavior Advisor. Retrieved from www.behavioradvisor.com/tokens.html

What is it?
  • Awarding tokens, check marks, stickers, stars, and other items or “things” to those students who demonstrate a desired behavior that is identified by the teacher
    • Ex: A teacher may state that a good behavior to exhibit in the classroom is raising your hand to answer a question. When students demonstrate this desired behavior, they can receive a sticker.
  • Students can periodically change these tokens for rewards such as an item or a desirable activity
  • Compared to the national economic system where we work for money and then later exchange it for items and activities that are desirable to us
  • Effective for students who are resistant to other types of motivational and behavioral management systems
  • Can use immediate and frequent reinforcement for desired behaviors
  • Delayed gratification, hold one’s tokens until it is time to exchange them
  • No competition as they only compete against themselves
  • Visible evidence for success and progress
  • Reminds students to display proper behavior and assures students teachers will notice desired behaviors


 How do you use a token economy in your classroom?
  • Select specific desired behaviors to be rewarded, be connected to classroom rules
  • State the desired behavior in specific and observable terms to the students, say in a positive way, tell what to do rather than what not to do
  • Decide how you’ll monitor the behaviors and select the initial reinforcer
    • Use a reinforcer that is easy to administer, devise a token market that will inhibit theft
  • Select a backup reinforcer and involve your students in this process so the reinforcers will be deemed as valuable to them (make sure they are appropriate)
  • Give a value to the tokens
  • Start the program and have materials ready to go
  • Occasionally modify the system to slowly wean students off of the token economy







Examples of PBIS Posters for Classroom Support

Expectations for the bathroom- these expectation sheets can be used for different places such as the classroom, the hallways, the playground, and the lunchroom

An example of school wide expectations where everyone is held to the same standard of rules and behaviors



How to show students where their voices levels are and the expectations to where they should be

Feelings thermometer for students to refer to and self regulate their feelings and behavior


A color wheel can help identify where your behavior lands and then it can be referred to as where your behavior should be.






Apps and Websites for Classroom Management

  1. http://whyliveschool.com/
    1. Live School, a free online tool to create a behavior rewards program in your classroom
  2. Class Dojo
    1. A free app that can track negative and positive behaviors, it gives sound cues so students know when a positive behaviors are being recognized
  3. Too Noisy
    1. A non-free app that has a built in meter to control the noise level of the classroom
  4. Teacher Kit
    1. A free app that can organize classes and manages students. It can log students’ attendance, add behavior notes for individuals, record grades, create a student report, and much more
  5. Teacher’s Class BEHAVIOR PRO
    1. A non-free app that records behaviors in a classroom. Students can be monitored in groups, organized in classroom layout, differentiate between good and bad behaviors, keep a daily log of behavior, and these logs can be reviewed and connected with parents as well.
  6. http://www.kidpointz.com/
    1. A free child behavior resource center. Has multiple strategies and resources for both teachers and parents to use while monitoring child behavior
  7. Classroom Manager
    1. A non-free app that allows teachers to collect classroom data about students, behaviors, and grades and track this data






References

Bradley, R., Sugai, G., Horner, R., Lewis, T. (2015). OSEP Technical Assistance Center.
Positive Behavior Interventions and Supports. Retrieved from: www.pbis.org

Chong, S., Thomas, M. (2014). Behavior Management Strategies. Crisis Prevention
Incorporation. Retrieved from:
 www.crisisprevention.com/Resources/Knowledge-Base/Behavior-Management-
Strategies

Jordan, D. (2011). Taking a Closer Look at Behaviors in the Classroom. Positive
Behavior Interventions and Supports Worldwide. Retrieved from:
www.pbisworld.com

McIntyre, T. (2013). Token Economies. Behavior Advisor. Retrieved from:
www.behavioradvisor.com/tokens.html

N/A. (2015). What is Positive Behavior Interventions and Supports and Why is it
Important? The San Jose Unified School District. Retrieved from:
www.sjusd.org/student-services/pbis/what-is-pbis/

Ruef, M. B., Higgins, C., Glaeser, B. J. C., Patnode, M. (2005). Positive Behavioral
Support: Strategies for Teachers. The University of Kansas. Retrieved from:
Digitalcommons.calpoly.edu/cig/viewcontent.cgi?article=1023&context=gse_fac





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