Positive Behavior Interventions and Supports:Corrective Consequences
Northwest AEAJerome SchaeferMarch 18, 2010
Major portions of the following material were developed by: George Sugai, Rob Horner,Teri Lewis-Palmer, and Geoff Colvin. www.pbis.orgIn conjunction with The Iowa Department of Education
Outcomes
To identify basic practices in responding to misbehaviors
To develop a consistent school-wide system of corrective consequences
Types of Consequences
Punishments Penalties Reinforcement (Getting something you want)
Reinforcement (Avoiding something aversive)
Every interaction has an associated consequence
Managing Consequences
Key Points Consequences follow behavior Consequences may be positive or negative
Reinforcing consequences are delivered to:1. Provide immediate feedback that behavior is acceptable or
desired2. Increase likelihood behavior will BE REPEATED, i.e.,
reinforced.
Negative consequences are delivered to:3. Provide immediate feedback that behavior is unacceptable4. Increase likelihood behavior will NOT BE repeated, i.e.
penalized or punished.
Same behavior, same response, different outcome
Student talks out during class, teacher says, “Mike that’s two, next time you will go to the office.” Mike stops talking to avoid the aversive trip to the office.
Student talks out during class, teacher says, “Chris that’s two, next time you will go to the office.” Chris continues to talk to gain peers attention.
Student talks out during class, teacher says, “Shelley that’s two, next time you will go to the office.” Shelley continues to talk so she can go to the office and get adult attention.
Student talks out during class, teacher says, “Larry that’s two, next time you will go to the office.” Larry continues to talk to get sent out of class to avoid difficult work.
Student talks out during class, teacher says, “Becky that’s two, next time you will go to the office.” Becky stops talking to avoid peer attention (embarrassment).
So…The same imposed logical consequence may have different affects on the same behavior
Corrective Consequences
Penalty
A consequence that causesa behavior to decrease
Penalty - Defined
A behavioral decrease as the result of losing something one cares about.
Examples:free time, recess, working with peers, working on preferred activity, field trips,
choice of activity
Punishment
A consequence that causes abehavior to decrease.
Punishment - Defined
Behavior decreases as the result of receiving an undesirable outcome. Something is imposed on a person.
Examples:Phone call home, expelled, sent to the office, time out, detention, peer attention
Punishment and Penalty
Moving a child away from another child. Taking away an activity. Removing a child from a desired activity. Adults talking at children (over explaining) to point out what
they did wrong and what they should do next time. Removal from a piece of playground equipment for not
using it correctly. Getting cold when not wearing a coat. Cleaning up a after throwing toys all over the floor. Writing a one page essay about how to behave at lunch. In School Suspension for fighting. Taking away outside playing time.
Punishment or PenaltyPenalty
Penalty
Penalty
Penalty
Punish
Punish
Penalty
Punish
Punish
Punish
Penalty – something positive taken away Punishment – something imposed
Penalty and Punishment Cautions As a reminder - research shows punishment is least
effective response to reducing long term chronic misbehaviors.
May provide short-term outcomes but not desired long-term change
May inadvertently reinforce the problem behavior Decrease positive attitudes and increases withdrawal,
aggression, truancy, tardiness, etc. Nothing left to lose? Connection not established between misbehavior and
negative consequence - may be ineffective Difficult to identify what is of value for some students
Present something aversive to the child so they will want to avoid engaging in that behavior again.
Preserve the Learning Environment
Keep in mind…the purpose of applying negative consequences
Calm and private.
Use non-verbal cues when possible
A dose of empathy goes along way
Remind child of the desirable behavior
Clear and consistent
With dignity and purpose.
Adapted From: Strategies For Successful Teacher, Diana Browning
Negative Consequences Basic Ideas
Discussion
What negative consequences are most common in your classroom?
What negative consequences are most common in your school?
Why does it work for some but not all? When should penalty and punishment be
used in non-classroom settings?
Corrective Consequence Systems
Since you have established your school’s acknowledgement system let’s focus on
developing your school’s corrective consequence system.
Procedures for Using Negative Consequences – Some things to consider Consider the purpose for the negative consequence
Preserve the learning environment Present something aversive
Negative consequences should be mild More serious negative consequences usually delivered
by administration Make clear what behaviors warrant a referral to the office Follow negative consequences with positive
consequences at earliest appropriate opportunity (“fair pair”)
Maintain the 4:1 Ratio
Procedures for Using Negative Consequences – Some things to consider Office Referrals document the behavior but are not the
intended negative consequence Encourage the concepts of empathy, dignity, respect,
and purpose Procedures for crisis situations Consider defining potential negative consequences that
may be used in the classroom, at recess, during lunch, in the hallway, etc.
Golden Rule for Using Negative Consequences Is there a Silver Bullet? NO
But -There is a Golden Rule
MILD CONSEQUENCES CONSISTENTLY DELIVERED
Reflection: Corrective Consequences
1. What negative consequences do I use regularly?
2. What negative consequences are established for non-classroom settings?
3. What is my ratio of negative to positive?
4. What is the ratio in non-classroom settings?
Action Steps: Managing NegativeConsequences
I. Label and define misbehaviors1 major and minor behavioral violations2 Definitions are comprehensive – fit in the classroom an non-classroom
settings3 Minimal overlap of definitions
II. Processing of Rule Violations/ViolatorsI. Office managed vs. staff managedII. ODR system in placeIII. Continuum of Consequences established and agreed onIV. Data decision rules established for possible interventions (More
on this later)
Action Steps: Managing NegativeConsequences
III. ImplementationA. Agreed on by >80% of staffB. Used by all building staff across all settingsC. Training/Informing of staff and studentsD. Orientation of new staff, students, and guest teachersE. Inform Parents
Action Plan
What will be done?
Who will do it?
By when?
Key Points Emphasis of PBIS is placed on defining,
teaching, and acknowledging BUT problem behavior may still occur.
Procedures are designed to a. stop problem behavior – preserve learningb. Increase likeliness of correct behavior occurring next timec. avoid escalation
Addressing problem behavior means providing attention which MAY REINFORCE the behavior
Controlling for attention is critical The next student behavior is often determined
by initial (and subsequent) teacher responses.
Consider Some Typical Problem Behaviors
1. Off-task
2. Rule violations
3. Disrespect
4. Limit testing
Off TaskManagement Steps
1. Attend to students on task and delay responding to student off task
2. Redirect student to task at hand and do not respond directly to off task behavior
3. Present choice between on task direction and negative consequence
4. Follow through on student choice
Rule ViolationManagement Steps
1. State the rule or expectation2. Explicitly request the student to “take
care of the problem”3. Present options if needed4. Follow through
DisrespectManagement Steps
1. Avoid reacting personally (such as shouting, challenging, becoming agitated)
2. Maintain calmness, respect and detachment (Teacher modeling role)
3. Pause and focus4. Focus on the student behavior (“That
language…”)5. Deliver consequence as appropriate
Testing LimitsManagement Steps
1. Pre-Teach the procedures2. Deliver the following information in a calm matter-of-
fact mannera) Present expected behavior and negative consequence as a
decisionb) Allow few seconds for decisionc) Withdraw and attend to other students
3. Follow through based on student decision
Building Consequence Systems
Systems for monitoring, interrupting and discouraging inappropriate behavior. Consistency across staff and administration Predictability but not rigidity Clarity about what is handled in class vs office Establish efficient record keeping system to allow
rapid response to behavioral error patterns. (office referral form… clearly defined problem behavior categories)
Examples of Penalties
Failed gradeNote home
Practice expectation during student time (i.e. after school).Loss of recess
Removal to the office
Loss of classroom privilege
Last to be dismissedIgnore behavior
School Wide Discipline Plan
The most effective discipline plans are applied universally so that no matter where the students go, there is consistency in the expectations, rewards, and punishments.
Corrective Consequences:Action Step 1 Defining
Label/Name Behavior Violations Definitions represent continuum
Minor Major Illegal
Definitions take into consideration all possible contexts (school-wide)
Violations are mutually exclusive - avoid overlap
Corrective Consequences:Action Step 2 Procedure for Processing Behavior Violations
Determine what is staff managed and what is office managed
When will ODR be used to track rule violations
Continuum of Consequences Reteach Punish (I.e., loss of privilege, note home, removal) Restitution
Data decision rules developed to determine interventions and supports needed
Staff Managed Office ManagedTardyUnprepared - no homework/materialsViolation of classroom expectationInappropriate language Classroom DisruptionMinor Safety ViolationLying/Cheating
Consequences are determined by staff
Repeated minor behaviorsInsubordinationBlatant disrespectAbusive/Inappropriate languageHarassment/IntimidationFighting/Physical aggressionSafety violations that are potentially harmful to self, others and/or property.Vandalism/Property destructionPlagiarismTheftSkippingIllegal: Arson Weapons Tobacco Alcohol/Drugs
Corrective Consequences:Action Step 3 Implementation of Corrective Consequence
Procedures All staff in building use procedures (plan to train,
prompt, train, prompt) 80% aggreement
Process to inform students and staff Regular review of effectiveness Orientation for guest teachers and volunteers Procedure for informing families Include procedure in PBIS forms book/handbook
• Verbal affirmations from staff members
• Dress for Success Tickets• Recognition on PBIS board• Viking Cards• Stamps/awards• Treats from administration• Treats in classroom• Recognition during
Achievement Celebrations, quarterly
• PBIS Celebrations (quarterly)
• Viking of the Month• Extra recess time• Positive phone calls and
notes home• Homework passes• Lunch with Principal• Featured on TV news• Star Student of classroom• Character awards
SCHOOL-WIDE EXPECTATIONS HAVE BEEN TAUGHT, MODELED AND PRACTICED
POSITIVE BEHAVIOR OCCURS
PROBLEM BEHAVIOR OCCURS
Minor Major
Office ReferralAdministration
ObserveDesired
Behaviors
In-class strategies
• Student conference• Warnings, phone calls home• Writing exercise• Note in planner home• Requested/required parent conference• Back on track form (two per week maximum
for same offense)• Buddy rooms• Counseling/PBIS Rap Session• Peer mediation• Silent Lunch• Loss of recess• Time out• Lesson plans reviewed and re-taught• Behavior contract implemented or reviewed
Behavior does not
improve or continues
Consequences:• Student
conference• Phone call home• Time in office• Loss of privileges• Restitution• OSS• ISS
Office Referral-Administration
Administrator follow-up in a week