Positive Behavior Supports

Staff Development Project

SPED 651

November 26, 2007




Michael Dominguez

Kelly Finn

Serena Ling

May O’Connell

Carlin Palenske








Needs Assessment Questionnaire


Directions: Please respond to each of the questions below by circling numbers 5-1 to indicate your level of interest. A number 5 indicates the greatest interest and a number 1 indicates no interest at all.



1. Would you like to learn more about positive behavior supports?


Greatest interest strong interest helpful perhaps not needed

5 4 3 2 1


2. Would like to learn about the special education laws pertaining to discipline?


Greatest interest strong interest helpful perhaps not needed

5 4 3 2 1

3. Would you like to learn more about transitioning students between activities or classes?


Greatest interest strong interest helpful perhaps not needed

5 4 3 2 1


4. Would you like to learn more about data collection and interpretation?


Greatest interest strong interest helpful perhaps not needed

5 4 3 2 1


5. Would you like to learn more about the variety of special education programs

available in our district?


Greatest interest strong interest helpful perhaps not needed

5 4 3 2 1








DISCUSSION


Our staff development project will focus on positive behavior supports, development and implementation of Behavior Support Contracts/Plans. Teachers are constantly challenged with classroom behavior management. It is a frustrating situation for a teacher to conduct lessons and provide instruction to all students when challenging behaviors are interfering. Educators welcome ideas on how to change behavior, so all students can learn in the classroom.

Unfortunately, many educators are overwhelmed with the daily pressures and tasks placed upon them already. It is difficult to design and implement effective behavior contracts/plans if the data is faulty or the implementation is incomplete. The end result is frustration and possibly more severe consequences for behavior that is misunderstood.

Our staff development experience will provide teachers with the necessary tools and understanding of how to utilize data sheets, interpret collected data, and using data to design behavior contracts or behavior support plans for all students.

FOLLOW UP ACTIVITIES:

Additional training will be provided if needed after reviewing evaluations. Referrals will also be monitored on a monthly basis to determine if the trainings have any effect on classroom behavior management and frequency of referrals.






OBJECTIVES AND UNIT SEQUENCE



We have designed this unit to consist of 5 one-hour sessions to enhance our staff development experience. The entire unit will be presented once a month over a five month period.



Objectives:


At the end of the staff development unit, participants will be able to do the following:


  1. Demonstrate knowledge of at least three positive behavior strategies that they can implement in their classroom.

  2. Demonstrate the ability to implement proactive strategies from a Behavior Support Plan.

  3. Demonstrate knowledge of at least three transition strategies.

  4. Demonstrate the ability to utilize a data collection system.

  5. Demonstrate the ability to interpret behavioral data.



Unit Sequence


Session 1 Positive Behavior Supports



Session 2 Behavior Support Plans (BSP)



Session 3 Transitions



Session 4 Collecting Behavior Data in the Classroom



Session 5 Interpreting Data for Baseline Information and Interventions
















Session 1

Positive Behavior Supports

“The true test of character is not how much we know how to do, but how we behave when we don't know what to do.” John W. Holt, Jr.


Determining what’s important?


LOOKing at Behaviors


Reinforcement Inventory

Rewards

Examples 1. time with teacher tickets

2. read a book with a friend

3. a good job note from the teacher

or principal.

4. student of the day on board with

picture displayed for class to see.

5. give out achievement certificates.

6. homework tickets

School-wide Approach to Positive Behavior Supports


Taking Responsibility

Using Common Language
“PROTECT”







Positive Work Environment


Behavior contracts
for all students

Have an agreement between

teachers, students, and parents


School-wide Behavior Plan









Behavior Contract


Student Name:
_________________________
Date:
_________________________
Room:
_________________________



I, ________________________________, hereby declare on this date,



_______________________________, I agree to do the following:

1. Come to class on time

2. Always try my best in class

3. Keep my hands to myself

4. Raise my hand before I speak

5. Respect what others have to say

6. Turn in my homework on time


The student, ____________________________, helped to create this agreement. __________________ understands and agrees to the terms of this contract.

Student Signature: ___________________________________

The teacher, ________________________, agrees to carry out her part of this agreement by offering to help____________________ with difficult assignments, being available for study hours, and setting an example by being a role model to all students.

Teacher Signature: ___________________________________

The parent(s) of ____________________________, agree to check over ___________________ homework assignments each week to make sure that ___________________ completes them. The parent(s) will provide ________________ with daily encouragement to achieve __________________ contract goals and agrees to contact teacher if there are any questions or concerns with _____________________.

Parent Signature: ___________________________________



Read or have the teacher read this with you and check ones you like

Reinforcement Inventory Checklist



Student Name: ________________________ Date: ________________



read a book


do a puzzle


no homework pass


lunch with the teacher


lunch with the principal


extra 5 minutes at the end of class


sit at the teacher’s desk


be first in line


do only half an assignment


have the teacher phone parent to tell them what a great kid you are


computer time


pick a book for teacher to read to the class


take a class game home for the night


choose a movie for the class to watch


invite a friend from another room to lunch


choose music for lunch and bring a tape to listen to



Session 2

Behavior Support Plans


What is a Behavior Support Plan (BSP)?


Three Options for Using the BSP (PENT, 2002)

Building Behavior Support Plans That Work: Underlying Principles (PENT, 2002)


BSPs Should be (PENT, 2002):


Shifting Our Understanding of Behavior (PENT, 2002)


Six Key Concepts in Behavior Support Planning (PENT, 2002)


Six Key Concepts in Behavior Support Planning cont.

Required Components of an Effective BSP (PENT,2002)


Required Components of an Effective BSP (PENT,2002) cont.









 

Session 3


Using Effective Classroom Transitions In an Elementary Setting to Decrease Behaviors and Disruptions


What is transition within a classroom?

  • Transitions are periods of time when teachers direct students to end one task or activity and begin another.

  • Successful transitions for teachers is to use a variety of structured approaches.

  • Utilizing effective transitions in the classroom helps teachers to minimize disruptions and behavior problems, maximize instructional time, and maintain effective learning conditions.

  • Provides students with indirect feedback on the pace at which they are each working.

  • Most successful transitions between lessons or activities are rapid ones that have clear ends and beginning. Instruction for transition need to communicated clearly and what


Using Visual Cues to help with Transition:

  • Using a visual model or schedule can help students prepare of daily transitions

  • Visual schedule can be presented with pictures or written

  • Visual schedule can be used for large/whole group, which needs to be visual to all students

  • Visual schedule made for individual needs to be place close to student, so they can keep track of there own daily activities. They can check off all the tasks they have completed, which then can be shown to teacher. It’s a good way for the student to feel like they have accomplished something and so they know what they are responsible for.

  • Visual schedule can be for daily classroom activities or specific tasks that need to be completed.


Using a Timer:

  • Timers can be useful when dealing with transitions.

  • It can be used for whole group or individuals

  • Provides students with a specific amount of time before ending a specific task.

  • Prepares them when the next task will begin and or end.


Preparing students when mainstreaming/transitioning from Special Day Class (SDC) to General Education Classroom for specific curriculum.

  • Special education student(s) may leave a day class environment to receive instruction within general education classroom.

  • Need to be prepared for general education expectations.

  • Need to direct students with clear and precise directions when transition from small group into a large group classroom environment.

  • Model what is expected and how to conduct themselves in general educations

  • Directions and routines may be different. Discuss and model what will be expected and how the classroom is run.

  • Discuss how the general education teacher runs his/her classroom.

  • Have general education teacher come into SDC to introduce and discuss her classroom system.

  • This will prepare them and put student(s) at ease before transition to new environment.


Creating Reinforcement System with Transitions

  • Need to explain expectations clearly when using a reward system.

  • When dealing with expectations you need to keep in mind what the individual or classroom needs are. How much can be accomplished. Don’t over exceed their limitations, meaning don’t expect 10 things to be done when only 5 can really be accomplished. Want student(s) to feel successful.

  • Use check system that can be given at the end of day to monitor completed tasks, which a reward can be given for completed assignments.

  • Rewards can be given several times during the day, end of day, or weekly. Depending on the need of the individual(s).








Session 4

Collecting Behavior Data in the Classroom

Types of Data Collection

  • Frequency

  • Rate

  • Duration

  • Latency

  • Topography

  • Force

  • Locus


Frequency and Rate

  • Frequency- The number of times a behavior occurs in one observation period, ie. yelled out 6 times during the story

  • Rate- frequency as a ratio with time, ie. yells out 6 times in a 20 minute period or 0.3 times per minute

  • Both can be used for behaviors that happen quickly, such as, talking out, hitting, or getting out of their seat.


Collecting Frequency and Rate Data

Event Recording

Date

Time

Start Stop

Notations of Occurrences

Total Occurences

11/12/2007

9:30-10:00

//// //// ////

14

11/13/2007

9:40-10:00

//// //// /

11


For frequency, mark one tally each time the behavior occurs. If the observation periods are of different lengths, convert the data to a rate by dividing the number of occurrences by the number of minutes.

11/12/07 Frequency- 14 in 30 min. Rate 4.7 per min.

11/13/07 Frequency- 11 in 20 min. Rate 5.5 per min.


Teacher Tip

If you don’t want to walk around all day with a clipboard and a chart, simply put a handful of counters (beans, pennies,…) in one pocket. Every time the behavior occurs move one counter to the other pocket. At the end of the observation period, see how many counters you have moved and record your data.


Duration and Latency

  • Duration- A measure of how long behavior lasts

  • Latency- how long it takes the student to respond to an instruction

  • Both can be used for behaviors that last for an extended amount of time, such as, wandering, tantrums, or off task behaviors.

Collecting Duration and Latency Data

Use a Timer

For duration start the timer when the behavior begins and record the length of the behavior. Joe sat on the floor under his desk for 17 minutes.

For latency start the timer when the teacher gives an instruction and record how long it takes for the student to comply.

It took 13 min. for Joe to walk to the table and open his book to page 72.


Topography, Force, and Locus

  • Topography- what the behavior looks like

  • Force- the intensity of the behavior, ie. writes so hard he rips holes in the paper

  • Locus- where the behavior occurs


Collecting Topography, Force, and Locus Data

  • Anecdotal data collection is a system that

provides a description of a student’s behavior in a particular setting.

  • It is used to record everything that occurred in a specific time period or setting.

  • There are five guidelines that should be reviewed before starting anecdotal data collection.

  • Before beginning to record data, write down the setting as you see it, include the individuals and their relationships, and the activity occurring.

  • In the description, include everything the target student says or does and to whom or to what.

  • Include everything said and done to the target student and by whom.

  • Clearly differentiate fact (what is actually occurring) from you impressions or interpretations of cause or reaction.

  • Provide sequential indications of the duration for the particular response or interaction.



Session 5

Interpreting Behavioral Data For Baseline Information and Interventions


Finding Baseline Stability

  • A Baseline is the arithmetic average (mean) of behaviors that occur prior to any interventions.

  • Once you have data on at least five observation periods you can begin to analyze your findings.

  • Use these steps to find a stable baseline:

1. Find the mean (m)

2. Divide the mean in half (m/2)

3. Stable range is m ± m/2


Computing Baseline Stability

Session Data Points

1 14

2 10

3 20

4 16

5 11


Baseline mean (arithmetic average) = 14.2 =14

50% of mean = 7

Acceptable range of data points = 7 – (14 ± 7)

This baseline is stable because no data point varies more than 50% from the mean.


*Note: If 1-2 points are outside the baseline range you can continue to collect data, or refer to those points as outliers and move on with your interventions.


Adding Interventions

Intervention Designs

AB Design

Alternating Treatments

Multiple Baselines

AB Design

  • “A” is the Baseline

  • “B” is the Intervention

  • Data collected once the intervention has started will show if the intervention is effective

  • AB Design is a quick, simple way to compare a student’s behavior before and after an intervention.

Alternating Treatments

  • Allows for the comparison of multiple interventions

  • Start by collecting Baseline data

  • Interventions can be rotated on a daily basis or throughout various times of the day

  • Data will show if one intervention is more effective than another


Multiple Baselines

  • The multiple baseline design works great if a teacher is interested in applying an intervention procedure to more than one individual, setting or behavior.

  • A teacher can test the effects of an intervention on two or more behaviors associated with one student. For example, Jack’s out of his seat and talking out (two behaviors).

  • A teacher can also test two or more students exhibiting the same behavior. For example, the spelling accuracy of Jane and Michelle in English class (two students).

  • A teacher can then test two or more settings in which one student is exhibiting the same behavior. For example, Paul’s cursing during recess and in the school cafeteria (two settings).

















Staff Development Evaluation


Directions: Please respond to each of the questions below by circling numbers 5-1 to indicate how you feel. A number 5 indicates that you strongly agree and a number 1 indicates that you strongly disagree.


1. The information presented is relevant to the students in my class?


Strongly Agree Agree No opinion Disagree Strongly disagree

5 4 3 2 1


2. The materials presented are beneficial to me and the students in my classroom?


Strongly Agree Agree No opinion Disagree Strongly disagree

5 4 3 2 1


3. I will use the information presented in my classroom?


Strongly Agree Agree No opinion Disagree Strongly disagree

5 4 3 2 1


4. The information was presented in a clear way and easy to understand?


Strongly Agree Agree No opinion Disagree Strongly disagree

5 4 3 2 1


5. The presenter was knowledgeable in the subject area being presented?


Strongly Agree Agree No opinion Disagree Strongly disagree

5 4 3 2 1



6. List three positive behavior supports that you feel would work in your classroom: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



7. List three transition strategies that would work in your classroom:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



References



Alberto, P.A. & Troutman, A.C. Applied behavior analysis for teachers (7th ed.). Ohio:


Pearson Merrill Prentice Hall.


Browning Wright, D. Positive environments, network of trainers: behavior support plans.


California Department of Education. Retrieved November 24, 2007, from


http://www.pent.ca.gov/03Training/TrainingTOC/TOC-BehPlans.htm


Sugai, G. & Horner, R. Administrator’s academy: implementing school-wide positive


behavior support. University of Oregon. Retrieved November 21, 2007, from

http://www.educ.drake.edu/rc/downloads/adminleadership.ppt.



Yell, M.L. (2006). The law and special education (2nd ed.). New Jersey: Pearson


Merrill Prentice Hall.