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

• Primary for all

• Secondary for some

• Tertiary for a few

6.

Linkclassroom to school-wide

• School-wide expectations

• 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

Remember:

• 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

• Active engagement

• Positive reinforcement

• Pre-correction

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

Environment

Routines

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.

Publiclypostthe rules.

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):

• Movearound

• Look around ( Scan )

• Interact with students

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

Collect data

• Are rules being followed?

• If there are errors,

• • who is making them?

• • 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

• Written responses

• Writing on individual white boards

• Choral responding

• Gestures

• Other: ____________

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

Direct Instruction

Computer Assisted Instruction

Class-wide Peer Tutoring

Guided notes

Response Cards

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

Group Contingencies

Behavior Contracts

Token Economies

32. Specific and Contingent Praise

Praise should be

• 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 .

Error Corrections

Differential Reinforcement

Planned ignoring

Response Cost

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.