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Goals of this Presentation
1. Review PBS and Discipline
2. How do students move to Tier 2?
3. Start thinking about a School-Wide Process for handling interfering behaviors What is Gretchko’s RTI model?
4. Classroom Strategies for Interfering behaviors
Build a Strong Tier One
Clear Expectations Rule of thumb- Students should be able to explain to a
stranger what behaviors are expected of them in each setting
Teach Expectations Recognize Positive Behaviors School-Wide System for Discipline
PBS and Punishment Positive consequences promotes positive behavior
Punishment used by itself is not effective Especially students with academic difficulties or mental health
issues Short-term: Reinforcing for YOU (removing something negative) But . . . not teaching the student what you want them to do or re-
teaching the behavior
In other words: Negative consequences as main behavior management strategy
is not likely to be effective especially for students who have long history of this type of management
PBS and Discipline Respond to student’s misbehavior as the student’s
intention to be bad- and instead look at it as an error You correct and re-teach
Positive approach to discipline PREVENTION Rewarding and teaching behavior we want instead of punishing
behavior we don’t want Prevention through rules, routines, and arrangements
We respond to all behavior (good and bad) Consequences Catch kids being GOOD
How??
Are you thinking . . . .
But what about that kid that is just bad. I have tried everything and they are still bad!I’m as positive as I can be! What now?! Don’t they need some punishment???
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
ALL
SOME
FEW
Point #1: 3 levels of prevention
• Point #3:Just because student is at the top of the triangle does not mean that universal prevention (green) is not effective.
Point #2:Tier 2 and 3 are systems toput into place for those who need additional support
Without Strong Primary Prevention (Tier 1)
In other words . . .
Even if you do Tier One with integrity there are students who need more support more individualized attention
Behavior Support Plans are created for students who need more support
PBS and Data Data is about student’s behavior
Discipline Referrals/ Referral Slip Staff members name Student’s name Incident type Time, Location
Start collecting data to take to ICT (if Tier 3)
Data = Good using data increases school/ teacher accountability
School-Wide Discipline Example
Roosevelt Elementary:
1st Offense: Verbal Reminder
2nd Offense: 5-minute Thinking Time
3rd Offense: Buddy Teacher’s Room
4th Offense: On-Call Teacher
Any aggressive behavior (intent to harm) is considered a MAJOR and office managed
Problems with School-Wide Discipline Office Discipline Referrals are not the solution
represent a method for the school to document that more behavior support is needed for a student
Segregation- Problem FACT: Students with behavior problems tend to have
academic problems Missing instructional time puts the child farther behind Failure makes academic task aversive
If misbehaving let’s student get out of something they don’t like or can’t do- then they will continue to misbehave
That’s why data collection is so important!
Gretchko Model: Example of a Way to Document Aggression
Blue- Cool Fight. Kids were horsing around. It could cause an accident
Yellow- Peer Conflict. The kid (s) were angry; not as serious.
Red- Physically Aggressive/ Fight Serious; someone is hurt Intent to harm
Gretchko’s PBS ModelEXAMPLE
Tier Three Define Data (More than 6 Referrals) ICT Support / Sp. Ed
Tier Two Define Data (3 to 6 Referrals) Teacher begins
individualized strategies If no progress- Bring to ICT
Tier One- ALL students School-Wide Expectations School-Wide Reinforcement Teach, Re-teach School-Wide Response to Interfering Behaviors
Gretchko’s Response to Intervention
(RTI) Model
BEHAVIORACADEMICS
ALL STUDENTS
•School- Wide Curriculum• Class-wide Teaching
Strategies• PBS Expectations
• Leader in Me (7-Habits)
•Small Group Interventions • ICT
• Reading Recovery
•Special Education(Deb & Natalie)
•Intensive Interventions•ICT Support
Collect DataProgress??
Gretchko’s School-Wide Model for Discouraging Interfering Behaviors
Process Administrator Support Staff Support Team Discussion ICT/ PBS meeting
February 18th 7:55 am (8:10)
Classroom Managed BehaviorsWHY does this kid keep doing that!!!
What is the FUNCTION of the behavior?
Behavior does not occur in a vacuum
Purpose: identifying the variables that control behavior and using that knowledge to design individualized interventions
Interventions need to be based on the function rather than the form of the behavior
Functional Behavioral Assessment
Example Form: Inappropriate Vocal Behaviors
Christine: shouts and throws her materials on the floor especially when asked to complete writing tasks
Arlene: engages in calling out behaviors when its someone else’s turn to talk or when the teacher is working with individual students
Sara: diagnosis of autism spectrum disorder exhibits inappropriate verbalizations in a variety of settings, times of day and with various peers and staff members.
Behavior form is the same- Function is different
Motivated by negative reinforcement (escape or avoidance of difficult tasks)
Motivated by positive reinforcement (access to staff attention)
Motivated by automatic reinforcement (sensory consequences)
Functions of Behavior: Reinforcement
Positive Reinforcement Social: teachers/ peers Activity: access preferred activity
Tangible: access to preferred stuff
Negative Reinforcement Social: avoid teacher/ peer attention Settings: avoid or removed from aversive place/ situation Tasks/Assignments: escape or avoid aversive or difficult task
Reinforcement= Behavior Positive= Something good is added
Reinforcement= Behavior Negative= Something bad is taken away
ABC(Antecedent- Behavior- Consequence)
Date/Time Setting Antecedent Behavior Consequence Effect
When did the interfering behavior occur?
Where did the interfering behavior occur?
What happened
immediately prior (i.e.
triggered) to the interfering
behavior
Describe the interfering behavior.
What did you do or what
happened after the interfering
behavior occurred?
What effect did the
consequence have on the frequency,
duration, and/or intensity of the
interfering behavior?
3/31
9:56 am
Math lesson- small group
I offered to assist George withinstructional support
George refused, stood up, and shouted at me
Redirected George back to his desk to finish his work
George swore at me and shouted
I need help determining the reason (function) for the interfering behaviors
Function Tree (see handout) Motivational Assessment Scale (see handout)
Examples of Classroom Strategies
Classroom Management This is your first line of defense for behavior problems.
Similar to a PBS or RTI philosophy for academic work, your classroom management plan is the critical piece in preventing behavior problems and helping the majority of students (80-90%) stay focused and display good behavior.
It is important to regularly self-evaluate your plan to ensure that all of the components are in place.
What if I think the function of the behavior is positive reinforcement for attention??
IGNORE (extinction) If you want to reduce the occurrence of a specific behavior
(talking) do not give it any attention—ignore the behavior, every occurrence of it.
Used in conjunction with reinforcement, this can be a powerful tool in reducing unwanted behaviors
Be careful . . . There will most likely be an extinction burst!
Behavior JournalBehavior Journal
Name: __________________________________________ Date: __________________ 1. Write or draw a picture about your behavior. 2. Write or draw what you need to do instead. 3. Do you need to say, “I’m sorry?”
□ Yes □ No
Parent Signature: _________________________________ Date: __________________
Gretchko Elementary
Great strategy for those “impulsive behaviors”Great to re-teach expectations. Involve Parents
Not appropriate for students who would rather complete the journal than do an aversive academic task (negative reinforcement- escape)
+
-
What if I think the function is to Escape or Avoid Tasks??
Is it a “can’t do” problem or a “won’t do problem”??
Task Difficulty Antecedent Analysis
Give student work he/she can complete with 90% accuracy (easy)
Observe behaviors during this time
Strategies to increase compliance
Pre-correction: state expectation and give reminder before student can “mess up”
Behavioral Momentum (High P Low P) If any compliance- Reinforce/PRAISE!!!!!!
Remember to Give an Effective Request: Do Not use a question format Get up close Use a quiet voice Look them in the eyes Give them time (5-10 seconds- don’t interrupt the compliance-time
window!) Ask only twice Don’t give multiple requests (remember short-term memory)
Summary: clear, consistent method for translating the teacher’s report into consequences at home Typically sent home on a daily basis Target behaviors are rated by teacher (4 to 5)
Can rate social conduct and/or academic performance Staying in the assigned seat, calling out, following teacher
direction, completing work
Students monitored throughout the day (broken up by class periods)
Evidence Based
Positive Behavior Report Cards
Date:
Be Responsible
I listened to the
teacher
Be Respectful
I was nice to my classmates
Be Safe When I was upset, I
was able to calm down
Morning
0 1 2
0 1 2
0 1 2
Morning Points= _______ My GOAL __________ REWARD= Yes or No
Lunch/ Recess
0 1 2
0 1 2
0 1 2
Lunch Points= _______ My GOAL __________ REWARD= Yes or No
Afternoon
0 1 2
0 1 2
0 1 2
Afternoon Points= _______ My GOAL __________ REWARD= Yes or No
Comments:
Rewards at Home My total points today _________________ 15- 18 points= GREAT JOB! 10-15 points = GOOD JOB! <10 points = We need to try again tomorrow.
0=No 1= Okay 2=Great! Kevin’s Positive Behavior
Report Card
55
56
42
13
At lunch recess, Kevin had difficulties listening to the para when asked to stop playing so rough with a classmate. He needed to be asked 3 times. Afternoon and Morning was great! He earned his rewards. Great day Kevin!
Date:
LOCATION
Be Safe
When I was angry, I used my words
(no kicking, yelling, etc)
Be Respectful
I used kind words and
actions.
I raised my hand to speak.
Be Responsible
I followed directions first time
given.
I completed tasks.
Notes/Comments
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
CHECK-OUT With Mrs. Potocsky
My Goal ________
Total Points Possible = 60
0=No 1= Okay 2=Great!
Keri’s Positive Behavior Report Card
Points Earned Today ___________ Did I meet my goal?
Behavior Report CardGives you DATA!
Kevin's Behavior Progress
0
5
10
15
20
25
30
1 2 3 4 5 6 7 8 9 10
School Days
Dai
ly P
oin
ts E
arn
ed
Positive Peer Pressure: The Good Behavior Game Summary: Rewards children for displaying appropriate
on-task behaviors during instruction time. Class divided into 2 or more teams Point is given to a team for any inappropriate behavior displayed
by one of its members The team with the fewest number of points at the game's
conclusion wins a group reward
Evidence-Based: first tested in 1969; confirmed it is an effective means of increasing the rate of
on-task behaviors while reducing disruptions in the classroom (Barrish, Saunders, & Wolf, 1969; Harris & Sherman, 1973; Medland & Stachnik, 1972).
Positive Peer Pressure: The Behavior Bell Summary: Use a kitchen timer & tell the students that
you will be evaluating their behavior at the very moment that the bell sounds. Set the timer for any time between one minute and twenty
minutes. (Do not let the students see the timer) Upon hearing the bell, assess the behavior at that moment. You can give each student, teams or give the whole group
zero to 3 points depending on the percentage of students who were on-task
A predetermined privilege is earned when the group attains a certain preset number of points
Evidence Based: (Charles, 2002; McIntyre, 2009)
The Tower
Summary: Student earns one block (an ‘X’ on a square
drawn with a dry-erase marker) for positive behaviors.
A predetermined number of blocks are needed in order to be traded in for a predetermined reward.
Whenever student engages in a problem behavior one block is erased from her tower.
Evidence Based: based on response cost system of behavior management (Rhode, Jenson, & Reavis, 1998)
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Reading Break→
FUN PASS! →
Olivia’s Tower
Computer Break→
Intervention Ideas forTier One (classroom)
Master Folder Make copies Add ideas
Strategies for: Hyperactive Inattentive/ Off-Task Defiance/ Non-Compliant Emotionally Unpredictable Social Attention
Thank-you!
Questions/ Comments?
