“Why didn't you ask me ” Engaging all staff members in the by gjmpzlaezgx


									   “Why didn’t you ask me?”

Engaging all staff members in the development
 of behavioral expectations and consequences

                Mary Margaret Kerr and Michael Valenti
                               University of Pittsburgh
               School-Based Behavioral Health Program
Setting Behavioral Expectations

   What happens when
    schools don’t have
    consistent behavioral
   Please turn to page 2
    Agreement and Consistency
   More students will behave appropriately if staff
    members clearly define appropriate behaviors
    and consequences (Horner, Todd, Lewis-Palmer,
    Irvin, Sugai and Boland, 2004).

   If involved from the beginning, school staff
    members are more likely to apply consistent
    behavioral standards.
 The PBIS Model requires that
80% of staff agree to implement
      the model, but. . .
  How do you measure 80% agreement
       prior to implementation?
  How do you ensure that everyone has
      been invited to participate?
A top-down approach
             Principal convenes a
              committee with select
             The new initiative is
             Staff are asked to
              comment and sign up
Finding Out What Staff Want

 Let’s examine three methods. Please
           turn to page 4.
Designing your Survey
               Will questions ask
                about rules or
                problem behaviors?
               How will you word the
                questions about
               Do you want open-
                ended questions as
               Page 5.
    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 Data

Preparing for the staff discussion.

     Please turn to page 8.
                 Decision Rules

   Create a decision rule before the meeting.
   Example
       Ignore behaviors with ratings of two or less
       Include behaviors with ratings of four or more
       Discuss behaviors with ratings between two
        and four?
   Review the following slide. How would you
    facilitate a discussion of these data?
  Inappropriate tone of voice

     Teasing or name calling



Occasional talking with peers

    Making disruptive noises

  Not being in assigned area

        Not paying attention

                                1   2   3   4   5
   Finding the themes

Creating your “behavioral motto.”

     Please turn to page 9.
  Getting to the rules

        Problem Behavior

Alternative or replacement behavior

      Creating a Behavioral Matrix
Settings         Classroom   Hallway   Cafeteria   Playground   Bus

 Be Respectful

 Responsible                           Rules

    Be Safe

                Classroom      Hallway       Cafeteria     Playground         Bus

Be Respectful

    Be          Be on time   Have a hall   Sit with your
Responsible      for class     pass.           group

   Be Safe                                                 Stay off the   Stay in your
                                                               net            seat
         Exploring the Data on
   The “actual” hierarchy
   Intervention acceptability
   Staff awareness of interventions
Selecting Consequences

   Use the data to decide.

   Please turn to page 12.
Creating a Response Matrix
  Intensity I

  Intensity II

                   Consequences and
  Intensity III

  Intensity IV

Intensity Levels
Re-surveying to capture

   Students             Staff members

           For more information
   Mary Margaret Kerr and
    Michael Valenti
   mmkerr@pitt.edu/mwv1
   412-648-7205
   Psychology in Education
   University of Pittsburgh
   5939 Posvar Hall
   230 South Bouquet Street
   Pittsburgh, PA 15260

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