Consequences for Problem Behavior Rob Horner, Rhonda Nese University of Oregon.

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Consequences for Problem Behavior Rob Horner, Rhonda Nese University of Oregon

Transcript of Consequences for Problem Behavior Rob Horner, Rhonda Nese University of Oregon.

Consequences for Problem Behavior

Rob Horner, Rhonda NeseUniversity of Oregon

Maximizing Your Session Participation

Work with your team

Consider 4 questions:

– Where are we in our implementation?

– What do I hope to learn?– What did I learn?– What will I do with what I learned?

Objectives• Define six elements of an effective discipline system

• Define four functions of negative consequences

• Define strategies for disseminating consequence standards across faculty, students, and families.

• Define data sources needed to build and sustain•  •

• Outcomes:Operational definitions of problem behaviorFormal rule for what results in an office referral

• Flow chart (or organizational tool) defining flow of • discipline decisions• Content of data to be collected about discipline • decisions.

Discipline System Impact

• Increase consistency across schools.o Make school a predictable, consistent, positive environment for

students.

• Discipline always starts with teaching, prompting and acknowledging positive behavioro School-wide implicationso Individual student implications

Discipline Assumptions and

Functions.• Delivering negative consequences for problem

behavior is a necessary but insufficient strategy for reducing problem behavior.

o Always define, teach and acknowledge what you want before you focus on negative consequences

o Use negative consequences to achieve the following four functions:o Prevent a problem behavior from being rewardedo Prevent a problem behavior from escalatingo Prevent a problem behavior from interrupting instruction for

otherso Provide a teaching opportunity (“this behavior is NOT being

respectful”)

Six Elements of a School Discipline

System

2. Problem Behavior Definitions

3. Discipline ReferralForm

4. Guidelines for responding to problem behavior

5. Data System

6. Decision-making Process

1. Policy and Logic

1. Discipline Policy• Purposes of Discipline Policy

o Promote positive behavior and reduce problem behavioro Comply with federal and state lawo Coordinate behavior support effortso Ensure safe and effective environmentso Get students access to needed supports

Discipline Policy• Critical Elements

o Define purposeo Define roleso Define process for addressing problem

behavioro Define “rule” for office managed vs staff

managed problem behavior.o Define data collection expectations

Observe Problem Behavior

Warning/Conference with Student

Use Classroom Consequence

Complete Minor Incident Report

Does student have 3 MIR slips

for the same behavior in the same quarter

•Preparedness•Calling Out•Classroom Disruption•Refusal to Follow a Reasonable Request (Insubordination)•Failure to Serve a Detention•Put Downs•Refusing to Work•Inappropriate Tone/Attitude•Electronic Devices•Inappropriate Comments•Food or Drink

•Weapons•Fighting or Aggressive Physical Contact•Chronic Minor Infractions•Aggressive Language•Threats•Harassment of Student or Teacher•Truancy/Cut Class•Smoking•Vandalism•Alcohol•Drugs•Gambling•Dress Code•Cheating•Not w/ Class During Emergency•Leaving School Grounds•Foul Language at Student/Staff

Write referral to office

Administrator determines

consequence

Administrator follows through

on consequence

Administrator provides teacher

feedback

Write the student a

REFERRAL to the main office

•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning

•Once written, file a copy with administrator

•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, seat change)

SIDE BAR on Minor Inc ident Repor t s

•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning

•Once written, file a copy with administrator

•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, seat change)

SIDE BAR on Minor Inc ident Repor t s

Is behavior office

managed?

ClassroomManaged

Office Managed

No Yes

OBSERVE PROBLEM BEHAVIOR

What type of

behavior is it?

COMPLETE OFFICE REFERRAL

·Conference with Student·Notify Parent

ADMINISTER APPROPRIATE CLASSROOM BASED

CONSEQUENCES

TEACHER MANAGED

·Calling Out·Dress Code ·Electronic Devices·Food/Drink·Language·Lateness·Minor Dishonesty·Preparedness·Put Down·Throwing·Tone/Attitude·Touching·Work Refusal

OFFICE MANAGED

·Aggressive Behavior·Bullying/Harassment·Chronic/Repetitive Minor Infractions·Drugs/Alcohol·Fighting·Gambling·Major Dishonesty·Physical Aggression/Contact·Truancy·Vandalism·Weapons

PROBLEM SOLVE

WITH STUDEN

T

Did behavior resolve?

NO

WRITE MIR

·Conference with Student·Notify Parent·Reinforce Expectations

·Track Behavior

YES

·Refer to ‘Office Managed Behaviors’

Have there been ≥3 MIR’s for similar

behavior?

NOYES

·Document interventions·Reinforce Expectations

ADMINSTRATIVE RESPONSE

·Administrator investigates written report.·Student conduct record is consulted·Administrator determines consequence.·Administrative staff provides feedback to staff.

MINOR INCIDENT REPORTS

·Used only after classroom interventions have not met with success.·Take concrete action to correct behavior (e.g detention, reflective writing, etc.)·Corrective actions correspond to demonstrated behavior where possible.·Administered with student knowledge.

General Procedure for Dealing with Problem Behaviors

Observe problem behavior

Problem solve

Determineconsequence

Follow proceduredocumented

File necessarydocumentation

Send referral to

officeFile necessary documentation

Determine consequence

Followthrough with

consequences

Problem solve

Follow documented

procedure

Write referral &Escort student to office

Follow upwith student

within aweek

Is behavior major?

Does student have 3?

NO YES

NO YES

Find a place to talk with student(s) Ensure safety

Your Task• Determine if a formal policy exists. If needed,

what steps are needed to have one developed?

• Build a plan for developing a one-page flow chart defining expectations for teacher-managed versus office managed behavioral incidents.

• Ensure process so all current and new faculty receive orientation to policy

2. Definitions for problem

behavior developed and taught• Descriptions need to be:

o Operational • Observable and countable

o Exhaustive • All problem behaviors are covered (include an

“other”)o Mutually Exclusive

• One problem behavior only goes in one category

o Simple • Use the smallest number of categories possible• Useful for decision-making

• Consider organizing by “levels” to help staff link type of problem behavior to level of consequence

Definitions

Activity: What behavior?

• Use SWIS definitions• Observe video and select which behavior applies.

o Rayetteo Eddieo B2o Shaneo Devin

3. Discipline referral form

• Critical Featureso Requires less than 1 min to complete

• Minimal use of written texto Relevant information

• Who (name, grade, gender) (students/adult)• What (problem behavior)• Where (location)• When (what time of day• With whom (who else was involved)• Why (why does this keep happening)• Details

o ----------------------------------• Administrative Decision

Readiness

Examples

Activity: Compare • Determine if your ODR form has the relevant

information.

4. Guidelines for responding to problem

behavior

• School-wide standard for when problem behavior results in an office referral versus classroom management

• Level Systemo Major versus minor problem behaviors?o Level I, Level II, Level III

• Defined • Intervention options • Measurement expectations

Standards

Purposes of delivering ODR• Interrupt problem behavior

• Prevent escalation

• Teach discrimination about what is acceptable• “This is not being respectful”

• Minimize likelihood that problem behavior will be rewarded.

• Allow education to continue for others• Safety• Access to instruction

Common Guidelines for

“minor” versus “major”• Teachers have the authority to manage

problem behavior in class (or with a partner)• Detention, In-school suspension• Think-time• Time out (define Time out)

• Use an office referral if a problem behavior (a) interferes with on-going education of others, (b) threatens safety, or (c) is of a severity requiring more extended intervention (e.g. more than 1 min).

• Note that in-class interventions may also be included in the on-going data collection system… and are useful for decision-making

Think Time (Dr. Ron Nelson)

• Used for students who engage in attention-maintained problem behavior in the classroom.

• Major goal is to reduce reward for problem behavior

• Relies on two teachers collaborating• Establish an open desk in each room• Build a “problem solving form”

• What did you do?• What could you have done differently?• How will you handle this situation in the future?

• Teach the “think time” routine • Maintain data on application of Think Time

• Complete an Office Discipline Referral form.

ODR, Suspension, Detention not a

“treatment intervention”

• Never rely on ODR, Suspension, or Detention alone to change behavior.

• For substantive behavior change incorporate: o (a) assessment (to individualize support), o (b) instruction on appropriate behavior, o (c) on-going acknowledgement of appropriate behavior.

How to deliver an ODR, or

Detention

• Stop or redirect problem behavior• Non-emotional voice tone• 2 second pause (if possible)

• Label problem behavior• Define what is NOT happening (respect)

• Deliver consequence • Clarify behavioral choices, and your expectation

for the student.

5. Data System for Consequences

• Efficient entry of data into database• Continuous, secure, confidential access to data

for decision-making• Summary a presentation to faculty at least

monthly

5. Data System for Consequences

• Efficient system to summarize and report the data

5. Data System for Consequences

• Efficient system to summarize and report the data

6. Using Data for Decision-making

• Fidelity Datao Are we doing what we said

• Impact Datao Do students know the positive expectationso What do we learn from behavioral errors

• How often are problems occurring• What are the problem behaviors• Who is performing the behaviors• Where are problem behaviors most and least likely• When are problem behaviors most and least likely• When they occur what is maintaining repetition of problem

behavior

Summary• Policy• Problem behavior definitions• Discipline referral form• School-wide standards for delivering discipline• System to collect and summarize data• Team process to use data for decision-making

(problem solving)

Communication/ Roll Out Plan

Students Faculty Families

Expectations

Recognition System

Consequence System

Data System

Communication/ Roll Out Plan

Students Faculty Families

Expectations Fall teaching planBooster events

All teach in Fall NewsletterFamily NightStudent check

Recognition System

Tokens per studentClassroom Whole school?

Faculty meeting ?

Consequence System

? Flow chart ?

Data System N/A Faculty meetingPBIS TeamAnnual report

NewsletterFamily Night

Example from Oregon

Building Effective Consequence Systems in

Schools:

Example: OR Middle School~600 students enrolled86% free/reduced lunch42% non-White14% ELL23% IEPNew to PBIS: 70% new staff & admin

Consequence System: Tasks 1. Define Classroom vs. Office-managed

problem behaviors2. Develop a flowchart for addressing

problem behaviors3. Gather input from all staff, edit

flowchart if needed4. Disseminate information across staff,

students, and families

Staff Managed Behaviors

1 Tardiness (on 3rd tardy, enter student into Response System)

2Non-compliance with staff direction3Classroom disruption4Bullying5Inappropriate language6Failure to serve teacher assigned reflection7Unprepared for class8Leaving the classroom without permission9Skipping class1Inappropriate hallway behavior1Inappropriate computer use 1Inappropriate locker behavior1Dress code violation1Throwing objects1Eating/drinking in class1Academic dishonesty 1Sleeping in class1Carrying backpack1Electronic devices/cell phones (visible and/or on)

Office Managed Behaviors

1 Bomb Threat/False Alarm2Possession of a Weapon/Explosive Device3Threats of bringing/using Weapons4Fighting/Physical Aggression5Physical Assault/Harassment6Intimidation7Sexual Harassment/Sexual Offense8Loitering9Theft/Burglary1Verbal Abuse and/or Threat of Violence1Inappropriate Bus Behavior1Failure to Identify Oneself1Truancy 1Vandalism/ Property Damage1False Fire Alarm or Arson1Possession/Distribution/Use of OTC Medication, Controlled Substance, Tobacco, or Alcohol 1Leaving the Classroom without Permission1Forgery/Extortion1Gambling 2Chronic Violation of Teacher Managed Behaviors 2Possession/Use of Imitation Weapons2Possession/Use of Imitation Drugs2Possession of Drug Paraphernalia

• Tardy

Behaviors from Referral FormUsed problem behaviors from SWISAlready operationally defined Can describe what the problem “looks like”

during staff trainingBehaviors the staff had already agreed

were either a minor or a major

Observe Problem Behavior

Warning/Conference with Student

Use Classroom Consequence

Complete Minor Incident Report

Does student have 3 MIR slips

for the same behavior in the same quarter

•Preparedness•Calling Out•Classroom Disruption•Refusal to Follow a Reasonable Request (Insubordination)•Failure to Serve a Detention•Put Downs•Refusing to Work•Inappropriate Tone/Attitude•Electronic Devices•Inappropriate Comments•Food or Drink

•Weapons•Fighting or Aggressive Physical Contact•Chronic Minor Infractions•Aggressive Language•Threats•Harassment of Student or Teacher•Truancy/Cut Class•Smoking•Vandalism•Alcohol•Drugs•Gambling•Dress Code•Cheating•Not w/ Class During Emergency•Leaving School Grounds•Foul Language at Student/Staff

Write referral to office

Administrator determines

consequence

Administrator follows through

on consequence

Administrator provides teacher

feedback

Write the student a

REFERRAL to the main office

•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning

•Once written, file a copy with administrator

•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, seat change)

SIDE BAR on Minor Inc ident Repor t s

•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning

•Once written, file a copy with administrator

•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, seat change)

SIDE BAR on Minor Inc ident Repor t s

Is behavior office

managed?

ClassroomManaged

Office Managed

No Yes

Level 1 Referral

•Fill out referral•Teacher chooses consequences (LD, ASD, apology, etc.)

No?(pick one)

Minor behavior•Disrespect•Defiance/non-compliance•Disruption•Physical contact/aggression•Tardy

Classroom Managed

Classroom Managed

Strategies•Re-teach of appropriate behavior•Request change in behavior•Invitation to self-correct•Modify assignment•Teacher proximity or visual prompt•Student reflection (Think Sheet)•Mini-conference with student•Break in hallway

Did the behavior change?

Yes!

Reinforce appropriate

behavior and praise

Gathered Feedback, and…

Teachers wanted to be able to contact parents before a referral was written

Believed that a parent contact could serve as a “strategy” for some students

Wanted to keep parents in the loop, especially for ongoing problem behaviors

Understanding Office Managed Behaviors Sending a kid out of class should be a BIG

DEAL:Missed instructional timeConsumes a great deal of admin timeMay change the student-teacher relationshipRelinquishing authority over classroom

behaviors and consequences (what message does it send to the student)

When to use:When all classroom strategies have been triedWhen contact with a parent has been madeWhen it is endangering others When others end up missing instructional time

Communication/ Roll Out Plan

Consequence System

Students

Flowchart walk-through in all classesFlowchart posted on classroom wallsFlowchart included in day planners

Staff Training on flowchart during staff in-serviceCheck-ins at staff meetings, after data reviewRefresher after holiday break

Families PBIS brief on school websiteFlowchart shown and discussed at Back to School NightPBIS information packet sent home