- 1.PBS in the Classroom Susan Brawley, M.Ed. Heart of Missouri
RPDC University of Missouri
2. Objectives
- Identify the evidence based practices in classroom
management
- Reflect on the practices currently in place in the classroom
system.
- Make a plan for including the classroom system in the Universal
Schoolwide system.
3. Another Look atSchool-wide Positive Behavior Support Systems
Non-classroom Setting Systems Classroom Setting Systems Individual
Student Systems School-wide Systems 4. Continuum of
School-WideInstructional and Positive Behavior Support Primary
Prevention : School-/Classroom- Wide Systems for All Students,
Staff, & Settings Secondary Prevention: Specialized Group
Systems for Students with At-Risk Behavior Tertiary Prevention:
SpecializedIndividualized Systems for Students with High-Risk
Behavior 80% of Students 15% 5% OSEP Center on Positive Behavior
Interventions and Supports; http://www.pbis.org 5. Guiding
Principle
- Apply the tiered prevention logic to classroom setting
6.
- Linkclassroom to school-wide
-
- Classroom v. office managed rule violations
- Focus on classroom systems if:
-
- More than 60% of referrals are from classroom settings
-
- 50% or more of ODRs come from less than 10% of the
classrooms
7. Focusing on ClassroomBehavior will. . .
- Improve general classroom and school climate
- Decrease dependence on reactive disciplinary practices
(ODRs)
- Maximize impact of instruction to affect academic
achievement
- Improve behavioral supports for students with emotional and
behavioral challenges
8. What kind of students can display problematic behavior? All
students .Studentswith/withoutlabels who are served
ingeneral/specialeducation can display problematic behavior. This
is not a special education issue.It is aneducationissue. 9.
Prevention / Pre-Correction
- Correction procedures are designed to stop inappropriate
behavior
- Teachers should always pre-correct when problem behavior is
likely
-
- Minor behaviors can lead to more serious behavior
-
- Lots of minor behaviors can be as destructive to a building as
the less occurring major behavior
10. Guiding Principles
- Remember that good teachingis one of our best behavior
management tools
11. Evidence Based Practices in Classroom Management
- Maximize structurein the classroom.
- Post, teach, review, monitor, and reinforce a small number of
positively statedexpectations.
- Actively engagestudents in observable ways.
- Establish acontinuum of strategiestoacknowledge appropriate
behavior.
- Establish acontinuum of strategiestorespond to inappropriate
behavior.
(Simonsen, Fairbanks, Briesch, & Myers Sugai, in
preparation) 12. 1. Maximize Structures
- Think of your favorite store.
- What is it you like about it?Why do you keep going back?
13. 1.Maximize structurein your classroom.
- DevelopPredictable Routines
-
- Teacher routines : volunteers, communications, movement,
planning, grading, etc.
-
- Student routines : personal needs, transitions, working in
groups, independent work, instruction,getting, materials, homework,
etc.
- Design environmentto (a) elicit appropriate behavior and (b)
minimize crowding and distraction:
-
- Arrangefurnitureto allow easy traffic flow.
-
- Ensure adequatesupervisionof all areas.
-
- Designate staff & studentareas .
-
- Seatingarrangements (groups, carpet, etc.)
14. Design environment
- Four instances of praise for every correction (4:1)
- Begin each class period with a celebration
- Your first comment to a child establishes behavioral
momentum
- Provide multiple paths to success/praise
15. 2. Post, Teach, Review, Monitor, and reinforce a small
number of positively statedexpectations
- Establishbehavioral expectations/rules.
- Teachrules in context of routines.
- Promptor remind students of rule prior to entering natural
context.
- Monitorstudents behavior in natural context & provide
specific feedback.
- Evaluateeffect of instruction - review data, make decisions,
& follow up.
16. EstablishBehavioral expectations/Rules
- A small number (i.e., 3-5) ofpositivelystated rules.Tell
students what we want them to do , rather than telling them what we
do not want them to do.
- Should match SW Expectations
17. EstablishBehavioral expectations/Rules
- What are some classroom rules (positively stated, easy to
remember) that link with your schoolwide expectations?
18.
- Operationally definewhat the rules look like across all the
routines and settings in your classroom.
- One way to do this is in amatrixformat.
EstablishBehavioral expectations/Rules 19. Rules within Routines
Matrix Routines Rules Entering Classroom Seat Work Small Group
Activity Leaving Classroom Be Safe Be Respectful Be Responsible 20.
EstablishBehavioral expectations/Rules
- Close your eyes and visual your perfect classroom on a perfect
day.What do you want to see and hear?
- Open your eyes.Write down the five most important things you
saw and heard.
- Transfer the behaviors to a sample classroom matrix.
21. TeachRules in the Context of Routines
- Teach expectations directly.
-
- Define rule in operational termstell students what the rule
looks like within routine.
-
- Provide students with examples and non-examples of
rule-following within routine.
- Actively involve students in lessongame, role-play, etc. to
check for their understanding.
- Provide opportunities to practice rule following behavior in
the natural setting.
22. Cool Tool Skill Name Getting Help (How to ask for assistance
for difficulty tasks) Teaching Examples 1.When you re working on a
math problem that you can t figure out,raise your hand and wait
until the teacher can help you . 2.You and a friend are working
together on a science experiment but you are missing a piece of lab
equipment,ask the teacher for the missing equipment. 3.You are
reading a story but you don t know the meaning of most of the
words,ask the teacher to read and explain the word. Kid Activity
1.Ask 2-3 students to give anexample of a situationin which they
needed help to complete a task, activity, or direction. 2.Ask
students toindicate or showhow they couldget help. 3.Encourageand
support appropriate discussion/responses. Minimize attention for
inappropriate responses. After the Lesson (During the Day) 1.Just
before giving students difficult or new task, direction, or
activity, ask them to tell you how they couldget helpif they have
difficulty ( precorrection ). 2.When you see students having
difficulty with a task (e.g., off task, complaining), ask them to
indicate that theyneed help( reminder ). 3.Whenever a studentgets
helpthe correct way, providespecific praiseto the student. 23.
Expectations & behavioral skills are taught & recognized in
natural context 24. Promptor Remind Students of the Rule
- Provide students withvisual prompts(e.g., posters,
illustrations, etc).
- Usepre-corrections , which include verbal reminders, behavioral
rehearsals, or demonstrations of rule-following or socially
appropriate behaviors that are presented in or before settings were
problem behavior is likely (Colvin, Sugai, Good, Lee, 1997).
25. MonitorStudents Behavior in Natural Context
- Active Supervision (Colvin, Sugai, Good, Lee, 1997):
- Providereinforcementand specific praise to students who are
following rules.
- Catch errors early and provide specific,corrective feedbackto
students who are not following rules.( Think about how you would
correct an academic error .)
26. Acknowledge & Recognize 27. Evaluatethe effect of
instruction
-
- Are rules being followed?
-
-
- where are the errors occurring?
-
-
- what kind of errors are being made?
- Summarize data (look for patterns)
- Use data to make decisions
28. 3.Actively engagestudents in observable ways.
- Provide high rates of opportunities to respond
-
- Vary individual v. group responding
-
- Increase participatory instruction (enthusiasm, laughter)
- Consider various observable ways to engage students
-
- Writing on individual white boards
- Link engagement with outcome objectives (set goals to increase
engagement and assess student change CARs verbal/written)
29. 3. Range of evidence based practices that promoteactive
engagement
- Computer Assisted Instruction
30. 3.Actively engagestudents in observable ways.
- What aretwostrategies you use to actively engage students?
31. 4.Establish acontinuum of strategiestoacknowledge
appropriate behavior .
- Specific and Contingent Praise
32. Specific and Contingent Praise
-
- contingent : occur immediately following desired behavior
-
- specific : tell learner exactly what they are doingcorrectlyand
continue to do in the future
-
-
- Good job (not very specific)
-
-
- I like how you are showing me active listening by having quiet
hands and feet and eyes on me (specific)
33. Group Contingencies
-
- All for one InterdependentGroup-Oriented Contingency (e.g.,
targeted/individualized intervention approach)
-
- One for all Dependent Group Contingency (e.g., universal
intervention approach)
-
- To each his/her own( IndependentGroup Contingency)
34. Class Behavioral Contracts
- A written document that specifies a contingency for an
individual student or in thiscase whole class
- Contains the following elements:
-
- Operational definition ofBEHAVIOR
-
- Clear descriptions ofREINFORCERS
-
- OUTCOMESif student fails to meet expectations.
-
- SpecialBONUSESthat may be used to increase motivation or
participation.
(Wolery, Bailey, & Sugai, 1988) 35. 5. Establish acontinuum
of strategiestorespond to inappropriate behavior .
- Differential Reinforcement
- Time out from reinforcement
36. Quick Error Corrections
- Your error corrections should be
-
- contingent : occur immediately after the undesired
behavior
-
- specific : tell learner exactly what they are
doingincorrectlyand what they should do differently in the
future
-
- brief : after redirecting back to appropriate behavior, move
on
37. Establish acontinuum of strategiestorespond to inappropriate
behavior .
- Be clear about what behaviors are to be dealt with in the
classroom vs. those that should be sent to the office
38. EstablishBehavioral Expectations/Rules TeachRules in
theContext of Routines Promptor Remind Students of Expected
behavior To Recap... MonitorStudent's Behavior in the Natural
Context 39. EstablishProcedures for Encouraging Rule Following
EstablishProcedures for Responding to Rule Violations Evaluatethe
effect of instruction These are things youshould do in any school
environment!!! 40. Continuum of School-WideInstructional and
Positive Behavior Support Primary Prevention : School-/Classroom-
Wide Systems for All Students, Staff, & Settings Secondary
Prevention: Specialized Group Systems for Students with At-Risk
Behavior Tertiary Prevention: SpecializedIndividualized Systems for
Students with High-Risk Behavior 80% of Students 15% 5% OSEP Center
on Positive Behavior Interventions and Supports;
http://www.pbis.org 41. Evidence Based Practices in Classroom
Management
- Maximize structurein the classroom.
- Post, teach, review, monitor, and reinforce a small number of
positively statedexpectations.
- Actively engagestudents in observable ways.
- Establish acontinuum of strategiestoacknowledge appropriate
behavior.
- Establish acontinuum of strategiestorespond to inappropriate
behavior.
(Simonsen, Fairbanks, Briesch, & Myers Sugai, in
preparation) 42. Think-pair-share
- What is one thing you will do differently next week to improve
behavior in your classroom?
- How will you ensure that classroom systems are part of the
Universal Schoolwide System?
43. Sources
- Brandi Simonsen, Ph.D. & Sarah Fairbanks, M.S.
- The Center for Behavioral Education and Research
- University of Connecticut, Iowa Behavioral Alliance
- Sprague, J. & Golly, A. (2005).Best Behavior: Building
Positive Behavior Support in Schools.Longmont, CO:Sopris West.
- Scheuermann, B.K. & Hall, J.A. (2008).Positive Behavioral
Supports for the Classroom.Upper Saddle River, NJ: Pearson
Education, Inc.