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Discouraging Inappropriate Behavior

The goal of any reinforcement system is not to manage or control behavior, but to help students improve their behavior and move students to intrinsic motivation and reinforcement. Most of the time when students are not using expected behaviors it is because of two reasons: 1. Students lack the skills or they have not had the opportunity to practice the skills, or 2. Students are not motivated to engage in the expected behavior or they don’t understand why it is important. This is why it is important to develop procedures that discourage inappropriate behavior that focuses on teaching and helping students to LEARN the desired behaviors. Many students only get recognized when they misbehave and therefore the misbehavior is often reinforced through increased attention. There are also students who act out in class to avoid challenging academic tasks. When we fail to examine the causes of the misbehavior we often miss an opportunity to provide the correct intervention for the student. PBIS strives to provide logical consequences for behavior and works toward the goal of addressing unwanted behavior through environmental redesign, curriculum redesign, modification of behavior, and function based behavior support.

Objectives:

At the conclusion of this chapter, you will be able to:

Define minor and major rule violations.

Design a system of supports that will address student misbehavior.

Identify staff-managed responses for minor inappropriate behavior that include re-directing, re-teaching, choice, and processing with students.

Develop the process to manage major rule violations to include the procedure for office referrals.

Develop a process to monitor and document minor inappropriate behaviors.

Major Rule Violations

Major rule violations are often referred to as serious behaviors that warrant an immediate office referral or chronic behaviors not responding to other interventions. Major rule violations and other behaviors warranting an office referral should be defined by each building with clear definitions to help staff to be consistent in using office referrals. (see Office Managed Behaviors worksheet) Once these behaviors are defined the District Referral Form should be reviewed with staff noting the importance of documenting specific information that the administrator will need in order to process the referral. It is also

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important to identify what staff can expect after they complete an office referral for a major rule violation. By identifying the possible consequences or resolutions that will follow the office referral, buildings with a large staff and several administrators will have a better understanding of how the process works as well as it will help the entire staff work together to establish a consistent process. Building staff should also identify who will be entering the due process data, how the information will be shared with the staff member submitting the referral and where the documentation will be stored for future reference.

There are also major rule violations that are District managed. These are major rule violations that the building administrators will typically refer to the Department of Student Services which include the following: weapons, sexual assaults, possession of drugs/alcohol, major thefts/vandalism (over $250), physical assaults resulting injury, serious threats, fireworks or possession of explosive devices, arson, bomb threats or pulling a fire alarm. These behaviors may result in a student being removed from a building for an extended period of time through a long term suspension, mandatory reassignment to a different building or an expulsion.

Minor Rule Violations:

Minor misbehavior can take away from valuable instructional time and negatively affect a school’s climate. The minor staff-managed behaviors include all of the expected behaviors you have in your school building that are not major, office-managed behaviors. It is equally important that the “minor” behaviors be addressed or else they may continue to the point they get worse. The key to managing minor rule violations is responding quickly, calmly and consistently. Staff should work together to determine which minor rule violations are teacher-managed and develop a process used to document these behaviors on a Minor Incident Report form and have a continuum of interventions and specialized services available for teachers and staff to access.

Problem Behavior Definitions:

Major/Minor: When determining the distinction between a major versus minor behavior building staff should consider the following:

- intensity of behavior

- frequency and rate of the behavior (how often it happens within a timeframe)

- duration of the behavior (how long it lasts)

- the intent of the behavior to the extent that it is evident

- the direction of the behavior (who or what the behavior is directed toward)

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- safety issues

- the result of the behavior itself when the result of a minor behavior is severe enough that it requires a higher level of response.

Refer to the Major/Minor Definition Worksheet and Samples below and in the Appendix when defining the problem behaviors for your building’s PBiS Plan.

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Level DefinitionBehavior Examples

Procedures Involvement

Major District

Law violating behavior

Dangerous weapons

Substance possession, vandalism, theft, sexual assault, 1st or 2nd Degree physical assault

Immediately report event to administratorFollow district/state policies and proceduresDocument event

Student, parent, law enforcement, school & district administrators, school staff

Majors Serious rule-violating behavior that disrupts teaching & learning, puts student or others at risk of harm, & requires administrative active

Repeated noncompliance, serious aggression, skipping class, directed profanity, harassment, serious threats, tobacco, destruction of property, suspicion of use of illegal substances.

“Third” minor in 24 hours.

Signal that school rule-violating behavior observedRestate desired/appropriate behaviorDirect/escort student to office/administratorDocument event with office discipline referral formEnter data into system

Student, staff person, parent, school administrator

Minors of Note

Rule violating risk behavior which requires on-going monitoring

Disruptions, tardies, dress code violations, teasing,

Signal social behavior error has been madeRestate/reteach appropriate behaviorProvide positive reinforcer for next display of appropriate behaviorDocument event with minor incident report or office discipline referral formEnter data into system for office referrals.

Student, staff person, homeroom teacher

Minors Rule violating behavior which does not require on-going monitoring, but needs to be retaught

Minor disruptions, off task,

Signal social behavior error has been madeRestate/reteach appropriate behaviorProvide positive reinforcer for next display of appropriate behaviorDocument behavior on minor discipline form

Student, staff member

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Example of Definitions/Consequences

MINOR MISBEHAVIORSTypes of Negative Behavior:

Classroom Disruption o Disrupting or attempting to disrupt the normal operations of a classroom or

distracting the learning of classmates.o Examples: talking, getting out of seat without permission, whistling, passing

notes, calling out, other noises that interfere with learning, etc.

Disruptive Classroom Transitiono Delaying progression from one activity to another by not following directions

quickly or completely.o Examples: talking out, delaying next activity, walking around without

permission, not prepared for next activity, needing more than one reminder to complete task, etc.

Disruptive transition between settingso Loud or inappropriate movement while moving from one location to another.o Examples: getting out of line, talking while in line, playing in the bathroom,

stomping feet, squeaking shoes, disturbing others, touching items on the walls, leaving area unclean or in disarray, etc.

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Inappropriate Items at schoolo Possession of items that have been designated as inappropriate at school.o Examples: toys, trading cards, electronics, candy, gum, video games, etc.

Inappropriate talk about/or to otherso Making negative comments or encouraging other to speak negatively about

another person.o Examples: put downs, gossiping, name calling (i.e. stupid/dummy), talking

about relatives, clothes/appearance, academic competence, teasing, etc.

Inappropriate Playful Behavioro Engaging in rowdy/playful behavior without the intent of causing harm.o Examples: pushing, tripping, throwing objects, chasing, hitting, etc.

Non-directed Inappropriate Languageo Using a curse word or inappropriate language that is not directed at another

person.o Examples: cursing after dropping something or stubbing toe, etc., mumbling

after being given directions (e.g. "this sucks", "freakin", "crap", etc.)

Inappropriate Physical Contacto Intentional inappropriate physical contact.o Examples: pulling, shoving, pulling clothes, hand holding, hugging, invading

personal space, etc.

Eating or Drinking without permissiono Eating or drinking without permission of the teacher.o Examples: chewing gum, eating candy, sneaking snacks during instruction or

work sessions, drinking, etc.

Uncooperative Behavior / Not Following Directionso Passive non-compliance with the request of the teacher.o Examples: not following directions, not doing work as asked (includes

homework), not answering when spoken to, not responding to directions or prompts, etc. This includes: cheating using notes, copying off another paper or sharing answers with someone.

Behavior Consequences

First Steps:    - Verbal correction and review rules    - Model appropriate behavior    - Change seat location    - Child writes explanation to parent    - Make restitution

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    - Loss of classroom privilege    - Time out/Safe Seat    - Silent lunch -Detention with teacher Minor Incident Report will be started on the first offense. 

Next Step:Minor Incident Report is sent home for students in Kindergarten - 1st grade with 3 offenses the same day. For 2nd - 5th grade, form is sent home when students have 3 offenses in a week. Minor Incident is noted and a Minor Incident Referral is sent to the office for students in grades 6-12 for students who have 3 offenses with the same teacher in one week. A Minor Incident Log will be sent home for students in Grades 7-12 when a student has two or more MIR referrals a week.  Elementary: If Level 1 behaviors continue after two Minor Incident Reports have been sent home in one week, behaviors are considered chronic and are seen as Level 2. Secondary: If Level 1 behaviors continue with the same teacher after a Minor Incident Log is sent home and the teacher sends a second MIR Referral to the office the same quarter, behaviors are considered chronic are seen as Level 2.

 MINOR MISBEHAVIORS OF NOTE

Types of Negative Behavior:

Classroom Disruption o Student receives Level 1 Classroom Discipline Form two times within a week

and misbehavior continues.o Examples: See Level 1 behaviors.

Teasingo Intending to mock or make fun of another person, either name calling or

physical gestures.o Examples: using derogatory language, or playfully teasing on matters of

appearance, weight, behavior, abilities, etc.

Rude/Disrespectful Languageo Use of inappropriate language that is directed at another person.o Examples: Argumentative, yelling shut-up, etc.

Rude/Disrespectful Actionso Disrespectful actions that are directed at another student or teacher.o Examples: openly defiant, slamming doors/chairs, spitting on someone,

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Cheatingo The act of lying, deception, fraud to create an unfair advantage. o Examples: copying off of someone's paper, cheating using notes, sharing

answers, plagiarism, forging signatures, etc.

Behavior Consequences

First Steps:    - Verbal correction and review rules    - Model appropriate behavior    - Change seat location    - Child writes explanation to parent    - Make restitution    - Loss of classroom privilege    - Time out in classroom    - Silent lunch    - Time out (with work) in another teacher's room    - Call to parent    - Develop student contract    - Develop daily communication plan with parent    - Increase supervision    - Develop plan with parent Minor Incident Report will be sent to the office on the first offense.  If student only has one or two offenses within a week, the form will be filed but not sent home. 

Other potential approaches to minor misbehaviors or minor misbehaviors of note:

    - Assign peer helper    - Reward positive behaviors    - Consult with team/guidance counselor    - Enlist help of Home School Coordinator/Administration    - If behaviors may be the result of academic concerns talk with counselor and/or complete a referral to the Student Assistance Team.    - If behaviors may be the result of academic concerns, make sure all additional supports      are being accessed (tutoring/Intervention team, etc.)

Next Step: Minor Incident Form is sent home for parent signature for students in Kindergarten - 1st grade who have 3 offenses within a day. For 2nd - 5th grade,

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form is sent home for signature when students have 3 offenses in a week. (Teachers will be asked to determine if there are patterns that need to be addressed.) Elementary: If Level 2 behaviors continue after one Minor Incident Report (for Level 2 behaviors) has been sent home in one week, behaviors are considered chronic and are seen as Level 3.Secondary: If Level 2 behaviors continue with the same teacher after a Minor Incident Log is sent home and the teacher sends a second MIR Referral to the office the same quarter, behaviors are considered chronic and seen as Level 3.

MAJOR MISBEHAVIORS 

Types of Negative Behavior:

Chronic Level 2 o Student receives Minor Incident Report for Level 2 behaviors and problems

continue.o Examples: Any Level 2 behavior (including chronic Level 1).

Discriminationo Actions or statements intended to be offensive of one's race, gender, religion,

heritage, color, perceived sexual orientation, and/or disability.o Examples: slurs which are written or spoken.

Stealingo The removing of someone else's property from their personal area or being

in possession of something found that does not belong to you.o Examples: Taking another student's snack or personal possession from their

desk/book bag/etc., taking school property without permission.

Targeted Bullying/Harrassmento Repeated intentional tormenting of a student through verbal, written, or

physical harassment or other more subtle methods or coercion like using inappropriate/demeaning language, causing the victim to feel threated or unsafe.

o Examples : calling someone hurtful names on a regular basis (2 or more times), convincing a student to give money or valuables away, cyberbullying, convincing classmates to isolate or pick on another student.

Possession of Weapons/Illegal Substanceso Having possession or being under the influence of tobacco, drugs, or alcohol,

or having an instrument of any kind or a look alike weapon, with or without the intent to use.

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o Examples: having knives, fireworks, poppers, lighters, box cutter or any realistic look-a-like weapon.

Assault of Another Student/Fightingo A student making intentional physically aggressive contact upon another

with or without injury.o Examples: fist fights, shoving match, continuous kicking, spitting on another

person.

Pulling a False Fire Alarmo Intentionally pulling the fire alarm.o Examples: pulling the fire alarm.

Intimidation/Use of Profanity or Obscene Gestures Toward Adults and/or Students

o Student delivers a message (verbalized, written, drawn, or gestured) towards another that conveys an act of intended injury or harm, cursing, gang paraphernalia.

o Examples : cursing directed at another student or adult, passing along threats, gestures at another student, threatening to beat someone up, calling an adult names, saying "shut-up" to an adult, flipping off, grabbing own body parts, profanity.

Assault on School Personnelo When a student shows aggression towards school personnel.o Examples: throwing things at an adult, hitting, kicking, spitting, biting.

Vandalismo Participating in an activity that results in destruction of property of a

significant value.o Examples: ripping books, writing on bathroom stalls or walls, coloring on

floors, desks or walls, damaging fixtures in the bathroom or classroom, misuse of toilet paper, paper towels or teacher belongings.

Behavior Consequences

For Major Misbehaviors or Chronic Minor Misbehaviors of Note:Student receives a Behavioral Referral that is sent to office or the student is immediately escorted to the office with an office referral AND the teacher’s Minor Incident Log is attached to the referral for behaviors that have been repeated or significantly disrupted the learning environment.

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Monitoring Minor Misbehavior

The same approaches used to help students when they struggle academically should be used when students are behaving inappropriately. Inappropriate behavior is a teaching opportunity because it is an opportunity to clarify and re-teach expectations. The first step is to identify the problem for the student.

1. Be brief but specific and disengage quickly. A specific description of the inappropriate behavior and then stating the expectation will help students know exactly what is expected.

2. Be respectful. Making quiet contact in close proximity to the student is the best way to secure the student’s attention.

3. Consequences are not punitive and they should be individualized.

4. 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.-Provide the student with choices if re-directing or re-teaching has not been

effective.

5. 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.-Hold an individual student conference if more in depth problem solving is

needed.

6. Develop consequences for rule violations–Consider a hierarchy of consequences.-Review the consequences with students as needed.-Document the behaviors and consequences.

Sometimes students don’t respond to the staff efforts to teach and/or correct their behaviors so it is important that each school building have a continuum of interventions

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and specialized services. This is why it is very important that staff document information on minor student misbehaviors for two reasons: 1-The data can assist staff in monitoring the effectiveness of their intervention strategies, and 2-Looking at building wide minor data can help staff identify specific skills or areas that require more focus on teaching the skills, supervision or other interventions. Each school will want to define when the decision to document and monitor minor behavior should occur. Minor misbehaviors that are typically documented include the following: 1) The student’s behavior is resulting in loss of instructional time for the student or their classmates, or 2) The misbehavior is occurring frequently and the student is not responding to a teacher’s efforts, or 3) the intensity of the misbehavior is increasing.

A minor incident report or classroom discipline form should be designed to be easy and quick for staff to use to document the behaviors they are addressing in the classroom for each student.

A sample minor incident report is below:

Minor Inappropriate Behaviors

Student Name: Teacher/Grade:

Date/

Time

Location BehaviorPossible

MotivationStrategy

ConsequenceComments

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Continuum of Planned Responses

Consequences, both positive and negative, should be specific, logical and arranged hierarchically.

Positive consequences:

When using positive consequences they should be based on reinforcement procedures that are designed to acknowledge and promote student compliance with rules and procedures. Reinforcement that acknowledges positive behaviors can increase the rate, intensity, duration and positive reinforcement will encourage appropriate behavior. Positive reinforcers consist of any of the following examples: social reinforcement such as praising and acknowledging a student’s behavior; activity oriented reinforcement such as special privileges, jobs, computer time; material reinforcement such as tangible items like stickers; or tokens that can be exchanged for other reinforcers.

Negative Consequences:

Negative consequences should be designed to reduce the intensity and frequency of noncompliance. The purpose of a negative consequence is to decrease the occurrence of problem behavior and to teach the desired replacement behaviors. Similar to positive consequences, negative consequences should be connected to the classroom rules. A hierarchy of consequences should be planned from the least intrusive (e.g. error correction with rule reminder) to the most intrusive (e.g. office referral). Options include rule reminders, changing seats, time-out in class, time-out out of class, phone call home, lunch detention, office referral. It is important to keep in mind, however, that negative consequences alone are not an effective strategy. They must be used in conjunction with a comprehensive management system that is based on the proactive practices of reinforcement, positive student teacher interactions, and effective classroom management strategies such as active supervision. All negative interactions with every student should be in the structure of positive corrective feedback. For example: “Let’s work on being to class on time tomorrow by only stopping to talk to one friend on the way to class.” Or “Instead of yelling out our answer, let’s raise our hand calmly and I will make an effort to call on you.” When carefully designed and implemented with consistency, behavior management procedures can prevent many problem behaviors from occurring

Instruction may be the most critical element when it comes to fostering appropriate student behavior. By using engaging, structured instructional methods teachers can improve student task engagement and reduce the occurrence of problem behaviors. Increasing the opportunities to respond (OTR) is an effective way to increase student engagement in instruction. Examples of strategies teachers can use to increase student

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opportunities to respond, engagement and time on task include the following: Peer Tutoring, Computer Assisted Instruction (CAI), Choral Responding, and Response Cards.

Putting It All Together

Darch and Kame’enui (2004) recommend teachers develop a 180-day plan for classroom management that consists of 3 phases across the course of the school year.  During phase one, (the first 3 months in the fall) the focus is teaching and reinforcing rules and routines.  During phase two (typically the winter months), the focus shifts to quality instruction, instructional management, efficient scheduling and reinforcement to move students to mastery of behavioral and academic skills.  During phase 3 (the spring months) teachers reteach and use interventions as needed.  In combination, the universal classroom management practices discussed can prevent the occurrence of disruptions and other problem behaviors in the classroom and create a proactive environment to promote both academic and behavioral competence.  Because these practices function to prevent problem behaviors through an instructional approach, they are positive and proactive.  As a comprehensive package, behavior, instructional, and environmental management contribute to the development of an effective, efficient classroom environment.

Next Steps

1. With staff input define major and minor rule violations.

2. Minor incident report has been developed and reviewed with staff.

3. Staff managed interventions have been defined.

4. Office managed process has been developed and the District Referral Form has been reviewed with staff.

5. Building process for documentation has been developed and shared with staff.

Benchmarks of Quality

Benchmark 3 Points 2 Points 1 Point 0 PointsProblem behaviors are defined.

Written documentation exists that includes clear definitions of all behaviors listed.

All of the behaviors are defined but some of the definitions are unclear.

Not all behaviors are defined or some definitions are unclear.

No written documentation of definitions exists.

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Major/Minor behaviors are clearly differentiated.

Most staff are clear about which behaviors are staff managed and which are sent to the office. (i.e. appropriate use of office referrals) Those behaviors are clearly defined, differentiated and documented.

Some staff are clear about which behaviors are staff managed and which are sent to the office. (i.e. appropriate use of office referrals) or no documentation exists.

Specific major/minor behaviors are not clearly defined, differentiated or documented.

An array of predetermined appropriate responses to major (office-managed) problem behaviors.

There is evidence that all administrative staff are aware of and use an array of predetermined appropriate responses to major behavior problems.

There is evidence that some administrative staff are not aware of, or do not follow an array of predetermined appropriate responses to major behavior problems.

Procedures exist for tracking classroom behavior problems.

Evident in most classrooms (>75% of classrooms).

Evident in many classrooms (50-75% of classrooms).

Evident in only a few classrooms (less than 50% of classrooms).

Classrooms have a range of consequences -interventions for problem behaviors that are documented and consistently delivered.

Evident in most classrooms (>75% of classrooms).

Evident in many classrooms (50-75% of classrooms).

Evident in only a few classrooms (less than 50% of classrooms).

Staff use referral process (including which behaviors are office managed vs. which are teacher managed) and forms appropriately

Almost all staff know the procedures for responding to inappropriate behavior, use forms as intended and fill them out correctly. (can be identified by reviewing completed forms, staff, surveys, etc..)

at least 90% know/use

Many of the staff know the procedures for responding to inappropriate behavior, use forms as intended and fill them out correctly.

at least 75% know/use

Some of the staff know the procedures for responding to inappropriate behavior, use forms as intended and fill them out correctly.

at least 50% know/use

Few staff know the procedures for responding to inappropriate behavior, use forms as intended and fill them out correctly OR evaluations are not conducted. less than 50% know/use

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