“Why didn’t you ask me?”

Engaging all staff members in the development of behavioral expectations

and consequences

Mary Margaret Kerr and Michael ValentiUniversity of Pittsburgh

School-Based Behavioral Health Program

Setting Behavioral Setting Behavioral ExpectationsExpectations

What happens What happens when schools don’t when schools don’t have consistent have consistent behavioral behavioral standards?standards?

Please turn to page Please turn to page 22

Agreement and ConsistencyAgreement and Consistency

More students will behave appropriately if More students will behave appropriately if staff members clearly define appropriate staff members clearly define appropriate behaviors and consequences (Horner, behaviors and consequences (Horner, Todd, Lewis-Palmer, Irvin, Sugai and Todd, Lewis-Palmer, Irvin, Sugai and Boland, 2004). Boland, 2004).

If involved from the beginning, school staff If involved from the beginning, school staff members are more likely to apply members are more likely to apply consistent behavioral standards.consistent behavioral standards.

The PBIS Model requires that The PBIS Model requires that 80% of staff agree to 80% of staff agree to

implement the implement the model, but. model, but. . .. .

How do you measure 80% How do you measure 80% agreement prior to implementation?agreement prior to implementation?How do you ensure that everyone How do you ensure that everyone has been invited to participate?has been invited to participate?

A top-down approach

Principal convenes a committee with select staff

The new initiative is explained

Staff are asked to comment and sign up

Finding Out What Staff WantFinding Out What Staff Want

Let’s examine three methods. Let’s examine three methods. Please turn to page 4.Please turn to page 4.

really

Designing your SurveyDesigning your Survey

Will questions ask Will questions ask about rules or about rules or problem behaviors?problem behaviors?

How will you word the How will you word the questions about questions about consequences?consequences?

Do you want open-Do you want open-ended questions as ended questions as well?well?

Page 5.Page 5.

Intensity Levels?Intensity Levels?

These determine the order in which your survey items

appear.

To view a sample survey, please turn to page 19.

Conducting your survey

Explaining the survey Anonymity assurances Time expectations “Help-desk” questions Reminders Group vs. individual administration

Analyzing the Survey DataAnalyzing the Survey Data

Preparing for the staff discussion.Preparing for the staff discussion.

Please turn to page 8.Please turn to page 8.

Decision Rules Decision Rules

Create a decision rule before the Create a decision rule before the meeting.meeting.

ExampleExample Ignore behaviors with ratings of two or lessIgnore behaviors with ratings of two or less Include behaviors with ratings of four or moreInclude behaviors with ratings of four or more Discuss behaviors with ratings between two Discuss behaviors with ratings between two

and four?and four? Review the following slide. How would Review the following slide. How would

you facilitate a discussion of these data?you facilitate a discussion of these data?

1 2 3 4 5

Not paying attention

Not being in assigned area

Making disruptive noises

Occasional talking with peers

Tattling

Horseplay

Teasing or name calling

Inappropriate tone of voice

Finding the themes

Creating your “behavioral motto.”

Please turn to page 9.

Getting to the rules

Problem Behavior

Alternative or replacement behavior

Rule

Creating a Behavioral MatrixCreating a Behavioral MatrixClassroom Hallway Cafeteria Playground Bus

Be Respectful

Be Responsible

   

Be Safe

Expectations

Rules

Settings

Classroom Hallway Cafeteria Playground Bus

Be Respectful

Be Responsibl

e

 

Be on time for class

 

Have a hall pass.

Sit with your group

Be Safe Stay off the net

Stay in your seat

Exploring the Data on Exploring the Data on ConsequencesConsequences

The “actual” hierarchyThe “actual” hierarchy Intervention acceptabilityIntervention acceptability Staff awareness of interventionsStaff awareness of interventions

Selecting ConsequencesSelecting Consequences

Use the data to decide.Use the data to decide.

Please turn to page 12.Please turn to page 12.

Creating a Response MatrixCreating a Response Matrix

Intensity I

Intensity II

Intensity III

Intensity IV

Intensity Levels

Consequences and Responses

Staff members

Interventions

Students

Re-surveying to capture Re-surveying to capture changeschanges

For more information

Mary Margaret Kerr and Michael Valenti

mmkerr@pitt.edu/mwv1@pitt.edu

412-648-7205 Psychology in

Education Department University of

Pittsburgh 5939 Posvar Hall 230 South Bouquet

Street Pittsburgh, PA 15260