Parenting with Positive Behavior
Support
Schools and Families as Partners
September 27, 2011
Support for this webinar
• The Office of Exceptional Children, SC
Department of Education – competitive grant
received
• Project Focused Agenda, US Department of
Education grant on improving student access
to mental health services
The audience for this webinar
• Schools that use School Wide Positive
Behavior Interventions and Supports (PBIS)
• Schools seeking to support parent
involvement
• Parents whose children attend a school that
uses PBIS
Outcomes
• More effective student behavior through
consistency between home and school
• PBIS as a common ground for parent-teacher
discussions
• Potential for improving child’s behavior at
school, home and in the community
• Increased parent involvement in the
education of their child
Parenting with Positive
Behavior Support
A PRACTICAL GUIDE TO RESOLVING
YOUR CHILD’S DIFFICULT BEHAVIORS
HIENEMAN, CHILDS, AND SERGAY
Welcoming families to school
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Clear “welcoming behaviors” from all staff
Clear signage, directions to all visitors
“Safe” guidance of all visitors
Comfortable receiving area
The emotions of parenting
Green/Yellow/Red parent and family needs
Youth/family centered
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
Tertiary Prevention:
Specialized
Individualized
Systems for Students with
High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students with
At-Risk Behavior
‫٭‬
~80% of Students
How Do we Know if the school is truly Familycentered?
Does the family ( including the youth )
feel like it is their meeting and their plan
instead of feeling like they are attending
a meeting the school or agency is having
about them.
Engaging Families
• Always start with a conversation ( not a
meeting) with the family, getting their trust
and permission before talking with others.
• 5:1 (thanks to Blackwater Middle School, Horry
County)
Raising Children
• Parents start with the basics, where their child
is developmentally
• Parents show and tell their children how to
“behave”
• Parents shape, encourage and praise as their
children learn new behaviors
• Parents use other strategies to discourage
inappropriate behaviors
Positive Behavior Support
• A focus on teaching behaviors vs. assuming a
student knows the expected behaviors
• Directly teach behaviors, usually in the
location the behaviors are needed
• A much greater emphasis on positive means
of encouraging appropriate behaviors
• Traditional rules, with reinforcing and
punishing consequences, are part of the
system
Stop it!
• The “Big Ds”
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Dangerous
Destructive
Disruptive
Disgusting
Developmentally inappropriate
• Getting a jump on our feelings about annoying
behaviors
• Moving to useful and appropriate behaviors
PBIS is a focus on What To Do
• We focus on what we want the child to do, not
what not to do
• The child is provided attention for appropriate
behavior versus inappropriate behavior
• We identify and replicate factors in school or
home that encourage appropriate behavior
Features of positive behavior support
• Behavior comes in patterns: when, where,
with whom, under what circumstances
• Preventing problem behaviors works better
than reacting
• Teaching new behavior skills is emphasized
• Encouraging positive behaviors is emphasized,
while discouraging negative behaviors is still
part of the plan
Example: Social Behaviors Necessary for
Kindergarten as Reported by Teachers
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Following directions
Following routines
Experience within structured settings
Working independently
Working in a group
Monitoring own behavior (Rimm-Kauffman, Pianta, &
Cox 2000)
How do children gain these social
behaviors from the home?
• By modeling the behavior of adults and older children
• By being provided a routine that is followed somewhat
consistently
• By being provided explanations to decisions
• By being required to participate in family routines
• By being played with in a group
• By being allowed time alone to play
• By having their behavior corrected in a timely and appropriate
manner
• By being told when they are doing
something right!
PBIS and pbs
• Positive behavior supports – pbs – are
effective when used with an individual. The
emphasis is on positive, preventive skill
building.
• Some schools used “school wide Positive
Behavior Interventions and Supports” (PBIS)
• The book has good information that would be
useful for a series of parent discussions on
pbs.
Coordinating with PBIS
• Talk to your child’s teacher about the “school
wide expectations” they use
• Look at the “sample behavior” charts
• Think about how to put together home charts
based on the same expectations
School wide “expectations”
character like traits that need behaviors to be seen
Each school identifies 3-5 school wide expectations. The
following are common examples.
• Respect others
• Respect yourself
• Respect property
School wide
expectation
Respect yourself
Respect others
Respect
property
classroom
Hallway
Office
Cafeteria
School wide
expectation
classroom
Hallway
Office
Cafeteria
Respect yourself Complete and Get where
Use table
manners
turn in
assignments
assigned
Report to
right person
Respect others
Use an inside
voice
Keep to
right, hands
to self
Sit or wait
where
assigned
Clean your
area
Respect
property
Keep
workspace
neat & clean
Keep
hallway
clean
Return
materials,
e.g., pens
Keep table and
cafeteria clean
Home
expectation
Respect yourself
Respect others
Respect
property
Kitchen
Family room Bedroom
Bathroom
Home
expectation
Kitchen
Family room Bedroom
Bathroom
Respect yourself wash your
hands
before
meals
Put
personal
items
where they
belong
when you
leave
Go to bed
in time for
plenty of
sleep
Use soap and
shampoo
Respect others
Share each
dish
Talk and
listen to
others
Be quiet at Clean up
night
after yourself
Respect
property
Put away
dirty dishes
Keep feet
on the
floor
Clean your Put things
room
back in their
place
Application of PBIS in the Home: The Big
Ideas
• Clearly defined and communicated expectations
– Tell them exactly what you want them to do
• Frequent positive reinforcement for appropriate
behavior
– Catch ‘em being good
• Active supervision
– Watch them closely and interact with them frequently
• Precorrect and intervene early
– Nip the problem in the bud
Frequent positive reinforcement for
appropriate behavior
• Look for opportunities to praise children
• Praise them specifically on what they do
rather than who they are
• Praise children especially when they do
something that is difficult for them
• Try to praise them at a 5 to 1 positive to
negative interaction ratio
Active Supervision
• Watching and interacting with children while
they are engaging in chores, play and other
activities
• Communicate to them that you are aware of
what is going on
• Communicate your interest in their activities
by participating with them
Integrating PBIS Into Family Life
Making the Process Work
For Families
Integrating PBIS Into Family Life
Clearly Define Visions And
Expectations
• Our vision is a statement of purpose-who
we feel we are as a family
• Expectations help guide actions and set
limits for all family members
Activity: Family Vision and Expectations
What is your vision of your family?
What expectations do you have for your family?
What do those expectations mean in terms of what
your family members should and should not do?
In what ways might your expectations vary across circumstances?
How will you communicate and teach these expectations to your family?
Integrating PBIS Into Family Life
Organize Your Household Space and
Time In a Way That Supports Family
Interaction
• Organize your home so that everyone knows
where to find items and what is expected in
regard to household responsibilities.
• Structure schedules and routines in a way that
works for the family and each knows what to
expect..
Activity: Structuring the Home
How can you organize your space to support your family expectations (encourage
positive behavior and minimize problems?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
How can you organize your time to support your family expectations?
Overall schedule:______________________________________________________
____________________________________________________________________
____________________________________________________________________
Timelines:____________________________________________________________
____________________________________________________________________
____________________________________________________________________
Daily Routines:________________________________________________________
____________________________________________________________________
____________________________________________________________________
Integrating PBIS Into Family Life
Develop Ways To Encourage Positive Behavior
(Following Rules) and Discouraging Negative Behavior
(Breaking Rules)
eg: Follow Rules:
1)Providing praise and feedback for behavior
2)Linking privileges to appropriate behavior
3)Working rewards into the daily routine
Breaking Rules:
1)For leaving house w/o permission, restriction w/in house
2)For whining/arguing, time-out in bedroom until willing to discuss
or accept consequences
3)Fighting, family members separated until they calm down,
differences must be resolved, a plan made if situation repeated
Activity: Responding to Behavior
Family expectations
Rewards
Consequences
Integrating PBIS Into Family Life
Identify Problem Routines and Make
Changes To Improve Them
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Gather information
Develop a plan
Prevent Problems
Replace Behavior
Manage consequence
Activity: Problem-Solving Situations and Routines
Situations:_______________________________________________________
What are the goals for your family (e.g. changes desired, behaviors of
concern) during your family’s difficult situation?
_______________________________________________________________
What patterns might be contributing to your behavior as a family during this
routine?
The circumstances associated with your best and worst time?
_______________________________________________________________
The outcomes causing the patterns to continue:
_______________________________________________________________
Given your understanding about the patterns surrounding problem routines,
what strategies might you put in place to
Prevent problems?
_______________________________________________________________
Replace behavior?
_______________________________________________________________
Manage Consequences?
_______________________________________________________________
Integrating PBIS Into Family Life
Making PBIS Work For Everyone
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Understand Behavior
Be Proactive
Teach Skills
React Purposefully
Making PBIS Work for Everyone
PBIS provides basic lessons to use in our daily lives.
Understand behavior-remain open to other viewpoints, look
for patterns in daily interactions (what, where, who when
and why)
Be Proactive-anticipate and prevent problems through the way
you structure home and lives
Teach Skills-We can view behavior problems as our children’s
inappropriate ways of meeting their needs. We can
therefore help them develop better ways of achieving those
goals
React Purposefully-the way we respond to others influences
behavior, whether our actions are intentional or not, we can
deliberately behave in ways that encourage positive
behavior.
Planning for the future
• Your school can approach this topic two ways:
– Improving family involvement in PBIS practices at
school
– Providing “PBIS at Home” discussion sessions for
families
• Develop a school action plan for each
• Make sure to have a parent on your school
leadership team
• And remember, “ALL is ALL!”
Helpful tools
• From a project in Horry County, the following
tools are available at www.fedfamsc.org:
– Assessment of family involvement and awareness
of PBIS
– Staff understanding of family involvement
– Instructions for conducting focus groups
– Two training tools to improve family involvement
Questions?
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After the webinar
• The webinar will be available at
www.fedfamsc.org later this week
• Books will be mailed to individuals or schools
that attended today’s webinar
Thank you for your interest in today’s discussion
DIANE FLASHNICK
MIKE PAGET