Positive Behavior Support in the Classroom

POSITIVE BEHAVIOR SUPPORTIN THE CLASSROOM

Cynthia M. Anderson

University of Oregon

OVERVIEW

Rationale for Classroom interventions FBA of a classroom Universal classroom interventions Building capacity for classroom PBS

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

Practices

Data

System

FBA IN A CLASSROOM—WHY ASSESS?

Identify: Goals—what does the teacher want to achieve? Goals for students

Identify expectations, rules, and routines Design a functional environment Identify potential barriers to success

Systems needing more support Problem areas to target

ASSESSING CLASSROOMS Environment Adults

Instructional behavior Interactions with other adults, with students

Students Academic behavior Social behavior

Classroom Assessment Tool

Classroom Self- Assessment

USING DATA FOR DECISION-MAKING Do the data give good picture of

classroom? Do you need more information?

What are the primary areas of need?

Develop goals

OVERVIEW


UNIVERSAL INTERVENTIONS IN THE CLASSROOM Foundations

Expectations and rules Acknowledgement Systems Strategies for responding to problem behavior

Systems to “tune up” Curriculum Instructional techniques Setting/physical environment

UNIVERSAL SUPPORTS

Foundations Expectations and rules

RATIONALE FOR RULES IN CLASSROOMS

Provides Structure Consistency Positive climate

Allow teacher to maintain positive environment & focus on academics

Legal, ethical, and professional accountability

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 Observable behaviors Posted in public, easily seen place

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

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

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

Getting Getting Help during Help during seat workseat work

Orient to Orient to teacher, teacher, be quietbe quiet

Explain Explain rule, rule, demonstrademonstratete

Raise Raise hand, keep hand, keep lips lips sealed, sealed, wait for wait for teacherteacher

Students Students working working on taskon task

Explain Explain rule, rule, students students demonstrademonstrate te examples examples and non-and non-examplesexamples

EXAMPLE: PLANNING FOR TRANSITIONS

Steps for Effective Transitions1. Teach transition rules2. Establish predictable transitions3. Minimize frequency of transitions

UNIVERSAL SUPPORTS

Foundations Expectations and rules Acknowledgement Systems Strategies for responding to problem behavior


ACKNOWLEDGEMENT SYSTEMS

Increase pro-social behavior Focus staff and student attention on desired

behaviors Foster a positive climate Increase time spent on academics

ACKNOWLEDGEMENT: FORMAL VS. INFORMAL

Formal Acknowledgement Linked to SWPBS Independent system

Informal Acknowledgement—CRITICAL Frequency Use to “turn situation around”

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

ACKNOWLEDGEMENT SYSTEMS Whole-class Small group Individual student

ACKNOWLEDGEMENT SYSTEMS Whole-class

Best for Discrete activities Situations when each instance of correct behavior can

be acknowledged Embed within other systems

Examples

ACKNOWLEDGEMENT SYSTEMS Whole-class Small group- “teams”

“Work bursts”Considerations

Group makeup Timing of activities Acknowledgements

Examples

SAMPLE: CLASSROOM GAME

Pre-planning Specify rules Group versus individual acknowledgement Determine rewards How rewards will be distributed Timing


MugglesMuggles GryffindorGryffindor HufflepuffHufflepuff RavenclaRavenclaww


Game winners Group game

Team member picks from grab bag, throws beanbag at board, etc.

Teacher’s choice Small prize for all team members

SWPBS tickets Tangibles Intangibles

SYSTEMS Whole-class Small group Individual student

Acknowledgement contingent only on that student’s behavior

AdvantagesCan individualizeAllows for acknowledgements to be tailored for

studentLimitations

Less opportunity for student influenceCan be difficult to implement consistently while

teaching

SAMPLE PROGRAM Monthly Tim earns tokens (Bronco

Bucks) throughout the school day from all staff members that he can spend once a month to purchase items at the school store.

9-Weeks For each dollar Tim spends at the store, his name is entered in a drawing for a chance to win a bicycle.

Random Occasionally, other incentives such as student dances, jean day, etc. are introduced randomly. Students gain admittance by using “Bronco Bucks”.

Daily If Tim earns 2 “Bronco Bucks” he can participate in the review game/get a

positive note sent home

Weekly Everyone that received 2 (or other set #) daily rewards during the week receives a preferred activity time at the end of the week

Monthly If the entire class reaches their goal of earning a specified amount of “Bronco Bucks” by the end of the month, the class gets to watch a movie

9-Weeks There is a competition between all of Mr. Smith’s classes. The class earning the

highest number of “Bronco Bucks” earns a pizza/ice cream party

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

UNIVERSAL SUPPORTS Foundations

Expectations and rules Acknowledgement Systems Effective classroom layout Strategies for responding to problem behavior


TRADITIONAL STRATEGIES USED FOR DEALING WITH PROBLEM BEHAVIOR

Time out Demerit or fine Detention Writing assignment Deprivation of some reward

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

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

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

??????




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




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

??????




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)

STRATEGIES: TIPS FOR TEACHERS Avoid stopping lesson to respond to student

misbehavior Use immediate consequences when feasible

Pick your battles

UNIVERSAL SUPPORTS

Foundations Expectations and rules Acknowledgement Systems Strategies for responding to problem behavior


OVERVIEW


SWPBS TEAM AND CLASSROOMS

Clear delineation of office-managed versus classroom-managed problems

Training on effective teaching and behavior support strategies Preventive and educative Acknowledge pro-social behavior & explicitly teach Consequences: include opportunity to practice Planned a-priori and documented

Access to evidence-based strategies Materials for implementing interventions Secondary and tertiary interventions that are (a)

evidence based and (b) have contextual fit

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.

UNIVERSITY OF OREGON SCHOOL PSYCHOLOGY

Cynthia M. Anderson, [email protected]

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?

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

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

Documents

Positive Behavior Support in the Classroom