Transcript MA PBIS Academy Day 5 2014x

School-wide Positive
Behavioral Interventions
and Supports (SW-PBIS)
MA DESE PBIS Academy Team Training
2014-2015
Day 5
Ann Marie Dubuque & Martha Wally
with support from Shawn Connelly, Mary-Ellen Efferen,
Susannah Everett, Jen Freeman,
Brandi Simonsen, & George Sugai
MAIN TRAINING OBJECTIVES
• Establish leadership team
• Establish staff agreements
• Build working knowledge of SWPBS
outcomes, data, practices, and systems
• Develop individualized action plan for
SWPBS
• Organize for upcoming school year
TRAINING EXPECTATIONS:
RESPECT…
SELF
OTHERS
ENVIRONMENT
• Self-monitor (Are you participating?
Engaged as a learner? Talking during
allotted times?)
• Stretch, break, stand as needed
• Cell phones (inaudible): Converse in
lobbies and breaks
• Work as a team: Room for every
voice, reinforce participation
• Recycle
• Maintain neat working area
Tools!
neswpbs.org
pbis.org
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Advance Organizer
• Review Days 1-4
• Nonclassroom Setting Practices and
Systems
• Classroom Setting Practices and Systems
• Team Action Planning
Review
Overview & Getting
Started with SWPBIS
1. OVERVIEW OF
SCHOOL-WIDE
POSITIVE
BEHAVIOR
SUPPORT
(pp. 7-41)
SW-PBS Logic!
Successful individual student
behavior support is linked to
host environments or school
climates that are effective,
efficient, relevant, & durable.
(Zins & Ponti, 1990)
Critical Features of PBIS
Supporting Culturally Equitable
Social Competence & Academic Achievement
OUTCOMES
Supporting
Culturally
Knowledgeable
Staff Behavior
(Vincent,
Randal,
Cartledge,
Tobin, &
SwainBradway,
2011;
Sugai,
O’Keefe, &
Fallon
2012 ab)
Supporting
Culturally Valid
Decision
Making
PRACTICES
Supporting Culturally Relevant
Evidence-based Interventions
15
Continuum of School-Wide
Instructional & Positive Behavior Support
~5%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
22
~15%
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
~80% of Students
Team
GENERAL
IMPLEMENTATION
PROCESS
Agreements
Data-based
Action Plan
Evaluation
33
Implementation
2. GETTING
STARTED WITH
POSITIVE
BEHAVIOR
SUPPORT
(pp. 42-77)
Cultural/Context
Considerations
42
Start w/
effective,
efficient, &
relevant,
doable
Basic
“Logic”
Maximum
Student
Outcomes
PRACTICES
Implementation
Fidelity
Prepare &
support
implementation
Training
+
Coaching
+
Evaluation
Improve “Fit”
Getting Started with SWPBS
1.
2.
3.
4.
5.
Establish leadership team membership
Develop brief statement of behavioral purpose
Identify positive SW behavioral expectations
Develop procedures for teaching SW expectations
Develop procedures for teaching class-wide
expectations
6. Develop continuum for strengthening appropriate
behavior
7. Develop continuum for discouraging violations of
expectations
8. Develop data-based procedures for monitoring
Step 1:
44
Establish Team
Membership
Team Composition
• Administrator
• Grade/Department Representation
• Specialized Support
– Special Educator, Counselor, School
Psychologist, Social Worker, etc.
• Support Staff
– Office, Supervisory, Custodial, Bus,
Security, etc.
• Parent
• Community
– Mental Health, Business
• Student
Step 2: Develop Brief
Statement of
Behavioral Purpose
50
Sample Behavior Statements
G. Ikuma School is a
community of
learners and
teachers. We are
here to learn, grow,
and become good
citizens.
At Abrigato School,
we treat each other
with respect, take
responsibility for
our learning, and
strive for a safe and
positive school for
all!
Step 3: Identify Positive
School-wide Behavioral
Expectations
52
Redesign Learning & Teaching Environment
Step 4: Develop Procedures
for Teaching SW
Behavioral
Expectations
55
We discussed these key steps
Define
Evaluate
Monitor
Teach
Prompt
Define
Behavioral expectations/Rules
RAH – at Adams City High School
RAH
Classroom
Hallway/
Commons
Cafeteria
Bathrooms
Respect
Be on time; attend
regularly; follow class
rules
Keep location neat,
keep to the right, use
appropriate lang.,
monitor noise level,
allow others to pass
Put trash in cans, push
in your chair, be
courteous to all staff
and students
Keep area clean, put trash
in cans, be mindful of
others’ personal space,
flush toilet
Achievement
Do your best on all
assignments and
assessments, take
notes, ask questions
Keep track of your
belongings, monitor
time to get to class
Check space before
you leave, keep track
of personal
belongings
Be a good example to
other students, leave the
room better than you
found it
Honor
Do your own work;
tell the truth
Be considerate of
yours and others’
personal space
Keep your own place
in line, maintain
personal boundaries
Report any graffiti or
vandalism
Teach
rules in the context of routines
Prompt
or remind students of the rule
Norrback Ave. School
Monitor
students’ behavior in natural context
McCormick Elementary School, MD
Evaluate
the 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
Simonsen, Myers, Everett, Sugai, Spencer, & LaBreck (2012)
A lesson plan that prompts the
critical features just described:
Step 5: Develop Procedures
for Teaching
Classroom-wide
Behavioral
Expectations
63
Again…follow these key steps in classrooms
Define
Evaluate
Monitor
Teach
Prompt
Step 6: Develop Continuum of
Procedures to
Encourage Appropriate
Student Behavior
66
Establish a continuum of procedures
to encourage rule following behavior.
Step 7: Develop Continuum of
Procedures to
Discourage RuleViolating Student
Behavior
70
2000-2001 Gotchas, Level 1, & ODR per Day per Month
# per Day
80
70
60
50
Gotchas
40
30
20
Level 1
ODR
10
0
Sep Oct Nov Dec Jan Feb Mar Apr May Jun
Months
~10 positive : 1 correction
Step 8: Develop Data-based
Procedures for
Monitoring SWPBS
Implementation
74
Steps for Selecting, Monitoring,
and Evaluating SWPBS Practices
• Step 1: Develop evaluation questions.
What do you want to know?
• Step 2: Identify indicators or measures.
What information can be collected?
• Step 3: Develop methods for collecting
and analyzing indicators.
How/when should information be gathered?
• Step 4: Make decisions and action plan
from analysis of indicators.
74
How was the question answered and what should be done
next?
Data-based
Decision
Making
Appendix
M
To help us make sense of this…
…recall your evaluation plan
DISTRICTS/SCHOOLS IN TRAINING
Purpose
Measure
Function
Capacity Building—
District Level
District Capacity
Assessment (DCA)
Fidelity of
Implementation—
Building Level
Progress
Monitoring—
Building Level
PBIS Tiered Fidelity
Inventory (TFI)
Completed by district leadership team (with
the support of a trained facilitator) to
assess district capacity and to guide Action
Planning.
Leadership team self-evaluation (with
support of external coach) to assess the
critical features of PBIS across Tiers I, II,
and III.
Progress
Monitoring—Team
Level
School Climate
Student Outcomes
Self-Assessment
Survey (SAS)
Team
Implementation
Checklist (TIC)
Georgia School
Climate Surveys
School-wide
Information System
(SWIS)
Used by school staff for initial and annual
assessment of effective behavior support
systems in their school and to guide Action
Planning.
A self-assessment tool that serves as a
multi-level guide for creating School-Wide
PBIS Action Plans and evaluating the
status of implementation activities.
An annual survey that assesses student
(grades 3-12), teacher, and parent
perceptions of school climate. The middle
and high school surveys also include items
about adolescent drug/alcohol/tobacco
use, self-harm ideation and behaviors,
school dropout, and parental involvement.
The survey provides information to
determine training support needs related to
school climate, safety, and violence
prevention.
Office discipline referrals (ODR) provide
data for monthly team reviews and
decision-making by teachers,
administrators, and other staff to guide
prevention efforts and Action Planning.
SCHEDULE
Year 1 Training
Year 2 Training
Winter
Spring
Fall
Winter
Spring
X
X
X
X
X
X
X
Weekly
X
X
X
X
X
Weekly
Weekly
…and tools available at:
X
X
Weekly
Weekly
Data-based Decision Making
• Collect data, data, and more data!
• Present the data in a user friendly
fashion (i.e., graph).
• Use the data to make decisions
Use your data today for action planning.
Data should inform outcomes, practices, and systems!
Working
Smarter
Appendix
B
Response: Work Smarter
• Do less…better
• Do it once
• Invest in clear outcomes
• Invest in a sure thing
• Be strategic about problem solving
Appendix
B
Working Smarter
Initiative,
Project,
Committee
Attendance
Committee
Character
Education
Safety
Committee
School Spirit
Committee
Discipline
Committee
DARE
Committee
EBS Work Group
Appendix
B
Purpose
Outcome
Target
Group
Staff
Involved
SIP/
SID/
etc
Systems to
Support Staff
“Train & Hope”
WAIT for
New
Problem
Expect, But
HOPE for
Implementation
Hire EXPERT
to Train
Practice
REACT to
Problem
Behavior
Select &
ADD
Practice
80% Rule
~5%
Primary Prevention:
Systems to support
all staff:
•Professional development
•Reinforcement
Tertiary Prevention:
Specialized
Individualized
Systems for Staff with
High-Risk Behavior
~15%
Apply the
triangle
Secondary Prevention:
Specialized Group
to adult behavior!
Systems for Staff who
are “At-Risk”
•Additional instruction
•Increased support
~80% of Staff
Staff Acknowledgements
• What
– Social contact
– Professional
recognition
– Time
– Other
• Features
– Regular & sincere
– School/staff-wide
– Culturally/ contextually
appropriate
– Administrator & team
involvement
Before moving on, let’s hear how its going!
Activity:
Share Accomplishments
• 5 minutes
• Discuss with your
group and identify
2 minute
reports
Attention
1
Minute
– 1-2 accomplishments
from
each
team
PROMPT 
Please
– 1-2 questions or
concerns shared by
most members of team
3. SWPBS
PRACTICES AND
SYSTEMS IN
NONCLASSROOM
SETTINGS
(pp. 78-87)
Problematic
Nonclassroom Settings
79
Examples
79
An elementary school
principal found that over
45% of their behavioral
incident reports were
coming from the
playground.
A high school nurse
lamented that “too many
students were asking to
use her restroom”
during class transitions.
A middle school
secretary reported that
she was getting at least
one neighborhood
complaint daily about
student behavior on &
off school grounds.
Over 50% of referrals
occurring on “buses”
during daily transitions.
Definitions and
Intervention
Considerations
80
Non-classroom Settings
• Particular times or places where
supervision is emphasized
• Where instruction is not available as
behavior management tool
• Examples:
–
–
–
–
80
Cafeteria, hallways, playgrounds, bathrooms
Buses & bus loading zones, parking lots
Study halls, library, “free time”
Assemblies, sporting events, dances
Activity:
Non-Classroom Systems
• 5 minutes
• Pick 1 problematic non-classroom
setting you have experienced
• Identify 2-3 features of problem
• Identify 2-3PROMPT
possible
 solutions
• Report (<1 min.) main features of your
example
1 minute reports
Attention
from
each team
1 Minute
(new Please
spokesperson)
Classroom v. Non-classroom
Classroom
80
Non-classroom
• Teacher directed
•Student focus
•Instructional focus
• Social focus
• Small # of predictable
students
•Large # of
unpredictable
students
Nonclassroom Settings:
Basic Management
Considerations
Practices
• Physical or environmental
arrangements
• Teach directly expected
behaviors and routines in
context
• Routines & expectations
• Staff behavior
• Actively supervise (scan,
move, interact)
• Student behavior
• Pre-correct and remind
• Positively reinforce
expected behavior
81
Douglas County S.D., CO 4-08
Douglas County S.D., CO 4-08
Guidelines
1.
2.
3.
4.
5.
6.
7.
8.
82
Implementation is school-wide by all staff
School-wide behavior expectations taught in context
Administrator is an active member
Context-specific expectations and routines taught
directly and early in the school year/term
Regular opportunities for review, practice, and
positive reinforcement
Team-based review, action planning, and
implementation consideration
Data-based progress monitoring and action
planning
Regular review of accuracy of intervention
implementation
Supervision
Self-assessment
YES or NO
83
Did I have at least 4 positive for 1
negative student contacts?
• Have more positive student
contacts than negative
• Use variety of contact forms
~10 positive : 1 correction
2000-2001 Gotchas, Level 1, & ODR per Day per Month
# per Day
80
70
60
50
Gotchas
40
30
20
Level 1
ODR
10
0
Sep Oct Nov Dec Jan Feb Mar Apr May Jun
Months
Did I move throughout the area I
was supervising?
•
•
•
•
Obvious
Positive
Interactive
Unpredictable
Did I frequently scan the area
I was supervising?
• Head up
• Make eye contact
• Overt body position
Did I positively interact with most
of the students in the area?
• Variety of interaction types
“Good
morning, class!”
– Social positives
•
•
•
•
– SW acknowledgements
Teachers
report that when
students
greeted by
Variety ofare
students
an
adult in morning, it
Quick
takes
less time to
Noticeable
complete
morning routines
Publicly appropriate
& get first lesson started.
Did I handle most minor rule
violations quickly and quietly?
•
•
•
•
•
Quickly
Privately
Neutrally
Follow-up with positive
Follow-up
Did I follow school procedures for
handling major rule violations?
• Quick
•Considerations
By the book
• Business
like
• What are
“costs” of compliance?
• Disengagewith consequences?
• Can I follow-through
• Precorrect
for next
• Have I taught
& reinforced
compliance?
occurrence
Disengage quickly
Do I know our school-wide
expectations (positively stated rules)?
•
•
•
•
•
Positively stated
Small in number
Easy
Comprehensive
Defined
Did I positively acknowledge at least
5 different students for displaying
school-wide expectations?
• Individualized
• Informative
• Sincere
“Readers’ Digest” Guide
• 7-8 “yes” = Super Supervision
• 5-6 “yes” = So-So Supervision
• <5 “yes” = Improvement Needed
Why does everyone
need to be involved?
• Staff outnumbered
What’d you say?
• Adult presence
– Prompts desired behavior
– Deters problem behavior
Show you what?
• “Being a good citizen”
– Contribute to school climate
Oh, the data?
40
30
50
30
20
3/14/95
3/28/95
3/29/95
4/3/95
4/4/95
4/7/95
4/10/95
4/17/95
4/18/95
4/26/95
4/27/95
4/29/95
5/1/95
5/2/95
5/3/95
5/4/95
5/9/95
5/10/95
5/12/95
5/15/95
5/16/95
5/17/95
5/18/95
5/23/95
5/24/95
5/25/95
5/26/95
5/30/95
5/31/95
6/1/95
6/2/95
6/5/95
6/6/95
6/8/95
6/9/95
6/12/95
6/13/95
Frequency of Problem Behaviors
Baseline
60
50


30



 

20




School-wide Intervention
Entering School

40



10


Problem Behaviors

20

10

0



10
5 m i nute observati on
Date



 

 


   
60
50
Entering Cafeteria
 
 



  

 
0
60
Exiting School
40






 




0
Back to the Examples
An elementary school principal found that over
45% of their behavioral incident reports were
coming from the playground.
“Talk, Walk, & Squawk”
1.
2.
3.
School found out that most incidents were teasing that
escalated.
Taught kids a simple social skill lesson called “talk, walk,
squawk.” Talk: When someone teases you, say “I don’t like
it when you say those things. Stop.” If teasing continues,
look cool and walk away…don’t say anything. If teasing
continues, “squawk: ask an adult to mediate a solution.”
Teach school-wide so all students know what to do and can
predict what will happen if they continue to tease.
Increase active supervision, practice of TWS, and
reinforcement of use of TWS.
Back to the Examples
A middle school secretary reported that she was
getting at least one neighborhood complaint daily
about student behavior on & off school grounds.
“Neighborhood Watch”
1.
2.
3.
4.
Held school, community, and family meeting to talk
about school-wide rules: respect self, others, property
Taught kids about respect in nonschool settings (i.e.,
neighborhoods).
Told all kids, parents, and staff that all neighbors have
been given permission to report kids in neighborhood
who should be in school and/or engaged disrespectful
behavior. Law enforcement similarly informed…..i.e.,
increased active supervision.
Kids and neighbors participated in a community picnic
after school once a month.
Back to the Examples
A high school nurse lamented that “too many students
were asking to use her restroom” during class
transitions.
“Adopt-a-Bathroom”
1.
2.
3.
Lack of supervision was identified as problem, and
students using nurses’ station because cleaner and
safer.
All staff members “adopted a bathroom” and agreed to
visit their bathroom at least three times daily. Didn’t
have to use the bathroom, just walk through. Big
school so every bathroom was visited numerous times
by different faculty members.
Kids acknowledged for respecting privacy, good
hygiene, etc.
Back to the Examples
Over 50% of referrals occurring on “buses”
during daily transitions.
“Music, Mags, & Munchies”
1.
2.
3.
This was unusual situation: school campus divided by
interstate, most classrooms on one side, and office,
cafeteria, etc. on other side. So kids had to be bused
3-4 times to one side or the other.
Increased active supervision.
Bus drivers given school store discounts to give to kids
who had appropriate transitions.
Each bus equipped with radio, box of magazines, and
occasional snack or snack coupon to engage kids.
SYSTEMS FEATURES
• School-wide implementation
– All staff
– Direct teaching 1st day/week
– Regular review, practice, & positive
reinforcement
• Team-based identification,
implementation, & evaluation
• Data-based decision making
Recap: BASIC MANAGEMENT
PRACTICES
• Positive expectations taught and
encouraged
• Active supervision
– Move,
– Scan, &
– Interact
• Precorrections & Reminders
• Positive reinforcement of expected
behavior
Activity:
Nonclassroom Systems
• Work as
team for
~ 15
minutes
• Review “Active Supervision Selfassessment” and discuss possible
practices/systems applications to
your identified (or new) problem
setting
PROMPT
 ideas” from your team
• Report
2-3 “big
1 minute reports
Attention
from
each team
1 Minute
(newdiscussion
spokesperson)
Please
(1 min. reports)
4. CLASSROOM
MANAGEMENT
PRACTICES AND
SYSTEMS
(pp. 88-105)
What “kind” of students can
display problematic behavior?
All students. Students with/without labels who are served in
general/special education can display problematic behavior.
This is not a special education issue. It is an education issue.
We need to learn more about
the critical features of
effective classroom management
to be able to help all students.
Effective Classroom
Management Practices
88
Maximizing Academic Achievement
• Academic achievement is linked to
academic engagement
• Academic engagement is linked to:
– Effective curriculum
– Effective delivery of curriculum (instruction)
– Effective classroom management
89
Sustaining Classroom
Management
Accurate and sustained use of
effective management practices is
related to having comprehensive
and effective support systems,
including SWPBS.
In other words…
89
Effective Academic
Instruction
Effective Behavioral
Interventions
Continuous & Efficient
Data-based Decision
Making
Systems for Durable &
Accurate Implementation
89
Positive,
Preventative
School Culture
(SWPBS)
Evidence-based Practices in
Classroom Management
1.
2.
3.
90
Minimize crowding & distraction
Maximize structure & predictability
State, review, & reinforce positively stated
expectations.
4.
Provide more acknowledgement for appropriate
than inappropriate behaviors.
5.
Maximize varied opportunities to respond.
6.
Maximize active engagement.
7.
Actively & continuously supervise.
8.
Respond to inappropriate behaviors quickly,
positively, & directly.
9.
Establish multiple strategies for acknowledging
appropriate behavior.
10. Generally provide specific feedback for errors &
corrects.
1. Minimize crowding & distraction.
•
Design environment to (a) elicit
appropriate behavior and (b) minimize
crowding and distraction:
– Arrange furniture to allow easy traffic flow.
– Ensure adequate supervision of all areas.
– Designate staff & student areas.
– Seating arrangements (groups, carpet, etc.)
2. Maximize structure & predictability.
•
Develop Predictable Routines
– Teacher routines: volunteers,
communications, movement, planning,
grading, etc.
– Student routines: personal needs, transitions,
working in groups, independent work,
instruction, getting materials, homework, etc.
3. State, review, & reinforce positively
stated expectations.
• Establish behavioral
expectations/rules.
• Teach rules in context of routines.
• Prompt or remind students of rule
prior to entering natural context.
• Monitor students’ behavior in natural
context & provide specific feedback.
• Evaluate effect of instruction - review
data, make decisions, & follow up.
4. Provide more acknowledgement for
appropriate than inappropriate behaviors.
• Maintain at least 4 to 1 ratio
• Interact positively once every 5 min
• Follow correction for violation of behavior
expectations with positive reinforcement for
rule following (once demonstrated)
5. Maximize varied opportunities to respond.
• Provide high rates of opportunities to respond
• Vary individual vs. group responding
• Vary Response type
• Oral
• Written
• Gestural
• Increase participatory instruction
• Questioning
• Materials
6. Maximize active engagement.
• Vary format
– Written responses
– Choral responding
– Gestures
– Writing on individual white boards
– Other: ____________
• Specify observable engagements
• Link engagement with outcome objectives
Range of evidence based practices that
promote active engagement
• Direct Instruction
• Computer Assisted Instruction
• Class-wide Peer Tutoring
• Guided notes
• Response Cards
7. Actively & continuously supervise.
• Move
• Scan
• Interact
• Remind/pre-correct
• Positively acknowledge
8. Respond to inappropriate behaviors
quickly, positively, & directly.
• Respond efficiently
• Attend to students who are displaying
appropriate behavior
• Follow school procedures for major
problem behaviors objectively
• Anticipate next occurrence
Multiple strategies for responding to
inappropriate behavior may include....
• Error Corrections
• Differential
Reinforcement
• Planned ignoring
• Response Cost
• Time out from
reinforcement
Quick Error Corrections
• Your error corrections should be…
– …contingent: occur immediately after
the undesired behavior
– …specific: tell learner exactly what they
are doing incorrectly and what they
should do differently in the future
– …brief: after redirecting back to
appropriate behavior, move on
Types of Differential
Reinforcement
• DR…of lower rates of behavior (DRL)
• DR…of other behaviors (DRO)
• DR…of alternative behavior (DRA)
• DR…of incompatible behavior (DRI)
Planned Ignoring
Definition:
• If a behavior is maintained by adult attention
…consider planned ignoring (e.g., ignore
behavior of interest)
Example:
• Taylor talks out in class and his teacher
currently responds to him approximately 60%
in the time (either + or -).
• The teacher decides to ignore all talk outs
and instead only call on him when his hand is
raised.
Response Cost
Definition:
• The withdrawal of specific amounts of a
reinforcer contingent upon inappropriate
behavior.
Examples:
• A wrong answer results in a loss of points.
• Come to class without a pencil, buy one for
5 points.
Time-out
Definition:
• A child (or class) is removed from a previously
reinforcing environment or setting, to one that
is not reinforcing
Example:
• Child throws a rock at another child on the
playground. The child is removed to the office….
• REMEMBER the environment the child is
removed to cannot be reinforcing!!! So, if the
child receives adult attention in the office,
which they find reinforcing, YOU have NOT put
the child on time out
9. Establish multiple strategies for
acknowledging appropriate behavior.
• Social vs. tangible vs. activity vs. …
• Frequent vs. infrequent
• Predictable vs. unpredictable
• Immediate vs. delayed
Multiple strategies for acknowledging
appropriate behavior may include...
• Specific and Contingent Praise
• Group Contingencies
• Behavior Contracts
• Token Economies
Specific and Contingent Praise
• Praise should be…
– …contingent: occur immediately following
desired behavior
– …specific: tell learner exactly what they are
doing correctly and 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)
Group Contingencies
• Three types:
– “All for one”
(Interdependent Group-Oriented
Contingency)
– “One
for all”
(Dependent Group Contingency)
– “To each his/her own”
(Independent Group Contingency)
Behavioral Contracts
• A written document that specifies a
contingency for an individual student or in
this case…whole class
• Contains the following elements:
– Operational definition of BEHAVIOR
– Clear descriptions of REINFORCERS
– OUTCOMES if student fails to meet expectations.
– Special BONUSES that may be used to increase
motivation or participation.
(Wolery, Bailey, & Sugai, 1988)
Establishing a
Token Economy
•
•
•
•
•
•
•
Determine and teach the target skills
Select tokens
Identify what will be back-up reinforcers
Identify the number of tokens required to
receive back-up reinforcers
Define and teach the exchange and token
delivery system
Define decision rules to change/fade the plan
Determine how the plan will be monitored
Guidelines from Sulzer-Azaroff & Mayer, 1991
10. Generally provide specific feedback
for errors & corrects.
• Provide contingently
• Always indicate correct behaviors
• Link to context
Recap: Evidence-based Practices in
Classroom Management
1.
2.
3.
Minimize crowding & distraction
Maximize structure & predictability
State, review, & reinforce positively stated
expectations.
4.
Provide more acknowledgement for appropriate than
inappropriate behaviors.
5.
Maximize varied opportunities to respond.
6.
Maximize active engagement.
7.
Actively & continuously supervise.
8.
Respond to inappropriate behaviors quickly,
positively, & directly.
9.
Establish multiple strategies for acknowledging
appropriate behavior.
10. Generally provide specific feedback for errors &
corrects.
Guidelines
1. Academic achievement is linked to social success, active
engagement, and effective teaching
2. Good teaching is used as a behavior management strategy
3. Behavior management is used as an instructional
management strategy
4. The three-tiered prevention logic is applied to the classroom
context
5. Classroom management is linked to school-wide behavior
support
6. Typical classroom routines have been taught, practiced, and
reinforced regularly School-wide support systems are used to
sustain effective classroom management strategies
7. Data-based progress monitoring and action planning
8. Regular review of accuracy of intervention implementation
92
Classroom Routine Lesson Plan
ROUTINE
#1
What does routine
look/sound like?
Where/when should
routine be used?
When will routine be
taught and for how
long?
How and when will
routine be practiced?
How will learning be
confirmed?
How, where, and how
often will displays of
routine be
acknowledged?
95
#2
#3
Activity:
Classroom Systems
• Work as
team for
~ 15
minutes
• Review “Classroom Self-assessment”
and discuss possible
practices/systems applications to
your identified (or new) problem
setting
PROMPT
 ideas” from your team
• Report
2-3 “big
1 minute reports
Attention
from
each team
1 Minute
(newdiscussion
spokesperson)
Please
(1 min. reports)
SWPBS Action Planning
Activity:
Action Planning
• Work as
team for
~ 105
minutes
• Return to your Action Plan
Update each section
based on what you’ve
1 •minute
reports
learned in the last 4 days.
Attention
particular,
make sure
have a plan for
from
each
team
1• Insharing
Minute
information with and
gathering/using
PROMPT feedback from your school
(newfaculty!
spokesperson)
Please
• Present 2-3 “big ideas” from your group (1
min. reports)
Review of SWPBS
SW-PBS Logic!
Successful individual student
behavior support is linked to
host environments or school
climates that are effective,
efficient, relevant, & durable.
(Zins & Ponti, 1990)
Intensive
Targeted
Universal
Few
Continuum of
Support for ALL
Some
All
(Sugai, Dec 7, 2007)
Team
GENERAL
IMPLEMENTATION
PROCESS
Agreements
Data-based
Action Plan
Evaluation
Implementation
Getting Started with SWPBS
1.
2.
3.
4.
5.
Establish leadership team membership
Develop brief statement of behavioral purpose
Identify positive SW behavioral expectations
Develop procedures for teaching SW expectations
Develop procedures for teaching class-wide
expectations
6. Develop continuum for strengthening appropriate
behavior
7. Develop continuum for discouraging violations of
expectations
8. Develop data-based procedures for monitoring
Establish Team
Develop Statement of Behavioral
Purpose or Vision
At BSG, we are
responsible for
ourselves, respect each
other, and maintain
safety in our school.
Establish Behavioral
Expectations/Rules
Teach Rules in the
Context of School Settings
Teach Rules in the
Context of Class Routines
Establish Procedures for
Encouraging Rule Following
Establish Procedures for
Responding to Rule Violations
Develop data-based procedures
for monitoring
Nonclassroom Settings:
Basic Management
Considerations
Practices
• Physical or environmental
arrangements
• Teach directly expected
behaviors and routines in
context
• Routines & expectations
• Staff behavior
• Actively supervise (scan,
move, interact)
• Student behavior
• Pre-correct and remind
• Positively reinforce
expected behavior
81
Evidence-based Practices in
Classroom Management
1.
2.
3.
90
Minimize crowding & distraction
Maximize structure & predictability
State, review, & reinforce positively stated
expectations.
4.
Provide more acknowledgement for appropriate
than inappropriate behaviors.
5.
Maximize varied opportunities to respond.
6.
Maximize active engagement.
7.
Actively & continuously supervise.
8.
Respond to inappropriate behaviors quickly,
positively, & directly.
9.
Establish multiple strategies for acknowledging
appropriate behavior.
10. Generally provide specific feedback for errors &
corrects.
Consider Tattoos!
4 PBIS
Elements
School
Systems
Supporting Social Competence &
Academic Achievement
OUTCOMES
Classroom
Supporting
Decision
Making
Supporting
Staff Behavior
SWPBIS
Non-classroom
Family
PRACTICES
~5%
Supporting
Student Behavior
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
~15%
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
~80% of Students
Student