Planning and Delivering Behavioral Supports in Inclusive Settings: Case Study and Guidelines
The World of PBS: Science, Values, and Vision
The First International Conference onPositive Behavior Support
Authors
- Lewis Jackson, Ed.D.
- University of Northern Colorado
- lewis.jackson@unco.edu
- Ginny Helwick, MA
- University of Northern Colorado
Topics Addressed
- Opening Comments (Inclusion and Positive Behavioral Support)
- A General Introduction to Guided Inquiry
- Asking the right questions: A case illustration of positive behavioral support
- An overview of solution-focused planning
- Questions and discussion
General Theme
- Positive behavioral support is a decision making process that begins with asking the right questions, then embedding solutions within the values and outcomes of inclusive education
Opening Comments
Inclusion specialist at work in public schools
What is inclusion?
Mainstreaming vs. Inclusion
The Essence of Positive Behavioral Support
A process of reflecting on ourselves, our teaching, and on our school settings, then making changes that benefit the learner who is challenging us with his or her behavior and others in his or her environment (Understanding oriented)
Behavior Support Stresses . . .
- The Importance of Setting Positive and Reasonable Change Expectations
- Ensuring Valued Educational Experiences Before Augmenting with Traditional Behavior Management
- Planning Authentic Prevention, then Conflict Management Procedures
- The Responsibility of the School Community in the Change Process
Relationship with Inclusion . . .
There is an inextricable relationship between education as an access issue and positive behavioral support
A General Introduction to Guided Inquiry
The importance of asking the right questions
The importance of asking the right questions
- Explanation questions
- Interpretation questions
- Application questions
- Perspective questions
- Empathy questions
- Self-knowledge questions
Asking the right questions: A case illustration of
positive behavioral support
A well-ordered classroom
does not begin with
applying specialized
methods and procedures for
controlling behavioral
problems.
An Illustration: A third grader named John
- BASELINE
- Minimal spoken language; intelligibility problems
- Loves people, but is a bit shy
- Sensitive to how he appears to others
- Integrated most of the day
next
An Illustration: A third grader named John (continued)
- SPED teacher does not understand nor does she know how to support a child in a general education setting
- Supported by para-educators, who have no instructional supervision
- Does mostly 1:1 activities when in general education, based on cognitive "level"
- Behavioral issues: noncompliance, no respect for authority, sudden behavioral outbursts that include hitting others and throwing things
See handout:
- Presenting Concerns
- Inclusive Goals
- Behavior Support Plan Summary
Areas of Intervention
- Shift to full inclusion
- Develop class supports for Johnny
- Develop a circle of friends
- Increase general education curriculum immersion, and the involvement of the general education teacher
- Design a standards-based IEP
- Design a solution-focused behavioral support plan.
Plan Development, Implementation & Follow-Along
Long-term Assessment of Change
- .
- .
- .
- .
- .
- Behavioral issues can flair up, but are very manageable
Long-term Assessment of Change
- .
- .
- .
- .
- Needs have changed dramatically, and for the better
- Behavioral issues can flair up, but are very manageable
Long-term Assessment of Change
- .
- .
- .
- Experiences membership and has friends
- Needs have changed dramatically, and for the better
- Behavioral issues can flair up, but are very manageable
Long-term Assessment of Change
- .
- .
- Greatly improved academics
- Experiences membership and has friends
- Needs have changed dramatically, and for the better
- Behavioral issues can flair up, but are very manageable
Long-term Assessment of Change
- .
- Enhanced language and social skills development
- Greatly improved academics
- Experiences membership and has friends
- Needs have changed dramatically, and for the better
- Behavioral issues can flair up, but are very manageable
Long-term Assessment of Change
- Staff are more versatile and skilled in addressing students with John's needs
- Enhanced language and social skills development
- Greatly improved academics
- Experiences membership and has friends
- Needs have changed dramatically, and for the better
- Behavioral issues can flair up, but are very manageable
Changes in Needs
- IEP (2001)
- Overly dependent on adults
- Hits and bites when angry
- Can be loud and inappropriate
- Avoids challenging academic tasks
- Says he doesn't feel good to avoid work
- IEP (2002)
- Somewhat dependent on adults
- (no longer a need)
- (still a need but now less of one)
- (no longer a need)
- (no longer a need)
Academic Strengths Added in 2002
- Participates in academic activities
- Makes academically appropriate requests of peers
- Self-initiation in following schedule
- Responds like the other students to a number of science and social studies tasks
Communication Strengths Added in 2002
- Initiates communications with peers (was a need in 2001: "rarely initiates communication")
- Engages in longer conversations
- Very socially responsive and appropriate
Social/Adaptive Behavior Strengths Added in 2002
- Improved transitions
- Moves around school and makes good activity choices by himself
- Better able to cope with major disruptions and changes in his day
Accounting for the change . . .
- Supported inclusive education
- Positive behavioral support
- Persistent parents
Remaining Issues
- Most other kids in this school remain self-contained
- Much of the planning and interventions are accomplished by the general educators, sometimes with inadequate support from special education
- Faculty and staff turnover can create problems
- Parents will have to fight for what they now have every year, despite the overwhelming evidence of success
Remaining Issues
- If inclusion is withdrawn, this would result in a tragic situation: regression, loss of self-esteem, emotional turmoil, and an end to academic progress
An overview of solution-focused planning
Solution-focused Behavioral Support
A process for re-framing problems so that they look and become more resolvable
The way one defines a problem will determine in substantial measure the strategies that can be used to solve it.
-Nicholas Hobbs
Reframing - shift focus
- Past
- Blame
- Problem
- Outcome
- Passive
- Future
- Change
- Solution
- Process
- Active
What is Solution-Focused Thinking?
- "The problem is not the problem; the solution is the problem"
- Acknowledging precipitating conditions, then moving on
- Re-frame
- Try another way
- Developing paths to success, one step at a time
Solution-focused Behavioral Support: Goals
- A more immersed and learning student;
- A group of adults, more at ease, who are using a variety of instructional techniques and procedures to enhance student participation;
- An in-place safety net for the stress and behavior problems that precipitated plan development.
Steps in Solution-focused planning
- Recruiting problem-solvers for the team
- The team meeting
- Appointing the facilitator
- Organizing the materials
- Selecting the questions
- "Dialog and Document"
- Formalizing the Plan
- Implement and Follow-Along
A Planning Protocol
Collaborative Planning
- Experience-derived knowledge about the student
- Common understandings emerge
- More willing to implement practices if they have a voice in their design
A Critical Questions Protocol for Solution-focused Planning
Essential Ingredients for "Solution-Focused" Plans
- Reasonable and Feasible Outcomes
Essential Ingredients for "Solution-Focused" Plans
- Reasonable and Feasible Outcomes
- Changes that Promote Growth, Learning, and Future Success
Essential Ingredients for "Solution-Focused" Plans
- Reasonable and Feasible Outcomes
- Changes that Promote Growth, Learning, and Future Success
- Changes that Reduce and Prevent Stress and Enhance Comfort
Essential Ingredients for "Solution-Focused" Plans
- Reasonable and Feasible Outcomes
- Changes that Promote Growth, Learning, and Future Success
- Changes that Reduce and Prevent Stress and Enhance Comfort
- Ways to Handle Stressful Situations and Problems When They Arise
Reasonable and Feasible Outcomes
EXAMPLE:
Gets right to his jobs when he first comes into the class in the morning:
- Puts away backpack
- Sticker for poem folder signed by mom
- Attendance sticker on board
- Date on calendar (needs help on this one)
Changes that Promote Growth, Learning, and Future Success
EXAMPLES:
- Affirm him several times each period for what he does well
- For each lesson, always find and identify one thing that is right
- Give him 3-5 opportunities each day to come up with an important idea for class
Changes that Reduce/Prevent Stress and Enhance Comfort
EXAMPLES:
- Transitions in groups: Give him more time and reminders. Help move his materials for him
- Answering teacher questions: Permit him (and others) to whisper the answer to his neighbor
- Use discreet redirects so that student does not feel embarrassed in front of classmates.
Handling Stressful Situations and Problems When They Arise
EXAMPLE:
When he has dramatic outbursts:
- Give him a cool down period by the piano if he is just beginning to get upset
- If he is out-of-control, he goes to the in-class "think chair" until he expresses readiness to return
How Does Solution-focused Differ From "Behavior Management"?
- Sequence in solution-focused planning
- Characterize a positive outcome for all of us
- Describe what we can do to enrich and enhance the student's day
- Describe what we can do to help prevent concerns from arising
- Describe typical stressful situations and how we can handle them
How Does Solution-focused Differ From "Behavior Management"?
- Sequence in solution-focused planning
- Characterize a positive outcome for all of us
- Describe what we can do to enrich and enhance the student's day
- Describe what we can do to help prevent concerns from arising
- Describe typical stressful situations and how we can handle them
- Sequence in behavior management planning
- Define the student's inappropriate behavior
- Define replacement behaviors and how to teach them to the student
- Define how to manage behaviors when they start or we suspect them
- Define consequation procedures for inappropriate behavior
References
- Durrant, M. (1995). Creative strategies for school problems: Solutions for psychologists and teachers. N.Y.: W. W. Norton & Co.
- Metcalf, L. (1995). Counseling toward solutions: A practical solution-focused program for working with students, teachers, and parents. Englewood Cliffs, NJ: The Center for Applied Research in Education.
"If a person does not know to what port he is sailing, no wind is desirable"
-Seneca, AD 64
Solution-focused Planning Wrap-up:Things That Can Go Wrong
- Pre-occupation with problem
- Hidden agendas
- Inexperience with student
- Inexperience with this kind or planning
- Been there, tried that
- Inflexibility
Questions and discussion
"It is not the mountain we conquer, but ourselves."
-Sir Edmund Hillary
Thank you!!
