PBIS Triangle & Changing Behavior
What are the three tiers and labels for tiers
80% low risk
15% at risk
5% high risk
Definition and example- Undesired behavior
The bad behavior, what we want to get rid of
EX- Aggression, cussing, etc.
Definition and example- Environment
The space around you
EX- the bathroom, the classroom, etc.
Setting up the environment to promote desired behavior
• Sometimes, less is more
• Are the rules and expectations known visually in the
classroom
• Are there visuals throughout the classroom signaling
routines and expectations
• Are materials accessible
• What is accessible on top of the desk, in the desk, or on
chair
• Spacing?
• Seating options?
• Plans to offer movement
The what, why, and example- Directed Choice
THE WHAT-
• Offering options (mostly 2 options)
• Teacher led options to guide participation/listening
• Ultimately, the choices are within reason because teacher developed and promotes desired behavior
Strategy:
1. Think of activities which are challenges or aversive
2. Brainstorm ways to offer options to promote participation and make the activity less aversive
3. Offer the choices
THE WHY-
• Provides some control to the learner
• Gives the learner some autonomy
EX- While you do your assignment you can either have a fun pencil or lay on the floor, etc.
What is PBIS the same as?
RTI and MTSS
Definition and example- Desired Behavior
The behavior we want to see and REINFORCE!
EX- Raising hands, asking nicely, etc.
Definition and example- Preferences
Something the student values
EX- Money, attention, time to talk, etc.
The what, why, and example- Descriptive praise
The WHAT:
- Reframe our perspective and how we talk to students to change their behavior.
-More natural with younger children, but we all need it!
The REASONING:
Essentially, this is the teaching procedures to teach our students how to reliably get our attention!
EX- I love how everyone is super quiet in the hallway with their eyes forward and hands behind their backs.
The what, why, and steps- Addressing Denials
THE WHAT- A behavioral strategies to increase acceptance when a requested item or activity is NOT available
THE WHY-
• Decreases protest when told “no”
• Promotes “accepting no”
• Gives some control and choice when told “no”
• Doesn’t dismiss the students desires
• Validates the students wishes
STEPS:
1. Tell the student “no”
2. Offer two equally valuable and available alternatives
3. Explain when the requested item/activity WILL become available
What does PBIS stand for?
Positive Behavior Intervention and Supports
Definition and example- Preferred outcomes
Achieves the learner's motivation and often increases prosocial behavior
EX- Free time, extra recess, etc.
Definition and example- Instructional control
Managing the environment to encourager desired behavior
EX- Telling students to come in quietly and sit down and they do, etc.
The what, why, and example- Stating things positively
THE WHAT- What you give attention to is the behavior you are going to see
THE WHY-
•Focus on what the student SHOULD be doing
•Avoid focusing on problem behaviors
•Avoid labeling problem behaviors
•Only give “do” or “instead” directions
•Be specific
EX- Remember that we share our toys with our friends, remember to raise your hand when you want to ask a question, etc.
The what, why, and example- Antecedent Expectations
THE WHAT- Stating the behavioral expectations (positively) before undesired behavior has a chance to occur
THE WHY-
• Preventative and not reactive
• Promotes desired behavior by stating what to do and
providing attention to it
• Sets the tone for participation and compliance
• Tells student’s exactly how to “rise to the occasion”
• Highly effective when paired with reinforcement
EX- When you hear my whistle at the end of recess we line up quietly with hands at our sides ready to go in, etc.
Why change behavior?
- #1 concern reported by teachers
- To decrease problems and increase learning
- To increase job satisfaction
- To change the trajectory of a student’s life
- To see the student as struggling and NOT a problem
Definition and example-Reinforcement and Reward
Reinforcement- increases behavior
Reward- "enjoyable" but doesn't increase behavior
EX-
Reinforcement: dropping lowest grade, HW pass, etc.
Reward: high five, treasure chest, etc.
ABC Data Collection
ANECDOTAL DATA BY TAKING NOTES.
REQUIRES NOTETAKING OF OCCURRENCES IN THE
ENVIRONMENT.
WRITING OUT OBSERVATIONS.
A- antecedent before the behavior
B- Behavior observable and measurable
C- Consequences- after the behavior, what the student is getting out of the behavior, EATS
The what, why, and example- Delivering preferred outcomes
THE WHAT- A strategy that grants access
to enjoyable consequences when desired behavior is
displayed.
-It is imperative to be aware of delivery timing to ensure desired behavior has occurred BEFORE delivering a preferred outcome
THE WHY-
• When you deliver too freely, students learn that
demanding, undesired behavior, or whining gets them
what they want
• Seeks to increase behavior
• May serve as potential reinforcers
• Delivering outcomes without planning or awareness may inadvertently reinforce undesired behavior
EX- taking something to the office, lunch with the teacher, having a desk pet, flexible seating, etc.
The what and why- Proximity Control
THE WHAT- Teaching like the floor is on fire
THE WHY-
• Supervision decreases disruptions
• Promote prosocial behavior
• To notice each student
• To catch students displaying prosocial beahvior
• To increase participation and learning
• To provide accountability
• Preventative and reactive
What determines a behavior needs targeting or changed?
- Repeatedly disruptive
- Are consistent re-directions/corrections being given?
- Causing a safety risk to the student
- Causing a safety risk to the other students
- Learning isn’t occurring
- Social isolation is occurring
- Am I frustrated by the behavior?
- Student identifies the need for help
Definition and example-Data driven/evidence based
Factual data proved by data
EX- ABC data collection, Juan hit 7 times, etc.
Frequency Data Collection VS Momentary Time Sampling
Frequency Data Collection- tallying behavior every time it happens,Sally hit 3 times
Momentary Time Sampling- OBSERVING A BEHAVIOR AT SPECIFIC INTERVALS INSTEAD OF
CONTINUOUSLY.
The what, why, and example- First/Then Contigency
THE WHAT- A behavioral strategy that involves
presenting 2 steps in a sequence: “first” represents the current/targeted activity/task and “then” represents the desired activity to follow. Generally, the more aversive activity comes first, and the more desirable activity comes next.
THE WHY-
- When an aversive activity is followed by an enjoyable one, students are more likely to participate in the aversive activity in order to participate in the more enjoyable activity next
• Helps to prioritize
• Helps to promote participation
• Gives “light at the end of the tunnel”
• We feel more hopeful when we know “something good is coming”
• People need to look forward to something good
• Communicates that the aversive task won’t last forever
• Knowing a preferred activity comes next increases
motivation to participate
• Teaches delayed gratification
EX- First finish the worksheet, then you can sit in the bean bag, etc.
The what, why, and example- Opportunities to respond
THE WHAT- Offering students different methods of ENGAGEMENT. Allowing students the
opportunity to interact with the teacher and material to learn and participate.
- Verbal
- Gestural
- Written
THE WHY-
- Participation decreases disruptions and off-task
- Promotes learning and comprehension
- Preventative NOT reactive
- Promotes collaboration
- Values a student’s opinions and perspectives
THIS AND DESCRIPTIVE PRAISE ARE TWO STRATEGIES CLOSELY RELATED TO STUDENT ENGAGEMENT
EX- thumbs up/down, call responses, white boards