WEBVTT 00:00:06.639 --> 00:00:10.019 Hello everyone and welcome back to Unlimited 00:00:10.019 --> 00:00:13.300 Parenting, a podcast where we discuss what it's 00:00:13.300 --> 00:00:17.079 like having children with disabilities or special 00:00:17.079 --> 00:00:20.440 health care needs. Today it is just me, Allison, 00:00:20.760 --> 00:00:23.539 and we are going to be diving into the world 00:00:23.539 --> 00:00:27.440 of positive behavioral interventions and supports. 00:00:28.489 --> 00:00:32.390 You may have also heard this referred to as PBIS. 00:00:32.530 --> 00:00:36.509 Everyone loves another acronym, so PBIS, Positive 00:00:36.509 --> 00:00:40.469 Behavioral Interventions and Supports. If you're 00:00:40.469 --> 00:00:43.590 a parent, educator, or someone working in schools, 00:00:43.969 --> 00:00:47.950 you've definitely heard of this, but you may 00:00:47.950 --> 00:00:51.270 not be intimately aware of the details. What 00:00:51.270 --> 00:00:55.409 is it? How is it being used? Is it just for children 00:00:55.409 --> 00:00:58.170 with behaviors? Is it for all children? Tell 00:00:58.170 --> 00:01:02.570 me more. Today, we're going to cover the basics 00:01:02.570 --> 00:01:06.629 of PBIS and then take a really deep dive into 00:01:06.629 --> 00:01:11.030 Tier 1 interventions. There are three tiers, 00:01:11.069 --> 00:01:14.790 and yes, we'll talk more about that. Tier 1 interventions 00:01:14.790 --> 00:01:18.650 are the foundation of creating a positive school 00:01:18.650 --> 00:01:21.890 climate, so not just for kids with behaviors. 00:01:22.269 --> 00:01:25.920 Let's start with the basics. PBIS, again, standing 00:01:25.920 --> 00:01:28.040 for Positive Behavioral Intervention, supports 00:01:28.040 --> 00:01:32.239 more than just a program. It's a framework for 00:01:32.239 --> 00:01:36.659 schools. It can help schools be proactive rather 00:01:36.659 --> 00:01:40.879 than reactive when approaching any kinds of behaviors. 00:01:41.159 --> 00:01:45.560 Schools implementing PBIS consistently see a 00:01:45.560 --> 00:01:49.519 decline in problem behaviors, which lead to, 00:01:49.659 --> 00:01:52.680 as you can imagine, fewer suspensions, office 00:01:52.680 --> 00:01:56.000 referrals, and disciplinary actions. But because 00:01:56.000 --> 00:01:59.000 I'm a sucker for research, let's talk about some 00:01:59.000 --> 00:02:01.659 more studies that we can keep in mind when we 00:02:01.659 --> 00:02:05.439 dive into PBIS. In 2010, Bradshaw and colleagues 00:02:05.439 --> 00:02:09.419 conducted a meta -analysis of PBIS across 27 00:02:09.419 --> 00:02:14.560 schools. They found that PBIS significantly reduces 00:02:14.560 --> 00:02:19.099 office discipline referrals and increases instructional 00:02:19.099 --> 00:02:23.699 time. In 2012, Horner found that schools implementing 00:02:23.699 --> 00:02:28.939 PBIS experienced 50 to 60 % fewer disciplinary 00:02:28.939 --> 00:02:32.759 incidents. In 2014, McIntosh found that students 00:02:32.759 --> 00:02:36.539 with disabilities in PBIS schools have fewer 00:02:36.539 --> 00:02:40.020 behavioral challenges and higher engagement in 00:02:40.020 --> 00:02:44.080 learning. So we all know now that PBIS is an 00:02:44.080 --> 00:02:47.099 evidence -based method. Let's take a closer look 00:02:47.099 --> 00:02:51.479 at three key principles that PBIS is built on. 00:02:51.599 --> 00:02:55.340 The first is prevention. Instead of waiting for 00:02:55.340 --> 00:02:59.039 problem behaviors to arise, PBIS is focusing 00:02:59.039 --> 00:03:03.900 on teaching and reinforcing. Positive behaviors 00:03:03.900 --> 00:03:07.759 right up front. PBIS is also data -driven decision 00:03:07.759 --> 00:03:11.419 -making. Schools use behavioral data to identify 00:03:11.419 --> 00:03:15.240 patterns and adjust interventions as needed. 00:03:15.560 --> 00:03:21.020 PBIS is also an MTSS. MTSS stands for multi -tiered 00:03:21.020 --> 00:03:24.259 systems of support. So those are those levels 00:03:24.259 --> 00:03:27.379 that we were mentioning earlier. And PBIS operates 00:03:27.379 --> 00:03:31.990 on three levels. Tier one. which we'll be covering 00:03:31.990 --> 00:03:38.150 today, universal supports for all students. Tier 00:03:38.150 --> 00:03:42.610 two, which we'll cover in the next episode, targeted 00:03:42.610 --> 00:03:48.310 interventions for some students. And tier three, 00:03:48.430 --> 00:03:53.090 which will round out our PBIS series, intensive 00:03:53.090 --> 00:03:57.569 individualized interventions for a few students. 00:03:58.189 --> 00:04:03.389 So if you think of PBIS, like a triangle. The 00:04:03.389 --> 00:04:07.509 bottom part of the triangle is the widest and 00:04:07.509 --> 00:04:11.669 it's the foundation. That represents tier one 00:04:11.669 --> 00:04:18.490 of PBIS. PBIS tier one is all students. It's 00:04:18.490 --> 00:04:23.149 the foundation that all other tiers build from. 00:04:23.370 --> 00:04:27.209 So if you have a tier two student, they're also 00:04:27.209 --> 00:04:31.290 receiving tier one supports. The foundation of 00:04:31.290 --> 00:04:35.790 the triangle plus a tier two supports. Tier two 00:04:35.790 --> 00:04:38.490 makes up the middle of that triangle, which is 00:04:38.490 --> 00:04:43.550 slightly narrower, but more targeted. And then 00:04:43.550 --> 00:04:46.029 the capstone of the triangle, the top, which 00:04:46.029 --> 00:04:49.149 you'll notice is the least wide, meaning it is 00:04:49.149 --> 00:04:52.310 representing the least amount of students, is 00:04:52.310 --> 00:04:54.870 those intensive individualized interventions 00:04:54.870 --> 00:04:59.579 for a few students. So top of the triangle. Tier 00:04:59.579 --> 00:05:03.160 three, a few students. Middle of the triangle, 00:05:03.439 --> 00:05:07.920 tier two, some students. And the bottom of the 00:05:07.920 --> 00:05:11.920 triangle, the foundation of PBIS, tier one. So 00:05:11.920 --> 00:05:15.399 now let's get into a tier one deep dive. Tier 00:05:15.399 --> 00:05:18.620 one, again, interventions, universal strategies 00:05:18.620 --> 00:05:22.360 used to support every student in school. These 00:05:22.360 --> 00:05:24.220 aren't just for kids who struggle with behavior. 00:05:25.120 --> 00:05:30.259 They're for everyone. Because PBIS, at its core, 00:05:30.420 --> 00:05:34.839 takes a proactive approach. A positive environment 00:05:34.839 --> 00:05:38.160 is going to benefit the whole school community. 00:05:38.579 --> 00:05:43.579 Here are the key components of PBIS Tier 1. Number 00:05:43.579 --> 00:05:50.079 one, set clear expectations. Schools that implement 00:05:50.079 --> 00:05:55.399 PBIS create three to five very simple positively 00:05:55.399 --> 00:05:59.379 stated behavioral expectations. And these are 00:05:59.379 --> 00:06:03.600 what you can classically think of as school rules. 00:06:04.279 --> 00:06:06.660 Sometimes you'll walk into a school and these 00:06:06.660 --> 00:06:11.540 are often posted on a poster board, written on 00:06:11.540 --> 00:06:14.339 the smart board, written on the whiteboard. Every 00:06:14.339 --> 00:06:17.420 student will be able to tell you what these rules 00:06:17.420 --> 00:06:21.459 are. In some schools, I have seen them artfully 00:06:21.459 --> 00:06:26.730 drawn in the hallways. Kids can often recite 00:06:26.730 --> 00:06:30.370 them rote from memory. There are things like 00:06:30.370 --> 00:06:36.689 be safe, be respectful, be responsible, show 00:06:36.689 --> 00:06:40.529 kindness, work hard. So you may hear kids come 00:06:40.529 --> 00:06:43.170 home and say things like walking feet on the 00:06:43.170 --> 00:06:47.610 stairs or bubbles and wings or quiet voices in 00:06:47.610 --> 00:06:51.029 the hallway. These are those basic level tier 00:06:51.029 --> 00:06:54.879 one interventions. That applied to all students 00:06:54.879 --> 00:06:59.060 and set a proactive round work. These expectations 00:06:59.060 --> 00:07:03.600 are taught explicitly in different settings. 00:07:04.660 --> 00:07:09.860 Classrooms, hallways, lunchrooms, recess, even 00:07:09.860 --> 00:07:14.540 the bus. Instead of assuming that kids just know 00:07:14.540 --> 00:07:18.100 how to behave or that they've all been brought 00:07:18.100 --> 00:07:22.740 up the same way, schools teach it. like they 00:07:22.740 --> 00:07:27.620 would teach any academic subject because every 00:07:27.620 --> 00:07:30.459 family is different. Every child had a different 00:07:30.459 --> 00:07:34.899 situation growing up. No school is ever going 00:07:34.899 --> 00:07:38.079 to assume that a student knows how to do anything. 00:07:39.360 --> 00:07:42.920 We're going to come in proactively and teach 00:07:42.920 --> 00:07:46.300 the behaviors that we want to see, which will 00:07:46.300 --> 00:07:49.740 kind of be a theme throughout this series is 00:07:49.740 --> 00:07:53.610 that When you wanna change a behavior, when you 00:07:53.610 --> 00:07:57.829 wanna ensure that a behavior is replicated, generalized 00:07:57.829 --> 00:08:01.170 across multiple situations, the first thing you're 00:08:01.170 --> 00:08:04.730 gonna do is teach it. Even if you assume that 00:08:04.730 --> 00:08:08.930 most of the students know to be kind or work 00:08:08.930 --> 00:08:12.490 hard or be respectful, you're still gonna teach, 00:08:12.750 --> 00:08:17.509 reinforce, model that behavior to ensure that 00:08:17.509 --> 00:08:25.550 you've laid that foundation So number two, teach 00:08:25.550 --> 00:08:29.410 and reinforce that positive behavior. Once those 00:08:29.410 --> 00:08:31.910 expectations are set, they're on the whiteboard, 00:08:32.049 --> 00:08:34.009 they're on the smart board, they're in the hallway. 00:08:34.409 --> 00:08:40.190 Kids can say, at Apple Elementary School, I work 00:08:40.190 --> 00:08:45.950 hard, show up and be kind. Staff model and practice 00:08:45.950 --> 00:08:50.250 them with students. Let's say, for example, a 00:08:50.250 --> 00:08:53.610 school has the expectation to be respectful. 00:08:54.389 --> 00:08:59.149 Teachers, educators, staff might show students 00:08:59.149 --> 00:09:03.629 what respectful looks like by eyes on speaker, 00:09:03.970 --> 00:09:07.909 body still. They might reinforce behavior with 00:09:07.909 --> 00:09:14.019 praise or small rewards. So for example, Everly, 00:09:14.139 --> 00:09:16.960 I noticed that you are sitting patiently waiting 00:09:16.960 --> 00:09:21.879 for your turn to read your sentence. High five 00:09:21.879 --> 00:09:26.179 or hey class, can we do snaps for Everly? This 00:09:26.179 --> 00:09:29.259 is also another good way to call students in 00:09:29.259 --> 00:09:32.220 by highlighting that behavior that you want to 00:09:32.220 --> 00:09:35.639 see. Now they have a role model. So -and -so 00:09:35.639 --> 00:09:38.759 is being a great listener. Let's all look at 00:09:38.759 --> 00:09:41.659 this person and see what they're doing so we 00:09:41.659 --> 00:09:45.779 can emulate it. Also give specific feedback, 00:09:45.860 --> 00:09:49.700 even if you're not about to praise. Simply saying, 00:09:49.879 --> 00:09:54.019 I love how you're waiting for your turn to speak. 00:09:54.700 --> 00:10:00.120 That's being so respectful. This approach shifts 00:10:00.120 --> 00:10:05.190 the focus from catching bad behavior. to reinforcing 00:10:05.190 --> 00:10:09.769 good behavior. And that's going to be another 00:10:09.769 --> 00:10:14.149 theme instead of no running in the halls. We're 00:10:14.149 --> 00:10:16.990 going to flip that language to walking feet in 00:10:16.990 --> 00:10:19.429 the halls, please. We're always going to tell 00:10:19.429 --> 00:10:24.450 what we want to see happen and not what we don't 00:10:24.450 --> 00:10:28.029 want to see happen, which I can say from personal 00:10:28.029 --> 00:10:33.139 experience is a very hard. rewiring of your brain. 00:10:33.220 --> 00:10:36.379 It was very difficult for me to flip that script. 00:10:36.740 --> 00:10:40.120 But I can also say that once you get in the hang 00:10:40.120 --> 00:10:44.080 of it, it becomes more natural and much easier. 00:10:45.059 --> 00:10:50.039 Number three, acknowledge and reward positive 00:10:50.039 --> 00:10:54.200 behavior. Many, many schools who implement PBIS 00:10:54.200 --> 00:10:58.820 also have recognition systems such as verbal 00:10:58.820 --> 00:11:03.460 praise. Token systems. So a token economy is 00:11:03.460 --> 00:11:08.440 earning points, tickets, stickers, anything like 00:11:08.440 --> 00:11:12.639 that for positive behavior. Or school -wide incentives 00:11:12.639 --> 00:11:17.460 like Pi Day. So for example, if a student is 00:11:17.460 --> 00:11:20.960 able to get a certain amount of tokens, they 00:11:20.960 --> 00:11:24.940 may be able to pie a teacher in the face or throw 00:11:24.940 --> 00:11:27.440 a pie at the wall. Something crazy, something 00:11:27.440 --> 00:11:30.799 outlandish that kids aren't typically quote -unquote 00:11:30.799 --> 00:11:35.279 allowed to do and give them the ability to earn 00:11:35.279 --> 00:11:39.720 that or other privileges like something more 00:11:39.720 --> 00:11:43.860 traditional like pj days or bring a stuffy to 00:11:43.860 --> 00:11:48.379 school or other small prices they don't have 00:11:48.379 --> 00:11:52.980 to be elaborate or expensive the key here is 00:11:53.399 --> 00:11:57.659 consistency and making kids feel valued. And 00:11:57.659 --> 00:12:01.480 number four, respond to behavior with support, 00:12:01.820 --> 00:12:07.440 not punishment. Tier one does not mean that kids 00:12:07.440 --> 00:12:11.580 will not misbehave because they will. They're 00:12:11.580 --> 00:12:14.820 learning. But what tier one does mean is that 00:12:14.820 --> 00:12:19.019 the response is inherently different. Instead 00:12:19.019 --> 00:12:24.000 of punishments, PBIS uses redirecting. and reteaching. 00:12:24.159 --> 00:12:28.539 Another example, instead of saying, oh, Everly, 00:12:28.679 --> 00:12:31.940 you are being so disrespectful, go to the office 00:12:31.940 --> 00:12:34.919 and talk to the principal. A PBIS response might 00:12:34.919 --> 00:12:38.860 be like, let's take a break. I noticed you're 00:12:38.860 --> 00:12:41.179 struggling to wait your turn. We're going to 00:12:41.179 --> 00:12:44.320 practice that together. This keeps students engaged 00:12:44.320 --> 00:12:48.720 and learning rather than pushing them out of 00:12:48.720 --> 00:12:52.639 the classroom, missing instructional time. potentially 00:12:52.639 --> 00:12:56.059 making them feel embarrassed. Give them the opportunity 00:12:56.059 --> 00:13:00.299 to be pulled back in. Bring them back in. Number 00:13:00.299 --> 00:13:03.980 five, it really takes a team. This isn't just 00:13:03.980 --> 00:13:08.519 at school. This is family and community involvement. 00:13:08.940 --> 00:13:11.960 And that's where we get generalization of skills. 00:13:12.659 --> 00:13:16.279 When kids have the opportunity to practice it 00:13:16.279 --> 00:13:20.980 in multiple settings, with multiple people, on 00:13:20.980 --> 00:13:23.990 different days. It works best when families get 00:13:23.990 --> 00:13:27.269 involved. So what can schools do to help with 00:13:27.269 --> 00:13:31.450 that? Share behavior expectations with parents. 00:13:31.769 --> 00:13:35.230 Give parents strategies for reinforcing positive 00:13:35.230 --> 00:13:40.690 behavior at home. Ideally, the reinforcers that 00:13:40.690 --> 00:13:44.029 are happening at home are also happening at school 00:13:44.029 --> 00:13:48.929 and vice versa. Celebrate students' successes 00:13:48.929 --> 00:13:54.500 together. A team that is communicating and getting 00:13:54.500 --> 00:13:57.700 that family engagement is going to be the best 00:13:57.700 --> 00:14:02.519 team for the student. So maybe the teacher messages, 00:14:03.000 --> 00:14:06.899 Everly got 9 out of 10 right on her spelling. 00:14:07.220 --> 00:14:12.259 We are so proud of her. She worked so hard. Everly 00:14:12.259 --> 00:14:14.779 gets off the bus, comes home from school, and 00:14:14.779 --> 00:14:18.360 her parents say, Oh my gosh, 9 out of 10 on your 00:14:18.360 --> 00:14:20.820 spelling test. We were all so excited for you. 00:14:20.860 --> 00:14:24.039 You must be feeling so proud of yourself. Joint 00:14:24.039 --> 00:14:28.960 parents and teachers as a team is one of the 00:14:28.960 --> 00:14:31.919 key and critical pieces of Tier 1 foundations. 00:14:32.379 --> 00:14:36.899 When kids see consistency between school and 00:14:36.899 --> 00:14:41.279 between home, behaviors improve faster. Let's 00:14:41.279 --> 00:14:45.159 take a really deep dive into some other PBIS 00:14:45.159 --> 00:14:48.200 strategies that schools could use that would 00:14:48.200 --> 00:14:52.700 be low lift for parents to also implement at 00:14:52.700 --> 00:14:57.320 home. So this takes a more detailed look at behaviors. 00:14:57.600 --> 00:15:00.080 And to implement some of these strategies, we 00:15:00.080 --> 00:15:04.759 have to first ask ourselves, what is this behavior 00:15:04.759 --> 00:15:08.240 that this child is doing? What are they trying 00:15:08.240 --> 00:15:11.629 to communicate? What is the un... met me. So 00:15:11.629 --> 00:15:15.950 typically for all behaviors, there's four different 00:15:15.950 --> 00:15:20.389 functions that you can generally classify a behavior 00:15:20.389 --> 00:15:23.970 into. And you can remember that with the acronym 00:15:23.970 --> 00:15:29.629 SEAT. S as in Sam, E as in Echo, A as in Alpha, 00:15:30.009 --> 00:15:37.190 T as in Tom. Sensory, escape, attention, and 00:15:37.190 --> 00:15:43.299 tangibles. So for sensory, it's providing some 00:15:43.299 --> 00:15:46.059 kind of preferred experience. This behavior feels 00:15:46.059 --> 00:15:51.379 good. It might happen when a kid is alone or 00:15:51.379 --> 00:15:57.340 if they're anxious. Escape is removing undesired 00:15:57.340 --> 00:15:59.759 activities or interactions. So this is when a 00:15:59.759 --> 00:16:02.139 kid maybe is getting up and just walking away. 00:16:02.580 --> 00:16:07.830 It might happen when a task is too hard. or when 00:16:07.830 --> 00:16:11.649 the task is too easy or they're bored or something 00:16:11.649 --> 00:16:17.610 scary is happening. Attention. This is providing 00:16:17.610 --> 00:16:21.289 access to people or interactions for the child. 00:16:22.049 --> 00:16:25.690 Usually attention happens when they want social 00:16:25.690 --> 00:16:31.629 interaction. And tangibles. So this I always 00:16:31.629 --> 00:16:35.519 think of as access to a tablet. What it does 00:16:35.519 --> 00:16:38.299 for a child is providing preferred items or activities. 00:16:38.460 --> 00:16:42.419 Maybe they want a car. Maybe they want that food. 00:16:42.879 --> 00:16:46.299 Maybe they want that tablet. And it's going to 00:16:46.299 --> 00:16:48.440 happen when they want that preferred activity 00:16:48.440 --> 00:16:52.200 or item. So keep those in mind because depending 00:16:52.200 --> 00:16:54.779 on what the behavior is trying to communicate, 00:16:55.080 --> 00:16:58.720 you can then choose one of the following strategies. 00:17:00.179 --> 00:17:06.589 Number one, planned ignoring. ignore behaviors 00:17:06.589 --> 00:17:12.250 when the motivation is attention. So for example, 00:17:12.390 --> 00:17:17.049 you're on the phone and your daughter was peacefully 00:17:17.049 --> 00:17:22.089 playing by herself until she heard you giving 00:17:22.089 --> 00:17:24.650 your attention to someone else while you were 00:17:24.650 --> 00:17:28.250 on the phone. And that's when she's decided she 00:17:28.250 --> 00:17:31.529 needs you for food or a drink of water, or she 00:17:31.529 --> 00:17:35.579 just has to tell you this story. So maybe that's 00:17:35.579 --> 00:17:37.720 when you implement some planned ignoring. Or 00:17:37.720 --> 00:17:40.359 you could simply say, I would love to talk to 00:17:40.359 --> 00:17:43.819 you as soon as I'm off the phone. If this is 00:17:43.819 --> 00:17:47.759 something that occurs frequently, you may even 00:17:47.759 --> 00:17:53.259 take a PBIS proactive approach by saying, hey, 00:17:53.480 --> 00:17:56.220 I'm about to get on the phone. It's going to 00:17:56.220 --> 00:17:59.740 take maybe five or ten minutes. And then when 00:17:59.740 --> 00:18:01.839 I'm done, we're going to play a game together. 00:18:02.559 --> 00:18:06.369 Or... Hey, I'm about to get on the phone. It's 00:18:06.369 --> 00:18:08.809 been a while since you've had a snack. Can I 00:18:08.809 --> 00:18:10.809 get you anything? Because it's going to be about 00:18:10.809 --> 00:18:13.289 five or ten minutes, and then I'm going to come 00:18:13.289 --> 00:18:15.970 back and check in on you. Number two, physical 00:18:15.970 --> 00:18:19.769 proximity. So a teacher might use proximity to 00:18:19.769 --> 00:18:24.049 communicate awareness. So if that student is 00:18:24.049 --> 00:18:27.089 just fidgety, they have got to ask a question. 00:18:27.660 --> 00:18:29.740 They are just vibrating because they cannot wait 00:18:29.740 --> 00:18:32.259 a second longer. You might stand close to let 00:18:32.259 --> 00:18:34.319 them know that you're not going to interrupt 00:18:34.319 --> 00:18:36.960 or stop what you're saying to assist them, but 00:18:36.960 --> 00:18:40.440 you know that they have a need and you're going 00:18:40.440 --> 00:18:42.839 to meet it as soon as you're done doing what 00:18:42.839 --> 00:18:45.259 you were doing. Another one is direct eye contact. 00:18:46.420 --> 00:18:49.839 Maybe you give the quote unquote teacher look 00:18:49.839 --> 00:18:54.440 to get attention and non -verbally prompt a student. 00:18:54.970 --> 00:18:59.109 maybe you have a signal or a verbal cue. So for 00:18:59.109 --> 00:19:03.369 example, if a child needs to use the restroom, 00:19:03.630 --> 00:19:06.869 maybe they do the American Sign Language for 00:19:06.869 --> 00:19:10.490 the restroom, or they hold up a hand, or you 00:19:10.490 --> 00:19:13.910 can hold up a hand to let a student know in a 00:19:13.910 --> 00:19:16.549 nonverbal way, it's time for you to try to get 00:19:16.549 --> 00:19:19.309 up to go to the restroom if they're on a specific 00:19:19.309 --> 00:19:22.579 schedule. Acknowledge others' behavior. So this 00:19:22.579 --> 00:19:26.240 is one that we had an example of earlier. Oh, 00:19:26.279 --> 00:19:29.259 I noticed that you're sitting so patiently and 00:19:29.259 --> 00:19:32.640 so quietly while you wait for your turn to read. 00:19:32.779 --> 00:19:36.460 So just acknowledging that specific behavior 00:19:36.460 --> 00:19:41.539 may encourage others to exemplify that behavior 00:19:41.539 --> 00:19:46.460 as well. Number six, redirect. Restate the desired 00:19:46.460 --> 00:19:51.650 behavior as outlined. in your classroom rules 00:19:51.650 --> 00:19:56.390 or schoolroom rules. Number seven, support routines. 00:19:57.569 --> 00:20:01.529 Install a routine to prevent problem behavior. 00:20:02.410 --> 00:20:05.769 So again, this is a tier one intervention. You 00:20:05.769 --> 00:20:08.630 have your classroom rules. You have a classroom 00:20:08.630 --> 00:20:12.869 schedule. And so when someone says, what time 00:20:12.869 --> 00:20:15.539 are we doing art today? What time are we going 00:20:15.539 --> 00:20:18.579 out for first play? You can refer them to the 00:20:18.579 --> 00:20:22.619 schedule. And that is also frequently in a combination 00:20:22.619 --> 00:20:26.880 that is made for students with 504s or IEPs. 00:20:26.900 --> 00:20:31.380 For example, they have a visual schedule on their 00:20:31.380 --> 00:20:33.980 desk in front of them. They know what comes next. 00:20:34.339 --> 00:20:38.559 Number eight, reteach. Teach, teach, and reteach. 00:20:38.660 --> 00:20:41.319 State and demonstrate the expected behavior. 00:20:42.160 --> 00:20:44.140 And then once you've said it, once you've taught 00:20:44.140 --> 00:20:48.759 it, have that student then demonstrate or restate 00:20:48.759 --> 00:20:51.660 that expected behavior. And then you provide 00:20:51.660 --> 00:20:56.740 the feedback to them. Number nine, shaping. Acknowledge 00:20:56.740 --> 00:21:01.180 approximations of your desired behavior while 00:21:01.180 --> 00:21:06.039 simultaneously ignoring the undesired behavior. 00:21:07.339 --> 00:21:10.039 So if you've asked the student to stay quiet 00:21:10.039 --> 00:21:12.819 and sit down, but they've only managed to sit 00:21:12.819 --> 00:21:17.380 down and not stay quiet, ignore the part that 00:21:17.380 --> 00:21:19.619 they're not doing in this situation and say, 00:21:19.660 --> 00:21:24.319 I've noticed that you're sitting so engaged and 00:21:24.319 --> 00:21:26.519 you are so good at sitting right now. Thank you 00:21:26.519 --> 00:21:30.940 so much. That may just get them to circumvent 00:21:30.940 --> 00:21:33.579 the behavior altogether or get them to acknowledge 00:21:33.579 --> 00:21:37.559 that there was another portion of it. Number 00:21:37.559 --> 00:21:42.150 10. specific and contingent error correction. 00:21:42.569 --> 00:21:45.630 So specific directions that alert the student 00:21:45.630 --> 00:21:49.589 to stop the undesired behavior and then engage 00:21:49.589 --> 00:21:54.170 in the specific behavior. Number 11, provide 00:21:54.170 --> 00:21:59.170 choice. Any time you can give choice, you're 00:21:59.170 --> 00:22:02.650 going to get more buy -in. So even if it's as 00:22:02.650 --> 00:22:05.970 simple as, would you like to read page one or 00:22:05.970 --> 00:22:11.579 page two? Or, Do you want to take two non -preferred 00:22:11.579 --> 00:22:15.259 activities, but allow them the choice, if available, 00:22:15.579 --> 00:22:19.059 which one they do first? Did you want to read 00:22:19.059 --> 00:22:21.700 a page first, or do you want to do your handwriting? 00:22:22.119 --> 00:22:24.740 While both are activities that they don't want 00:22:24.740 --> 00:22:27.400 to do, giving them the agency to choose between 00:22:27.400 --> 00:22:30.680 which one they start with may be the only thing 00:22:30.680 --> 00:22:33.700 that they need to maintain positive behaviors 00:22:33.700 --> 00:22:37.930 throughout their unpreferred activities. At number 00:22:37.930 --> 00:22:41.109 12, talk with the student. Have a conference. 00:22:41.569 --> 00:22:44.609 Describe the problem. Teach the alternative behavior. 00:22:44.970 --> 00:22:47.450 Tell why the alternative behavior is important. 00:22:48.109 --> 00:22:51.589 Practice and provide that feedback, whether that 00:22:51.589 --> 00:22:55.990 looks like a daily check -in or several times 00:22:55.990 --> 00:22:59.750 throughout the day. So why does Tier 1 PBIS matter? 00:23:00.730 --> 00:23:05.759 Schools that use PBIS see major... improvements 00:23:05.759 --> 00:23:09.480 including fewer behavioral referrals a more positive 00:23:09.480 --> 00:23:12.059 school climate better academic outcomes because 00:23:12.059 --> 00:23:14.599 those students are spending more time learning 00:23:14.599 --> 00:23:18.299 and less time with the school social worker or 00:23:18.299 --> 00:23:21.440 in the principal's office or outside in the hall 00:23:21.440 --> 00:23:26.480 it also increases student engagement and self 00:23:26.480 --> 00:23:29.200 -regulation. When all students get the support 00:23:29.200 --> 00:23:32.000 they need from the start, we then reduce the 00:23:32.000 --> 00:23:35.940 need for more intense interventions later. So 00:23:35.940 --> 00:23:39.240 that's a wrap on today's episode. We've covered 00:23:39.240 --> 00:23:43.299 the basics of PBIS, the importance of Tier 1 00:23:43.299 --> 00:23:46.460 interventions, how setting clear expectations, 00:23:46.920 --> 00:23:50.579 reinforcing behavior, and involving families 00:23:50.579 --> 00:23:53.740 builds that positive school culture. If you're 00:23:53.740 --> 00:23:56.400 a parent, Ask your child's school about their 00:23:56.400 --> 00:23:59.440 specific PBIS system. If you're an educator, 00:23:59.700 --> 00:24:02.039 think about one small change that you can make 00:24:02.039 --> 00:24:05.380 this week to reinforce positive behavior. Thanks 00:24:05.380 --> 00:24:07.460 again for tuning in today. If you're wondering 00:24:07.460 --> 00:24:10.279 where can I learn more while you wait for the 00:24:10.279 --> 00:24:14.039 next in the series at Demystifying PBIS Tier 00:24:14.039 --> 00:24:19.069 2, the Idaho Training Clearinghouse. has a parent 00:24:19.069 --> 00:24:22.069 section on their website where you can find 30 00:24:22.069 --> 00:24:25.690 resources just on behavior. We'll have a link 00:24:25.690 --> 00:24:27.970 to that in the description if you want to learn 00:24:27.970 --> 00:24:37.569 more. Thank you so much everyone out there for 00:24:37.569 --> 00:24:40.269 listening in and know that if you are in Idaho 00:24:40.269 --> 00:24:43.900 or planning on moving to Idaho, and have questions 00:24:43.900 --> 00:24:47.000 on systems or services for children with disabilities, 00:24:47.319 --> 00:24:49.940 please consider reaching out to us on our website 00:24:49.940 --> 00:24:55.220 at iPulIdaho, that's I -P -U -L Idaho dot org, 00:24:55.400 --> 00:25:02.279 or by calling us at 208 -342 -5884. Be sure to 00:25:02.279 --> 00:25:05.460 tune in next time. Until then, this has been 00:25:05.460 --> 00:25:08.119 Unlimited Parenting. Thanks for listening!