The Flip n Flipping Ticket Systems: Why Classroom or School-wide Response Cost is Not PBIS and How to Put the P Back in Positive

Transcription

1 The Flip n Flipping Ticket Systems: Why Classroom or School-wide Response Cost is Not PBIS and How to Put the P Back in Positive Pat Red University of Southern Maine Maine PBIS LPC November 5, 2013

2 objectives Purpose of PBIS Define response cost Samples of positive classwide management

3 Purpose of PBIS P stands for Positive

4 PBIS position on punishment

5 PBIS position on punishment teaching-oriented, positive, and preventive strategies are emphasized for all students... most effective and most positive approach to addressing...

6 Schools that establish systems with the capacity to implement SWPBS with integrity and durability have teaching and learning environments that are Less reactive, aversive, dangerous, and exclusionary, and More engaging, responsive, preventive, and productive Address classroom management and disciplinary issues (e.g., attendance, tardies, antisocial behavior), Improve supports for students whose behaviors require more specialized assistance (e.g., emotional and behavioral disorders, mental health), and Most importantly, maximize academic engagement and achievement for all students. Pbis.org

7 CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings FEW ~5% SOME ~15% Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ALL ~80% of Students

8 What are behavior reduction procedures: specifically response cost?

9 Tools/Reinforcement%20Paper.pdf Why do we like it? It usually works in the short term the problem behavior typically stops It is negatively reinforcing for us John W. Maag- Rewarded by Punishment: Reflections on the Disuse of Positive Reinforcement in Schools

10 What should guide us to apply behavior reduction procedures? #1) The application of reinforcement-only procedures of the RB (replacement behavior), as well as environmental modifications has not reduced the PB (problem behavior)

11 What should guide us to apply behavior reduction procedures? #2) We know and understand the application of punishment procedures The principal of least intrusive/aversive alternative is applied The function of the PB is known Determination of the behavior reduction procedure to be applied is data-based

12 We know and understand the application of punishment procedures (con t) Side effects of the procedure are known and understood A functionally equivalent replacement behavior is concurrently taught Development and implementation should be through consultation and review of current plan and permission to move to a behavior reduction plan

13 Behavior Reduction Procedures LEVEL 1- Reinforcement-based strategies " DRL-DRO-DRI-DRA LEVEL 2- Terminating reinforcement " Extinction LEVEL 3- Removal of desirable stimuli " Response Cost " Time Out procedures LEVEL 4- Presentation of Aversive Stimuli " Unconditioned aversive stimuli " Conditioned aversive stimuli " Overcorrection procedures 1 st choice and least aversive- using S r to reduce PB Withholding S r to reduce PB 1 st level of punishing consequences- remove or deny S r to reduce PB Presenting aversive stimuli to reduce PB Alberto & Troutman, 2009

14 Punisher A punisher is a consequent stimulus that: Decreases the future rate or probability of behavior Is administered contingently upon the demonstration of problem or undesired behavior And is administered immediately Alberto & Troutman, 2009

15 Response Cost Some form and amount of reinforcement must be made available Specific amounts of reinforcers are withdrawn or removed contingent upon demonstrations of problem or undesirable behavior If the RC system results in a decrease in the PB (as measured by data) then the withdrawal of the reinforcer serves as a punisher

16 Before selecting RC " Have more positive procedures been tried and found unsuccessful? " Positive reinforcement " Positive reinforcement and less intrusive/ aversive behavior reduction procedures like DR " Does the student currently have, or have access to, a menu or pool of reinforcers?

17 Before selecting RC " Does the student understand the rules/ expectations for expected behavior (have they been taught and explained?) as well as the penalties for demonstrations for PB?

18 Before selecting RC " Has the ratio of the size of the fine (the cost) for each demonstration of PB been determined? Is it based on function? " Will replacement and appropriate behavior be reinforced in conjunction with RC? Is it functionally equivalent? Does it meet the 5:1 gets the job done guideline?

19 Effectiveness Extremely effective on the individual level And on group level with controlled conditions In your school or classroom have the following been accounted for? Function Side effects Withdrawal (behavior suppression) Escape/Avoidance Aggression Other

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21 What CONTINUUM % of students OF would CLASS-WIDE need to access POSITIVE Tier 2 and BEHAVIOR Tier 3 supports SUPPORT in a typical classroom of 22? Primary Prevention: Classwide Systems for All Students FEW 1 ~5% student SOME 3 ~15% students Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior CLASSROOM ALL ~80% 18 students- of Students none

22 How to bring the P in Positive Maximize structure back Post, Teach, Review, Monitor, and Reinforce Expectations Actively Engage Students in Observable Ways Use a Continuum of Strategies to Acknowledge Appropriate Behavior Use a Continuum of Strategies to Respond to Inappropriate Behavior Simonsen, et al., 2008

23 Maximize structure Physical layout of the classroom 3-5 positively stated expectations Procedures- how to

24 Daily Schedule

25 Post schoolwide expectations if you have them. If not, create your own 3-5 positively stated class expectations

26 Procedures tell you HOW to do something

27 27 of 22 Example Routine (Daily) and procedure that students follow

28 Post, Teach, Review, Monitor, and Reinforce Expectations Post expectations, post procedures Systematically and explicitly teach expectations and procedures for all routines Monitor, adjust, provide feedback

29 Expectations & Indicators Entering the Classroom Morning Meeting Group Activities Independent Work Direct Instruction Be Safe Be Respectful Be Responsible Expectations Embed Procedures As Needed Classroom Routines Behavior Indicators: What the expectations look like in each routine

30 Teach the expectations in the context of your classroom routines.

31 Actively Engage Students in Observable Ways Opportunity to Respond (OTR) Direct instruction Classwide peer tutoring (CWPT) Computer assisted instruction (CAI) Guided notes Details in Simonsen, et al., 2008

32 Continuum of Strategies to Acknowledge Appropriate Behavior Positive classroom plans Focus on what you want students to demonstrate Your interactions and exchanges are acknowledging appropriate and replacement behavior Continuum- free and frequent, intermittent, strong and long term Use of group-oriented contingencies Monitor ratio of positives to negatives (5:1 gets the job done)

33 33

34 Group ORIENTED Contingencies Independent Group Contingency Dependent Group Contingency Interdependent Group Contingency To each his/her own One for all All for one

35 Continuum of Strategies to Respond to Inappropriate Behavior Universal Corrections for minor behavior should be instructional Continuum- prompt, redirect, reteach, provide choice, conference Secondary CICO type plan Monitor ratio of positives to negatives (5:1 gets the job done) Tertiary Behavior reduction plan following guidelines in conjunction with Universal and Secondary

36 At the top of flow chart to respond to problem behavior Classroom Environment and Teacher Strategies Universal Classroom Systems in place - teach expectations -teach and post procedures -acknowledge desirable behavior -respond to minor problems (prompt, redirect, reteach, give choice, conference) -actively supervise -actively engage students in instruction -build and maintain relationships with students and parents/guardians

37 How and What How " Calm " Consistent " Brief " Immediate " Respectful What " Prompt " Redirect " Reteach " Provide Choice " Conference Missouri mini mod

38 Response Strategies & Error Correction Classroom Continuum of Response Strategies... Prompt = visual or verbal cue Redirect = restate matrix behavior Re-teach = tell, show, practice, acknowledge Provide Choice = range of alternatives Conference with Student Missouri Mini Module

39 Address problem behavior on a continuum and have a hierarchy of responses: However, problem behavior should be addressed individually based on context and function Attend to students who are displaying appropriate behavior (vicarious reinforcement) Correct through instruction and catching the student demonstrating the desirable behavior Follow school procedures for major problem behaviors objectively & anticipate next occurrence

40 Infrequent Errors Respond proactively to infrequent social behavior errors Signal State rule and expected behavior Ask student to state/show expected behavior Give positive feedback

41 Chronic Errors Precorrect=prompt for desired behavior in problem context go to problem setting/situation get attention of students give reminder or opportunity to practice skills watch child for demonstration of skill acknowledge demonstration Provide positive feedback

42 Quick Error Corrections Your error corrections should be contingent: occur immediately after the undesired behavior specific: tell learner exactly what they are doing incorrectly and what they should do differently in the future brief: after redirecting back to appropriate behavior, move on

43 TPS forms to address minor " Tips and Tools problem behaviors " Procedures for Responding to Behaviors MMMM " Top 5 Management Strategies that should be emphasized in every classroom

44 References Alberto, P. A., & Troutman, A. C. (2009). Applied behavior analysis for teachers (8th ed.). Upper Saddle River, NJ: Merrill. Maag, J. W., Rewarded by punishment: Reflections on the disuse of positive reinforcement in schools. Exceptional Child, 67, Missouri Effective Classroom Practice mini mods pbismissouri.org/educators/effective-class-practice Simonsen, B., Fairbanks, S., Briesch, A., Myers D., & Sugai, G Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31, Sugai, G., Horner, R. H., Dunlap, G., Hieneman, M., Lewis, T. J., Nelson, C.M., Scott, T., Liaupsin, C., Sailor, W., Turnbull, A. P., B Turnbull, H. R., Wickham, D., Wilcox, B., & Ruef, M. Applying positive behavior support and functional behavioral assessments in schools. Interventions, 2, Journal of Positive Behavior