Building Supportive Classroom Systems through Positive Behavioral

Building Supportive Classroom

Systems through Positive

Behavioral Planning

Joan Ledvina Parr, [email protected] 410-887-1103

Baltimore County Public Schools PBIS Team Training

July 15, 2008 Secondary Schools * July 16, 2008 Elementary Schools

mailto:[email protected]

“Kids Aren’t the Way They

Used to Be”

What the Research Says about Poor

Classroom Management

• Linked with negative student outcomes

• Increase risk of developing more serious problems among

at-risk kids

• Place all students at greater risk of current and future

behavior problems

• Poor management signals to kids that the class is out of

control

• Poorly managed classrooms are rated as having poorer

climate(Aber et al., 1998; Mitchell, Bradshaw & Leaf, 2009)

Traditional Discipline vs. PBIS

Traditional Discipline

• Focused on the student’s problem behavior

• Goal was to stop undesirable behavior through the use of punishment

Positive Behavioral Interventions and

Support

• Alters environments

• Teaches appropriate skills, and rewards appropriate behavior

• Replaces undesired behavior with a new behavior or skill

Have a Vision

When you know where you are headed, you can

guide students toward their own success.

Without a destination in mind, you may arrive at

a place you don’t want to be.

What Does a Well-Managed

Classroom Look Like?

• Students are concentrating and involved in

their work

• Students know what is expected of them and

follow teacher directions and expectations

• Students are academically successful

• There is relatively little wasted time,

confusion, or disruption

• The climate of the classroom is work-oriented,

but relaxed and pleasant

Contrasted with….

• Teachers spend 40-70% of the day in non-instructional activities (Goodlad, 1984)

• Students spend as little as 17% of the school day actively engaged in academic tasks (Hofmeister & Lubke, 1990)

• 74% of special education teachers spend three hours or less a week in individualized instruction (Council for Exceptional Children, 2000)

Indicators of Good Teaching

• Instructional Management

• Outcome-based

• Evidence-based curriculum

• Well designed lessons

• Expert presentation of lessons

• On-going progress monitoring

• Good behavior management

• Behavior Management

• Expected behavior & routines taught and practiced

• High rates of acknowledgements for rule following behavior

• High rates of positive & active supervision

• Good instructional teaching

Connect Classroom Practices with

Schoolwide Practices

• Focus on classroom practices that promote academic gains along with classroom practices that promote behavioral gains

• Classroom behavior support practices should parallel with the schoolwide practices

– Classroom matrix and Schoolwide matrix

• Create a setting that is:

– Predictable

– Consistent

– Positive

Indicators of Maximized Student Outcomes

• High rates of active engagement

• High rates of correct responding

• High number of opportunities to respond

• High rates of task & socially appropriate behavior

Desired Student Outcomes

• Academic achievement

• Positive social skill

development

• Self-control and self-

managementPRACTICES

OUTCOMES

Today

• We will present concepts of classroom

management that you can apply to your

classroom and utilize with your students

• Classroom Management Systems

– Behavioral management

– Environmental management

– Curriculum & Instructional management

• Classroom Assessment Instruments

• Specific Classroom Management Strategies

Behavior

Classroom

Systems

Classroom-wide Positive Behavior Support

Systems

Behavior


Systems

Classroom

Systems

Classroom Systems—

Behavioral Management

• Foundations

– Specify classroom rules and expectations

– Develop a teaching matrix and lesson plans

– Establish classroom routines

– Develop acknowledgement systems

– Incorporate effective reinforcers

– Use effective strategies for responding to problem

behavior



• Foundations







behavior

• Develop 3 to 5 positively stated rules

• Broad expectations, applicable to all settings

• Identify observable behaviors

• Post rules in the classroom

• Teach behaviors and routines

• Enforce consistently

Specify Classroom Rules and Expectations



• Foundations







behavior

Teaching

Matrix

Classroom Arrival Centers

Be

Respectful

•Raise your hand

before speaking &

when you need help

•Listen when others

are talking

•Use inside voice

•Use inside voice

when talking before

the bell

•Be quiet when the

bell rings

•Wait your turn

•10 minutes per

station when

someone is waiting

Be

Responsible

•Have materials

ready before

activities begin

•Follow directions

the first time

•Bring your

homework, pencil,

and paper

•Leave center in a

neat fashion

•Take all materials

with you

Be Safe

•Keep hands, feet,

and objects to

yourself

•Be in your seat

when the bell rings

•One person per

station

•Follow safety

rules of center

Expectations

When your expectations are clear,

students never have to guess how

you expect them to behave.



• Foundations




– Teach the rules and routines




behavior

RoutinesRoutines are procedures developed around

specific situations & specific settings

• What are the classroom routines?

• How to—

– Enter the classroom

– Leave the classroom

– Transitions within the classroom

– Sharpen pencils

– Turn in homework

– Ask for help

– Participate in class

– Use hallway passes (nurse, bathroom, office)

Establishing Classroom Routines

Routine Signal Desired Behavior

Entering class and

completing drill

Instruction on

board

Walk in, sit down,

start work

Obtaining class

attention

Hand signal or

verbal command

Orient to teacher

Getting help

during seat work

Pre-agreed upon

signal

Raise hand and

wait patiently

Procedures are a part of life:

Classroom Procedures• Entering the classroom

• Asking a question

• Listening to and responding to questions

• Sharpening a pencil

• Indicating whether you understand

• Responding to a request for attention

• Turning in papers

• Working cooperatively

• Changing groups

• Maintaining student notebooks

• Leaving the classroom

• When students are tardy

• When students need a pencil or paper

• When students are absent

• When someone knocks on the door

• When a student needs help or a conference

• If the phone should ring

• An emergency alert

• Requesting a bathroom break

• End of class dismissal



• Foundations








behavior

Ineffective

Instruction

• Sets the

occasion for

student failure

Teaching Behaviors

• No elbowing others

• No kicking

• No hitting

• No pinching

• No biting

• No scratching

• Etc. . .

• 2+2 is not 1

• 2+2 is not 2

• 2+2 is not 3

• 2+2 is not 5

• 2+2 is not 6

• 2+2 is not 7

• Etc. . .

Behavior:

Peer RelationsAcademic Skill:

Addition

Teaching Behaviors

• Hands and feet to self

or

• Respect others

• 2+2 = 4

Behavior:

Peer RelationsAcademic Skill:

Addition

Three Step Approach to Teaching

Classroom Procedures

• Explain

– State, explain, model, and demonstrate the

procedure.

• Rehearse

– Rehearse and practice the procedure under your

supervision.

• Reinforce

– Reteach, rehearse, practice, and reinforce the

classroom procedure until it becomes a student

habit or routine

Teach the Expected Behaviors Using

an Instructional Approach

• Directly teach

– Tell/explain using positive and negative examples

– Model and show the students the expected behavior

– Role play and give students opportunities to practice

– Give reminders and precorrections

• Actively supervise

• Positively reinforce and give corrective feedback

• Give daily opportunities to practice the skills

• Provide opportunities for generalization

Every time a procedure needs to be

corrected—

• REMIND the class of the procedure

• Have the class EXPERIENCE the procedure.

Remind: Class, I would like to remind you of the procedure at the end of the period. You are to remain at your desks until I dismiss the class.

Experience: Look around the room. You are all at your desks (and your chairs are pushed in.) This is the correct procedure, and I thank you for doing it correctly.

Well done. Please do it again tomorrow. Have a nice day!!!!

The Power Of Teaching

• ―If a child doesn’t know how to read, we teach.‖

• ―If a child doesn’t know how to swim, we teach.‖

• ―If a child doesn’t know how to multiply, we teach.‖

• ―If a child doesn’t know how to drive, we teach.‖

• ―If a child doesn’t know how to behave, we … … teach? …punish?”

Why can’t we finish the last sentence as automatically as we do the others?

PBIS Philosophy



• Foundations








behavior

Acknowledgement Systems

• Acknowledgement should be contingent on behavior

• Social acknowledgement is paired with tangibles

• Ratio should be 4 positives : 1 corrective statement

• Avoid threats and response cost

– Reduce attention for misbehavior

• Rewards can be for:

– Class

– Small group

– Individual student

• Develop your routine for delivering praise

– Search for behavior to reinforce



• Foundations








behavior

Effective Reinforcers

• Pair tangibles with praise

• Reinforcers can be tangible or intangible

• Consider frequency of reinforcers

• Maintain 4 positives : 1 corrective statement

• Immediate reinforcement for new skills

• Delayed or intermittent reinforcement for established skills

• Vary the type, frequency, and intensity of reinforcement

• Fade and encourage learner self-management

Variables that Make Reinforcers Effective

• Immediate—as soon as possible

• Frequent—four reinforcers : one negative

consequence

• Enthusiasm—modulate your voice

• Eye Contact—look at the student in the eyes

• Describe the Behavior—describe what the

student is doing to get the reinforcer

• Anticipation—build excitement

• Variety—change reinforcers frequently

Classroom Rewards

• Whole class

– Class earns acknowledgement as a whole

– Behavior of one student affects entire class

• Small group

– Reward is given to all members of a group

– Individual performance can affect the entire group

• Individual

– Reward is tied to behavior of individual student



• Foundations







– Use effective strategies for responding to

problem behavior

Strategies for Responding to

Problem Behavior

• Align the consequences with the classroom

expectations

• Teach the replacement behaviors or desired

behaviors

• Link the consequence with the context

• Always consider the importance of immediate

feedback

General Guidelines

• Student behavior serves a purpose

• Give consistent feedback

– When showing displeasure, focus on the behavior,

not on the student

– Deliver unhappy feedback privately, when possible

– Move quickly and calmly to control misconduct

– Try to avoid stopping the lesson to address

misbehavior

• Pick your battles carefully

Establish a Continuum of Consequences

• Use corrective feedback

– Tell student what is wrong and what to do instead

– Use only if it changes behavior

– Present feedback calmly and consistently

– Match the severity of the consequences with the

severity of the behavior / infractions

– Problem: overuse may increase problem behavior

• Develop consequences for rule violations

– Consider a hierarchy of consequences

Unacceptable Classroom Behaviors

Level 1—Teacher Managed

Behaviors

– Not prepared

– Out of seat

– Not following directions

– Sleeping in class

– Food/drink/gum

– Inappropriate noises

– Inappropriate

talking/language

– Whining

– Homework not

completed

Strategies

– Redirection/nonverbal cues

– Ignore inappropriate behavior

– Reinforce desired behaviors

in student or in others

– Verbal warning (in private if

possible)

– Give choices

– Proximity change (student or

teacher)

– Student conference


Level 2—Teacher Managed

Behaviors

– Constant talking

– Significantly interfering

with others’ learning

– Consistently not

following directions

– Disrespect to adults

– Throwing things

– Teasing

– Lying/cheating

– Inappropriate language

– Tardy/dress code

Strategies

– Level 1 strategies

– Classroom based intervention

– Loss of privilege

– Parent contact

– Consult with grade level team

– Behavior contract

– Referral to counselor

– Minor Incident Report (MIR)

– Office referral after 4th MIR


Level 3—Office Managed

Behaviors

– Actions that cause harm

– Stealing

– Fighting

– Drugs

– Weapons

– Throwing furniture

– Threatening to cause

injury to person/property

– Sexual harassment

Strategies

– Complete office referral

– Send student to office

with referral

– Call for administrator

– Administration will

determine consequence

Dealing with Problem Behaviors

within the Classroom

• Engage in active decision making

• Use pre-corrections

• Encourage students to make good choices

• Recognize chains in escalating behavior

patterns and intervene early

– Seven phases of escalating behavior

– Effective interventions are dependent on the phase

of the escalating behavior

Seven Phases of Escalating

Behavior

1. Calm

2. Trigger

3. Agitation

4. Acceleration

5. Peak

6. De-escalation

7. Recovery

Intensity

Time

Anger Response

Cycle

Calm

Trigger

Agitation

Acceleration

Peak

De-escalation

Recovery

Thinking Ability

1. Calm Phase

Student is cooperative

• Can accept corrective

feedback

• Can set personal goals

• Can ignore distractions

• Can accept praise

• Can follow directions

Intervention is focused on

prevention

• Arrange for high rates of

successful academic and

social engagement

• Use positive reinforcement

• Teach social skills (e.g.,

problem solving, relaxation,

self-management)

• Kids need to learn that we

believe they can be successful

• Communicate positives

2. Trigger Phase

Student experiences

series of unresolved

conflicts

• Repeated failures

• Frequent corrections

• Interpersonal conflicts

• Time lines

• Low rates of positive

reinforcement


prevention & redirection

• Remove from or modify the

problem context

• Increase opportunities for

success

• Reinforce what has been

taught

3. Agitation Phase

Student exhibits increase in unfocused behavior

• Off task

• Frequent start/stop tasks

• Out of seat

• Talking

• Social withdrawal


reducing anxiety

• Make structural/

environmental modifications

• Provide reasonable options

and choices

• Involve in successful

engagements

4. Acceleration Phase

Student displays focused

behavior

• Proactive

• High intensity

• Threatening

• Personal


safety

Remember:

• 1. Escalations & self control are

inversely related

• 2. Escalation is likely to run its

course regardless of what you do

– Remove all triggering and

competing / maintaining factors

– Follow crisis prevention procedures

– Establish and follow through with

bottom line

5. Peak Phase

Student is out-of-control & displays mostsevere behavior

• Physical aggression

• Property destruction

• Self injury

• Escape/social withdrawal

• Hyperventilation

Intervention is focused on safety

• Procedures like acceleration phase

• Focus is on crisis intervention

6. De-escalation Phase

Student displays

confusion, but with

decreases in severe

behavior

• Social withdrawal

• Denial

• Blaming others

• Minimize the problem

Focus intervention on

removing excess

attention

• Do not nag

• Avoid blaming

• Do not force an apology

(apologies often turn into

conflict situations)

7. Recovery Phase

Student displays eagerness

to engage in non-

engagement activities

• Attempt to correct the

problem

• Unwillingness to participate

in group activities

• Social withdrawal or sleep

Intervention is focused on re-establishing routines and

activities

• Follow through with the consequences

• Positively reinforce any displays of appropriate behavior

• Debrief

Purpose: to facilitate transition back to program, always follow the consequences for problem behavior

Goal: to increase the likelihood of appropriate behavior

Adults:

Check your behavior and responses

• Make sure you have eye contact

• Listen carefully; use empathetic understanding

• Give appropriate personal space

• Remain calm

• Be aware of the environment; consider safety

issues

• Be consistent and focused

• Enforce limits

• Remain in control

There Are No Winners in a Power Struggle

• In order for change to happen, the adult must

act in a mature manner

• Be careful not to respond to the student’s

provocation; do not mirror the student’s

escalating behavior

• Match your response to the stage of escalation

the student exhibits

Final Thought on Escalating Behavior

It is always important to remember:

―If you inadvertently assist the student to escalate, do not be concerned; you will get another chance to do it right the next time around.‖

--Colvin, 1989

Teacher Responses which Impact


• Create an environment that is

– Predictable

– Consistent

– Positive

– Promotes student independent behavior (minimizes teacher prompting)

• Focus on positive reinforcement; strive for 4:1

• Use precorrections

– Employ frequent pre-teaching and reminders of expectations, before students have a chance to engage in problem behavior

Summary


Systems

Classroom

Systems


Environmental Management

• Various aspects of the classroom environment

can be altered to prevent or address behavioral

problems

• Factors to consider:

– Physical setting

– Scheduling

– Socialization

Importance of Physical Setting

• Different areas of the classroom are defined for

different activities—what happens where

• Groups vs. separate work stations

• Teacher has visual access to students at all times

• Instructional materials are accessible and easily

retrieved by teacher and students

• Consider traffic patterns within the classroom

Classroom Arrangements

Desks in rows Desks in a horseshoe

Classroom Arrangements

Desks in clusters Desks in circles

Importance of Scheduling

• Scheduling of instruction occurs in a manner

that optimizes student learning

• Daily schedule is posted

• Transitions are posted

• Schedule provides for daily independent work,

small & large group instruction, free time, etc.

• Student time is spent primarily in active

learning

Importance of Scheduling (con’t.)

• Instructional format—small group, centers,

individual

• Schedule non-instructional time

– Administration time

– Personal time

• Start of day/period—get students engaged

quickly

• Movement/transitions

Importance of Socialization

• Opportunities for social instruction and social

environments occur in a manner that optimize

student learning

– Emphasis on the development of individual

responsibility and independence of all students

– Regular communication between teacher and

family

– Promotion of student friendships


Environmental Management

• Understand the importance of proximity

– Moving and scanning frequently

– Slowly moving toward a student and using

proximity, instead of verbally addressing

• Arrange the classroom in an efficient manner

to accommodate traffic patterns

• Assure that the teacher be able to visually

supervise the entire room

Summary


Systems

Classroom

Systems


Curriculum and Instructional Management

• Manage behavior through academic instruction

• Alter or adapt materials and instructional

presentations to prevent behavior problems

• The most frequent reinforcer in the classroom should

be academic success—there should be at least 80%

student accuracy on academic tasks

• Aim for high rates of student participation—aim for

90% successful participation

• Use research based curriculum

• Use high rates of feedback and reinforcement

Maintain Student Attention

• Gain/maintain attention

– Always use a simple cue to prompt students to listen

– Never begin instruction until all students are attending

– Reinforce students who attend immediately

– Provide specific verbal praise to peers to redirect

students

Employ Effective Teacher Commands

• Commands should be brief, easy to understand,

and hard to misinterpret

• Be clear and avoid long explanations or

justifications

• State commands as directives, not questions

• Give commands in a matter-of-fact business tone

• Deliver one task objective at a time

• State a command, then give the student

reasonable amount of time to comply

Use Questions Effectively

• Present high rates of opportunities for students to

respond

– Give information before questions

– Provide reinforcement for correct responses

• Employ pre-instruction techniques

– Teach key concepts prior to group lesson

– Provide strategies within heavy content area reading

Giving Students Opportunities to

Respond…

• Encourages everyone to become involved in learning

• Increases rate of responses of all learners

• Increases attainment of material presented

• Allows reluctant learners a secure environment to practice

• Decreases inappropriate or off task behavior

• Remember to vary the response type

– Individual vs. choral

– Written vs. gestures

Provide Students with Feedback

• Be precise

• Praise improvements

• Provide corrective feedback and instruction

• Always deliver frequent and immediate

feedback in the acquisition phase of learning

• Use high rates of positives throughout the day

Handle Student Errors Effectively

• Signal when an error has occurred

(refer to rules, ―We respect others in this room

and that means not using put downs.‖)

• Ask for an alternative appropriate response

(―How can you show respect and still get your

point across?‖)

• Provide an opportunity to practice the skill and

provide verbal feedback

(―That’s much better, thank you for showing

respect toward others.‖)


Curriculum and Instructional Management

• Maintain student attention

• Employ effective teacher commands

• Use questions effectively

• Give students ample opportunity to respond

• Structure successful academic performance

• Use whole group techniques

• Use small group/partner techniques

• Provide effective feedback

• Handle student errors effectively

Summary

Classroom Assessment Instruments

• Classroom Management: Self-Assessment

(Simonsen, Fairbanks, Briesch, & Sugai)

• Classroom Assessment Tool

(Florida PBS Project)

Classroom Management: Self-Assessment

(Simonsen, Fairbanks, Briesch, & Sugai)

• Designed for a teacher to rate him or herself

• Can also be used by an observer

• Assesses five areas1. Structure and predictability are maximized

2. Expectations are positively stated

3. Students actively engaged

4. Continuum of strategies to acknowledge appropriate behavior is in place

5. Continuum of strategies to respond to inappropriate behavior is in place

• Scoring system for the 15 questions (Super, So-So, Improvement Needed)

• Action planning guide is available

Classroom Assessment Tool

(Florida PBS Project)

• Observer notes whether items are– In place

– Somewhat in place

– Initiated

– Not in place

• Categories of information– Ecological factors (physical setting, scheduling, & socialization)

– Classroom behavior plan

– Curriculum and instruction

• Scoring summary is available

• Action planning guide is available

Summary

• Establish rules, expectations, and routines & stick

to them

• Correct rule violations and social behavior errors

proactively

• Maintain a positive focus (4:1)

• Keep students actively engaged

• Teach and provide opportunities for high level of

responses and achievement

• Respond to problem behavior by recognizing phase

of escalation & using appropriate interventions

Practical

Classroom Management

Strategies

Set the Stage for Appropriate Behavior

• Encouragement

– I know you can do this! Give it a try!

• Structuring Incentives

– When the class has accumulated five days with no

tardies, we will have ten minutes of free time

– Students who have turned in all their work by Friday

will be able to work as a peer tutor with another class

• Hype

– Wow! I have a ten minute free time coupon for anyone

earning a 90% on the quiz! We have some new

activities that you can look at during free time!!!!!!!

Good Behavior Game

• Divide the class into teams

• Identify acceptable vs. unacceptable behavior

• Unacceptable behavior is recorded

• The team with the fewest points wins a reinforcer

• If both teams stay below a pre-identified level,

both teams earn the reward

• See more—www.interventioncentral.org

Team A III

Team B II

Marble Jar

• Have a jar and add

marbles to it for each

time you want to

reinforce the students

• Have a list of

reinforcers from

which they can select

when they reach their

goal

Mystery Motivator

• The number of the mystery

motivator is written on a slip of

paper and sealed in an envelope

• Students earn points in class and

then learn if the class received

enough points to earn an

identified reinforcer

Level Charts—Ongoing

• Identify classroom expectations and

specify consequences

• All students start on the beginning

level

• If they engage in unacceptable

behavior, their marker is moved

• Markers can move up or down the

chart—students should always have

an opportunity to redeem themselves

Super Star

Good

Job

Caution

Time

Out

Lose

Recess

Referral

Chart Moves

• Have a chart, matrix, or dot to dot picture

• Student tracks own progress

• Student ―moves‖ when acceptable behavior is reinforced

• Can have intermediate rewards along the way

Color Wheel

• Gives a visual cue as to

teacher’s expectation for that

classroom activity

• Green—some discussion is

allowed

• Yellow—silence with seatwork

• Red—silence is expected;

focus on the teacher

• Many variations can be used

1

2

3

Thermometer

• Help students visualize

your expectations

• Instead of continually

verbally prompting

your students, use the

visual cue

Beat the Timer

• Use a small timer and

encourage the students to

complete the task prior to

the timer going off. You

can then systematically

reduce the amount of time

given per task.

To Prompt Attention—Give Me Five

• Give Me Five: Count to Five

– Eyes on Speaker

– Quiet

– Be Still

– Hands Free (put things down)

– Listen

Obtaining the Teacher’s Attention

• Three Sided Pyramid Index

Card on Student’s Desk

– One side—Please help me.

– One side—Please keep working

– One side—Blank

• Blank side faces student.

• When student needs help,

―Please help me‖ faces

forward, and ―Please keep

working‖ faces student.

Please help me.Please keep

working.

For additional resources:

• Maryland PBIS website

www.pbismaryland.org

• National PBIS website

www.pbis.org

• Florida PBS Project website

www.flpbs.fmhi.usf.edu

• Illinois PBIS Network

www.pbisillinois.org

• San Bernardino City Unified School District

www.modelprogram.com

• Dr. Jim Wright

www.interventioncentral.org

• Dr. Sandra Steingart

www.schoolpsychology.net

• Dr. Tom McIntyre

www.behavioradvisor.com

http://www.pbismaryland.org/

http://www.pbis.org/

http://www.flpbs.fmhi.usf.edu/

http://www.pbisillinois.org/

http://www.modelprogram.com/

http://www.interventioncentral.org/

http://www.schoolpsychology.net/

http://www.behavioradvisor.com/

Documents

Building Supportive Classroom Systems through Positive Behavioral