Transcript Classroom Systems

CLASSROOM SYSTEMS
SCHOOL-WIDE PBIS
Chris Borgmeier, PhD
Portland State University
[email protected]
www.swpbis.pbworks.com (slides)
www.pbisclassroomsystems.pbworks.com
School-wide Positive
Behavior Support
Systems
Classroom
Setting Systems
School-wide
Systems
Non-example Action Plan Strategies
- Purchase & distribute classroom management
curriculum/book
- Discuss at faculty meeting
- Bring in CM expert for next month’s ½ day inservice
- Observe in effective classroom
- Observe & give feedback
What is likelihood of change in teacher practice?
(Sugai, 2006)
Example Action Plan Strategies
+
Build on SW System
+
Use school-wide leadership team
+
Use data to justify
+
Adopt evidence based practice
+ Teach/practice to fluency/automaticity
+
Ensure accurate implementation 1st
time
+
Regular review & active practice
+
Monitor implementation continuously
+
Acknowledge improvements
(Sugai, 2006)
Classroom Systems
Building Capacity v. One Shot Support
• Build systems to support sustained use of effective
practices
• SW leadership team
• Regular data review
• Regular individual & school action planning
• Regular support & review
• To begin school year & throughout school year
CLASSROOM SYSTEMS
FOCUS: SCHOOL-WIDE
SUPPORT
Classroom Practices Self Assessment
• Staff completed the Classroom Practices Self Assessment
on-line earlier this Fall
• Plan to complete 3 times per year
• Fall/ Winter/ Spring
• Team collects data to:
• Strategically guide decision making re: Prof’l Dev’t
• Identify staff development topics/ areas of common need
• Monitor progress
Elementary
Classroom Self Assessment Ratings
Dec. 2012 (n=19)
Looking for High
Blue (Not or Partially
In Place) & High Red
1.00
(Priority)
0.90
0.80
0.70
0.60
0.50
0.40
0.30
0.20
0.10
0.00
Classroom rules
Ackn
Attn cue
Active spvsn
arranged
materials
Minor Beh
Precorrect
Quick Fin
Inst time
OTR
vary resp
all inv
demo
Corr Resp
goals
entry
grp wk
-Ind work
Trans Bw Act
get materials
seek help
exit classrm
% Rating Not or
Partially In Place
% Rating
High/Med
Priority
Elementary
Winter 2012-13 Rankings
% Not or
Partial In
Place
% High/Med
Priority
Total
5:1 ratio
68
79
147
PreCorrect
79
95
174
Instr’l Time
63
84
147
OTR
79
84
163
2
Correct Resp
74
89
163
3
T: Group
Work
74
84
158
School-wide Total %
In Place = 54%
Partial = 42%
Not In Place = 4%
Not Applicable = 1%
Rank
1
Targeted Classroom Practices
• PreCorrection
• Chronic problem behaviors are anticipated and
precorrected.
• 4:1 Ratio/ Praise
• I acknowledge student positive behavior at least 4 times
more often than I acknowledge student problem
behavior.
CLASSROOM SYSTEMS
TEAM IMPLEMENTATION &
SUPPORT
Supporting Effective Classroom Practices
• Most Evidence-Based Classroom Practices are not
challenging to implement…. and are pretty easily
described and understood
• The Challenge is using the practices consistently over
time, doing the little things consistently…. “Building
Habits”
The Power of Habit: Why
we do what we do in life
and business
Charles Duhigg
Video Intro
#2 on NY
Times
Bestseller
List on
March 18th
2012
The Habit Loop
from “The Power of Habit”
A habit is a formula our brain automatically follows:
When I see a CUE, I will do ROUTINE in order to get a REWARD.
Steps to Changing your Habits
1)
Identify your Bad Habit Loop
a)
b)
c)
2)
Identify your habit/Routine to change
Look for Rewards
Isolate the Cue
Have a Plan for change
a)
b)
Identify your Replacement Behavior “New Habit”
Pair w/ Rewards
My “Bad Habit” Loop
from “The Power of Habit”
A habit is a formula our brain automatically follows:
When I see CUE, I will do ROUTINE in order to get a REWARD.
Step 1: Identify your Habit – I raise my voice, scolding my daughter
Step 2: Look for Rewards – I want her to stop whining, screaming, yelling, tantrum,
but raising my voice usually further escalates; so what is my reward?.... I get to feel
like I’m doing something & letting her know this is not ok
Step 3: Isolate the Cue – My “terrible 2s” daughter is whining, screaming, yelling,
throwing a tantrum
The Habit Loop
A habit is a formula our brain automatically follows:
When I see CUE, I will do ROUTINE in order to get a REWARD.
When my 2 y.o. daughter starts whining (cue), I will raise my voice (routine) in
order to make me feel like I’m doing something & let her know it’s not OK to
act this way (reward).
Step 4: Have a Plan – Replace raising my voice with calmly saying “yelling is not
ok” and consistently saying to her tell me what you want & occasionally prompting
her with the words to say – this should provide me the Reward of letting her know
it’s not ok, “doing something” and make me feel better and more controlled about
how I’m responding… and teaching her specifically how to respond… over time
reducing the trantrums & whining
Integrating “Power of Habit” in to the
Classroom
• How can we support teachers to:
• Understand the “Habit Loop”
• Build habits to use Evidence-based Classroom practices
• Change Bad Habits in the classroom & replace w/ Evidence-based
classroom practices
Next Steps
Teach staff the “Habit Loop” and how to change/ develop good
habits
Identify the Targeted Classroom Practice & provide examples =
5 to 1 Ratio, PreCorrection
1)
2)
Brief presentation of practice
Time to individualize practice to fit your classroom, context &
needs
3)
Brief presentation of Reminders & Supports to use your
practice
4)
Time to develop an individualized Plan for Support
Classroom Systems
School-wide PBIS
Increasing Specific Praise (5 to 1 Ratio)
Chris Borgmeier, PhD
Portland State University
[email protected]
PBIS Classroom System:
Next Steps
1) Brief presentation of practice
2) Time to individualize practice to fit your
classroom, context & needs
3) Brief presentation of Self-Monitoring use of your
targeted practice
4) Time to develop an individualized Self-
Monitoring Plan
Follow Along in the 5 to 1 Ratio Guide
Definitions of Acknowledgement of
Positive & Problem Behavior
 Acknowledgment: responding to student behavior
(verbal or gesture) in a way that provides attention
for positive/desired behavior or problem/non-desired
behavior.
 The focus of the acknowledgement determines whether it
is a positive (response to desired behavior) or problem
acknowledgement (response to non-desired behavior),
while the tone and verbage should always maintain
respect for the individual, the determining factor is the
type (desired v. non-desired) of the behavior being
acknowledged.
Why Acknowledge Desired
Behavior?
 Reinforce the teaching of new behaviors
 Behavior is likely to become a habit and recur in the
future only if demonstrating it has been beneficial
 Harness the influence of kids who are showing
expected behaviors to encourage the kids who are not
 Strengthen positive behaviors that can compete with
problem behavior
 Improve school climate
 Create positive interactions and rapport with students
Why Increase Positive
Acknowledgements?
 After withdrawing praise from a classroom, off-task behavior
increased from 8.7% to 25.5%
 In classes where teachers provided less than 65% positive
statements, the percentage of students reporting that they
like school decreased over the course of the school year
 In classes where teachers provided more than 70% positive
statements, students reporting that they like school remained
high across the school year
• BECKER, ENGLEMAN, & THOMAS, 1975
5:1 Ratio
 Pay attention to What you Want to See
 Acknowledge positive behavior 5 times more often that you
respond to negative behavior
 Keep it genuine; not the same for all kids
 Negative interactions are not wrong and are sometimes
necessary; the key is the ratio
 There is a ceiling effect at 13 to 1 – but we are at very little risk
of achieving this in schools; more often we are at 1:1 or even
more negatives than positives
Positive Interactions
 Positive interactions can be provided in a variety of
ways:

verbal praise


positive feedback re: appropriate behavior
nonverbal acknowledgement

smiling, nodding, winking
Research on Praise & Acknowledging
Positive Behavior
Praise has the strongest research, with
increases shown in:






Students’ correct responses
Work productivity and accuracy
Academic performance
On-task behavior and attention
Compliance, positive comments about self
Cooperative play
Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008
Critical Features of Acknowledgement
 Acknowledgment of Positive Behavior (praise) is
most effective if it is immediate, specific, sincere,
varied, student referenced





Immediate
Specific: explicitly describes the desired behavior performed
Sincere: credible and authentic
Varied: varied word choice, varied academic and behavior
praise, whole group, small group and individual
Student referenced: compares student performance to
previous performance and does not compare students to
others; acknowledge effort
Positive Acknowledgement/ Praise
examples
 “Excellent job listening and following directions the
first time.”
 “Your eyes are on me and your mouth is quiet. Thank
you for being ready to learn.”
 “Wow, you completed your math work correctly
before the end of class.”
When Acknowledging Positive Behavior
 Identify the specific behavior being
acknowledged
 Link the behavior to one of the SW-Rules
 GOOD EXAMPLE
 “Wow, thank you for helping to clean up the spill, that
was very Responsible of you”
 NOT AS GOOD
 “Thank you, good job!”
Procedural Steps for increasing Positive
Acknowledgement Ratio
1) Identify challenging times, routines and behaviors
that occur throughout the day
2) Identify desired behaviors to focus on praising,
particularly during challenging times
3) Explicitly teach students to engage in desired
behaviors
Procedural Steps for increasing Positive
Acknowledgement Ratio
4) Identify a range of phrases, gestures, methods for
acknowledging targeted desired behaviors,
particularly identify ways to replace corrections
with acknowledgement of proximal peers for
desired behavior
5) Monitor for desired behaviors & acknowledge
individuals or group of students immediately
following desired behavior
6) Implement personal prompts and monitoring to
encourage replacement of corrections with
acknowledgments
Increase Positive Feedback &
Decreasing Negative
 ID a specific problem behavior you would like to see less
of and define the opposite of this behavior
 Teach & re-teach the expected/desired behavior
 Provide “precorrections” in advance to set up
behavior
positive
 Ignore the problem behavior and “catch” the students
meeting expectations w/ specific positive feedback

Coaching Classroom Management, 2006
Step 1: Identify Challenges & Positive
Acknowledgements
Your Turn
 Take a few minutes to Complete Step 1 of the
Worksheet
 Remember, we’d like to collect a copy of
your worksheet at the end of the training
today to plan for support
FLIP THE RATIO
Trading Negative Acknowledgements for Positive
Your Turn
 Take a few minutes to Complete Step 2 of the
Worksheet
 Share your strategies with a partner
Set up Systems to Increase Positive
Acknowledgement
Students
 Good Behavior Game
 T-chart
 Teach behavioral expectations
 Students earn points for positive behavior
 Teacher gets points for negative behavior
 Total points at end to determine if “reward” is earned
Teacher
 Hand out Acknowledgement Tokens or Tallies for
positive behavior

Individuals or Pre-arranged Groups in the classroom
Ways to Encourage & Monitor your
Ratio
 Post a visual reminder to praise students in area
viewed frequently
 Praise in Pairs: After praising one student, find
another student exhibiting similar behavior to
praise
 Acknowledge creatively – use gestures (thumbs up,
OK sign, clapping, nod, high five) tangibles
(stickers, stars), points toward whole class or
individual reward, calling parent to report student
success
PLAN FOR SUPPORTING
IMPLEMENTATION
Self Monitoring
 Training on classroom management practices alone
does not result in changes or improved practice
 Self-monitoring offers an effective, efficient strategy
for improving implementation of classroom practices
(Simonsen, MacSuga, Fallon & Sugai, 2013)
Self Monitoring
Strategies for Self-Monitoring
 Index Card Tearing (long side for positive, short side for
negative)
 Hash marks on tape on your arm or pant leg
 Golf Counter
 Move Pennies or paperclips from one pocket to other based
positive & negative acknowledgements
Step 3: Self-Monitoring Plan
Your Turn
 Take a few minutes to Complete Step 3 of the
Worksheet
 Make sure to Identify meaningful& feasible
supports

Identify your strategy for Self-Monitoring

Develop Peer Strategies for support – you can discuss with a
peer
Team & School-wide Supports
 Team Supports (e.g. Dept.,
Grade Level, PLC)
 Make Classroom
improvement a regular part
of meetings and activities
 Begin meeting w/ 2 minute
check:



Check-in, share ideas & give
feedback to:
Encourage implementation
Check-in, problem solve, enhance
implementation
 School-wide Supports


Reminder on Morning
announcements
Regular review/check-in at
staff meeting

Rewards for implementers



Recognize your Buddy
Recognize someone you
observed engage in the
practice
Daily or weekly
implementation checks


via email link
Put sticker on staff board to
rate implementation
Group Discussion
 What school-wide strategies would be helpful for
you in supporting your implementation?
Regular reminders over announcements?
 Staff meeting review & sharing?
 Collect implementation data?


Daily email, survey monkey?
References
Descriptive Readings
 Brophy, J. (1981). Teacher Praise: A Functional Analysis. Review of Educational Research, 51(1), 5-32.
 Conroy, M. A., Sutherland, K. S., Snyder, A., Al-Hendawi, M. & Vo, A. (2009). Creating a positive classroom
atmosphere: Teachers’ use of effective praise and feedback. Beyond Behavior, 18(2), pp. 18-26.
 Gable, R. A., Hester, P. H., Rock, M. L., & Hughes, K. G. (2009). Back to Basics Rules, Praise, Ignoring, and
Reprimands Revisited. [Article]. Intervention in School and Clinic, 44(4), 195-205.
 Simonsen, B., Fairbanks, S., Briesch, A., Myers, D. & Sugai, G. (2008). Evidence-based practices in classroom
management: Considerations for Research to practice. Education and Treatment of Children, 31(3), pp. 351380.
 Sprick, R., Knight, J., Reinke, W., Skyles, T., & Barnes, L. (2009). Coaching Classroom Management:
Strategies and tools for administrators and coaches (2nd ed). Pacific NorthWest Publishing, Eugene, OR.
Research Studies demonstrating outcomes associated with the use of praise to reprimand

Becker, W.C., Engelmann, S., & Thomas, D.R. (1975). Teaching 2: Cognitive Learning and Instruction. Chicago: Science Research
Associates.

Pfiffner, L. J., Rosen, L. A., & O'Leary, S. G. (1985). The efficacy of an all-positive approach to classroom
management. [Research Support, Non-U.S. Gov't]. Journal of Applied Behavior Analysis, 18(3), 257-261.
Sutherland, K. S., Wehby, J. H., & Copeland, S. R. (2000). Effect of varying rates of behavior-specific praise on
the on-task behavior of students with EBD. Journal of Emotional and Behavioral Disorders, 8(1), 2-+.

Relationship between praise, rewards, and intrinsic motivation
 Akin-Little, K. A., Eckert, T. L., Lovett, B. J., & Little, S. G. (2004). Extrinsic reinforcement in the classroom:
Bribery or best practice. [Article]. School Psychology Review, 33(3), 344-362.
 Cameron, J., & Pierce, W. D. (1994). Reinforcement, Reward, and Intrinsic Motivation: A meta-analysis.
Review of Educational Research, 64(3), 363-423.
 Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of
extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6), 627-668.
Staff Evaluation of Training
Middle School
Nov. 2012
1 = Strongly Disagree; 5 = Strongly Agree
Mean Rating
5
4
3
2
1
0
Precorrection
4 to 1 Ratio
OTR
SCHOOL 2
K-5 Elementary School
348 students
85% Free or Reduced Lunch
Staff Evaluation of Training
Elementary School
PreCorrection & Praise
Feb. 20, 2013
1 = Strongly Disagree; 5 = Strongly Agree
5
Mean Rating
4
3
2
1
0
1000 Classroom Observation Study
=5.4 Pos. Feedback / Hour
Total Classrm Obs.
• Elem = 1515
• MS = 725
• HS = 1381
Teacher 1
Teacher 2
Teacher 3
Teacher 4
5.4 Praise/Hr
Teacher 1
Teacher 2
Teacher 3
Teacher 4
5.4 Praise/Hr
Teacher 1
Teacher 2
Teacher 3
Teacher 4
4th/5th Teacher 1
5.4 Praise/Hr
3rd Grade -- Teacher 1
5.4 Praise/Hr
Self-Monitoring & Goal Setting in PLCs
• Collect 2-3 days of baseline data before setting a goal
How are you collecting selfmonitoring data?
• Golf counter = 5
• Tally marks = 16
• Sticky note on arm = 1
• Sticky note on back of name tag = 4
• Sticky note on table = 1
• Tally sheet = 8
• On the board = 2
• Paper Clip System = 1
• Tears on paper = 1
What’s next?
• SW-PBIS team – continues supporting implementation
• Daily email prompts to enter self-monitoring data
• Weekly PLC meetings to review data & evaluate goals
• Observation walkthroughs x principal, coach & PBIS team
members (tracking specific praise & precorrection)
• Rewards for data entry, meeting goals and
• Continue collecting staff Self Monitoring data for 4-6
weeks
• Decide whether to move on to training next behavior(s)
• 10 of 19 staff members reported they had continued to
self-monitor 8 weeks after team requests for self-
QUESTIONS?
SUGGESTIONS?
Chris Borgmeier
[email protected]
www.pbisclassroomsystems.pbworks.com