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Positive Behavior Support Foundations for Classroom Management: Guiding
Principles and Essential Practices
K. Richard YoungK. Richard YoungPaul Paul CaldarellaCaldarella
Lynnette ChristensenLynnette Christensen
Presented at 2012 CEC Conference, April 13, 2012Presented at 2012 CEC Conference, April 13, 2012Denver, ColoradoDenver, Colorado
Young, E. L., Young, E. L., CaldarellaCaldarella, P.,, P.,Richardson, M. J., & Young, K. R. Richardson, M. J., & Young, K. R. (2012). (2012). Positive behavior support in Positive behavior support in secondary schools:secondary schools: A practical guideA practical guide. . New York: Guilford PressNew York: Guilford Press. .
PBS
Creating a Learning
Atmosphere
Building Positive
Relationships
Data-Based Decision MakingComponents
of a PBSEstablishing
High Expectations
Teaching Appropriate
Behavior
Reinforcing Appropriate
Behavior
of a Positive Learning
Environment
DalinDalin is disrupting your is disrupting your class everyday. What class everyday. What behavior management behavior management strategy could you use strategy could you use to help manage to help manage Dalin’sDalin’s behavior?behavior?
Proven Practices
•• Token EconomyToken Economy
•• Check In Check OutCheck In Check Out
•• Behavior ContractBehavior Contract
•• Functional Functional Behavioral Behavioral AssessmentAssessment
•• Other strategiesOther strategies
Why Why dondon’’t some t some students readily students readily students readily students readily respond to proven respond to proven practices? practices?
Creating a Learning Atmosphere Free of Coercion
Adults frequently use Adults frequently use Adults frequently use Adults frequently use punishment and punishment and threats of punishment threats of punishment to stop misbehavior.to stop misbehavior.
Punishment Strategies
•• ThreatsThreats
•• Verbal ReprimandsVerbal Reprimands
•• Time OutTime Out•• Time OutTime Out
•• Response CostResponse Cost
•• Office ReferralsOffice Referrals
•• Other StrategiesOther Strategies
Side Effects of Coercion
Some side effects that can Some side effects that can be observed be observed with students include escape, avoidance, with students include escape, avoidance, with students include escape, avoidance, with students include escape, avoidance, resentment, disrespect and resentment, disrespect and aggression.aggression.
Creating a Learning Atmosphere Free of Coercion
Environments can be Environments can be punishing or reinforcing, punishing or reinforcing, punishing or reinforcing, punishing or reinforcing, consistent or unpredictable. consistent or unpredictable. The way in which educators The way in which educators combine these elements combine these elements can make teaching more or can make teaching more or less effective.less effective.
Coercion: Using Threats and Punishment
Instruction: Teaching Alternative Positive Behavior
Why the approach is used
Stop the behavior annoying the adult through penalties,threats or pain(physical, mental, or emotional)
Correct problems by teaching appropriate skills that help the student develop maturity, civility, and self-discipline
Focus of teachers The past or immediate Skills for success in school and Focus of teachers The past or immediate problem behavior – short term perspective
Skills for success in school and life – long term perspective
Emotional context -adult
Adult is often angry, hostile, frustrated, physically tense, and stressed
Adult is calm and relaxed, with feelings of care and concern for the student’s success and well-being
Potential results or side effects for the student
Thoughts or feelings of fear, guilt, stupidity, inferiority, lack of confidence, anger, hostility, and contempt
Thoughts or feelings of confidence, self-worth, trust in others, desire to reciprocate acts of kindness, care, & concern
Learning occurs best Learning occurs best in environments that in environments that in environments that in environments that are positive, warm, are positive, warm, safe and predictable.safe and predictable.
The teacher: The teacher:
•• Establishes the Establishes the tone of the tone of the classroom classroom
•• Demonstrates Demonstrates
The students: The students:
•• Rise to Rise to expectationsexpectations
•• Feel Feel comfortable comfortable
•• Demonstrates Demonstrates kindness and kindness and civilitycivility
•• Invites and Invites and answers questions answers questions with patience and with patience and understandingunderstanding
•• Ask Ask and and answer answer questionsquestions
•• Express ideasExpress ideas
•• SShare hare critical critical thinkingthinking
Creating a Learning Atmosphere Free of Coercion
1.1. Make a list of a few key positive Make a list of a few key positive behaviorsbehaviors
2.2. Establish Establish an environment that is an environment that is 2.2. Establish Establish an environment that is an environment that is reinforcing for reinforcing for studentsstudents
3.3. Establish Establish a few rules or expectations a few rules or expectations that state positive, expected that state positive, expected behaviorsbehaviors
4.4. Directly Directly teach teach
Why are positive relationships important in the classroom?
•• Enhances Enhances the effectiveness the effectiveness of of a teacher as a a teacher as a role model. role model.
•• Students are more willing to Students are more willing to accept feedback. accept feedback.
Advantages of Positive Relationships
•• Students are more willing to Students are more willing to accept feedback. accept feedback.
•• Students Students are more likely to give their best are more likely to give their best effort.effort.
•• Praise and compliments become more Praise and compliments become more meaningful. meaningful.
Building Positive Relationships
Positive relationships Positive relationships can be particularly can be particularly important during important during important during important during adolescence, when adolescence, when youth are experiencing youth are experiencing many new demands.many new demands.
Relationship BankRelationship Bank
CREDITSCREDITS
Every time you interact with Every time you interact with a a student, student, you have the you have the opportunity to make a opportunity to make a deposit in your account by deposit in your account by deposit in your account by deposit in your account by behaving in a way that shows behaving in a way that shows care and respect.care and respect.
DEBITSDEBITS
If you If you say or do things say or do things that that are painful for the are painful for the student, student, you withdraw funds from you withdraw funds from your account.your account.
Positives Positives to to NegativesNegatives
4:14:1 We all need the positive We all need the positive interactions in our lives to interactions in our lives to outweigh the negatives.outweigh the negatives.
Even if criticism is justified, it Even if criticism is justified, it
positives : negativespositives : negatives
Even if criticism is justified, it Even if criticism is justified, it needs to be balanced out with needs to be balanced out with EIGHT or more positives.EIGHT or more positives.
If negatives outweigh the If negatives outweigh the positives the relationship may positives the relationship may be destroyed. be destroyed.
What are some specific things we can do to create positive relationships with students?
Ways to Foster Relationships with Students
Verbal BehaviorsVerbal Behaviors
•• Offer to help Offer to help
•• Compliment and praise Compliment and praise
•• Express Express concernconcern
NonNon--Verbal BehaviorsVerbal Behaviors
•• Use a calm, pleasant Use a calm, pleasant voicevoice
•• Use pleasant facial expressionsUse pleasant facial expressions
•• Spend Spend time time togethertogether•• Express Express concernconcern
•• Be Be politepolite
•• Get Get right to the pointright to the point
•• Ask Ask for help or advicefor help or advice
•• Use Use humor that has no humor that has no putput--downs or ridiculedowns or ridicule
•• Spend Spend time time togethertogether
•• Seek Seek opportunities to opportunities to interactinteract
•• Be open to concerns or Be open to concerns or criticismcriticism
•• Work alongside each Work alongside each otherother
•• Attend important school eventsAttend important school events
Having High Expectations
•• Creating and Creating and teaching high teaching high teaching high teaching high expectations for expectations for positive behavior positive behavior is a fundamental is a fundamental part of success part of success with students.with students.
Establishing High Expectations for Appropriate Behavior
Students who are Students who are striving to meet striving to meet striving to meet striving to meet high behavioral high behavioral expectations are expectations are less likely to exhibit less likely to exhibit inappropriate inappropriate behaviors.behaviors.
Establishing High Expectations for Appropriate Behavior
Expectations need to be:Expectations need to be:
•• Clear and specificClear and specific•• Clear and specificClear and specific
•• Challenge learners at Challenge learners at appropriate levelsappropriate levels
•• Directly taughtDirectly taught, , encouraged, and encouraged, and positively reinforcedpositively reinforced
Establishing High Expectations for Appropriate Behavior
If we relent and tolerate If we relent and tolerate low expectations, we are low expectations, we are in effect demonstrating in effect demonstrating to the student that less to the student that less is acceptable.is acceptable.
Establishing High Expectations
•• Start with 3Start with 3--55
•• State rules positivelyState rules positively
•• Always have positive Always have positive
Classroom Expectations:Classroom Expectations:
1.1. PutPut--ups not putups not put--downs.downs.•• Always have positive Always have positive
consequences consequences
•• Remember the 8:1 Remember the 8:1 rule if using negative rule if using negative consequencesconsequences
downs.downs.
2.2. Cooperate with Cooperate with others.others.
3.3. Solve problems Solve problems peacefully.peacefully.
Teaching Appropriate Behavior
After establishing After establishing rules and expectations rules and expectations for appropriate for appropriate for appropriate for appropriate behaviors, it is behaviors, it is necessary to directly necessary to directly teach positive social teach positive social emotional skills and emotional skills and routines.routines.
Teaching Appropriate Behavior
To be considered socially competent To be considered socially competent a student must be capable not only of a student must be capable not only of using the social skills but of using the using the social skills but of using the using the social skills but of using the using the social skills but of using the skills in appropriate contexts . . .skills in appropriate contexts . . .
wwith the ith the right peopleright people, in the , in the right right placeplace, at the , at the right timeright time..
Teaching Appropriate Behavior
1.1. Name Name and describe the skill/routine.and describe the skill/routine.
1.1. Give a rationale for why the Give a rationale for why the skill/routine skill/routine is important.is important.
1.1. Model Model the social the social skill/routine skill/routine for the studentsfor the students..1.1. Model Model the social the social skill/routine skill/routine for the studentsfor the students..
2.2. Have Have students practice the students practice the skill/routine skill/routine several several timestimes..
1.1. Give Give feedback and feedback and praise.praise.
2.2. Provide opportunities to Provide opportunities to practice practice the skills/routines the skills/routines in in natural settingsnatural settings..
Name Describe the Skill/Routine
"Today I am going to teach you how to give "Today I am going to teach you how to give someone a compliment.someone a compliment. The steps areThe steps are
1. identify 1. identify a behavior that deserves a a behavior that deserves a 1. identify 1. identify a behavior that deserves a a behavior that deserves a complimentcompliment,,
2. look 2. look at the person,at the person,3. use 3. use a pleasant voice, anda pleasant voice, and4. say 4. say the praise statement.”the praise statement.”
Name and Describe the Skill/Routine
““Steve, I thought you Steve, I thought you gave a gave a great great compliment to Angela in class about her compliment to Angela in class about her presentation.presentation. You You used the steps I am used the steps I am presentation.presentation. You You used the steps I am used the steps I am describing.describing. Class, tell me again the steps of Class, tell me again the steps of the skill.”the skill.”
After the class has repeated the After the class has repeated the steps: steps: ”Great! Now you know the steps let’s talk ”Great! Now you know the steps let’s talk about why it’s important."about why it’s important."
Give a Rationale
“It is important to give people compliments “It is important to give people compliments because our feedback helps them feel because our feedback helps them feel because our feedback helps them feel because our feedback helps them feel good about good about themselves.themselves. Compliments Compliments also also let people know that you like them and let people know that you like them and notice the good things they notice the good things they do.”do.”
Model the Skill/Routine
""I'm going to pretend that I'm going to pretend that Jasmine Jasmine has has recently moved recently moved here.here. She has smiled and She has smiled and been friendly to others. I will give her a been friendly to others. I will give her a compliment using the four steps.compliment using the four steps.””compliment using the four steps.compliment using the four steps.””
““I first look at her and then say in a pleasant I first look at her and then say in a pleasant voice, voice, ’Jasmine, ’Jasmine, I like your I like your smile and how smile and how friendly you are.'friendly you are.'””
Practice the Skill/Routine
“Now it’s your turn to try it. We’ll do a couple “Now it’s your turn to try it. We’ll do a couple of examples then you can practice with a of examples then you can practice with a partner.” partner.”
Call Call on a student to role play: "Pretend that I on a student to role play: "Pretend that I am a student who am a student who just finished doing a just finished doing a presentation to the class. Show presentation to the class. Show how you how you might give me a complimentmight give me a compliment.”.”
Provide Feedback and Praise
“Scott, you gave a very nice compliment to “Scott, you gave a very nice compliment to LuizLuiz. . It’s very important that you look at the person. I It’s very important that you look at the person. I know it might feel awkward, but it helps them know it might feel awkward, but it helps them know you are being sincere. Try it again and this know you are being sincere. Try it again and this know you are being sincere. Try it again and this know you are being sincere. Try it again and this time make sure you look at time make sure you look at LuizLuiz.”.”
““As I listened to you practice I noticed that As I listened to you practice I noticed that each each of you looked of you looked at each other and used a pleasant at each other and used a pleasant voice as you gave your voice as you gave your compliments.compliments.""
Opportunities to Practice
“Now you all know how to give a “Now you all know how to give a compliment.compliment. I’ll watch you this weekI’ll watch you this week. . I want to I want to see each of you give see each of you give compliments.compliments. If If you can't you can't remember all of the steps, check the poster on remember all of the steps, check the poster on remember all of the steps, check the poster on remember all of the steps, check the poster on the bulletin board or ask me for help.the bulletin board or ask me for help. The The more you practice, the easier it will become.”more you practice, the easier it will become.”
Reinforcing Appropriate Behavior
The combination of The combination of teaching and teaching and reinforcing positive reinforcing positive reinforcing positive reinforcing positive behavior is the most behavior is the most powerful way of helping powerful way of helping students learn to students learn to behave within behave within boundaries established boundaries established by the faculty. by the faculty.
Using Praise to Reinforce Appropriate Behavior
““None of us needs None of us needs someone who only points someone who only points out our areas of weakness out our areas of weakness and the ways in which we and the ways in which we and the ways in which we and the ways in which we have fallen short. We need have fallen short. We need someone who encourages someone who encourages us to go forward, to try us to go forward, to try again, to reach a little again, to reach a little higher this time.higher this time.””
Gordon Gordon B. HinckleyB. HinckleyStanding Standing For SomethingFor Something
Purposes of Effective Praise
•• Builds relationshipsBuilds relationships
•• Teaches and clarifies expectationsTeaches and clarifies expectations
•• Reinforces Reinforces students for practicing students for practicing and and mastering positive mastering positive behaviorbehavior
•• Increases competence and Increases competence and confidence confidence
Written Praise
General vs. Effective Praise
General PraiseGeneral Praise
““Good Job!Good Job!””
Effective PraiseEffective Praise
““Good Job! Good Job! This was a very This was a very creative short story with creative short story with great characters.”great characters.”
““Thanks for doing that.Thanks for doing that.””
““You are smart.You are smart.””
great characters.”great characters.”
““I appreciate the way you I appreciate the way you cleaned off your desk cleaned off your desk quickly when I asked you.quickly when I asked you.””
““You are smart. You are smart. I’m I’m impressed with how you’ve impressed with how you’ve improved. You completed all improved. You completed all the problems accuratelythe problems accurately..””
Praise is instructive when you:
1.1. Specifically state the behaviorSpecifically state the behavior
2.2. Provide a detailed description of what Provide a detailed description of what occurredoccurredoccurredoccurred
3.3. Give a reason why the behavior is Give a reason why the behavior is praiseworthypraiseworthy
4.4. Provide a pleasant consequenceProvide a pleasant consequence
Praise Data
10
12
14
Nu
mb
er
per
20 m
in.
School Average of Teacher Praise Rate
0
2
4
6
8
General Specific General Specific
Baseline Training
Nu
mb
er
per
20 m
in.
Praise Notes
4000
5000
6000
Total Praise Notes for the Year
0
1000
2000
3000
4000
2009-2010 2010-2011 2011-2012 Aug-Feb
2009-2010 2010-2011 2011-2012 Aug-Feb
Data-Based Decision Making
Four Step ProblemFour Step Problem--Solving ModelSolving Model
(Florida Department of Education, 2006)(Florida Department of Education, 2006)::
1.1. Problem Problem identified in observable, behavioral identified in observable, behavioral termsterms..termsterms..
2.2. Plan Plan development based on the data collecteddevelopment based on the data collected..
3.3. Plan Plan implementation with progress towards goals implementation with progress towards goals being monitoredbeing monitored..
4.4. Evaluation Evaluation using data to determine whether the using data to determine whether the plan is working.plan is working.
Using data helps Using data helps teams identify teams identify interventions and interventions and resources that are resources that are resources that are resources that are needed so they can needed so they can take specific steps take specific steps toward progress.toward progress.
3 Basic Questions 3 Basic Questions (McIntosh, (McIntosh, RienkeRienke, & Herman, 2009), & Herman, 2009)
1.1. Is the current approach achieving the intended Is the current approach achieving the intended outcomes?outcomes?
•• Is plan working as well or better than last year?Is plan working as well or better than last year?•• Is plan working as well or better than last year?Is plan working as well or better than last year?
•• Is a change in plan needed?Is a change in plan needed?
•• Do students have the skills to do what is Do students have the skills to do what is expected?expected?
•• Are the behavioral needs of all students being Are the behavioral needs of all students being adequately met? adequately met?
Effective Effective changes can changes can only be made only be made when problem when problem when problem when problem areas and areas and behaviors are behaviors are identified and identified and understoodunderstood..
Data-Based Decision Making
School staff can School staff can use schooluse school--level level data to effectively data to effectively data to effectively data to effectively locate particular locate particular occasions, times, occasions, times, and places where and places where students need students need more support.more support.
2.2. What areas need improvement?What areas need improvement?
•• Which grade levels need additional skills Which grade levels need additional skills training?training?
•• What physical areas of the school are What physical areas of the school are •• What physical areas of the school are What physical areas of the school are perceived as safe?perceived as safe?
•• Which classroom routines do students need Which classroom routines do students need to be retaught?to be retaught?
3.3. Which students need additional support?Which students need additional support?
•• Which students received two or more ODRs in Which students received two or more ODRs in the first month of school?the first month of school?
•• Which students consistently show signs of Which students consistently show signs of emotional distress (e.g., anxiety, depression)?emotional distress (e.g., anxiety, depression)?
SummarySummary
1.1. Clearly define all target behaviors.Clearly define all target behaviors.
2.2. Present data in a teacher friendly, useable format.Present data in a teacher friendly, useable format.
3.3. Record data daily or as frequently as possible.Record data daily or as frequently as possible.3.3. Record data daily or as frequently as possible.Record data daily or as frequently as possible.
4.4. Analyze and discuss data at every team meeting.Analyze and discuss data at every team meeting.
5.5. Make decisions based on data collected.Make decisions based on data collected.
6.6. Ensure that the data decision making process is Ensure that the data decision making process is meaningful to the school staff and leads to positive meaningful to the school staff and leads to positive behavior change.behavior change.
http://education.byu.edu/pbsi/
[email protected][email protected]
References•• Florida Department of Education. (2006). Florida Department of Education. (2006). Collaborative problem solving.Collaborative problem solving.
Retrieved fromRetrieved from
httphttp://sss.usf.edu/504tutorial/Module2/://sss.usf.edu/504tutorial/Module2/CollabProbSolving.htmlCollabProbSolving.html
•• Hinckley, G. B. (2000). Hinckley, G. B. (2000). Standing for something 10 neglected virtues that Standing for something 10 neglected virtues that will heal our hearts and homes.will heal our hearts and homes. New York: Random House.New York: Random House.
•• McIntoshMcIntosh, K., , K., ReinkeReinke, W. M., & Herman, K. C. (2009). , W. M., & Herman, K. C. (2009). SchoolwideSchoolwideanalysis of data for social behavior problems: Assessing outcomes, analysis of data for social behavior problems: Assessing outcomes, selecting targets for intervention, and identifying need for support.selecting targets for intervention, and identifying need for support. In G. In G. Peacock, R. Ervin, E. Daly, & K. Merrell (Eds.), Peacock, R. Ervin, E. Daly, & K. Merrell (Eds.), Practical handbook of Practical handbook of school psychology: Effective practices for the 21st Centuryschool psychology: Effective practices for the 21st Century (pp. 135(pp. 135--156). New York: Guilford Press.156). New York: Guilford Press.
•• YoungYoung, E. L., , E. L., CaldarellaCaldarella, P.,, P., Richardson, M. J., & Young, K. R. (Richardson, M. J., & Young, K. R. (2012)2012). . Positive behavior support in secondary schools:Positive behavior support in secondary schools: A practical guideA practical guide. New . New York: Guilford Press.York: Guilford Press.
