Positive Behavior Intervention and Support in the Classroom

POSITIVE BEHAVIOR INTERVENTION AND

SUPPORTIN THE

CLASSROOM

CCS Summer PD Institute 2013

ObjectiveParticipants will create a classroom management plan based on Positive Behavior Intervention and Support philosophies.

Today’s Agenda PBIS Overview Routines and Procedures Defining Classroom Expectations Teaching Expectations Encouraging Positive Behavior Basics of Behavior Review and Next Steps

Participant ExpectationsBe Responsible

Return promptly from breaksBe an active participant

Use electronic devices appropriatelyBe Respectful

Maintain cell phone etiquetteListen attentively to others

Limit sidebars and stay on topicBe Kind

Enter discussions with an open mindRespond appropriately to others’ ideas

Honor confidentiality

Attention Signal

Please make note of time limits and watch your clocks!

Trainer will raise his/her hand. Finish your thought/comment. Participants will raise a hand and wait

quietly.

WHAT IS PBIS?

Positive Behavior Intervention and Support: Definition

A systems approach for establishing the social culture and individualized

behavioral supports needed for schools to be effective learning environments for all students

- Rob Horner, Ph.D. Co-Director National Technical Assistance

Center for Positive Behavioral Interventions and Support

Guiding Principles All students are valuable and deserve

respect. All students can be taught to

demonstrate appropriate behavior. Punishment does not work to change

behavior. School climate is a shared responsibility

among administrators, teachers, staff, students and families.

Guiding Principles School personnel must be willing to

examine their own behavior as students are taught to change theirs.

Cultural differences exist and need to be understood.

Positive relationships between students and adults are key to student success.

SYST

EMS

PRACTICES

DATASupporting

Staff Behavior

SupportingDecisionMaking

Supporting Student Behavior

OUTCOMES

PositiveBehaviorInterventionand Support

Supporting Social Competence and Academic Achievement

Defining & Teaching Expectations

Routines & ProceduresReinforcement SystemsEffective Consequences

CONTINUUM OFPOSITIVE BEHAVIOR

INTERVENTION AND

SUPPORTSocial Skills MentoringCheck In

Self ManagementClassroom Based

Intervention

FBA/BIPDe-escalation

5%

80%

15%

Traditional Discipline vs. PBISTraditional Discipline Focuses on the student’s problem behavior Goal is to stop undesirable behavior, through the

use of punishment Primarily reactive

Positive Behavior Intervention and Support Replaces undesired behavior with a new behavior

or skill PBIS alters environments, teaches appropriate

skills, and rewards appropriate behavior Primarily proactive

PBIS IN THE CLASSROOMManagement

What is Effective Classroom Management?

Classroom management refers to all of the things that an educator does to organize students, space, time, and materials, so that instruction in content and student learning can take place.

Classroom Management Plan At the end of each section, you will be asked to

apply learning to your own classroom management plan.

Use the classroom management plan template to guide you.

Your overall plan should include: Routines and procedures Classroom expectations Methods for teaching expectations Procedures for encouraging positive behavior Procedures for responding to problem behavior

PBIS IN THE CLASSROOMRoutines and Procedures

Routines and Procedures: Definition

Routines are a habitual performance of an established procedure.

Procedures are a series of steps followed in a regular definite order.

Routines and Procedures: Physical Space The physical environment can hinder or

promote successful behavior. Maximize positive behavior:

Arrange seats in a way that allows easy access to all students

Utilize seating arrangements that match the level of structure students need

Ensure areas with high traffic have ample room for students to give each other space

Include a quiet area for students to take a break when needed

Routines and Procedures: Schedule

A daily or class period schedule increases predictability and reduces transition time.

Schedules: Meet student needs as much as possible Are flexible, but not loose Posted in areas visible to entire room Have a balance of various types of instruction

Routines and Procedures: Attention Signal An attention signal is a visual or verbal cue

used to gain the attention of students so that learning and teaching take place.

All teachers, regardless of student age, should use an attention signal.

Effective attention signals: Used across all settings Students can respond quickly Taught and practiced regularly

Routines and Procedures: Attention Signal ProcessAttention signal practice: Make sure students are attending before

moving on. Be willing to wait. Reinforce students who attend immediately. Provide specific verbal praise when

students comply. Be consistent. Remain calm.

Routines and Procedures: Opening Routines

The beginning of the day is an important time to have efficient routines.

Entrance routines set the tone for the entire class.

Students need to feel welcome and immediately start a productive task.

Routines and Procedures: Opening Routines

Opening classroom procedures to teach: Entering class and getting started Arriving after instruction has started Handing in work Obtaining needed materials Returning after an absence

Routines and Procedures: During Class Routines Because content and instructional

methods change, a variety of routines are needed throughout the day or class period.

Classroom procedures to teach: Getting assignments and turning in work Managing independent work times Managing cooperative work times Getting assistance Transitioning

Routines and Procedures: Ending Routines

Ending class in a calm and predictable manner can facilitate a better start to the next day or class.

Teach students how to clean up, organize materials and prepare for the next transition.

Methods for giving and receiving feedback about the class should also be included.

Routines and Procedures: Summary Routines and procedures should be taught

and practiced with students. Physical space and schedule can be

manipulated to maximize positive behavior. An attention signal is a useful tool for all

teachers. Have and teach specific routines for the

beginning, middle and end of the day or class.

Activity: Classroom PBIS Plan

Select one key routine that you plan to teach your students.

Develop steps to teach that routine and complete Section 1 of the Classroom PBIS Plan.

Continue work on Section 1 of your Classroom PBIS Plan.

PBIS IN THE CLASSROOMDeveloping and Teaching Expectations

Classroom Expectations In order for positive behavior to be

demonstrated, there must be clear expectations.

Students need to know what is expected of them and how to meet those expectations.

Classroom expectations must be related to school-wide expectations, but can be modified to be specific to your class.

Developing Expectations

Expectations should be created with input from stakeholders.

Base expectations on common classroom problems.

State the expectations in the positive, using specific and observable terms.

Develop expectations for different types of instruction.

Teaching Expectations

Behavioral expectations must be overtly taught and practiced.

Establish methods for teaching expected behaviors that meet learning needs.

Teach regularly throughout the year, especially when students… transition in or out of school. return from breaks. demonstrate they have not mastered the

expectations.

Teaching Expectations: Lesson Components

Rationale: Rule for when to use the skill

Teach: Describe the skills needed to meet expectations

Model: Demonstrate the skills Role play: Students practice the skills Performance feedback: Give praise

and correction

Teach your expectations

before theactivity or

transition begins.

Monitor studentbehavior

by circulatingand visuallyscanning.

Provide feedbackduring the activity and

at the conclusionof the activity.

Begin the cycle again forthe next activity.

Teaching Expectations: Teach-Monitor-Feedback Loop

33

Developing and Teaching Expectations: Summary

Clearly define classroom expectations. Utilize all lesson components when

teaching expectations. Teach expectations to mastery. Incorporate behavioral instruction

throughout your day.


Develop classroom expectations that are aligned with your school-wide expectations.

Continue work on Section 2 of your Classroom PBIS Plan.

PBIS IN THE CLASSROOMEncouraging Positive Behavior

Encouraging Positive Behaviors

Expectations alone will not support demonstration of positive behavior.

Students must be encouraged to meet expectations.

Classroom systems for reinforcement need to be aligned with any school-wide system.

The strategies in this section will help ensure that adults will focus on positive behavior in a consistent and frequent manner.

Encouraging Positive Behaviors:Apply Pre-correction Strategies

Pre-corrects function as prompts for expected behavior.

Opportunities for practice are provided in close proximity to context.

Especially helpful when teacher anticipates behavior errors.

Only effective after behavior is taught and learned.

Encouraging Positive Behaviors: Motivation

Motivation is crucial to getting students to follow your expectations.

If a person thinks she will succeed at a task, and she values what she will get as a result of succeeding, then her motivation will be high.

Students will be more motivated to complete a task when they…

understand why it is useful to them. see the big picture of what they will be able to

accomplish. connect it to other skills and tasks they already know.

Encouraging Positive Behaviors: Enthusiasm

Teacher enthusiasm communicates value and increases student motivation.

Enthusiasm is the degree to which teachers project the belief that teaching is interesting, meaningful and important .

Communicating enthusiasm is done through presentation of content, not through pep talks or theatrics.

Encouraging Positive Behaviors: Relationships Students are more likely to respond to

directions and instructions when they have already established relationships with adults.

Demonstrating personal regard for all students is an important way to create genuine and positive relationships.

Your level of regard for students is communicated in brief, often subtle, and frequent daily interactions of which you may not be aware.

Encouraging Positive Behaviors: Reinforcement

Behavior needs to be reinforced in order for it to be repeated.

Teacher attention should focus on positive behavior at least four times more often than on negative behavior.

Commit to making a conscious effort to practice reinforcement prior to correcting problems.

Encouraging Positive Behaviors: Reinforcement

Reinforcement needs to be frequent and consistent.

Positive reinforcement can be: Verbal Physical Social Tangible

Verbal reinforcement needs to contain specific information about the behavior you want repeated.

Encouraging Positive Behaviors: Summary

Expectations will not be consistently demonstrated without motivation and reinforcement.

Building genuine positive relationships is critical to encourage positive behavior.

Positive feedback should be given four times more often than corrective feedback.

Reinforcement can be done in a variety of ways and a system needs to be in place to ensure frequency.


Complete Section 3 of your Classroom PBIS Plan.

PBIS IN THE CLASSROOMBasics of Behavior

Behavior Basics: Scenario One: The Grocery Store

Child ThrowsTantrum Parent Gives Item Child Stops Tantrum

Child Wants Something

Behavior Basics: Analysis

Child Behavior Parent Behavior Child Behavior

AntecedentConsequence

Consequence

Behavior Basics: Scenario Two: High School

Teacher asks

student to leave the

class

There is a quiz today

Student puts head down on

desk and refuses to

complete quiz

Student leaves

Student is tired

Behavior Basics: Analysis

Antecedent

Teacher Behavior Student BehaviorStudent Behavior

Consequence

Consequence

Behavior Basics: Assumptions

Behavior is learned.Every social interaction you have with a student teaches him/her something.

Relationships matter! Behavior alters when those involved have a prior positive relationship.

Behavior Basics: The ABCs of BehaviorUnderstanding the purpose of behavior comes from repeated observation of:

A: Antecedent: stimulus before the behavior

B: Behavior: observable and measurable act

C: Consequence: what occurs after the behavior that serves to maintain or increase frequency of behavior

Behavior Basics: Antecedents

Antecedents are events that happen before the behavior.

There are two types of antecedents: Conditional Situational

Behavior Basics: Conditional Antecedents May occur anywhere Increase the likelihood that

behavior will occur Oversleeping Medication or lack of medication Hunger Conflict with a particular person

Behavior Basics: Conditional Antecedents

Home

Community

Disability

School

How have you seen conditional antecedents impact behavior in your school?

Pair with someone at your table. Share your ideas. Be sure that

each person gets to share.

Conditional Antecedents Think, Pair and Share

Behavior Basics : Situational Antecedents Behavior triggered by specific event

- Changes to regularly scheduled events due to bomb threats, fire drills, etc.

- Teasing/sarcasm/threats- Challenged by others

May be consistent- Group work- Math

May be unique to one situation- Field trips to the zoo- Substitute teacher

Behavior Basics: Situational Antecedents

Social

Environment

Personal

Academic

With a colleague, brainstorm possible situational antecedents. Use the paper on your table.

Be sure that each person gets to share ideas.

Situational Antecedents Brainstorm

Behavior Basics: Behavior Behavior is…

anything that we say or do. how we react to situations and/or

conditions. learned because a purpose or

function is served. repeated because a desired

outcome occurs.

Behavior Basics: Consequences

Consequences are: The outcome of the behavior The responses of adults and/or

peers to the behavior Consequences that reinforce

behavior lead to repetition of the behavior.


Behavior is affected by its consequences:

Emily raises her hand. Emily’s teacher calls on her to share. She is likely to continue to raise her hand to share ideas.

Behavior Basics: ConsequencesBehavior is strengthened or maintained by consequences that reinforce it:

Adam correctly completes his assignments. He is allowed extra time on the computer. He will likely continue to complete his assignments again because he enjoys computer time.


Behavior is weakened by withholding consequences that have maintained it:

Riley constantly fidgets and taps her pencil to get the teacher’s attention. Instead of scolding her, the teacher gives positive attention to another student sitting quietly. Riley is more likely to sit quietly to get the teacher’s attention.

Behavior Basics: Consequence

To understand the consequences of a behavior, observe what happens in the environment immediately after the behavior.

What is the pay-off?What does the student get?What does the student avoid?

Behavior Basics Quiz Complete the quiz on your own. Pair with a neighbor. Compare answers. Discuss relevance of this

information to planning effective interventions for students.

Watch for the attention signal.

PBIS IN THE CLASSROOMUnderstanding the Function of Behavior

Functions of Behavior

The function is the purpose or reason that the behavior occurred.

Why is it important for us to know the function of the problem behavior?

To understand the need behind behavior To find an appropriate replacement behavior To target appropriate antecedents and

consequences to alter To develop the best behavior support plan

Functions of BehaviorBehavior has two major functions:

• To get something- preferred task or activity- attention of an adult or peer- a specific item or object- sensory input

• To avoid something - a specific task or activity- an adult or child- a specific item or object- sensory overload


One behavior can have multiple functions:

John throws a tantrum at home in order to avoid cleaning his room, and he throws a tantrum at school to get adult attention.


Several behaviors can have the same function:

Mike might cuss, walk away, and/or put his head down in order to avoid completing writing assignments.

Functions of Behavior: Assessing the Function

In order to determine the function, you must collect some data on the behavior.

Data can be direct or indirect.

Functions of Behavior:Assessing the Function

Direct data collection involves repeated planned observation of ABC. Context: Under what conditions does

the behavior occur? Frequency: How often does it happen? Duration: How long does it go on? Intensity: How disruptive or damaging

is it?

Functions of Behavior:Assessing the Function

Indirect methods for data collection:

InterviewsAnecdotal recordsAssessment tools

Function Assessment

Read the brief behavior scenarios on your activity sheet.

Name the possible function of the behavior.

Determine what type of data you might use to begin assessing the function of the student’s behavior.

PBIS IN THE CLASSROOMFunction-Based Interventions

Function Based Interventions: Rationale

Understanding the function or purpose of the problem behavior is essential in developing an effective behavior support plan.

Function Based Interventions: Function of Avoidance Student behavior may be overt

or subtle. Usually occurs when a student

is facing an undesirable task or class.

Behavior reoccurs in specific situations.

Function Based Interventions: Examples of Avoidance Behaviors

Saying “I don’t want to do this!” Complaining of being sick Making excuses Asking unrelated comments Putting head down Asking to use the bathroom Asking to see another teacher Being tardy Finding other things to do in class

Function Based Interventions: Strategies for Avoidance Behaviors Modify instruction and give

student choices. Teach students what to do when

faced with a situation they are trying to avoid.

Provide attainable goals. Create appropriate methods for

taking a break.

Function Based Interventions: Strategies for Avoidance Behaviors

Collect data to help determine what student is avoiding.

Talk privately with student to reveal the reasons for frequent escapes.

Avoid embarrassing student and escalating situation.

Function Based Interventions: Function of Gaining Student behavior may be overt

or subtle. Student could seek to gain

attention, tangible item, or an activity.

Attention could be desired from peers and/or teacher.

Function Based Interventions: Examples of Gaining Behaviors Frequently needs feedback from adults Whines, cries or complains Focuses on others’ sensitive issues Enjoys being class clown Is disrespectful or hostile Hoarding or stealing items Spending time on preferred activity

instead of assigned task

Function Based Interventions: Strategies for Gaining Behaviors

Teach appropriate behaviors to gain attention, items, or activity.

Reinforce desired behavior and use planned ignoring for misbehavior.

If behavior cannot be ignored, rather than acknowledge student individually, remind the class of expectations.

Plan a time to give the student feedback on a regular basis.

Function Based Interventions Practice

Choose one of the scenarios to read.

List antecedents, behaviors, and consequences.

Note possible function(s) of the behavior(s).

Answer the following question: Given the scenario, what is likely to happen the next time the situation occurs?

Describe at least two possible intervention strategies.

PBIS IN THE CLASSROOMReview and Next Steps

Review: It’s Simple, Really… Antecedent is going on,

Behavior happens, and Consequence follows.

Does C cause B to occur again?

Can A change to stop B? Can C change to deter B? Can you teach an acceptable

replacement for B? Can C be altered to only

reinforce the replacement behavior?

Contact InformationPresented by:Beth Kolb, MTSS [email protected]

Developed by: Laura Winter, Region 6 PBIS [email protected]

mailto:[email protected]

mailto:[email protected]

Documents

Positive Behavior Intervention and Support in the Classroom