Transcript Universal Systems in Depth: Classroom Systems CT PBS Training Day 4 Brandi Simonsen, Ph.

Universal Systems in Depth:
Classroom Systems
CT PBS Training Day 4
Brandi Simonsen, Ph. D.
George Sugai, Ph. D.
The Center for Behavioral Education and
Research
University of Connecticut
Advance Organizer
8:30
9:00
9:15
10:15
10:30
12:00
1:00
Coffee, Juice, and Conversations
Welcome & Advance Organizer
Classroom Practices & Systems
Break
Classroom Practices & Systems Continued
Lunch
Review of Year 1-2 Outcomes, Planning
for End of School Year, & Team Action
Planning
TRAINING OBJECTIVES
• Establish staff agreements
• Build working knowledge of SW-PBS
practices & systems
• Develop individualized action plan for
SW-PBS
• Organize for upcoming school year
Tattoos
4 PBS
Elements
School
Systems
Supporting Social Competence &
Academic Achievement
OUTCOMES
Classroom
Setting Systems
Supporting
Decision
Making
Supporting
Staff Behavior
SWPBS
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
School-wide
Systems
What did you learn yesterday?
• 5 minutes: All (in teams)
– identify 1 lesson learned or 1 thing you took
away from yesterday’s training (school-wide
and non-classroom systems)
– Identify 1 question you still have from
yesterday
• 5 minutes: Volunteers
– Briefly share lessons learned
– Ask questions (which will either be answered
Classroom Practices
and Systems:
Evidence Based Practices in
Classroom Management
Special Thanks

Work of many researchers who preceded us!

Collaborative efforts of
–
–
–
–
–

Brandi Simonsen,
Sarah Fairbanks,
Amy Briesch,
Diane Myers, &
George Sugai
Members of the NEW…
Center for Behavioral Education and Research (CBER)
in the Neag School of Education at UConn.
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 5 critical features of
effective classroom management
to be able to help all students.
Classroom
Setting Systems
School-wide
Systems
Another Look at
School-wide
Positive
Behavior
Support
Systems
Evidence Based Practices in
Classroom Management
1.
Maximize structure in your classroom.
2.
Post, teach, review, monitor, and reinforce
a small number of positively stated
expectations.
3.
Actively engage students in observable
ways.
4.
Establish a continuum of strategies to
acknowledge appropriate behavior.
5.
Establish a continuum of strategies to
respond to inappropriate behavior.
(Simonsen, Fairbanks, Briesch, & Myers Sugai, in preparation)
1. Maximize structure in your classroom.

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.
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.)
Assess

Complete item for your own classroom (or a
teacher with whom you consult)
1) I maximized structure and predictability in my
classroom.
a)I explicitly taught and followed
predictable routines.
Yes
No
a)I arranged my room to minimize
crowding and distraction.
Yes
No
Action Plan
Generate action plan content (observable and
measurable behaviors to address deficits)
Potential action plan items may include:


–
–
#
Describe predictable routine for entering classroom,
turning in homework, (or others that are identified as
missing)
Rearrange furniture to ensure better supervision
Current Level of
Performance
Enhancement/Maintenance
Strategies[1]
1
[1]
What? When? How? By When?
2.
Post, Teach, Review, Monitor, and
reinforce a small number of 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.
Establish Behavioral expectations/Rules

A small number (i.e., 3-5) of positively
stated rules. Tell students what we
want them to do, rather than telling
them what we do not want them to do.

Publicly post the rules.

Should match SW Expectations
Small number of positively stated expectations.
Establish Behavioral expectations/Rules

Operationally define what the rules
look like across all the routines and
settings in your school.

One way to do this is in a matrix
format.
Rules within Routines Matrix
Routines
Rules
Be Safe
Be
Respectful
Be
Responsible
Entering
Classroom
Seat Work
Small Group
Activity
Leaving
Classroom
Teach Rules in the Context of Routines

Teach expectations directly.
–
–
Define rule in operational terms—tell students what the
rule looks like within routine.
Provide students with examples and non-examples of
rule-following within routine.

Actively involve students in lesson—game, roleplay, etc. to check for their understanding.

Provide opportunities to practice rule following
behavior in the natural setting.
“Cool Tool”
Skill Name
Getting Help
(How to ask for assistance for difficulty tasks)
Teaching Examples
1. When you’re working on a math problem that you can’t figure out, raise your hand and wait until the
teacher can help you.
2. You and a friend are working together on a science experiment but you are missing a piece of lab
equipment, ask the teacher for the missing equipment.
3. You are reading a story but you don’t know the meaning of most of the words, ask the teacher to read and
explain the word.
Kid Activity
1. Ask 2-3 students to give an example of a situation in which they needed help to complete a task, activity,
or direction.
2. Ask students to indicate or show how they could get help.
3. Encourage and support appropriate discussion/responses. Minimize attention for inappropriate
responses.
After the Lesson
(During the Day)
1. Just before giving students difficult or new task, direction, or activity, ask them to tell you how they could
get help if they have difficulty (precorrection).
2. When you see students having difficulty with a task (e.g., off task, complaining), ask them to indicate that
they need help (reminder).
3. Whenever a student gets help the correct way, provide specific praise to the student.
Social Skills Lesson Plan
NAME OF RULE
ROUTINE
OPERATIONAL DEFINITION OF EXPECTED BEHAVIOR
WITHIN SPECIFIC ROUTINE
p.1
Social Skills Lesson Plan
POSITIVE EXAMPLES
NEGATIVE EXAMPLES
PRACTICE OR ROLE PLAY ACTIVITIES
WAYS TO PROMPT EXPECTED BEHAVIOR
p.2
Social Skills Lesson Plan
PROCEDURES FOR MONITORING STUDENT BEHAVIOR
PROCEDURES FOR RECOGNIZING APPROPRIATE BEHAVIOR
PROCEDURES FOR CORRECTING INAPPROPRIATE BEHAVIOR
p.3
Expectations & behavioral skills are taught &
recognized in natural context
Prompt or Remind Students of the Rule

Provide students with visual prompts (e.g.,
posters, illustrations, etc).

Use pre-corrections, which include “verbal
reminders, behavioral rehearsals, or
demonstrations of rule-following or socially
appropriate behaviors that are presented in
or before settings were problem behavior is
likely” (Colvin, Sugai, Good, Lee, 1997).
Monitor Students’ Behavior in Natural Context

Active Supervision (Colvin, Sugai, Good, Lee, 1997):
–
–
–
Move around
Look around (Scan)
Interact with students

Provide reinforcement and specific praise to
students who are following rules.

Catch errors early and provide specific, corrective
feedback to students who are not following rules.
(Think about how you would correct an academic
error.)
Acknowledge & Recognize
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
Establish Behavioral
Expectations/Rules
Prompt or Remind Students of
Expected behavior
Teach Rules in the
Context of Routines
Monitor Student's Behavior in the
Natural Context
Establish Procedures for Encouraging
Rule Following
Establish Procedures for Responding
to Rule Violations
N um ber of R efer r als per S tudent
Evaluate the effect of instruction
20
10
0
These are things you should Students
do in any school environment!!!
Assess
2) I posted, taught, reviewed, monitored, and reinforced a
small number of positively stated expectations.
a) I operationally defined and posted a small number of
expectations (i.e., school wide rules) for all routines
and settings in my classroom.
Yes
No
b) I explicitly taught and reviewed these expectations in
the context of routines.
Yes
No
c) I prompted or pre-corrected students to increase
the likelihood that they will follow the expectations
Yes
No
d) I actively supervised my students.
Yes
No
Mini Action Plan
Generate action plan content (observable and
measurable behaviors to address deficits)
Potential action plan items may include:


–
–
–
#
Choose three expectations and create posters
Complete matrix
Develop lesson plans
Current Level of
Performance
Enhancement/Maintenance
Strategies[1]
2
[1]
What? When? How? By When?
3. Actively engage students in observable ways.



Provide high rates of opportunities to respond
– Vary individual v. group responding
– Increase participatory instruction (enthusiasm, laughter)
Consider various observable ways to engage students
– Written responses
– Writing on individual white boards
– Choral responding
– Gestures
– Other: ____________
Link engagement with outcome objectives (set goals to
increase engagement and assess student change CARs verbal/written)
3.
Range of evidence based practices that
promote active engagement

Direct Instruction

Computer Assisted Instruction

Class-wide Peer Tutoring

Guided notes

Response Cards
Assess
3) I actively engaged students in observable ways.
a) I provided a high rate of opportunities to respond
during my instruction.
Yes
No
b) I engaged my students in observable ways during
teacher directed instruction (i.e., I use response
cards, choral responding, and other methods).
Yes
No
c) I used evidence based methods to deliver my
instruction (e.g., Direct Instruction).
Yes
No
Mini Action Plan
Generate action plan content (observable and
measurable behaviors to address deficits)
Potential action plan items may include:


–
–
#
Ask a colleague to take data on my current rate of
OTRs and increase by 10%
Use response cards during 1 additional lesson per
day
Current Level of
Performance
Enhancement/Maintenance
Strategies[1]
3
[1]
What? When? How? By When?
4.
Establish a continuum of strategies to
acknowledge appropriate behavior.

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 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
Assess
4) I used a continuum of strategies to acknowledge
appropriate behavior.
a) I provided specific and contingent praise for
academic and social behaviors (e.g., following
expectations).
Yes
No
b) I also used other systems to acknowledge
appropriate behavior (group contingencies, behavior
contracts, or token economies).
Yes
No
Mini Action Plan
Generate action plan content (observable and
measurable behaviors to address deficits)
Potential action plan items may include:


–
–
#
Ask a colleague to take data on my current rate of
specific and contingent praise and increase by 20%
Implement an additional reinforcement system to
increase appropriate behavior
Current Level of
Performance
Enhancement/Maintenance
Strategies[1]
4
[1]
What? When? How? By When?
5.
Establish a continuum of strategies to
respond to inappropriate behavior.
•
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
Assess
5) I used a continuum of strategies to respond to
inappropriate behavior
a) I provided specific, contingent, and brief error
corrections for academic and social errors.
Yes
No
b) In addition, I used the least restrictive procedure to
discourage inappropriate behavior (differential
reinforcement, planned ignoring, response cost, time
out)
Yes
No
Mini Action Plan
Generate action plan content (observable and
measurable behaviors to address deficits)
Potential action plan items may include:


–
–
#
Ask a colleague to take data on my current rate of
corrective statements and ensure that this rate is far
lower than my rate of praise statements
Review the consequences I give and ensure I am
using the least restrictive procedures possible
Current Level of
Performance
Enhancement/Maintenance
Strategies[1]
4
[1]
What? When? How? By When?
RECAP: Evidence Based Practices in
Classroom Management
1.
Maximize structure in your classroom.
2.
Post, teach, review, monitor, and reinforce
a small number of positively stated
expectations.
3.
Actively engage students in observable
ways.
4.
Establish a continuum of strategies to
acknowledge appropriate behavior.
5.
Establish a continuum of strategies to
respond to inappropriate behavior.
(Simonsen, Fairbanks, Briesch, & Myers Sugai, in preparation)
Universal Classroom
Interventions by Time
Structure, Physical Lay-out,
and Teaching of Expectations
Before
the School Year
At the Beginning of the
the School Year
1.
Design the layout of
your classroom
2.
Identify and define
staff and student
routines
3.
Determine
classroom
expectations
1.
2.
Evaluate the
physical layout of
the classroom and
identify unexpected
roadblocks or
distractions
Systematically and
explicitly teach what
each classroom
expectation looks
like in the context of
each classroom and
nonclassroom
routine.
Throughout the
the School Year
1.
Continue to evaluate
the physical layout
and the structure of
the classroom
2.
Build in
opportunities for
student choice and
independent work.
3.
Re-teach and review
expectations for
routines
(Simonsen, Fairbanks, Briesch, Myers, & Sugai, in preparation)
Responding to Appropriate and
Inappropriate Behavior
Before
the School Year
1.
At the Beginning of the
the School Year
Develop systems for
acknowledging (e.g.,
praise and behavior
contracts) and
correcting (e.g.,
differential
reinforcement of low
rates of behavior)
behavior
1.
Implement
Praise and
teach students the
systems
for
Group
Contingency
acknowledging
(e.g..,Economy
group
Token
contingency) and
correcting
(e.g.,
Behavioral
Contracts
error correction)
Error
Correction
behavior
Differential
Reinforcement
Throughout the
the School Year
1.
Monitor and track
rates of appropriate
and inappropriate
classroom behavior
and adjust systems
as needed.
2.
Ensure teacher
corrections do not
outnumber
acknowledgments
Planned Ignoring
Response Cost
Time out from
(Simonsen,
Fairbanks, Briesch, Myers, & Sugai, in preparation)
reinforcement
Academic Considerations
Before
the School Year
1.
At the Beginning of the
the School Year
Choose instructional
materials (or review
materials already in
place)
1.
2.
Conduct formative
and summative
assessments to
determine
appropriate student
placement in
academic materials
Throughout the
the School Year
1.
Monitor student
academic progress
using general outcome
and mastery-based
assessment..
2.
Consider implementing
Class-wide Peer
Tutoring systems or
computer assisted
instruction to provide
students with more
opportunities for
practice.
Consider academic
variables to
maximize
instruction for all
students (e.g.,
3. Remember to reinforce
grouping,
accurate responses
instructional
and immediately
specificity, and time
correct inaccurate
allocated for
responses
(Simonsen,instruction)
Fairbanks, Briesch, Myers, & Sugai, in preparation)
Positive Behavior Support
7r
Classroom Management:
Self-Assessment Revised
Brandi Simonsen, Sarah Fairbanks, Amy Briesch, & George
Sugai
Center on Positive Behavioral Interventions and Supports
University of Connecticut
Version: May 15, 2006
Year 1 Outcomes
Year 1 Outcomes
• Great document to see where you should
be at the end of your first year of
implementation
• Review at team meetings…once you’re
about to begin implementing
Preparation for the Conclusion
and Start of the School Year
Preparation for the Conclusion and
Start of the School Year
• This will be very useful to you next year
when you are considering
– The transitions at the end of that school year
– The beginning of the following school year
• Review in your teams several months
prior to the close of your first
implementation year
Team
Implementation
Checklists (TICs)
Features of the TIC
Checklist #1: Start-Up Activity
• Establish Commitment (Q 1-2)
Rate Status: Achieved, In Progress, Not Started
Establish Commitment
1. Administrator’s support & active involvement.
2. Faculty/Staff support (One of top 3 goals,
80% of faculty document support, 3 year
timeline).
Features of the TIC
Checklist #1: Start-Up Activity
• Establish Commitment (Q 1-2)
• Establish and Maintain Team (Q 3-5)
Rate Status: Achieved, In Progress, Not Started
Establish & Maintain Team
3. Team established (representative)
4. Team has regular meeting schedule, effective
operating procedures.
5. Audit is completed for efficient integration of
team with other teams/initiatives addressing
behavior support.
Features of the TIC
Checklist #1: Start-Up Activity
• Establish Commitment (Q 1-2)
• Establish and Maintain Team (Q 3-5)
• Self-Assessment (Q 6-8)
Rate Status: Achieved, In Progress, Not Started
Self-Assessment
6. Team/faculty completes EBS self-assessment
survey.
7. Team summarizes existing school discipline
data.
8. Strengths, areas of immediate focus & action
plan are identified.
Features of the TIC
Checklist #1: Start-Up Activity
•
•
•
•
Establish Commitment (Q 1-2)
Establish and Maintain Team (Q 3-5)
Self-Assessment (Q 6-8)
Establish School-wide Expectations (Q 9-14)
Rate Status: Achieved, In Progress, Not Started
Establish School-wide Expectations
9. 3-5 school-wide behavior expectations are
defined.
10. School-wide teaching matrix developed.
11. Teaching plans for school-wide expectations
are developed.
12. School-wide behavioral expectations taught
directly & formally.
13. System in place to acknowledge/reward
school-wide expectations.
Features of the TIC
Checklist #1: Start-Up Activity
•
•
•
•
•
Establish Commitment (Q 1-2)
Establish and Maintain Team (Q 3-5)
Self-Assessment (Q 6-8)
Establish School-wide Expectations (Q 9-14)
Establish Information System (Q 15)
Rate Status: Achieved, In Progress, Not Started
Establish Information System
15. Discipline data are gathered, summarized, &
reported.
Features of the TIC
Checklist #1: Start-Up Activity
•
•
•
•
•
•
Establish Commitment (Q 1-2)
Establish and Maintain Team (Q 3-5)
Self-Assessment (Q 6-8)
Establish School-wide Expectations (Q 9-14)
Establish Information System (Q 15)
Build Capacity for Function-based Support (Q
16-17)
Rate Status: Achieved, In Progress, Not Started
Build Capacity for Function-based
Support
16. Personnel with behavioral expertise are
identified & involved.
17. Plan developed to identify and establish
systems for teacher support, functional
assessment & support plan development &
implementation.
Features of the TIC
Checklist #1: Start-Up Activity
•
•
•
•
•
•
Establish Commitment (Q 1-2)
Establish and Maintain Team (Q 3-5)
Self-Assessment (Q 6-8)
Establish School-wide Expectations (Q 9-14)
Establish Information System (Q 15)
Build Capacity for Function-based Support (Q
16-17)
This should
be
your
focus
for
action
planning!
Rate Status: Achieved, In Progress, Not Started
Features of the TIC
Checklist #2: On-going Activity
Monitoring
1. PBS team has met at least monthly.
2. PBS team has given status report to
faculty at least monthly.
3. Activities for PBS action plan
implemented.
4. Accuracy of implementation of PBS action
plan assessed.
5. Effectiveness of PBS action plan
implementation assessed.
Rate Status: Achieved, In Progress, Not Started
Activity:
Action Planning 3(?)
• Until 2:45
• Complete the Team
Implementation
Checklist
• Refine, revise, and
further develop your
action plan based on
data (TIC, EBS Survey,
ODR data, etc.)