Positive Behavior Interventions and Supports:Corrective Consequences

Northwest AEAJerome Schaefer

March 18, 2010

Major portions of the following material were developed by: George Sugai, Rob Horner,

Teri Lewis-Palmer, and Geoff Colvin. www.pbis.org

In conjunction with

The Iowa Department of Education

Outcomes

To identify basic practices in responding to misbehaviors

To develop a consistent school-wide system of corrective consequences

Types of Consequences

Punishments Penalties Reinforcement (Getting something you want)

Reinforcement (Avoiding something aversive)

Every interaction has an associated consequence

Managing Consequences

Key Points Consequences follow behavior Consequences may be positive or negative

Reinforcing consequences are delivered to:1. Provide immediate feedback that behavior is acceptable or

desired2. Increase likelihood behavior will BE REPEATED, i.e.,

reinforced.

Negative consequences are delivered to:¨ Provide immediate feedback that behavior is unacceptable¨ Increase likelihood behavior will NOT BE repeated, i.e.

penalized or punished.

Same behavior, same response, different outcome

Student talks out during class, teacher says, “Mike that’s two, next time you will go to the office.” Mike stops talking to avoid the aversive trip to the office.

Student talks out during class, teacher says, “Chris that’s two, next time you will go to the office.” Chris continues to talk to gain peers attention.

Student talks out during class, teacher says, “Shelley that’s two, next time you will go to the office.” Shelley continues to talk so she can go to the office and get adult attention.

Student talks out during class, teacher says, “Larry that’s two, next time you will go to the office.” Larry continues to talk to get sent out of class to avoid difficult work.

Student talks out during class, teacher says, “Becky that’s two, next time you will go to the office.” Becky stops talking to avoid peer attention (embarrassment).

So…The same imposed logical consequence may have different affects on the same behavior

Corrective Consequences

Penalty

A consequence that causes

a behavior to decrease

Penalty - Defined

A behavioral decrease as the result of losing something one cares about.

Examples:

free time, recess, working with peers, working on preferred activity, field trips,

choice of activity

Punishment

A consequence that causes a

behavior to decrease.

Punishment - Defined

Behavior decreases as the result of receiving an undesirable outcome. Something is imposed on a person.

Examples:

Phone call home, expelled, sent to the office, time out, detention, peer attention

Punishment and Penalty

Moving a child away from another child. Taking away an activity. Removing a child from a desired activity. Adults talking at children (over explaining) to point out what

they did wrong and what they should do next time. Removal from a piece of playground equipment for not

using it correctly. Getting cold when not wearing a coat. Cleaning up a after throwing toys all over the floor. Writing a one page essay about how to behave at lunch. In School Suspension for fighting. Taking away outside playing time.

Punishment or PenaltyPenaltyPenalty

PenaltyPenalty

PenaltyPenalty

PenaltyPenalty

PunishPunish

PunishPunish

PenaltyPenalty

PunishPunish

PunishPunish

PunishPunish

Penalty – something positive taken away Punishment – something imposed

Penalty and Punishment Cautions As a reminder - research shows punishment is least

effective response to reducing long term chronic misbehaviors.

May provide short-term outcomes but not desired long-term change

May inadvertently reinforce the problem behavior Decrease positive attitudes and increases withdrawal,

aggression, truancy, tardiness, etc. Nothing left to lose? Connection not established between misbehavior and

negative consequence - may be ineffective Difficult to identify what is of value for some students

Present something aversive to the child so they will want to avoid engaging in that behavior again.

Preserve the Learning Environment

Keep in mind…the purpose of applying negative consequences

Calm and private.

Use non-verbal cues when possible

A dose of empathy goes along way

Remind child of the desirable behavior

Clear and consistent

With dignity and purpose.

Adapted From: Strategies For Successful Teacher, Diana Browning

Negative Consequences Basic Ideas

Discussion

What negative consequences are most common in your classroom?

What negative consequences are most common in your school?

Why does it work for some but not all? When should penalty and punishment be

used in non-classroom settings?

Corrective Consequence Systems

Since you have established your school’s acknowledgement system let’s focus on

developing your school’s corrective consequence system.

Procedures for Using Negative Consequences – Some things to consider Consider the purpose for the negative consequence

Preserve the learning environment Present something aversive

Negative consequences should be mild More serious negative consequences usually delivered by

administration Make clear what behaviors warrant a referral to the office Follow negative consequences with positive consequences

at earliest appropriate opportunity (“fair pair”) Maintain the 4:1 Ratio

Procedures for Using Negative Consequences – Some things to consider Office Referrals document the behavior but are not the

intended negative consequence Encourage the concepts of empathy, dignity, respect,

and purpose Procedures for crisis situations Consider defining potential negative consequences that

may be used in the classroom, at recess, during lunch, in the hallway, etc.

Golden Rule for Using Negative Consequences Is there a Silver Bullet?

NO

But -There is a Golden Rule

MILD CONSEQUENCES

CONSISTENTLY DELIVERED

Reflection: Corrective Consequences

1. What negative consequences do I use regularly?

2. What negative consequences are established for non-classroom settings?

3. What is my ratio of negative to positive?

4. What is the ratio in non-classroom settings?

Action Steps: Managing NegativeConsequences

I. Label and define misbehaviors1 major and minor behavioral violations2 Definitions are comprehensive – fit in the classroom an non-classroom

settings

3 Minimal overlap of definitions

II. Processing of Rule Violations/ViolatorsI. Office managed vs. staff managed

II. ODR system in place

III. Continuum of Consequences established and agreed on

IV. Data decision rules established for possible interventions (More on this later)

Action Steps: Managing NegativeConsequences

III. ImplementationA. Agreed on by >80% of staff

B. Used by all building staff across all settings

C. Training/Informing of staff and students

D. Orientation of new staff, students, and guest teachers

E. Inform Parents

Action Plan

What will be done?

Who will do it?

By when?

Key Points

Emphasis of PBIS is placed on defining, teaching, and acknowledging BUT problem behavior may still occur.

Procedures are designed to a. stop problem behavior – preserve learningb. Increase likeliness of correct behavior occurring next timec. avoid escalation

Addressing problem behavior means providing attention which MAY REINFORCE the behavior

Controlling for attention is critical The next student behavior is often determined

by initial (and subsequent) teacher responses.

Consider Some Typical Problem Behaviors

1. Off-task

2. Rule violations

3. Disrespect

4. Limit testing

Off Task

Management Steps

1. Attend to students on task and delay responding to student off task

2. Redirect student to task at hand and do not respond directly to off task behavior

3. Present choice between on task direction and negative consequence

4. Follow through on student choice

Rule Violation

Management Steps

1. State the rule or expectation

2. Explicitly request the student to “take care of the problem”

3. Present options if needed

4. Follow through

Disrespect

Management Steps

1. Avoid reacting personally (such as shouting, challenging, becoming agitated)

2. Maintain calmness, respect and detachment (Teacher modeling role)

3. Pause and focus4. Focus on the student behavior (“That

language…”)5. Deliver consequence as appropriate

Testing Limits

Management Steps

1. Pre-Teach the procedures

2. Deliver the following information in a calm matter-of-fact manner

a) Present expected behavior and negative consequence as a decision

b) Allow few seconds for decision

c) Withdraw and attend to other students

3. Follow through based on student decision

Building Consequence Systems

Systems for monitoring, interrupting and discouraging inappropriate behavior. Consistency across staff and administration Predictability but not rigidity Clarity about what is handled in class vs office Establish efficient record keeping system to allow

rapid response to behavioral error patterns. (office referral form… clearly defined problem behavior categories)

Examples of Penalties

Failed gradeNote home

Practice expectation during student time (i.e. after school).Loss of recess

Removal to the office

Loss of classroom privilege

Last to be dismissed

Ignore behavior

School Wide Discipline Plan

The most effective discipline plans are applied universally so that no matter where the students go, there is consistency in the expectations, rewards, and punishments.

Corrective Consequences:Action Step 1 Defining

Label/Name Behavior Violations Definitions represent continuum

Minor Major Illegal

Definitions take into consideration all possible contexts (school-wide)

Violations are mutually exclusive - avoid overlap

Corrective Consequences:Action Step 2 Procedure for Processing Behavior Violations

Determine what is staff managed and what is office managed

When will ODR be used to track rule violations

Continuum of Consequences Reteach Punish (I.e., loss of privilege, note home, removal) Restitution

Data decision rules developed to determine interventions and supports needed

Staff Managed Office ManagedTardyUnprepared - no homework/materialsViolation of classroom expectationInappropriate language Classroom DisruptionMinor Safety ViolationLying/Cheating

Consequences are determined by staff

Repeated minor behaviorsInsubordinationBlatant disrespectAbusive/Inappropriate languageHarassment/IntimidationFighting/Physical aggressionSafety violations that are potentially harmful to self, others and/or property.Vandalism/Property destructionPlagiarismTheftSkippingIllegal: Arson Weapons Tobacco Alcohol/Drugs

Corrective Consequences:Action Step 3 Implementation of Corrective Consequence

Procedures All staff in building use procedures (plan to train,

prompt, train, prompt) 80% aggreement

Process to inform students and staff Regular review of effectiveness Orientation for guest teachers and volunteers Procedure for informing families Include procedure in PBIS forms book/handbook

•Verbal affirmations from staff members•Dress for Success Tickets•Recognition on PBIS board•Viking Cards•Stamps/awards•Treats from administration•Treats in classroom•Recognition during Achievement Celebrations, quarterly•PBIS Celebrations (quarterly)•Viking of the Month•Extra recess time•Positive phone calls and notes home•Homework passes•Lunch with Principal•Featured on TV news•Star Student of classroom•Character awards

SCHOOL-WIDE EXPECTATIONS HAVE BEEN TAUGHT, MODELED AND PRACTICED

POSITIVE BEHAVIOR OCCURS

PROBLEM BEHAVIOR OCCURS

Minor Major

Office ReferralAdministration

ObserveDesired

Behaviors

In-class strategies

•Student conference•Warnings, phone calls home•Writing exercise•Note in planner home•Requested/required parent conference•Back on track form (two per week maximum for same offense)•Buddy rooms•Counseling/PBIS Rap Session•Peer mediation•Silent Lunch•Loss of recess•Time out•Lesson plans reviewed and re-taught•Behavior contract implemented or reviewed

Behavior does not

improve or continues

Consequences:•Student conference•Phone call home•Time in office•Loss of privileges•Restitution•OSS•ISS

Office Referral-Administration

Administrator follow-up in a week