Responding to Problem Behavior

Effective Responses

ActivityOn the chart paper at your table, make a list of all the consequences you’ve used that are effective.

Be prepared to explain why they are effective.

Choose a person to share with the group.

Participant ExpectationsBe ResponsibleReturn promptly from breaks

Be an active participant

Use electronic devices appropriately

Be RespectfulMaintain cell phone etiquette

Listen attentively to others

Limit sidebars and stay on topic

Be KindEnter discussions with an open mind

Respond appropriately to others’ ideas

Honor confidentiality

Attention SignalPlease make note of time limits and watch your clocks!

Trainer will raise his/her hand. Finish your thought/comment. Participants will raise a hand and wait quietly.

Why are we here?

Rationale

Punitive systems have become widespread, yet are not exactly a good fit for PBIS schools.

Teachers need support to transition from these systems to tiered systems of interventions and continuums of responses.

What are Progressive Consequence Systems? Systems in which a student’s card (or any object)

is turned, pulled or moved for a problem behavior and increasing punishments are given at each step

Systems in which a student receives a “strike” or a “tally” for a problem behavior and a punishment is assigned for each notation

Can provide a quick way to communicate to a student that an error has occurred

Usually provides a planned response to the behavior that allows the teacher to continue with instruction and move forward as quickly as possible (Sprick, 2007)

Progressive Consequence Systems and PBISThere are some significant problems with

progressive consequence systems that make it difficult to support them as a practice.

PBIS is designed to be a framework that supports “research-based, best-practices.” Can we say with certainty that these systems are research and evidence based best practices that will work to change behavior over time?

Issue #1: Consistency is Inconsistent!

It is very difficult for teachers to be absolutely consistent in their own responses to every behavior and for teachers to be consistent with each other. It often results in teachers not moving a card when, according to the rules they should, or to give too severe a penalty for a repeated minor behavior. This dilemma between being overly harsh or overly lenient is confusing for students to know what the expectations actually are.

(Sprick, 2007)

Issue #2: Breach of Confidentiality

Often, students do not feel fairly and respectfully treated by having their challenges publicly displayed and attention called to their mistakes. If we look at this practice from the child’s perspective, we can’t help but wonder how it feels to always have a red or yellow card by your name. Students and families are publicly humiliated or embarrassed.

Would we do this with academic behaviors? “Laura, you missed that math problem-go flip your card!”

(Sprick, 2007)

Issue #3: Are We Changing Behavior?

There are rarely truly effective, logical consequences attached to the movement of the clip or card or the assignment of a strike or tally. In some cases, the actual moving of the clip or card is the only consequence to the student’s behavior. We know that behavior doesn’t change simply because a strike is given or a card is flipped.

(Shindler, 2008)

Objectives

Review the components of classroom management

Understand the difference between punishments and effective responses

Discuss methods to collect classroom behavior data that is discrete and maintains confidentiality

Design a pyramid of interventions that include a continuum of research-based responses at each level

Create reinforcement systems that are contingent upon appropriate behavior

PBIS and Classroom Management

What is Effective Classroom Management?

Classroom management refers to all of the things that an educator does to organize students, space, time, and materials, so that instruction in content and student learning can take place.

In the four domains of RtI, over which domain do we have the least amount of control?

Instruction Curriculum Environment Learner

Six Evidence-Based Practices to Ensure Positive BehaviorIt is smart to have a classroom management plan. Your overall plan should include:

Routines and procedures (structure!) Classroom expectations (posted and

referred to often) Methods for teaching expectations Procedures for encouraging positive

behavior Procedures for responding to problem

behavior (Simonsen, Fairbanks, Briesch, Myers & Sugai, 2008)

Responding to Problem BehaviorResponses vs. Punishments

Responding to Problem Behavior: Re-Thinking Consequences In traditional discipline, the word consequence

is often used to describe a punishment.

A consequence is any thing that occurs after a problem behavior has occurred (positive or negative).

Effective consequences, or responses to behavior, are those that result in the problem behavior changing over time.

Ineffective consequences are those that may stop the behavior temporarily, but result in either no change or increase of the problem behavior over time.

Responding to Problem Behavior:The ABCs

Understanding the purpose of behavior comes from repeated observation of:

A: Antecedent: stimulus before the behavior

B: Behavior: observable and measurable act

C: Consequence: what occurs after the behavior that serves to maintain or increase frequency of behavior

Responding to Problem Behavior: Consequences Consequences are:

The outcome of the behaviorThe responses of adults and/or

peers to the behavior

Responses that reinforce behavior lead to repetition of the behavior.

Responding to Problem Behavior: ConsequencesTo understand the consequences of a behavior, observe what happens in the environment immediately after the behavior.

What is the pay-off?

What does the student get?

What does the student avoid?

Responding to Problem Behavior: Prevention/Teach/Respond Problem behavior cannot be changed by the

responses alone, because those only occur after the problem behavior and the possibility for intervention is reduced.

Effective classroom managers should focus first on strategies designed to prevent and modify behavior before it occurs. Prevention through routines and procedures Replacement through teaching expectations Reinforcement of desired behavior through positive

responses Effective, logical responses to problem behaviors

Responding to Problem Behavior: General Guidelines

Even with prevention and teaching strategies in place, problem behavior will occur and require an adult response.

The following guidelines ensure that these interventions are effective: Approach problem behavior as you would a

learning error Plan your responses to typical problems in

advance Teach students what to do differently Match level of intensity to the problem behavior. Consider context and student history Use the least intrusive intervention first

Responding to Problem Behavior: Logical Consequences Logical consequences are those that allow students to learn

from their mistakes while preserving their dignity. Goals of logical consequences:

To give children the chance to regain self-control To help children recognize the connection between their

actions and the outcomes of their actions To allow them to fix problems caused by their misbehavior

and to make amends To guide students in avoiding similar problems in the

future To preserve the dignity of the child and the integrity of

the group To keep children safe (Shindler, 2008)

Responding to Problem Behavior: Characteristics of Logical ConsequencesRespectful

The teacher’s words and tone of voice communicate respect for the student.

The focus is on the behavior rather than on the student’s character. EX. A child pushes another student and the teacher says, “Stop

pushing,” rather than, “Stop being a bully.”

Relevant The consequence is directly related to the problem behavior or

actions. EX. A group of children are working together and spend the time

talking about the weekend, rather than working. A logical consequence would be that those students do not work together for the rest of the day.

Realistic The consequence must be something the students can reasonably do

and that the teacher can monitor and manage. EX. A child writes on a desk, he would be asked to clean that desk.

What’s the Difference?Logical Consequences Punishment

Teach Control

Leave the student with a feeling of control

Leaves the student feeling helpless

Uses thinking words Uses fighting words

Provides choices within firm limits Demands compliance

Are given with empathy Is given with anger

Are tied to the time and place of the infraction

Is arbitrary

Are similar to what would happen to an adult in a comparable situation

Is arbitrary

Are never used to get revenge May be used to get revenge (“He had it coming”)

Teaches students to take responsibility for their choices

Results in the student focusing on the adult delivering the punishment rather than on their choices.

(Shindler, 2008)

Reworking Responses to Problem Behavior: Adult LanguageWhen responding to problem behavior, language should be respectful and focused on the behavior, not the student. The three main types are: Reinforcing Language: Identifies and affirms specific

behaviors that apply to all students (“I see lots of people remembering to push in their chairs before we line up.”)

Reminding Language: Offers support and information about what to do (“Show me…” or “Think about…” or “What will we need…”)

Redirecting Language : Clear, non-negotiable statement with instructions (“Use quiet voices,” or, “Hands down until the speaker is done talking.”)

(Wood, 2013)

Reworking Responses to Problem Behavior:

Contrasting LanguageResponse Punishment

LanguageLogical Language

Removal from the group, or time out

“Go to time out until you can behave in group appropriately!”

“When you act silly in group, it distracts me from teaching and others from learning. Would you like to stay with the group or go to the think time area where it is okay to make silly noises? It is your decision.”

Stay in classroom for lunch

“If you don’t stop goofing around and get your math done, no lunch for you!”

“This is the time we have scheduled for math. Lunch is the time scheduled to talk to your friends. You can choose to talk now, but the only other time to finish math is at lunch. It is your decision.”

(Wood, 2013)

Reworking Responses to Problem Behavior: Effective Responses Review

Teach a new behavior and offer the opportunity to practice.

Are used immediately or closely following problem behavior.

Offer a range of options to teachers for classroom interventions.

28

Top Three Most Effective Responses to Problem Behavior

Based on a survey of US teachers by the University of Kansas, the top three most effective consequences are:

Positive PracticeRestitution/Time OwedReflection

Best Redirection Ever

“What are you doing?”

“What are you supposed to be doing?”

“Show me you can do that.”

Activity:Ensuring Effective, Logical Responses to Problem BehaviorUsing the list of consequences

generated by the people at your table, identify which are “logical.”

Indicate which ones have and which ones have not been effective in changing the student’s behavior.

Least Effective Discipline “Strategies”

Punishment

Exclusion

Counseling

(Gottfredson, 1997; Elliott, Hamburg, & Williams, 1998; Tolan & Guerra, 1994; Lipsey, 1991, 1992)

Why do you think these are the least effective responses?

Responding to Problem BehaviorProcess

Process for Responding to Problem Behavior: School-wide System Must Be Strong

Before we establish a pyramid of interventions in the classroom, the school-wide system to respond to problem behavior must be clear.

The process for responding must be defined, taught, and agreed upon by staff.

Procedures should be included for addressing:

• Minor issues• Patterns of minors• Major incidents• Crisis situations• Follow up

Process for Responding to Problem Behavior: Data CollectionTypically, data collection is done by color

coding cards and clips, or by assigning strikes to students.

This type of data is usually publically collected with no real intervention attached.

In order to design effective responses, we must collect accurate, useful data.

This data collection must be done privately, confidentially, and objectively.

Process for Responding to Problem Behavior: Patterns of Minor Behaviors Most progressive consequence systems do not

have a plan to address patterns of minor behaviors.

These patterns need to be addressed before sending the student to the office.

Minor behaviors remain minor behaviors, regardless of the frequency of occurrence.

Process for seeking assistance needs to be in place and taught to staff.

“That kid is always on red.”

Process for Responding to Problem Behavior: Sample Minor Reporting Form

Vance Minor Behavior Data Collection Form

Minor Behavior Codes: Location Codes: Motivation Codes: Decision Codes: Others Involved:

1. Inappropriate language 1. Classroom 1. Peer attention 1. Loss of privilege 1. None

2. Physical contact 2. Playground 2. Adult attention 2. Conference w/ student 2. Peers

3. Defiance/disrespect 3. Hallway 3. Obtain items 3. Parent contact 3. Staff

Teacher Name: _____________________ 4. Disruption 4. Cafeteria 4. Avoid tasks/activities 4. Time out/reflection 4. Teacher

5. Property misuse 5. Bathroom 5. Avoid peer(s) 5. Other (explain) 5. Substitute

Track: 1 2 3 4 6. Lying 6. Gym 6. Avoid adult(s) 6. Unknown

7. Other (explain) 7. Library 7. Other (explain) 7. Other (explain)

Grade : preK K 1 2 3 4 5 8. Assembly

9. Other (explain)

Student Names Date Time Minor Location Motivation Teacher Decision Others Involved

Activity: Collecting Data

With your tablemates, brainstorm methods to collect classroom behavior data.

All methods should be confidential and maintain the dignity of the student.

Record these ideas on the chart paper on your table.

Responding to Problem BehaviorPyramids of Interventions

Pyramids of Interventions: Definition

In RtI/PBIS, tiered interventions are the key to ensuring that we are meeting the needs of all of the students in our school.

In the classroom, a pyramid of interventions act as a menu of effective responses from which we can choose.

This helps us design supports for children that meet the functional need of the behavior.

Pyramid of Interventions: Classroom Early Stage Responses

Early stage responses should be brief and flow seamlessly into instruction.

In many cases, early intervention is enough and doesn’t require follow up. • Look: eye contact, a quizzical “you-know-better” facial expression, a

stern look

• Gesture: a head shake, thumbs down, finger over lips, sign language for “stop”

• Move: get in closer proximity to the student

• Remind: state individual’s name softly and restate the expectation

• Redirect: eye contact, whispered name, a signal for student to move seat or change tasks

• Touch: firm, but friendly hand on the shoulder meant to calm the child

• Remove: the teacher “pockets” a distracting object or holds it for safekeeping

Pyramid of Interventions: Early Stage Responses Example: Kingswood Elementary, Cary, NC

Strategies That Have Worked!

Ignore yelling out and redirect to raise hand Hold up hand and not make eye contact until child correctly raises hand; then call on child to reinforce

Post schedule of activities for the day Change seats

Limit transitions Have materials ready

Reminder cards Behavior charts/logs

Preferential seating Picture cues

Positive redirection, modeling of expectations Provide choices

Computer passes Talk time-time to talk to the teacher about anything

Allow student to take a short break (antiseptic bouncing)

Time out-reflection with teacher

Provide with scrap paper or sticky notes to jot down things to talk to the teacher about

Stress balls

Pyramid of Interventions:Early Stage Responses Example:

Lake Myra Elementary, Wendell, NC

Teach SWIM Matrix

SWIM Practice

Morning Meeting

Character Education assemblies

Classroom positive reward system

School-Wide positive reward system

Positive office referral

Check physical space

Review the daily schedule

Beginning and ending routines

Reviewed transitional issues

Attention signals

Developing and teaching expectations and encouraging expected behavior

Pre-corrects

Parent contact

Buddy Room

Re-teach SWIM

100% of the

Students Receive

Universal Strategies

4 to 1 positive to redirect ratio

Non-contingent attention

Earn back in classroom system

What have you done to build relationship?

Student/teacher conference

Talked to previous teacher

Systematic study of SWIS data

Pyramid of Interventions: Early Stage Responses Example: Vance Elementary, Raleigh, NCVance ES PROWL Activities that Work!

Pod vs. Pod f or points PROWL Panther (job that

watches f or students prowling).

Side A & B groups – earn tickets

Ticket raffl e at end of week Set ticket goals PROWLer of month/ week PROWL expectation reminders

(pre-corrects) Students read expectations

bef ore entering hallway Teacher posts own PROWL

chart Students write their own

PROWL expectations Review guidelines f rom card

ring of ten PROWL expectations on their

desk Point out specifi c PROWL

behaviors student is doing Use SWI S data to help

student set own goals

Students help to write class expectations

Sign PROWL chart to hold students responsible to the “contract”

I ndividual chart to track PROWL tickets

Question students “Are you Prowling?” “Which Prowl behavior are you NOT f ollowing?”

Point out those who are Prowling – “I like the way ____ is Prowling.”

Student role play (video tape it)

Setting goals f or PROWL tickets

Singing the PROWL song at group time

Each day discuss one letter at a time – act it out.

Choose one expectation a day and “catch” students doing it throughout day to earn a

ticket (they don’t know which one was chosen)

Posting tickets on a graph Whole group discussions Focus on one area of need

each week Each day f ocus on one letter Morning work - Write two

sentences f or one letter a day Have students name a PROWL

element to line up 100’s chart with corresponding

reinf orcements Probability experiment with

PROWL tickets Make word problems using

PROWL tickets PROWL skits/Charades Student-made PROWL posters Pass the basket around to pod

making good choices (fi nal pod at end of day gets ticket)

Count tickets by 2’s, 5’s, 10’s Estimation activity

Pyramid of Interventions:Early Stage Responses Example: Burns Middle School, Lawndale, NC

Non-verbal warning Proximity control Verbal warning Pat on the back Planned ignoring of behavior Individual/whole group

reteaching Refer student to SOAR matrix Phone call to parents Email parents Documentation in planner Preferential seating Individual student conference Setting learning goals

Reinforce other students showing desired behavior

Cuing Think sheet Restitution Time out in classroom Write an apology note Working lunch Silent lunch Consult with EC/ESL

teacher Teacher assigned ASD Clear routines and

procedures Have extra materials

available

Pyramid of Interventions: Early Stage Responses Example: Dillard Drive Middle, Raleigh, NC

Tier One Interventions

Conference with student

Verbal warning/redirect

Loss of privilege Time away in another class

Student calls or emails parent

Change seating Time out in classroom

Write an apology note

Do an alternative assignment

Use social stories Assign work to be done during lunch or at home

Restitution-use custodians, too

Conference with student, parent, administrator and team teachers

Clean up in the classroom

Working lunch Work with a peer helper

Pyramid of Interventions: Early Stage Responses Example: Garner High School, Garner, NC

Tier One Interventions

Proximity control Conference with student

Re-teach expectations

Restitution

Loss of privilege Parent contact Self-monitoring Establish class routines

Use attention signal

Use pre-corrects Use reinforcement system

Model effective communication skills

Activity: Early Stage Responses

Using the expertise at your table, create a list of effective early stage interventions you could use in the classroom.

There is chart paper available.Choose one person to be the

spokesperson.

Pyramid of Interventions: Classroom Middle Stage ResponsesMiddle stage responses are used when early responses do not work, and require prior planning.Restitution: Student actively repairs the damage caused.

• Physical repair: Student tries to help repair property or work of a peer.

• Verbal repair: Student uses “I” statements to genuinely apologize for behavior to individuals hurt by the behavior.

Loss of privilege: A privilege that is not being used responsibly is temporarily removed.

Time owed: Student completes work or tasks missed due to misbehavior on their own time.

Time out: The student is separated briefly from the group to reflect and calm down.

Antiseptic Bouncing: Time out without saying time out.

Discuss with PLC

Refer to PBS team

Refer to Counselor

Behavior contract

Social skills classes

Refer for mentor

Refer to administration

Check in buddy

Goal setting system

Define acceptable alternative

Seek possible professional development for staff member

Pyramid of Interventions:Middle Stage Responses Example: Lake Myra Elementary, Wendell, NC

20% of the

Students Receive

Secondary Strategies

Pyramid of Interventions: Middle Stage Responses Example:

Burns Middle, Lawndale, NC

Consult with counselor Time out Consult with grade

level administrator Counselor check in DBR-Daily Behavior

Report Loss of privileges Parent/Student/Teacher

conference

Team/Grade level PLC support

Antiseptic bouncing on team

Written assignment/reflection

Administrator assigned ASD

Consult with social worker

Home visit Team conference Escorted transitions

Activity: Middle Stage Interventions

With your table mates, create a list of effective middle stage interventions that can be used in the classroom.

Chart paper is available.

Choose one person to speak for your group.

Pyramid of Interventions: Late Stage Responses Late stage responses are used when repeated

attempts at early and middle stage responses are ineffective.

These responses need to be planned in collaboration with parents, administrators and other site-based resources.

Each student requiring late stage responses should have a specific individualized behavior plan based on the function of the behavior.

While plan is in place, use de-escalation strategies to avoid further conflict when necessary.

Pyramid of Interventions: Late Stage Responses: Choosing Strategies Strategies need to include changes to the antecedents, behavior, and consequences or outcomes.

Antecedents (what happens immediately before

problem behavior)

Behavior (observable and

measurable)

Consequence (what happens immediately

after the behavior)

Pyramid of Interventions: Late Stage Responses: Choosing Strategies Example

Planned check-ins by teacher Precorrects for hand raising Move seat closer to adult

Teach skills to get help, occupy wait times, and tolerate delays

Ignore calling out Reinforce raising hand Respond consistently and quickly to appropriate requests and approximations

If it has been determined that a student calls out in order to obtain adult attention, strategies might include:

A

B

C

Pyramid of Interventions: Late Stage Responses: Choosing Strategies Example

Alter lessons to meet student’s abilities Start lessons with review Preview work with student individually Allow him other ways to participate in lesson to keep engaged

Teach student how to get help, approach challenging material, handle frustration, and accept errors

Reinforce approximations Contract for breaks Become tutor for someone else Positive reinforcement for staying engaged and completing task

If it has been determined that a student puts his head down and/or falls asleep in class to avoid independent written work, strategies might include:

MY DAILY GOAL CHART Date _____________________________________

Subject & Time

1 I stayed in

my area (2 prompts

or less

2 I followed directions/ listened to my teacher

(2 prompts or less)

3 I completed my work/

task (2 prompts or

less)

BONUS!! I made nice comments, asked for hugs, or

asked good questions

I earned this many

Rudy Bucks!

Homework Completion

Morning Work 8:45 – 9:30 - Freund

Literacy 9:30 – 11:00 - Conger

Science/SS 11:00 – 12:00 - Freund

Math 12:40 – 1:00 - Freund

Social Skills/Math 1:05 – 2:20 - Conger

Specials 2:55 – 3:40 - Various

TOTALS:

Communication: Freund

Communication: Conger

Communication: Specialist

Homework for Tonight:

Parent Signature and/or Communication: ______________________ ____

Individualized behavior chart/contract for student.

This chart or contract is NOT part of a Behavior Intervention Plan.

It IS a way to support this student through the day.

Wally’s Stickers for Raising his hand

11 stickers = menu choice

Ricky’s Contract

Target Behavior: Staying on Task

8:45-9:00

9:00-9:15

9:15-10:00

10:00-10:15

10:15-10:30

10:30-11:00

Homework

Total Stars 5

Teacher’s Initials LMR

.

Tate’s Chart Date:__________

CHECK I F DONE

I f ollowed directions with no more than 2

reminders.

I made an eff ort to do my

work before asking f or help.

I asked f or help using a polite, inside voice.

Language Arts

PE

Art

Total checks for the morning: __________ . I f I earned at least 8 checks, then I have earned special time (11:30-11:50) to work with a f riend.

CHECK I F DONE

I f ollowed directions with no more than 2

reminders.

I made an eff ort to do my

work before asking f or help.

I asked f or help using a polite, inside voice.

Social Studies

Math

Science

Total checks for the af ternoon: __________ . I f I earned at least 8 checks, then I have earned the chance to be a helper in Mr. Fox’s class 15 min. before dismissal. Parent Signature: _______________________________

Daily Progress Report

Name ___________________________ Day of the Week (circle): M T W Th F Date ___________

Teachers please assign points accordingly: Point Value: 2 - Appropriate behavior demonstrated

1 - Partial demonstration of appropriate behavior 0 - Appropriate behavior not demonstrated

Behavior 1st 2nd 3rd 4th 5th 6th Attends class with all required materials

Completes all required assignments

Remains quiet unless given permission to speak with 3 or less redirects

Remains in seat unless given permission to move with 3 or less redirects

Responds appropriately to adults and peers

Total

Teacher Comments: 1st period: 2nd Period: 3rd Period: 4th period: 5th period: 6th period:

Refer to SST

Modified Behavior Contract

FBA/BIP

De-escalation of Conflict Strategies

Refer to administration for Central Office Assistance

5% of the

Students Receive Tertiary

Strategies

Pyramid of Interventions:Late Stage Responses Example:

Lake Myra Elementary School, Wendell, NC

Pyramid of Interventions: Late Stage Responses Example:

Burns Middle, Lawndale, NC

Office Managed and Team Driven:

Functional Behavior Assessment Behavior Intervention Plan In-School Suspension Out-of-School Suspension Refer to SSMT Refer to DJJ/SRO/DSS/MH

Activity: Late Stage Interventions

In your group, create a list of late stage interventions that are appropriate for your students and effective in changing behaviors.

Chart paper is available.

Choose one person to speak.

Responding to Problem Behavior: Review

Consequences and punishment are not the same thing.

Effective responses to problem behavior change behavior over time.

Logical interventions are designed to remedy the problem while maintaining student dignity.

When problem behavior occurs, strive to use the least intrusive intervention possible.

Move up the continuum of responses when necessary.

Create individualized plans for students requiring the most support.

How Do We Start the Process?

Look at Data Ask teachers to collect data for a couple of

weeks, specifically noting which students were on red (or the worst step) at the end of each day. What patterns are noticeable?

If the current classroom plans are working, in other words, there are few or no behavior problems in the classroom setting, then there is no reason to change.

Turn and talk: What other data could be useful?

Start the Conversation Engage in discussion about progressive

consequences with the faculty as a whole, or on grade level or department teams.

Are the systems working? Do students feel respected? Are students with chronic behavior patterns

getting the help they need?

Turn and talk: Would staff and student surveys help guide this conversation?

Add to Current Practices

Encourage teachers to add a positive reinforcement system to their classroom practices. Once positive reinforcement is being used with consistency, teachers may find the need for a progressive consequence system diminishes.

Turn and talk: What are the drivers and restrainers for developing classroom reward systems?

Use School-Based Expertise Have PLCs or grade level teams work together

to develop a pyramid of interventions for classroom behavior. These interventions should be focused on helping students learn to change behavior over time.

Turn and talk: What would be the main difference between the consequences used across grade levels?

Alter Current Practices

If there is strong resistance to stop the use of progressive consequence systems, then work with teachers to consider how to add a component of learning to the progression, and to ensure that respect and dignity is considered for each student.

Turn and talk: How could a teacher quickly alter the current system to add instruction and confidentiality?

ReviewEffective systems to respond to problem behavior include: Well-established classroom management

systems with clear expectations that are directly taught.

A reinforcement/reward/acknowledgement system that is contingent only on meeting those expectations. Earned = Kept

A way to collect behavior data that is confidential and protects the dignity of the student.

A pyramid of research-based interventions that exist in a continuum at each level.

Final Activity

What are some easy changes that could be made in your classroom or in your school?

What barriers to these changes do you foresee?

What support will staff members need?

What data should you collect to move forward?

Contact Information

Laura Winter, PBIS Coordinator, Region 6

laura.winter@dpi.nc.gov

919-302-9334