Positive Behavioral Positive Behavioral Supports for Students with Supports for Students with

ASDASD

Module 8Lesson 1

Outline of Module 8Outline of Module 8

Lesson 1◦Overview of PBS◦Classroom Organization◦Classroom Management

Lesson 2◦Conducting Functional Behavior

AssessmentsLesson 3◦Developing Behavior Intervention

Plans

Overview of Positive Overview of Positive Behavioral Supports (PBS)Behavioral Supports (PBS)

Positive Behavioral Supports (PBS) or Positive Behavioral Interventions and Supports (PBIS) is based on a three-tier system of school-wide behavioral support:◦ Tier 1: School-wide and/or classroom-wide behavioral

expectations with consistent positive consequences

◦ Tier 2: Behavioral interventions for specific groups of children requiring additional supports

◦ Tier 3: Individual behavioral interventions for students needed intensive levels of support

Bradshaw,  Reinke, Brown,  Bevans, & Leaf, 2008)

◦  For more information on the PBS or PBIS model, visit the following website: www.pbis.org

Overview of Positive Overview of Positive Behavioral Supports (PBS)Behavioral Supports (PBS)

PBS is a proactive approach rather than a reactive approach

Instead of responding to inappropriate behavior after it occurs and providing punitive measures, specific behavioral expectations are systematically taught and consistently reinforced in a positive way

Overview of Positive Overview of Positive Behavioral Supports (PBS)Behavioral Supports (PBS)

This lesson (Lesson 1 of Module 8) will focus on tier 1 and tier 2 interventions for general education classrooms that include at least on student with ASD

Lesson 2 and 3 of Module 8 will focus on tier 3 interventions for students with ASD by presenting material on conducting functional behavior assessments and developing behavior intervention plans

Classroom OrganizationClassroom Organization

Classroom OrganizationClassroom Organization

Here are some general suggestions for organizing a classroom that includes at least one student with ASD◦ Place furniture so that students understand the

environment and their expectations for each section of the classroom

◦ Have a predictable sequence of activities

◦ Utilize visual schedules to go along with the predictable sequence of activities (see examples on following slides)

◦ Provide visual instructions for independent activities such as learning centers

◦ Minimize distractions such as loud noises and visual clutter

(Mesibov, Shea, & Schopler, 2006)

Examples of Visual SchedulesExamples of Visual Schedules

The next few slides show some examples of visual schedules

The examples were taken from a powerpoint developed by:◦ “START:” An IDEA funded projected awarded by the

Michigan Department of Education through the Office of Special Education and Early Intervention Services.

◦ To view the entire power point and for links sources for creating visual schedules click here: www.cenmi.org/mits/downloads/tutorials/VisualSupports.pps

Visual Schedule ExampleVisual Schedule Example

Visual Schedule ExampleVisual Schedule Example

This is an Individual

schedule that a student can

use. Velcro is used so the student can move the

activities to the “all done” side after they are

finished.

Things to do. All Done

Warm-Up

Work Task

Break

Community

Lunch

Visual Schedule ExamplesVisual Schedule Examples

This schedule is an example of a schedule that can be used for a specific

routine or activity. This was for getting ready for recess

in the winter. Similar schedules can be created

for learning center activities and other work that

students are expected to complete independently.

Classroom ManagementClassroom Management

Explicit Instruction for Behavioral Explicit Instruction for Behavioral and Social Expectationsand Social Expectations

It is important to explicitly teach behavioral and social expectations just as you would teach academic skills.

◦Classroom rules and routines should be taught through explicit instruction and role play

◦Consistent positive reinforcement for students meeting the expectations and positive redirection for students not meeting the expectations is essential

Classroom RulesClassroom Rules

Rules should be limited to 3-5 positively stated rules

Rules should be explicitly taught as was discussed on the previous slide

Gestural and/or visual cues should be used to provided positive redirection when necessary

Classroom RoutinesClassroom Routines

Routines such as using the bathroom, sharpening a pencil, unpacking in the morning, etc. should have specific procedures that are explicitly taught.

This can reduce a great deal of behavioral challenges for instructional and non-instructional classroom routines as students will know exactly what is expected and will be positively reinforced for meeting those expectations.

Providing Positive ReinforcementProviding Positive Reinforcement

The definition of positive reinforcement is: Providing a consequence immediately following a behavior that is likely to maintain or increase the occurrence of that behavior in the future.

This means that things that you think of as punishment can in fact be positive reinforcers.◦ Ex. Yelling at student can actually increase the behavior

you are addressing because the student is positively reinforced by the negative attention received.

Providing Positive Providing Positive ReinforcementReinforcement

All students do not find the same things positively reinforcing.◦ Ex. Stickers, or positive praise, or free time on the computer

are not always desirable for all students

Therefore, you need to know what is positively reinforcing to the student with ASD so you know what consequences to provide when the student meets behavioral, social and academic expectations.

Note: What is reinforcing one day, may not necessarily be reinforcing the next day, week, or month. Changing up positive reinforcers is usually necessary.

Use natural reinforcers as much as possible (discussed in Module 8, Lesson 3)

Beware of the Color ChartBeware of the Color Chart

In many general education classrooms, teachers use a color chart for managing behavior.◦ All students start out on green, and their color is

changed when they engage in inappropriate behaviors

This type of system is often counter-productive for students with ASD. ◦ They can get so upset that their color was changed and

end up having a complete tantrum or emotional meltdown over it

Options Beyond the Color ChartOptions Beyond the Color Chart

Caught You Being Good Chart: Students are given stars or stickers for displaying positive behaviors◦ This can be implemented class-wide or for individual

students

◦ This can also be used for groups of students to encourage positive cooperative learning behaviors

Use a Ticket System: Students receive tickets for displaying positive behaviors. ◦ They write their names on each ticket received and put

the tickets in a large container

◦ The teacher draws names from the tickets for special rewards such as lunch with the teacher, candy, extra computer time, running errands for the teacher, etc.

Responding to Inappropriate BehaviorsResponding to Inappropriate Behaviors

When students display negative behaviors, consequences should be clearly defined and followed consistently.

There should be a hierarchy of responses such as:

◦ Non-verbal warning (positively redirected)

◦ Verbal warning (positively redirected)

◦ Physical redirection

◦ Time-out (removal from reinforcement for a short period of time)

Note: It is much more effective to be proactive than reactive. For example, if you notice a student is about to display in an undesirable behavior try to positively redirect the student before the behavior occurs. Also, focus much more on providing positive reinforcement for appropriate behaviors than punishment for negative behaviors.

Module 8 Lesson 1 ActivityModule 8 Lesson 1 ActivityCreate a Positive Behavioral Support plan for your classroom that addresses Tier 1 and Tier 2 Levels (class-wide and groups of students) that includes:

1. A set of rules with explanations for how they will be taught and positively reinforced

2. A set of classroom procedures with explanations for how they will be taught and positively reinforced

3. A system for recognizing positive behaviors throughout the school day for all students and for groups of students that may require more behavioral support than others

4. A hierarchy of responses for responding to negative behaviors with an explanation for exactly what is done at each level

ReferencesReferences

Bradshaw, C. P., Reinke, W. M., Brown, L. D., Bevans, K. B., & Leaf, P. J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: observations from a randomized trial.(Report). Education & Treatment of Children, 31 (1), 1-26. 

Mesibov, G. B., Shea, V., & Schopler, E. (2006). The TEACCH approach to autism spectrum disorders. New York, NY: Springer.