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C. M. AndersonUniversity of Oregon
OVERVIEW
Universal classroom interventions Classroom rules Acknowledgement system Responding to problem behavior
SWPBS and Classroom Systems
C. M. AndersonUniversity of Oregon
RATIONALE FOR RULES IN CLASSROOMS
Provides Structure Consistency Positive climate
Allow teacher to maintain positive environment & focus on academics
C. M. AndersonUniversity of Oregon
GENERAL CLASSROOM RULES
Linked to school-wide program Relevant for YOUR classroom
What are problem routines, settings? What behaviors would you like to see more of?
Positively stated & succinct Target observable behaviors Posted in public, easily seen place
C. M. AndersonUniversity of Oregon
GENERAL CLASSROOM RULES Linked to school-wide program Positively stated & succinct (3-5) Observable behaviors Posted in public, easily seen place Taught and re-taught frequently Enforced consistently
Teaching Matrix
C. M. AndersonUniversity of Oregon
RULES FOR ROUTINES: ESTABLISH A PREDICTABLE ENVIRONMENT
Identify routines How to enter class and begin to work How to predict the schedule for the day What to do if you do not have materials What to do if you need help What to do if you need to go to the bathroom What to do if you are handing in late material What to do if someone is bothering you How to determine if you are doing well in class
Establish signals for correct behavior Teach effective transitions
C. M. AndersonUniversity of Oregon
DESIGNING CLASSROOM ROUTINES
RoutineRoutine What do What do you you expect?expect?
What is What is the the signal?signal?
How will How will you teach you teach it?it?
Entering Entering ClassClass
Enter, sit Enter, sit down, start down, start workwork
Instruction Instruction on boardon board
Examples & Examples & non-non-examplesexamples
Obtaining Obtaining class class attentionattention
Teacher’s Teacher’s hand in the hand in the airair
Fire alarmFire alarm
Orient to Orient to teacher, teacher, be quietbe quiet
Explain Explain rule, rule, demonstrademonstratete
Walk to Walk to door, wait door, wait for teacher for teacher to begin to begin walkwalk
Alarm Alarm rings, rings, teacher teacher raises raises handhand
Explain Explain rule, rule, students students demonstrademonstrate te examples examples and non-and non-examplesexamples
C. M. AndersonUniversity of Oregon
EXAMPLE: PLANNING FOR TRANSITIONS
Steps for Effective Transitions1. Teach transition rules2. Establish predictable transitions3. Minimize frequency of transitions
C. M. AndersonUniversity of Oregon
TransitionTransition What do What do you you expect?expect?
What is What is the the signal?signal?
How will How will you teach you teach it?it?
Entering Entering ClassClass
Enter, sit Enter, sit down, start down, start workwork
Instruction Instruction on boardon board
Examples & Examples & non-non-examplesexamples
Math to Math to EnglishEnglish
Put Put materials materials away and get away and get out math out math book quietlybook quietly
““Math in five Math in five minutes, minutes, please finish please finish up.”up.”
Explanation, Explanation, examples examples and non-and non-examplesexamples
End of dayEnd of day Materials Materials away, wait to away, wait to be called to be called to line up line up quietlyquietly
5-min 5-min warning bellwarning bell
Students Students give give rationale, rationale, demonstrate demonstrate examples examples and non-and non-examplesexamples
C. M. AndersonUniversity of Oregon
UNIVERSAL SUPPORTS
Foundations Expectations and rules Acknowledgement Systems Strategies for responding to problem behavior
C. M. AndersonUniversity of Oregon
ACKNOWLEDGEMENT SYSTEMS
Increase pro-social behavior Focus staff and student attention on desired
behaviors Foster a positive climate Increase time spent on academics
C. M. AndersonUniversity of Oregon
WHY SHOULDN’T WE ACKNOWLEDGE APPROPRIATE BEHAVIOR?
They should do it because it is the right thing to do
Rewards take away intrinsic motivation They are too old for
acknowledgement/rewards Our kids don’t need that!
C. M. AndersonUniversity of Oregon
ACKNOWLEDGEMENT: FORMAL VS. INFORMAL
Formal Acknowledgement Linked to SWPBS Independent system
Informal Acknowledgement—CRITICAL Frequency Use to “turn situation around”
C. M. AndersonUniversity of Oregon
ACKNOWLEDGEMENT TIPS
Simple systems are best High frequency in new systems Acknowledgement should be contingent on
behavior Avoid threats and response cost Avoid removing opportunity for
acknowledgement
C. M. AndersonUniversity of Oregon
ACKNOWLEDGEMENT SYSTEMS Whole-class Small group Individual student
In-depth
systems
C. M. AndersonUniversity of Oregon
ALIGNING WITH SWPBS SYSTEM
Expectations match school’s Using school-wide acknowledgement tokens?
If using school-wide tokens Students can receive rewards in class for earning
tokens Continue collecting tokens for use in the school-
wide reward system Consider use of supplemental rewards for
academic achievement/participation
C. M. AndersonUniversity of Oregon
UNIVERSAL SUPPORTS Foundations
Expectations and rules Acknowledgement Systems Effective classroom layout Strategies for responding to problem behavior
C. M. AndersonUniversity of Oregon
TRADITIONAL STRATEGIES USED FOR DEALING WITH PROBLEM BEHAVIOR
Time out Demerit or fine Detention Writing assignment Deprivation of some reward
C. M. AndersonUniversity of Oregon
WHY HAVEN’T THE TRADITIONAL STRATEGIES BEEN EFFECTIVE?
Practices without the… Systems
System for defining and teaching expectations and rules
System for responding to errorsAcknowledgement system
DataExpected behavior definedMonitor student behaviorMonitor student/teacher interaction
C. M. AndersonUniversity of Oregon
EFFECTIVE CONSEQUENCES FOR MISBEHAVIOR REQUIRE A SYSTEM
Applied consistently Immediate feedback Pre-determined plan for major, minor, repeat
violations Linked to context
Requires a plan developedBEFORE the problem occurs for
Major, minor, and repeatedproblems
C. M. AndersonUniversity of Oregon
REASONABLE AND LOGICAL STRATEGIES
Student BehaviorStudent Behavior Illogical Illogical StrategiesStrategies
Logical StrategiesLogical Strategies
Chews GumChews Gum Teacher sends Teacher sends student to the student to the officeoffice
??????
Turns in a sloppy Turns in a sloppy paperpaper
Teacher refuses Teacher refuses the paperthe paper
??????
Walks in noisilyWalks in noisily Teacher ignores Teacher ignores behaviorbehavior
??????
C. M. AndersonUniversity of Oregon
REASONABLE AND LOGICAL STRATEGIES
Student BehaviorStudent Behavior Illogical Illogical StrategiesStrategies
Logical StrategiesLogical Strategies
Chews GumChews Gum Teacher sends Teacher sends student to the student to the officeoffice
Dispose of gum, Dispose of gum, writes paper on writes paper on the issuethe issue
Turns in a Turns in a sloppy papersloppy paper
Teacher refuses Teacher refuses the paperthe paper
Redoes the Redoes the paperpaper
Walks in noisilyWalks in noisily Teacher ignores Teacher ignores behaviorbehavior
Walks in again Walks in again quietlyquietly
C. M. AndersonUniversity of Oregon
REASONABLE AND LOGICAL STRATEGIES
Student BehaviorStudent Behavior Illogical Illogical StrategiesStrategies
Logical StrategiesLogical Strategies
Passes paper in Passes paper in incorrectlyincorrectly
Teacher deducts Teacher deducts 10 points10 points
??????
Arrives lateArrives late Teacher sends Teacher sends student to the student to the officeoffice
??????
Does not bring Does not bring text book or text book or pencilpencil
Student sits at Student sits at their desk their desk without a pencil without a pencil or textbookor textbook
??????
C. M. AndersonUniversity of Oregon
REASONABLE AND LOGICAL STRATEGIES
Student BehaviorStudent Behavior Illogical Illogical StrategiesStrategies
Logical StrategiesLogical Strategies
Passes paper in Passes paper in incorrectlyincorrectly
Teacher deducts 10 Teacher deducts 10 pointspoints
Passes paper in Passes paper in again correctlyagain correctly
Arrives lateArrives late Teacher sends Teacher sends student to the officestudent to the office
Misses instruction Misses instruction and has to get help and has to get help from a peerfrom a peer
Does not bring text Does not bring text book or pencilbook or pencil
Student sits at their Student sits at their desk without a desk without a pencil or textbookpencil or textbook
Student has to Student has to borrow one from the borrow one from the teacher for .50 teacher for .50 cents (classroom cents (classroom money)money)
C. M. AndersonUniversity of Oregon
STRATEGIES: TIPS FOR TEACHERS Avoid stopping lesson to respond to student
misbehavior Use immediate consequences when feasible
Pick your battles
C. M. AndersonUniversity of Oregon
OVERVIEW
Rationale for Classroom interventions FBA of a classroom Universal classroom interventions Building capacity for classroom PBS
C. M. AndersonUniversity of Oregon
NEXT STEPS: BUILD THE SYSTEM
Resources Training Materials Technical support
System for implementation Identify need Build action plan Develop plan for implementation
Teacher AP Team AP
Practices
Data
System
WS Assess.
C. M. AndersonUniversity of Oregon
OVERVIEW
Rationale for Classroom interventions FBA of a classroom Universal classroom interventions Building capacity for classroom PBS
YOUR CLASSROOM VISION1. What do you want your classroom to look like?2. What should it feel like to a class member?3. What do you want your students to accomplish?4. What do you want to accomplish?5. What should a visitor see? 6. How would you like a visitor to summarize your
classroom? Would they say this now?
C. M. AndersonUniversity of Oregon
WELL-MANAGED CLASSROOM
Students are deeply involved in their work Students know what is expected of them and
are generally successful There is relatively little wasted time,
confusion, or disruption The climate of the classroom is work-
oriented, but relaxed and pleasant
C. M. AndersonUniversity of Oregon
Mr. Jones’ Mr. Jones’ ClassClass
Mrs. Lee’s Mrs. Lee’s Class Class
Be SafeBe Safe Sit with your Sit with your chair on all 4 legschair on all 4 legs
WalkWalk
Be Be ResponsibleResponsible
Bring your Bring your materials to class materials to class each dayeach day
Bring your Bring your homework every homework every dayday
Be Be RespectfulRespectful
Keep your hands Keep your hands and feet to and feet to yourselfyourself
Use appropriate Use appropriate languagelanguage
Talk when it is Talk when it is your turn to talkyour turn to talk
Ask if it is “OK” Ask if it is “OK” to borrow an to borrow an itemitem
Classroom-Classroom-widewide
ArrivalArrival ComputersComputers
Be SafeBe Safe Follow Follow directions the directions the first timefirst timeKeep hands, Keep hands, feet, and objects feet, and objects to yourselfto yourself
Be in your Be in your seat when the seat when the bell ringsbell rings
One person One person per computer per computer stationstationHands off Hands off electric cords electric cords and power and power supplysupply
Be Be RespectfRespectfulul
Raise your Raise your hand before hand before speaking & speaking & when you need when you need helphelpListen when Listen when others are others are talkingtalkingUse inside Use inside voicevoice
Use indoor Use indoor voice when voice when talking before talking before the bellthe bellLips are Lips are sealed when sealed when the bell ringsthe bell rings
Wait your Wait your turnturn10 minutes 10 minutes per station per station when someone when someone is waitingis waiting
Be Be ResponsiResponsibleble
Have materials Have materials ready before ready before activities beginactivities begin
Bring your Bring your homework, homework, pencil, and pencil, and paperpaper
Return to log-Return to log-in screen when in screen when you are you are finishedfinishedTake all Take all materials with materials with youyou