MO SW-PBS Classroom ModuleInstructions

• This module is designed to provide the slides and materials needed to teach staff, students and families about a SW-PBS Classroom topic. Notes have been written to assist with the presentation.

• Handouts needed are shown by a star on the slide.• If you have not done so, it is recommended you share

module “Overview of Effective Classroom Practices” before presenting this module on a Discouraging Inappropriate Behavior.

Delete this slide before beginning your session.

MO SW-PBS Classroom ModuleInstructions (continued)

• There is a Content Acquisition Podcast (CAP) available on the Missouri Schoolwide Positive Behavior Support website: http://pbismissouri.org/educators/effective-class-practice

The CAP shares much of this same content in a video format. • There is also a videotape showing examples of discouraging

inappropriate in the classroom on the MO SW-PBS website. Feel free to show the video to add to this module.

• More information is available in the Classroom chapter of the May 2014 MO SW-PBS Team Workbook (available on the MO SW-PBS website) about the topic. Content about the first four classroom modules are also embedded within chapters 3 – 6.

Delete this slide before beginning your session.

MO SW-PBS Classroom Module Instructions (continued)

• Follow-up activity suggestions are on the last slide. These are ideas your school/team might review prior to this presentation to present how you plan to expand the learning past this inservice session.

• Call your Regional Consultant if you have questions.

• Good luck!Delete this slide before beginning your session.

Note to PresenterThis Module on Discouraging Inappropriate Behavior may be presented as a whole

(approximately 2 hours) OR Divided into 2 sessions

1. Instructional Approaches for Discouraging Inappropriate Behavior

Outcomes: • Explain to others the role of

teaching in response to student social errors.

2. Responding to Minor Misbehavior

Outcomes: • Use respectful strategies for

staff-managed “minor” inappropriate behavior.

• Use additional consequences to respond to “minor” inappropriate behavior.

Delete this slide before beginning your session.

Prerequisites for This Classroom Module• This module addresses only “minor” inappropriate behavior which

staff are expected to address; responses to “major” inappropriate behavior are NOT addressed in this module.

• This module is written with the assumption these points have been previously addressed and are therefore not covered in this module:– Your staff have discussed and agreed on the difference between minor

(staff managed) and major (office managed) behaviors.– Your Office Discipline Referral (ODR) form has been reviewed to address

all the necessary important factors (page 193 MO SW-PBS Team Workbook).

– Staff are using your school’s process to accurately record behavioral incidents using your ODR form.

Delete this slide before beginning your session.

Handouts

• These handouts are needed to complete this module:– Discouraging Inappropriate Behavior Teacher Tool– Effective Re-directs– Practice Selecting Techniques to Effectively

Address Inappropriate BehaviorDelete this slide before beginning your session.

Discouraging Inappropriate Behavior in the Classroom

MO SW-PBS

Discouraging Inappropriate Behavior Teacher Tool

Effective Classroom Practices

1. Classroom Expectations2. Classroom Procedures & Routines3. Encouraging Expected Behavior4. Discouraging Inappropriate Behavior5. Active Supervision6. Opportunities to Respond7. Activity Sequencing & Choice8. Task Difficulty

Three Levels of ImplementationA Continuum of Support for All

Tier One• All students• Preventive, proactive

Tier One• All settings, all students• Preventive, proactive

Tier Two • Some students (at-risk)• High efficiency• Rapid response

Tier Two• Some students (at-risk)• High efficiency• Rapid response

Tier Three• Individual Students• Assessment-based• High Intensity

Tier Three• Individual Students• Assessment-based• Intense, durable procedures

Academic Systems Behavioral Systems

OutcomesAt the end of the session, you will be able to…

• Explain to others the role of an instructional approach when responding to student social errors.

• Use respectful strategies for staff-managed inappropriate behavior.

• Use additional consequences to respond to “minor” inappropriate behavior.

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Instructional Approaches forDiscouraging Inappropriate Behavior

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“Punishing students doesn’t teach them the right way to act.”

George Sugai, 2005

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Reasons for Inappropriate Behavior:

1. Skill Deficit–lack of skill levels or insufficient opportunity to learn and practice the expected behavior

2. Performance Deficit– a lack of motivation to perform the preferred behavior

Either problem–lack of skill or lack of motivation–requires more teaching and practice to resolve.

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• Aggression

• Vandalism

• Truancy

• Dropouts

Punishing problem behavior without a positive, proactive, and instructional approach results in increased:

Mayer & Sulzer-Azaroff, 1990; Skiba, Peterson, & Williams, 1997

Punishment Is Not the Solution

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Prevention is Key

When inappropriate behaviors occur, assess setting or antecedent events and ask:• Do we have clear expectations?• Have they been thoroughly taught?• Are we consistently using strategies to

encourage desired behaviors?

The best defense is always a great offense.

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Discipline is Teaching

dis•ci•pline (fr. Latin disciplina; teaching, learning) Instruction that corrects, molds or perfects character and develops self-control.

Webster’s New Collegiate Dictionary

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The Role of Teaching

When it comes to discipline, it does not make sense for educators to use the criminal justice model first, before employing what they were professionally prepared to use----teaching and mentoring approaches.

Forest Gathercoal, 2004

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Responding to ErrorsAcademic

• Identify error• Re-teach correct response• Model/demonstrate• Provide guided practice &

feedback• Provide independent

practice• Monitor• Provide feedback

Social Behavioral• Identify the error• Re-teach expected behavior• Model/demonstrate• Practice• Monitor• Provide encouragement• Correct and re-teach as

needed

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The Power of Correcting Social Errors

• Upholds the importance of expectations.• Restores order to the learning

environment.• Interrupts the inappropriate behavior,

preventing practice of that behavior.• Capitalizes on the teachable moment.• Gives the child a chance to learn to be

successful.

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The Power of Correcting Social ErrorsContinued

• Increases probability of future correct behavior.

• Decreases future time out of learning/instruction.

• Demonstrates care and concern by the adult.

• Builds relationships with students.• Maintains a positive learning climate.

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Discussion: Instructional Approaches

With a partner, reflect on what you have heard:

• How does this teaching approach to student inappropriate behavior align with your present thinking?

• Do you view inappropriate behavior as a teaching opportunity?

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OutcomesAt the end of the session, you will be able to…

Explain to others the role of an instructional approach when responding to student social errors.

• Use respectful strategies for staff-managed inappropriate behavior.

• Use additional consequences to respond to “minor” inappropriate behavior.

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Strategies to Address Staff-Managed Behavior

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Staff-Managed Behavior

All staff are expected to manage any inappropriate behavior that runs counter to your expectations and is not listed as office-managed. This includes any or all behavior that runs counter to:• School-wide expectations• Non-classroom expectations or procedures• Classroom expectations or procedures• Any other socials skills you have adopted

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Managing “Minor” Behavior:Non-Examples

• “How many times do I have to tell you to work quietly?”

• “Didn’t I just tell you to get started?”• “Why are you talking while I‘m talking?”• “Do you want me to send you to the office?”• “What do you think you are doing?”• “Quit it right now…stop being so antsy!”• “If you don’t stop bothering others you will have to

go to the Safe Seat.”MO SW-PBS

High rates of teacher attention to inappropriate behavior is prevalent in our schools. This attention for misbehavior exceeds attention to appropriate behavior, and contributes to the continuation of much problem behavior. White, 1975; Beaman & Wheldall, 2000

“The single most commonly used but least effective method for addressing undesirable behavior is to verbally scold and berate a student.”

Alberto & Troutman, 2012

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General Considerations When Responding to “Minor” Misbehavior

• Consistency• Active supervision• Pre-Corrects• Calm, immediate response• Specific, yet brief then disengage• Quiet, respectful interaction with student• Refocus class, if needed

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Strategies to Manage Minor Behavior

• Proximity• Signal Non-verbal Cue• Ignore/Attend/Praise• Re-direct• Re-teach• Provide Choice• Student Conference

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Proximity

The strategic placement/movement by the teacher to encourage positive behavior. The teacher is a source of protection and strength, helping the student to control impulses. Praise the student when he/she follows the expected classroom rules or procedure.

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Signal Nonverbal Cue

Non-verbal techniques such as sustained eye contact, hand gestures, a handclap, finger snap, clearing one’s throat, etc. suggesting that the teacher is aware of the behavior and prepared to intervene if it continues. Praise the student when he/she is following the classroom rules or procedure

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Ignore, Praise, Attend

Uses the power of praise or positive feedback. The teacher praises an appropriately behaving student in the proximity of the student who is not following the class rules or procedures. The praise serves as a prompt to the student who is not following the classroom rules. When the student exhibits the desired behavior, attention and praise are then provided.

MO SW-PBS 200

Re-Direct

Brief, clear, private verbal reminder of the expected behavior. A re-statement of school-wide and non-classroom behavior, or classroom procedure.

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Effective Re-Directs

“Janice, it is time to be responsible and start working on your math assignment.”“Frank, please be respectful and listen to Jamal.”“Right now we are all being safe and sitting criss-cross.”“If you want to share a thought Tim, you need to be respectful and raise your hand.”

MO SW-PBS

Activity: Practicing Effective Re-directs

• The handout has common minor classroom misbehaviors on the left.

• Write a re-direct that is brief, clear and re-states the classroom rule or procedure the student should follow.

• Be prepared to share with the group.

MO SW-PBS

Effective Re-directs Worksheet

Re-Teach• Builds on the re-direct by specifically

instructing the student on exactly what should be done.

• Review the expected rule or procedure.• Tell, show and give student an immediate

opportunity to practice. • Recognize the student for following the

classroom rules and procedures.

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Re-Teaching ExampleJason has not started the independent assignment. You re-teach by saying: “Jason, you need to be responsible by being on-task (the class rule). This means your desk is clear of everything but your book and notebook and you begin working right away, continue working and raise your hand if you need help (tell and show). Let me see you practice being on-task (practice).” (Pause for his reply and while Jason gets out book & notebook and starts work). “Nice job being responsible. It looks like you are ready to be on-task. Raise your hand if you need help.”(specific positive feedback)

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Provide Choice• A statement of two alternatives–one the

teacher thinks will be the preferred or desired behavior and one the teacher thinks may be a less preferred option.

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Choice or a Threat???Non-examples of Choice

• “Bertha you can get to work or go to the safe seat”.

• “Samson, you can keep your hands to yourself or go to the office”.

• “Percy, you can put your cell phone away or you can get a detention”.

MO SW-PBS 201

Choice Examples• “McKenzie, you can get on-task and begin your

work now or you can do it when we have our special activity”.

• “Lynn, you can work quietly here at your seat or you can work quietly in the student office. Which would you prefer?”

• “Percy, you can put your cell phone in your pocket for the remainder of the hour or on my desk. Which one will help you be a responsible learner?”

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Student Conference• A lengthier re-teaching or problem solving

opportunity• The behavior of concern is discussed• Desired behavior is taught directly and

explicitly• Students practices• A plan to use the desired behavior in the

future is made

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Student Conference“Max, I know you were upset because the group didn’t include you. You responded by calling them names and saying, ‘You said I could play.’

A respectful way to handle this is to just walk away and report to an adult.

If you can do that, you won’t get into arguments and someone might be able to help you join the group. Yelling and name calling doesn’t help solve the problem. Do you understand?

Max, let’s think of some things you could say to ask to join a group. How about, ‘Hey guys, can I join your game?’ or ‘Who would like to start a new game with me?’

Still someone might tell you ‘No.’ So, the next time someone tells you can’t join their group, how will you handle it?

That’s great, Max. Let me know if I can help you with that.

MO SW-PBS

Student Conference“Jason, several times today you have been off-task, talking with neighbors or drawing.

When you are given an assignment, you need to get your materials out quickly, clear your desk of other things, begin working immediately, and keep working until finished. If you have a question, raise your hand and wait quietly. If you can go on with your work while waiting that is even better.

When you stay on-task, Jason, you can get done what you have to do quickly and then move on to things you enjoy. You may also have less homework. Does that make sense?

Jason, tell me what you will do next time you are given an assignment. (Jason responds)

How can I help you to do that? (Jason responds) You’re going to have another opportunity to practice this later this afternoon. Do I have your commitment to do what we’ve talked about, Jason?

Thanks for listening. You did a nice job accepting some feedback, Jason. I’m going to be watching to see if I can catch you on-task.”

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Using Handout answer the following questions for each scenario:• Which technique or strategy is the best response

for each scenario?• Why?

Activity: Practice Selecting Techniques

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Practice Selecting Techniques to Effectively Address Inappropriate Behavior

“When everyone handles infractions with consistent feedback, students learn that what happens when they misbehave is

procedure not personal.”

Algozzine, Wang & Violette, 2011

MO SW-PBS

OutcomesAt the end of the session, you will be able to…

Explain to others the role of an instructional approach when responding to student social errors.

Use respectful strategies for staff-managed inappropriate behavior.

• Use additional consequences to respond to “minor” inappropriate behavior.

MO SW-PBS

Using Additional Consequences

203

Consequences: Basic Understandings

• Consequences are not punitive.• Consistency, not size is important.• Consequences should be selected

individually.• Warning systems promote chronicity.• Logical consequences are often more

effective.

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Some Possible Consequences for Minor Misbehavior

• Being detained for teaching• Planning or problem

solving• Extra practice of

social/behavioral skill• Make up missed work• Restitution• Mediation essay• Teach others

• Phone call to parents• Alteration of activity• Temporary removal from

activity until learning occurs• Make amends to others• Loss of privilege• Contract• Parent conferences• Send note home

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1. When you hear teacher’s signal, begin transition in 3-5 seconds

2. Put materials away quickly and get what is needed for next activity

3. Move quietly and quickly

4. Keep hands and feet to self

5. When ready (new materials, new location), give teacher your full attention

How to Transition

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• Go back to seat and do again until reach criterion• Re-teach procedure with class; practice several times• Delayed start to activity and related outcomes (less time

for work in class = homework, delay in getting out to recess, lunch, etc.)

• Individual re-teaching or conference• Role-play/practice at selected time• Group or individual instruction just prior to next transition• Behavior plan or mediation essay• Reflection checklist• Self-monitoring

Menu of ConsequencesClassroom Transitions

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Science Laboratory

1. Work with assigned partner2. Participate; do your share of work3. Stay at your work station except

when getting supplies4. Raise your hand for assistance5. Follow all instructions carefully6. Talk should be quiet and work related7. When finished, double check your worksheet,

then read references for today’s lesson

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Menu of ConsequencesScience Laboratory

• Re-direct or re-teach• Loss of/reduced participation points• Return to desk (individual, pair or entire group) briefly for re-

teaching; try again (may result in more work to do at home, or delay in preferred activity, etc.)

• Loss of privilege to participate for this period; do alternative written assignment

• Being detained after class for re-teaching or conference• Group or individual instruction just prior to next lab activity• Behavior plan or mediation essay• Reflection checklist

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Chronic Minor Misbehavior

• Repetitive misbehavior means the current response is not helping the student learn the expectations, just like repetitive academic errors signals the student has not learned the material.

• Is it a skill deficit or a performance deficit? • Chronic minor misbehaviors may require problem-

solving with other staff and parents or an office referral.

MO SW-PBS

Summary: Responding to “Minor” Behavior• Address misbehavior consistently and quickly, while still minor.• Use the strategy that is the least intrusive yet still appropriate for

the frequency or severity of behavior.• If efforts to re-teach are not resulting in behavior change, consider

including an additional consequence.• Always pair a consequence with teaching the desired behavior.• When problem behavior occurs, increase rate of positive feedback;

maintain a 4:1 ratio.• When problem behavior occurs, increase teaching (lessons and pre-

corrects).• Chronic behaviors may require problem-solving with other staff and

parents or an office referral.

MO SW-PBS

“Unfortunately, most of the practical techniques used by teachers to respond to acting-out children are

only of limited effectiveness and some, such as reprimands, arguing, and escalated hostile

interactions, can actually strengthen the behaviors they are intended to suppress or terminate.”

Hill Walker, 2000

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MO SW-PBS

Questions

For More Information

• Missouri Schoolwide Positive Behavior Support websitehttp://pbismissouri.org/educators/effective-class-practice

Follow Up: Discouraging• Insert expectations your PBIS leadership team and/or

administrator have for each teacher to outline their menu of consequences which focus on re-teaching.

• Insert how your school will follow up:– Debrief when office referrals are made to review strategies used for

prevention and correction– Periodic check-in with individual teachers who have had no office

referrals.

• Insert how your school will celebrate if the outcomes of the follow up are positive.

Delete this slide if your school will not do any follow up activities. MO SW-PBS

References• Alberto, P. A., & Troutman, A. C. (2012). Applied behavior analysis for teachers (8th ed.). Upper Saddle River, NJ:

Pearson.• Algozzine, B., Wang, C., & Violette, A.S. (2011). Reexamining the relationship between academic achievement and

social behavior. Journal of Positive Behavior Interventions, 13(1), 3-16. • Beaman, R., & Whildall, K. (2000). Teachers’ use of approval and disapproval in the classroom. Educational Psychology,

20(4), 431-446. • Costenbader, V., & Markson, S. (1998). School suspension: A study with secondary school students. Journal of School

Psychology, 36, 59–82.• Gathercoal, F. (2004). Judicious Discipline (6th edition). San Francisco, CA: Caddo Gap Press. • Lewis, T. J. & Sugai, G. (1999). Effective behavior support: A systems approach to proactive schoolwide management.

Focus on Exceptional Children, 31(6), 1-24.• Mayer, G.R., & Sulzer-Azaroff, B. (1990). Interventions for vandalism. In G. Stoner, M.R. Shinn, & H.M. Walker (Eds.),

Interventions for achievement and behavior problems (monograph). Washington, DC: National Association of School Psychologists.

• Skiba, R.J., Peterson, R.L., & Williams, T. (1997). Office referrals and suspension: Disciplinary intervention in middle schools. Education & Treatment of Children, 20(3), 295-316.

• Sugai, G. (2005). School leadership team training reference materials. Center on Positive Behavioral Interventions and supports: University of Oregon.

• Walker, H. M. (2000). Investigating school-related behavior disorders; lessons learned from a thirty-year research career. Exceptional Children, 66(2), 151-161.

• White, M. A. (1975). Natural rates of teacher approval and disapproval in the classroom. Journal of Applied Behavioral Analysis, 8(4), 367-372.