Transcript fbdfg - University of South Florida

Collaborating with Families:
Behavior Change
is a Family Affair
Kiki Mc Gough,
Colorado Dept. of Education
Shirley Swope, PEAK Parent Center
January 20,2006
Inclusion Conference
Acknowledgements

PBS Leadership Team- Colorado

Department of Education
PEAK Parent Center

George Sugai and Ann Todd- The OSEP
Center on Positive Behavioral
Interventions and Supports at the
University of Oregon
NO CHILD LEFT BEHIND

Stronger accountability for results

Increased flexibility and local control

Expanded options for parents

An emphasis on teaching methods that have been
proven to work
NCLB



Require schools to develop ways to get
parents more involved in their child’s
education and in improving schools.
Requires that states and local school
districts provide information to help
parents make informed educational choices
for their child.
http://www.ed.gov/nclb/
IDEA 2004
“The Individuals with Disabilities Education Improvement
Act of 2004 will help children learn better by promoting
accountability for results, enhancing parent involvement,
using proven practices and materials, providing more
flexibility, and reducing paperwork burdens for teachers,
states and local
school districts.”
President George W. Bush
:COLORADO

Geographically and culturally diverse

Urban and rural: 8 regions

Mountains and plains

Wide range of cultural, linguistic and
economic needs in 200 school districts
and BOCES
Colorado Positive Behavior
Support Initiative 2001



Trainer of Trainers with Dr.
George Sugai
Joint Initiative between
Exceptional Student Services
and Prevention Initiatives
Development of PBS Leadership
Team
Colorado Positive Behavior
Support Initiative 2002




CDE identified 2 school districts as pilot
sites
16 school sites
3 PBS Coaches
2 regions in Colorado: Denver and
Colorado Springs
State Improvement Grant
2003

Five Year Plan to implement
School-wide PBS in 80% of
Colorado’s school districts

Collaboration with PEAK
Parent Center with focus on
parent participation
Colorado Positive Behavior
Support Initiative 2003

60 schools in 9 districts

9 PBS Coaches

Three Colorado regions

Parent Engagement: Guiding Principle

Pilot PBS Parent Training
Colorado Positive Behavior
Support Initiative 2004

141 schools in 22 school districts

25 PBS Coaches

Six regions of Colorado

Team training on Parent Engagement

PBS Parent Trainings in 4 regions
Colorado Positive Behavior
Support Initiative 2005

256 schools in 32 school districts

36 PBS Coaches

Seven regions of Colorado

Team training on Parent Engagement

PBS Parent Trainings in 7 regions
Families are critical players in improving
the important work of schools.......…
Parents are full partners in the decisions that affect their children.
Partnerships work best when there is mutual respect
and each partner can participate in the decision-making process.
When schools view parents as partners
and engage them in decision-making processes,
they realize higher levels of student achievement
and greater public support.
DuFour & Eaker, 1998
National PTA
Standard 1
Communication
Standard 2
Parenting Skills
Standard 3
Student Learning
Standard 4
Volunteering
Standard 5
School Decision Making and Advocacy
Standard 6
Collaborating with Community
(National PTA, 1997)
Designing School-Wide Systems for Student
Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
1-5%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
5-10%
80-90%
1-5%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
Systems Approach: Community
Perspective
Student
School
Community
Family
Westgate Elementary

Respect

Responsibility

Safety
RESPECT




What does respect look like at the dinner
table?
How do we teach our children to demonstrate
respect in the community?
How we positively recognize our children who
are demonstrating respect at home?
How will we help our children who are having
challenges with respectful behavior at home?
RESPONSIBILITY




What does responsibility look like when our
children are doing their chores?
How will we teach responsibility for
homework and school materials?
What are the consequences and interventions
for our children who are not using responsible
behavior?
How are working as a family in this process?
SAFETY



What does safety look like in the
community?
How do we teach and reinforce safety
in a variety of community settings?
How do we know if there are safety
concerns or issues for our children and
their friends?
School-Wide Systems
Non Classroom
Setting
Systems
Classroom
Systems
Individual Student
Support Systems
TA
DA
Supporting
Staff Behavior
OUTCOMES
SY
ST
EM
S
Positive
Behavior
Support
Social Competence &
Academic Achievement
PRACTICES
Supporting
Student Behavior
Supporting
Decision
Making
Eight Practice of School-wide
Positive Behavior Support
1.
2.
3.
4.
5.
6.
7.
8.
Administrative Leadership
Team Implementation
Define Concrete Expectations
Teach Behavior Expectations
Acknowledge and Reward Positive Behavior
Monitor and Correct Behavior
Use Data for Decision Making
Family and community engaement
The BIG 5 Questions
1.
2.
3.
4.
5.
WHO
WHAT TYPES
WHEN
WHERE
HOW OFTEN
in
2002-2003 PBS Implementation
60
50
40
30
20
10
0
0
o
Number of Referrals
Ph r/W
y
a
D .Ag rni
ef
ia gre ng
n
H
ar ce ssi
Ab ass /Dis on
us me re
s
iv
e/ nt/T p.
In
ap eas
pr e
.L
D an
i
Th sru g.
ef pti
t/F on
or
g
Pr
op We ery
er ap
ty
o
Ly Da ns
in
g/ ma
g
C
he e
at
in
g
D
Va rug
nd s
al
is
m
O
th
er
M
PBS Colorado Pilot Site:
Type of Problem Behavior
52
3
51
2001-2002
7
9 7
8
5
7
4
3 3
1 0
2002-2003
15
1 0
0 2
0 1
0 1
1
10
PBS in the Home



Identify positive behavior support
strategies to use at home
Develop predictable routines at home to
support positive behavior
Practice acknowledgement of positive
behaviors
I wish my child wouldn’t
do that !!!!!
Use your behavior sheet to
record behaviors that you
would like to work on as you
think of them.
Please stop! Why are you
behaving like that?






1. The telephone
2. Getting out the door in the morning
“NO” in the grocery store
Driving down the highway
Time to clean that room
One more story….please!
The ABC’s of Behavior:
What would you do?

14 items in the grocery store

A bad day at work and now….

A new dog in the neighborhood
Functions of Behavior

Get or Obtain




attention (social)
desired item, task, or activity (tangible)
self-stimulation (automatic)
Escape or Avoid



attention, demand, or request (social)
activity, task, or item (tangible)
internal stimulation (automatic)
A New Way to See Behavior





Behavior has a “Communicative Intent”
Serves a useful purpose (function) for the
person of concern
ANTECEDENT: what happens before the
behavior
BEHAVIOR: what the child does
CONSEQUENCE: our response/”the payoff”
Functions
Problem
Behavior
Pos Reinf
Escape/
Avoid
Something
Obtain/Get
Something
Stimulation/
Sensory
Tangible/
Activity
Social
Adult
Neg Reinf
Peer
The BIG FIVE QUESTIONS





WHO was involved?
WHAT was the specific behavior?
WHEN did the behavior occur?
WHERE did the behavior take place?
WHY did the behavior occur?
Behavior change is a family affair



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
Do mom and dad respond the same
way?
Grandma’s house
Back and forth (and up and down!)
Babysitter for the night out
What are the school rules? How can we
provide a “match”
Westgate Elementary

Respect

Responsibility

Safety
RESPECT




What does respect look like at the dinner
table?
How do we teach our children to demonstrate
respect in the community?
How we positively recognize our children who
are demonstrating respect at home?
How will we help our children who are having
challenges with respectful behavior at home?
RESPONSIBILITY




What does responsibility look like when our
children are doing their chores?
How will we teach responsibility for
homework and school materials?
What are the consequences and interventions
for our children who are not using responsible
behavior?
How are working as a family in this process?
SAFETY



What does safety look like in the
community?
How do we teach and reinforce safety
in a variety of community settings?
How do we know if there are safety
concerns or issues for our children and
their friends?
Competing Pathway Model


Process to look at the ABC’s
of behavior
Answers the question: WHY
the child is doing this?
Competing Pathway Model




What situations “set up” behavior: tired,
change in routine, visitation, babysitter
What situations :set off” this behavior:
asking him to turn off the TV, time for
bed, can’t have ice cream NOW
How does our behavior reinforce this
“series of unfortunate events”
What is the “payoff” for this behavior
Summarizing FBA results

Competing Behavior Pathway
Analysis (CBA) Diagram
5. Desired behaviors
4. Things
that may set up
the triggers
2. The triggers,
things that occur
prior to prob behav
1. Problem
behaviors
7. Alternative
behaviors
6. Natural
contingencies
that maintain
desired behaviors
3. The
function of behavior
that maintains the
prob behav
Remember…


Positive Behavior Support is the
redesign of environments, not the
redesign of individuals
Positive Behavior Support asks us to
change our behavior to help our child
change theirs.
Identify Replacement Behavior
Working Independently Whines Teacher Attention
Asks for Help
O’Neil et al. (1997)
Select Intervention Strategies
Working Independently Whines Teacher Attention
Asks for
Help
Do assignments
In small group
Chunk material
Into smaller
Instructional
units
Teach student
Ways to solicit help
From teacher
-raising hand
-walking over to
teacher
Reinforce
Academic
Engagement
Reinforce
Raising hand
Or using other
techniques
O’Neil et al. (1997)
Identify Replacement Behavior
Wants help with homework Whines Gets help/ Attention
Asks for Help
O’Neil et al. (1997)
Select Intervention Strategies
Wants help with homework - Whines – Gets help
Asks for
Help
Do homework in
Small chunks of
Time
Set aside calm time
When you can help
Teach child
Ways to get help
From parent
-green/red cup
-10 minute check
in with timer
Reinforce
Efforts to
Complete work
Reinforce
Use of cup or
timer
O’Neil et al. (1997)
Improving Decision-Making
From
To
Problem
Problem
Solution
Problem
Solving
(FA)
Solution
(BIP)
PBS Tips for Positive Behavior





1. Remember 5:1 with positives.
2. Set the stage for success..reward the
effort.
3. Give clear, specific directions.
4. Stay calm. Use a calm voice.
5. Set reasonable limits.
PBS Tips for Positive Behavior


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6. Be consistent. YES means YES and
NO means NO.
7. Set the example. Actions speak
louder than words.
8. Proactively anticipate the situation.
9. Have patience. A little goes a long way!!
10. Have fun and enjoy the ride!
One Behavior at a Time
Map out the plan
PBS Home Matrix
Getting to
school
Clean-up
time
Make Your
bed
Clothes in
hamper
Have your
back pack,
lunch,
notes, keys
Do your
chores
Clean up
after
yourself
Play quietly
Put your
things in
your
backpack
when
finished
Set the
table
Put dishes
away
Brush your
teeth
Dirty
clothes
away
O
Get up on
time
Get cleaned
up and
dressed on
time
Be ready to
leave on
time
Clean up
after
yourself
Ask before
you borrow
Ask to
change
stations
Complete
your
homework on
time
Do your best!
Use kind
words and “I
statements”
Recognize
mistakes and
apologize
Get to bed
on time!
M
Try a
morning
SMILE!
Thank your
parents for
helping.
“Thanks for
the ride”
“Have a nice
day”
Ask
politely
for help
Respect
others
things
Offer to
share
Ask for help
respectfully
“Thanks for
the help”
Please and
thank you
Use your
napkin
End the day
with nice
words and
thoughts
Getting up
in the
morning
H
HELP
OUT
OWN YOUR
BEHAVIOR
MANNERS
COUNT
E
V
E
R
Time to
relax
Y
Homework
time
D
Mealtime
A
Getting
ready for
bed
Y
“STICK WITH THE PLAN”




Look at your Home Matrix and your list
of behaviors you want to address
Identify 5 – 10 POSITIVELY stated
behaviors
Write each one on a stick in a bright
color and decorate
These will be your daily reminders for
positive behavior change
Colorado School-wide
Positive Behavior Support

Kiki McGough, State PBS Coordinator



303-866-6768
mcgough_k@cde.state.co.us
Shirley Swope


719-531-9400
sswope@peakparent.org
ositive
ehavior
upport