Transcript Effective Behavior Management in Classroom & Nonclassroom Settings George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut April 8 2010 www.pbis.org www.cber.org.

Effective Behavior
Management in Classroom
& Nonclassroom Settings
George Sugai
OSEP Center on PBIS
Center for Behavioral Education & Research
University of Connecticut
April 8 2010
www.pbis.org www.cber.org www.swis.org
[email protected]
SWPBS
Subsystems
Classroom
Family
Non-classroom
Student
Five Guiding Principles
GP #1: Good teaching one of
our best behavior
management tools
STUDENT
ACHIEVEMENT
Good Teaching
Behavior Management
Responsiveness to Intervention
Academic Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
Circa 1996
1-5%
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
Behavioral Systems
80-90%
1-5%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
Behavior
Continuum
Academic
Continuum
RTI
Integrated
Continuum
Mar 10 2010
GP #2: Apply
three tiered
prevention logic to
classroom setting
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
ESTABLISHING CONTINUUM of SWPBS
~5%
~15%
TERTIARY
TERTIARY PREVENTION
PREVENTION
•• Function-based support
•• Wraparound
•• Person-centered planning
••
••
SECONDARY
SECONDARY PREVENTION
PREVENTION
•• Check in/out
•• Targeted social skills instruction
•• Peer-based supports
•• Social skills club
••
~80% of Students
PRIMARY
PRIMARY PREVENTION
PREVENTION
•• Teach SW expectations
•• Proactive SW discipline
•• Positive reinforcement
•• Effective instruction
•• Parent engagement
••
GP #3: Link classroom
to school-wide
• School-wide expectations
• Classroom v. office managed
rule violations
SWPBS
Subsystems
Classroom
Non-classroom
Student
Family
Organizational Features
Common
Vision
ORGANIZATION
MEMBERS
Common
Experience
Common
Language
GP #4: Teach academic
like social skills
ADJUST for
Efficiency
MONITOR &
ACKNOWLEDGE
Continuously
DEFINE
Simply
MODEL
PRACTICE
In Setting
GP #5: Build systems to support
sustained use of effective practices
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
IMPLEMENTATION
W/ FIDELITY
CONTINUUM OF
CONTINUOUS
EVIDENCE-BASED
PROGRESS
INTERVENTIONS
MONITORING
UNIVERSAL
SCREENING
RtI
DATA-BASED
DECISION MAKING
& PROBLEM
SOLVING
CONTENT
EXPERTISE &
FLUENCY
PREVENTION
& EARLY
INTERVENTION
Host Environment Features
Effective
• Achieve desired outcome?
Efficient
• Doable by real implementer?
Relevant
• Contextual & cultural?
Durable
• Lasting?
Scalable
• Transportable?
Logical
• Conceptually Sound?
Effective Academic
Instruction
Effective Behavioral
Interventions
=
Continuous & Efficient Databased Decision Making
Systems for Durable &
Accurate Implementation
Effective
Behavior &
Classroom
Management
SWPBS
Subsystems
Classroom
Family
Non-classroom
Student
Purpose
To review critical features &
essential practices of active
supervision
Examples
An elementary school principal
found that over 45% of their
behavioral incident reports were
coming from the playground.
High school assistant principal
reports that over 2/3 of behavior
incident reports come from “four
corners.”
A middle school secretary
reported that she was getting at
least one neighborhood
complaint daily about student
behavior on & off school
grounds.
High school nurse lamented
that “too many students were
asking to use her restroom”
during class transitions.
At least 2 times/month,
police are called to settle
arguments by parents & their
children in parking lot
Over 50% of referrals
occurring on “buses” during
daily transitions.
Nonclassroom Settings
• Particular times or places where
supervision is emphasized
– Cafeteria, hallways, playgrounds, bathrooms
– Buses & bus loading zones, parking lots
– Study halls, library, “free time”
– Assemblies, sporting events, dances
• Where instruction is not available as
behavior management tool
Positive
Behavior
Support
Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
Classroom v.
Nonclassroom
• Classroom
• Nonclassroom
– Teacher directed
– Student focused
– Instructionally focused
– Social focus
– Small # of predictable
students
– Large # of
unpredictable students
Management Features
(manipulable)
Physical
environment
Routines &
expectations
Staff
behavior
Student
behavior
Teach
Expectations &
Routines
Supervise Actively:
Scan, Move,
Interact
NONCLASSROOM
BASICS
Positively
Reinforce
Precorrect
(Remind Early)
Basics
“Active Supervision:
Self-Assessment”
YES or NO
Non-Classroom Management: Self-Assessment
Name______________________________
Date_____________
Setting □ Hallway □ Entrance □ Cafeteria
Time Start_________
□ Playground □
Other_______________
Time End _________
Tally each Positive Student Contacts
Total #
Tally each Negative Student Contacts
Total #
Ratio of Positives to Negatives: _____: 1
1. Did I have at least 4 positive for 1 negative student contacts?
Yes
No
2. Did I move throughout the area I was supervising?
Yes
No
3. Did I frequently scan the area I was supervising?
Yes
No
4. Did I positively interact with most of the students in the area?
Yes
No
5. Did I handle most minor rule violations quickly and quietly?
Yes
No
6. Did I follow school procedures for handling major rule violations?
Yes
No
7. Do I know our school-wide expectations (positively stated rules)?
Yes
No
8. Did I positively acknowledge at least 5 different students for
displaying our school-wide expectations?
Yes
No
Overall active supervision score:
7-8 “yes” = “Super Supervision”
5-6 “yes” = “So-So Supervision”
<5 “yes” = “Improvement Needed”
# Yes______
~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
“Good morning, class!”
Teachers report that when
students are greeted by an
adult in morning, it takes less
time to complete morning
routines & get first lesson
started.
Douglas County S.D., CO 4-08
Douglas County S.D., CO 4-08
Douglas County S.D., CO 4-08
Expected behaviors are visible
Sirrine Elementary June 8, 2004 SC
How did I do?
8-7
Super
6-5
Okay
<5
Improve
CBER Training Brief
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
CL Example
Talk, Walk, Squawk
An elementary school principal
found that over 45% of their
behavioral incident reports were
coming from the playground.
Neighborhood Watch
A middle school secretary
reported that she was getting at
least one neighborhood
complaint daily about student
behavior on & off school
grounds.
Adopt-a-Bathroom
An high school nurse
lamented that “too many
students were asking to use
her restroom” during class
transitions.
1-Way Cones
At least 2 times/month,
police are called to settle
arguments by parents & their
children in parking lot
Music, Mags, Munchies
Over 50% of referrals
occurring on “buses” during
daily transitions.
Other examples
•
•
•
•
Recess then lunch
Numbers instead of alphabet
Movement between hallway & classroom
“Trash-Trays-n-Travel” & “Whisper While you
Walk”
• “Game Rule” cards
• Participation in assembly
•
•
Example Supervisors’ Activities
• For each item on Self-Assessment
share one specific strategy you try to
use.
• Observe colleague.
• Video tape & assess.
• Agree on one item that everyone will
emphasize next week, & tell all staff.
• Complete Self-Assessment for one
setting next week, & turn into Tom on
Friday.
CBER Training Brief
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
How is My Classroom
Management?
Brandi Simonsen & George Sugai
University of Connecticut
www.pbis.org
[email protected]
March 31 2009
Purpose
Review critical features &
essential practices of behavior
management in classroom
settings
Why formalize classroom
management?
Arrange environment to
maximize opportunities for
– Academic achievement
– Social success
– Effective & efficient teaching
Essential Behavior &
Classroom Management
Practices
See Classroom Management
Self-Checklist
Classroom Management: Self-Assessment
Teacher__________________________
Rater_______________________
Date___________
Instructional Activity
Time Start_______
Time End________
Tally each Positive Student
Contacts
Total #
Tally each Negative
Student Contacts
Ratio of Positives to Negatives: _____ to 1
Total #
Classroom Management Practice
Rating
1.
I have arranged my classroom to minimize crowding and distraction
Yes
No
2.
I have maximized structure and predictability in my classroom (e.g., explicit classroom
routines, specific directions, etc.).
Yes
No
3.
I have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (or rules).
Yes
No
4.
I provided more frequent acknowledgement for appropriate behaviors than inappropriate
behaviors (See top of page).
Yes
No
5.
I provided each student with multiple opportunities to respond and participate during
instruction.
Yes
No
6.
My instruction actively engaged students in observable ways (e.g., writing, verbalizing)
Yes
No
7.
I actively supervised my classroom (e.g., moving, scanning) during instruction.
Yes
No
8.
I ignored or provided quick, direct, explicit reprimands/redirections in response to
inappropriate behavior.
Yes
No
9.
I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g.,
class point systems, praise, etc.).
Yes
No
Yes
No
10. In general, I have provided specific feedback in response to social and academic behavior
errors and correct responses.
Overall classroom management score:
10-8 “yes” = “Super”
7-5 “yes” = “So-So”
# Yes___
<5 “yes” = “Improvement Needed”
Typical Contexts/
Routines
All
Morning Meeting
Classroom-Wide Rules/Expectations
Respect Others
Respect Property
Respect Self
Use inside voice.
Recycle paper.
Do your best.
Raise hand to
Put writing tools inside
Ask.
answer/talk.
desk.
Put announcements in
Eyes on speaker.
Put check by my
desk.
Give brief answers.
announcements.
Keep feet on floor.
Homework
Do own work.
Turn in before lesson.
Transition
Use inside voice.
Keep hands to self.
“I Need
Assistance”
Teacher Directed
Raise hand or show
“Assistance Card”.
Wait 2 minutes & try
again.
Eyes on speaker.
Keep hands to self.
Independent Work
Use inside voice.
Keep hands to self.
Problem to Solve
Stop, Step Back,
Think, Act
Put homework neatly in Turn in lesson on time.
box.
Do homework
Touch your work only.
night/day before.
Put/get materials first.
Keep hands to self.
Have plan.
Go directly.
Have materials ready.
Have plan.
Ask if unclear.
Use materials as
intended.
Use materials as
intended.
Return with done.
Stop, Step Back,
Think, Act
Have plan.
Ask.
Use time as planned.
Ask.
Stop, Step Back,
Think, Act
How did I do?
10-8
Super
7-5
Okay
<5
Improve
References
•
•
•
•
•
•
•
•
•
•
Colvin, G., & Lazar, M. (1997). The effective elementary classroom: Managing
for success. Longmont, CO: Sopris West.
Colvin, G., Sugai, G., & Patching, W. (1993). Pre-correction: An instructional
strategy for managing predictable behavior problems. Intervention in School and
Clinic, 28, 143-150.
Darch, C. B., & Kameenui, E. J. (2003). Instructional classroom management: A
proactive approach to behavior management (2nd ed.). White Plains, NY:
Longman.
Jones, V. F. & Jones, L. S. (2001). Comprehensive classroom management:
Creating communities of support and solving problems (6th ed.). Boston: Allyn &
Bacon.
Kameenui, E. J., & Carnine, D. W. (2002). Effective teaching strategies that
accommodate diverse learners (2nd ed.). Upper Saddle River, NJ: Merrill.
Latham, G. I. (1997). Behind the schoolhouse door: Eight skills every teacher
should have. Utah State University.
Latham, G. (1992). Interacting with at-risk children: The positive position.
Principal, 72(1), 26-30.
Martella, R. C., Nelson, J. R., & Marchand-Martella, N. E. (2003). Managing
disruptive behaviors in the schools: A schoolwide, classroom, and individualized
social learning approach. Boston, MA: Allyn & Bacon.
Paine, S. C., Radicchi, J., Rosellini, L. C., Deutchman, L., & Darch, C. B. (1983).
Structuring your classroom for academic success. Champaign, IL: Research
Press.
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, 351-380.
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
Behavior Management
Basics
+ Teach
•
•
•
•
•
Define
Model
Practice
Prompt
Feedback
+
Strengthen
• Monitor
• Prompt
• Reinforce
- Minors
• Monitor &
signal
• Prompt,
reteach &
redirect
• Reinforce
- Majors
• Monitor &
anticipate
• Precorrect
& remind
• Reinforce
SETTING
Hallwa
ys
Playgroun
ds
Cafeter
ia
Librar
y/
Comp
uter
Lab
Assembl
y
Bus
Respect
Ourselv
es
Be on
task.
Give
your
best
effort.
Be
prepar
ed.
Walk.
Have a
plan.
Eat all
your
food.
Select
healthy
foods.
Study,
read,
comp
ute.
Sit in one
spot.
Watch
for your
stop.
Respect
Others
Be
kind.
Hands/
feet to
self.
Help/s
hare
with
others.
Use
normal
voice
volume
.
Walk to
right.
Play safe.
Include
others.
Share
equipment
.
Practic
e good
table
manner
s
Whisp
er.
Retur
n
books.
Listen/wa
tch.
Use
appropria
te
applause
.
Use a
quiet
voice.
Stay in
your
seat.
Respect
Property
Recycl
e.
Clean
up
after
self.
Pick up
litter.
Maintai
n
physica
l space.
Use
equipment
properly.
Put litter
in
garbage
can.
Replac
e trays
&
utensils
.
Clean
up
eating
area.
Push
in
chairs.
Treat
books
carefu
lly.
Pick up.
Treat
chairs
appropria
tely.
Wipe
your
feet.
Sit
appropri
ately.
All
Setting
s
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