Transcript Document 7265353

Building Supportive Classroom
Systems through Positive
Behavioral Planning
Joan Ledvina Parr, Ph.D.
[email protected] 410-887-1103
Baltimore County Public Schools PBIS Team Training
July 16, 2008 Secondary Schools * July 17, 2008 Elementary Schools
“Kids Aren’t the Way They
Used to Be”
Traditional Discipline vs. PBIS
Traditional Discipline
Positive Behavioral
Interventions and
Support
• Focused on the
student’s problem
behavior
• Goal was to stop
undesirable behavior
through the use of
punishment
• Alters environments
• Teaches appropriate
skills, and rewards
appropriate behavior
• Replaces undesired
behavior with a new
behavior or skill
Have a Vision
When you know where you are headed, you can
guide students toward their own success.
Without a destination in mind, you may arrive at
a place you don’t want to be.
What Does a Well-Managed
Classroom Look Like?
• Students are concentrating and involved in
their work
• Students know what is expected of them and
follow teacher directions and expectations
• Students are academically successful
• There is relatively little wasted time,
confusion, or disruption
• The climate of the classroom is work-oriented,
but relaxed and pleasant
Contrasted with….
• Teachers spend 40-70% of the day in noninstructional activities (Goodlad, 1984)
• Students spend as little as 17% of the school
day actively engaged in academic tasks
(Hofmeister & Lubke, 1990)
• 74% of special education teachers spend three
hours or less a week in individualized
instruction (Council for Exceptional Children, 2000)
Indicators of Good Teaching
• Instructional Management
• Outcome-based
• Evidence-based
curriculum
• Well designed lessons
• Expert presentation of
lessons
• On-going progress
monitoring
• Good behavior
management
• Behavior Management
• Expected behavior &
routines taught and
practiced
• High rates of
acknowledgements for
rule following behavior
• High rates of positive &
active supervision
• Good instructional
teaching
Indicators of Maximized Student Outcomes
• High rates of active
engagement
• High rates of correct
responding
• High number of opportunities
to respond
• High rates of task & socially
appropriate behavior
Desired Student Outcomes
• Academic achievement
• Positive social skill
development
• Self-control and selfmanagement
OUTCOMES
PRACTICES
Today
• We will present concepts of classroom
management that you can apply to your
classroom and utilize with your students
• Classroom Management Systems
– Behavioral management
– Environmental management
– Curriculum & Instructional management
• Classroom Assessment Instruments
• Specific Classroom Management Strategies
Classroom-wide Positive Behavior Support
Systems
Behavior
Classroom
Systems
Classroom-wide Positive Behavior Support
Systems
Behavior
Classroom
Systems
Classroom Systems—
Behavioral Management
• Foundations
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Specify classroom rules and expectations
Develop a teaching matrix and lesson plans
Establish classroom routines
Develop acknowledgement systems
Incorporate effective reinforcers
Use effective strategies for responding to problem
behavior
Classroom Systems—
Behavioral Management
• Foundations
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Specify classroom rules and expectations
Develop a teaching matrix and lesson plans
Establish classroom routines
Develop acknowledgement systems
Incorporate effective reinforcers
Use effective strategies for responding to problem
behavior
Specify Classroom Rules and Expectations
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Develop 3 to 5 positively stated rules
Broad expectations, applicable to all settings
Identify observable behaviors
Post rules in the classroom
Teach behaviors and routines
Enforce consistently
Classroom Systems—
Behavioral Management
• Foundations
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Specify classroom rules and expectations
Develop a teaching matrix and lesson plans
Establish classroom routines
Develop acknowledgement systems
Incorporate effective reinforcers
Use effective strategies for responding to problem
behavior
Teaching
Matrix
Be
Respectful
Be
Responsible
Be Safe
Classroom
Arrival
Centers
•Raise your hand
before speaking &
when you need help
•Listen when others
are talking
•Use inside voice
•Use inside voice
when talking before
the bell
•Be quiet when the
bell rings
•Wait your turn
•10 minutes per
station when
someone is waiting
•Have materials
ready before
activities begin
•Follow directions
the first time
•Bring your
homework, pencil,
and paper
•Leave center in a
neat fashion
•Take all materials
with you
•Keep hands, feet,
and objects to
yourself
•Be in your seat
when the bell rings
•One person per
station
•Follow safety
rules of center
Expectations
When your expectations are clear,
students never have to guess how
you expect them to behave.
Classroom Systems—
Behavioral Management
• Foundations
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Specify classroom rules and expectations
Develop a teaching matrix and lesson plans
Establish classroom routines
Teach the rules and routines
Develop acknowledgement systems
Incorporate effective reinforcers
Use effective strategies for responding to problem
behavior
Routines
Routines are procedures developed around
specific situations & specific settings
• What are the classroom
routines?
• How to—
– Enter the classroom
– Leave the classroom
– Transitions within the
classroom
– Sharpen pencils
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Turn in homework
Ask for help
Participate in class
Use hallway passes (nurse,
bathroom, office)
Establishing Classroom Routines
Routine
Signal
Desired Behavior
Entering class and Instruction on
completing drill
board
Walk in, sit down,
start work
Obtaining class
attention
Hand signal or
verbal command
Orient to teacher
Getting help
during seat work
Pre-agreed upon
signal
Raise hand and
wait patiently
Classroom Systems—
Behavioral Management
• Foundations
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Specify classroom rules and expectations
Develop a teaching matrix and lesson plans
Establish classroom routines
Teach the rules and routines
Develop acknowledgement systems
Incorporate effective reinforcers
Use effective strategies for responding to problem
behavior
Teach the Expected Behaviors Using
an Instructional Approach
• Directly teach
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Tell/explain using positive and negative examples
Model and show the students the expected behavior
Role play and give students opportunities to practice
Give reminders and precorrections
Actively supervise
Positively reinforce and give corrective feedback
Give daily opportunities to practice the skills
Provide opportunities for generalization
Classroom Systems—
Behavioral Management
• Foundations
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Specify classroom rules and expectations
Develop a teaching matrix and lesson plans
Establish classroom routines
Teach the rules and routines
Develop acknowledgement systems
Incorporate effective reinforcers
Use effective strategies for responding to problem
behavior
Acknowledgement Systems
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Acknowledgement should be contingent on behavior
Social acknowledgement is paired with tangibles
Ratio should be 4 positives : 1 corrective statement
Avoid threats and response cost
Rewards can be for:
– Class
– Small group
– Individual student
Classroom Systems—
Behavioral Management
• Foundations
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Specify classroom rules and expectations
Develop a teaching matrix and lesson plans
Establish classroom routines
Teach the rules and routines
Develop acknowledgement systems
Incorporate effective reinforcers
Use effective strategies for responding to problem
behavior
Effective Reinforcers
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Pair tangibles with praise
Reinforcers can be tangible or intangible
Consider frequency of reinforcers
Maintain 4 positives : 1 corrective statement
Immediate reinforcement for new skills
Delayed or intermittent reinforcement for
established skills
• Vary the type, frequency, and intensity of
reinforcement
• Fade and encourage learner self-management
Variables that Make Reinforcers Effective
• Immediate—as soon as possible
• Frequent—four reinforcers : one negative
consequence
• Enthusiasm—modulate your voice
• Eye Contact—look at the student in the eyes
• Describe the Behavior—describe what the
student is doing to get the reinforcer
• Anticipation—build excitement
• Variety—change reinforcers frequently
Classroom Rewards
• Whole class
– Class earns acknowledgement as a whole
– Behavior of one student affects entire class
• Small group
– Reward is given to all members of a group
– Individual performance can affect the entire group
• Individual
– Reward is tied to behavior of individual student
Classroom Systems—
Behavioral Management
• Foundations
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Specify classroom rules and expectations
Develop a teaching matrix and lesson plans
Establish classroom routines
Teach the rules and routines
Develop acknowledgement systems
Incorporate effective reinforcers
Use effective strategies for responding to
problem behavior
Strategies for Responding to
Problem Behavior
• Align the consequences with the classroom
expectations
• Teach the replacement behaviors or desired
behaviors
• Link the consequence with the context
• Always consider the importance of immediate
feedback
General Guidelines
• Student behavior serves a purpose
• Give consistent feedback
– When showing displeasure, focus on the behavior,
not on the student
– Deliver unhappy feedback privately, when possible
– Move quickly and calmly to control misconduct
– Try to avoid stopping the lesson to address
misbehavior
• Pick your battles carefully
Establish a Continuum of Consequences
• Use corrective feedback
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Tell student what is wrong and what to do instead
Use only if it changes behavior
Present feedback calmly and consistently
Match the severity of the consequences with the
severity of the behavior / infractions
– Problem: overuse may increase problem behavior
• Develop consequences for rule violations
– Consider a hierarchy of consequences
Unacceptable Classroom Behaviors
Level 1—Teacher Managed
Behaviors
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Not prepared
Out of seat
Not following directions
Sleeping in class
Food/drink/gum
Inappropriate noises
Inappropriate
talking/language
– Whining
– Homework not
completed
Strategies
– Redirection/nonverbal cues
– Ignore inappropriate behavior
– Reinforce desired behaviors
in student or in others
– Verbal warning (in private if
possible)
– Give choices
– Proximity change (student or
teacher)
– Student conference
Unacceptable Classroom Behaviors
Level 2—Teacher Managed
Behaviors
– Constant talking
– Significantly interfering
with others’ learning
– Consistently not
following directions
– Disrespect to adults
– Throwing things
– Teasing
– Lying/cheating
– Inappropriate language
– Tardy/dress code
Strategies
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Level 1 strategies
Classroom based intervention
Loss of privilege
Parent contact
Consult with grade level team
Behavior contract
Referral to counselor
Minor Incident Report (MIR)
Office referral after 4th MIR
Unacceptable Classroom Behaviors
Level 3—Office Managed
Behaviors
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Actions that cause harm
Stealing
Fighting
Drugs
Weapons
Throwing furniture
Threatening to cause
injury to person/property
– Sexual harassment
Strategies
– Complete office referral
– Send student to office
with referral
– Call for administrator
– Administration will
determine consequence
Dealing with Problem Behaviors
within the Classroom
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Engage in active decision making
Use pre-corrections
Encourage students to make good choices
Recognize chains in escalating behavior
patterns and intervene early
– Seven phases of escalating behavior
– Effective interventions are dependent on the phase
of the escalating behavior
Seven Phases of Escalating
Behavior
1.
2.
3.
4.
5.
6.
7.
Calm
Trigger
Agitation
Acceleration
Peak
De-escalation
Recovery
Anger Response
Cycle
Peak
Intensity
Acceleration
De-escalation
Agitation
Trigger
Recovery
Calm
Thinking Ability
Time
1. Calm Phase
Student is cooperative
• Can accept corrective
feedback
• Can set personal goals
• Can ignore distractions
• Can accept praise
• Can follow directions
Intervention is focused on
prevention
• Arrange for high rates of
successful academic and
social engagement
• Use positive reinforcement
• Teach social skills (e.g.,
problem solving, relaxation,
self-management)
• Kids need to learn that we
believe they can be successful
• Communicate positives
2. Trigger Phase
Student experiences
series of unresolved
conflicts
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Repeated failures
Frequent corrections
Interpersonal conflicts
Time lines
Low rates of positive
reinforcement
Intervention is focused on
prevention & redirection
• Remove from or modify the
problem context
• Increase opportunities for
success
• Reinforce what has been
taught
3. Agitation Phase
Student exhibits increase
in unfocused behavior
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Off task
Frequent start/stop tasks
Out of seat
Talking
Social withdrawal
Intervention is focused on
reducing anxiety
• Make structural/
environmental modifications
• Provide reasonable options
and choices
• Involve in successful
engagements
4. Acceleration Phase
Student displays focused
behavior
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Proactive
High intensity
Threatening
Personal
Intervention is focused on
safety
Remember:
• 1. Escalations & self control are
inversely related
• 2. Escalation is likely to run its
course regardless of what you do
– Remove all triggering and
competing / maintaining factors
– Follow crisis prevention procedures
– Establish and follow through with
bottom line
5. Peak Phase
Student is out-of-control
& displays most
severe behavior
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Physical aggression
Property destruction
Self injury
Escape/social withdrawal
Hyperventilation
Intervention is focused on
safety
• Procedures like acceleration
phase
• Focus is on crisis
intervention
6. De-escalation Phase
Student displays
confusion, but with
decreases in severe
behavior
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Social withdrawal
Denial
Blaming others
Minimize the problem
Focus intervention on
removing excess
attention
• Do not nag
• Avoid blaming
• Do not force an apology
(apologies often turn into
conflict situations)
7. Recovery Phase
Student displays eagerness
to engage in nonengagement activities
Intervention is focused on reestablishing routines and
activities
• Attempt to correct the
problem
• Unwillingness to participate
in group activities
• Social withdrawal or sleep
• Follow through with the
consequences
• Positively reinforce any displays
of appropriate behavior
• Debrief
Purpose: to facilitate transition back
to program, always follow the
consequences for problem
behavior
Goal: to increase the likelihood of
appropriate behavior
Adults:
Check your behavior and responses
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Make sure you have eye contact
Listen carefully; use empathetic understanding
Give appropriate personal space
Remain calm
Be aware of the environment; consider safety
issues
• Be consistent and focused
• Enforce limits
• Remain in control
Final Thought on Escalating Behavior
It is always important to remember:
“If you inadvertently assist the
student to escalate, do not be
concerned; you will get another
chance to do it right the next time
around.”
--Colvin, 1989
Teacher Responses which Impact
Behavioral Management
• Create an environment that is
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Summary
Predictable
Consistent
Positive
Promotes student independent behavior (minimizes
teacher prompting)
• Focus on positive reinforcement; strive for 4:1
• Use precorrections
– Employ frequent pre-teaching and reminders of
expectations, before students have a chance to engage
in problem behavior
Classroom-wide Positive Behavior Support
Systems
Classroom
Systems
Classroom Systems—
Environmental Management
• Various aspects of the classroom environment
can be altered to prevent or address behavioral
problems
• Factors to consider:
– Physical setting
– Scheduling
– Socialization
Importance of Physical Setting
• Different areas of the classroom are defined for
different activities—what happens where
• Groups vs. separate work stations
• Teacher has visual access to students at all times
• Instructional materials are accessible and easily
retrieved by teacher and students
• Consider traffic patterns within the classroom
Classroom Arrangements
Desks in rows
Desks in a horseshoe
Classroom Arrangements
Desks in clusters
Desks in circles
Importance of Scheduling
• Scheduling of instruction occurs in a manner
that optimizes student learning
• Daily schedule is posted
• Transitions are posted
• Schedule provides for daily independent work,
small & large group instruction, free time, etc.
• Student time is spent primarily in active
learning
Importance of Scheduling (con’t.)
• Instructional format—small group, centers,
individual
• Schedule non-instructional time
– Administration time
– Personal time
• Start of day/period—get students engaged
quickly
• Movement/transitions
Importance of Socialization
• Opportunities for social instruction and social
environments occur in a manner that optimize
student learning
– Emphasis on the development of individual
responsibility and independence of all students
– Regular communication between teacher and
family
– Promotion of student friendships
Teacher Responses which Impact
Environmental Management
Summary
• Understand the importance of proximity
– Moving and scanning frequently
– Slowly moving toward a student and using
proximity, instead of verbally addressing
• Arrange the classroom in an efficient manner
to accommodate traffic patterns
• Assure that the teacher be able to visually
supervise the entire room
Classroom-wide Positive Behavior Support
Systems
Classroom
Systems
Classroom Systems—
Curriculum and Instructional Management
• Manage behavior through academic instruction
• Alter or adapt materials and instructional
presentations to prevent behavior problems
• The most frequent reinforcer in the classroom should
be academic success—there should be at least 80%
student accuracy on academic tasks
• Aim for high rates of student participation—aim for
90% successful participation
• Use research based curriculum
• Use high rates of feedback and reinforcement
Maintain Student Attention
• Gain/maintain attention
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Always use a simple cue to prompt students to listen
Never begin instruction until all students are attending
Reinforce students who attend immediately
Provide specific verbal praise to peers to redirect
students
Employ Effective Teacher Commands
• Commands should be brief, easy to understand,
and hard to misinterpret
• Be clear and avoid long explanations or
justifications
• State commands as directives, not questions
• Give commands in a matter-of-fact business tone
• Deliver one task objective at a time
• State a command, then give the student
reasonable amount of time to comply
Use Questions Effectively
• Present high rates of opportunities for students to
respond
– Give information before questions
– Provide reinforcement for correct responses
• Employ pre-instruction techniques
– Teach key concepts prior to group lesson
– Provide strategies within heavy content area reading
Giving Students Opportunities to
Respond…
• Encourages everyone to become involved in
learning
• Increases rate of responses of all learners
• Increases attainment of material presented
• Allows reluctant learners a secure environment to
practice
• Decreases inappropriate or off task behavior
• Remember to vary the response type
– Individual vs. choral
– Written vs. gestures
Provide Students with Feedback
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Be precise
Praise improvements
Provide corrective feedback and instruction
Always deliver frequent and immediate
feedback in the acquisition phase of learning
• Use high rates of positives throughout the day
Handle Student Errors Effectively
• Signal when an error has occurred
(refer to rules, “We respect others in this room
and that means not using put downs.”)
• Ask for an alternative appropriate response
(“How can you show respect and still get your
point across?”)
• Provide an opportunity to practice the skill and
provide verbal feedback
(“That’s much better, thank you for showing
respect toward others.”)
Teacher Responses which Impact
Curriculum and Instructional Management
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Maintain student attention
Summary
Employ effective teacher commands
Use questions effectively
Give students ample opportunity to respond
Structure successful academic performance
Use whole group techniques
Use small group/partner techniques
Provide effective feedback
Handle student errors effectively
Classroom Assessment Instruments
• Classroom Management: Self-Assessment
(Simonsen, Fairbanks, Briesch, & Sugai)
• Classroom Assessment Tool
(Florida PBS Project)
Classroom Management: Self-Assessment
(Simonsen, Fairbanks, Briesch, & Sugai)
• Designed for a teacher to rate him or herself
• Can also be used by an observer
• Assesses five areas
1.
2.
3.
4.
5.
Structure and predictability are maximized
Expectations are positively stated
Students actively engaged
Continuum of strategies to acknowledge appropriate behavior is in place
Continuum of strategies to respond to inappropriate behavior is in place
• Scoring system for the 15 questions
(Super, So-So, Improvement Needed)
• Action planning guide is available
Classroom Assessment Tool
(Florida PBS Project)
• Observer notes whether items are
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In place
Somewhat in place
Initiated
Not in place
• Categories of information
– Ecological factors (physical setting, scheduling, & socialization)
– Classroom behavior plan
– Curriculum and instruction
• Scoring summary is available
• Action planning guide is available
Summary
• Establish rules, expectations, and routines & stick
to them
• Correct rule violations and social behavior errors
proactively
• Maintain a positive focus (4:1)
• Keep students actively engaged
• Teach and provide opportunities for high level of
responses and achievement
• Respond to problem behavior by recognizing phase
of escalation & using appropriate interventions
Practical
Classroom Management
Strategies
Set the Stage for Appropriate Behavior
• Encouragement
– I know you can do this! Give it a try!
• Structuring Incentives
– When the class has accumulated five days with no
tardies, we will have ten minutes of free time
– Students who have turned in all their work by Friday
will be able to work as a peer tutor with another class
• Hype
– Wow! I have a ten minute free time coupon for anyone
earning a 90% on the quiz! We have some new
activities that you can look at during free time!!!!!!!
Good Behavior Game
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Divide the class into teams
Identify acceptable vs. unacceptable behavior
Unacceptable behavior is recorded
The team with the fewest points wins a reinforcer
If both teams stay below a pre-identified level,
both teams earn the reward
Team A III
Team B II
• See more—www.interventioncentral.org
Marble Jar
• Have a jar and add
marbles to it for each
time you want to
reinforce the students
• Have a list of
reinforcers from
which they can select
when they reach their
goal
Mystery Motivator
• The number of the mystery
motivator is written on a slip of
paper and sealed in an envelope
• Students earn points in class and
then learn if the class received
enough points to earn an
identified reinforcer
Level Charts—Ongoing
• Identify classroom expectations and
specify consequences
• All students start on the beginning
level
• If they engage in unacceptable
behavior, their marker is moved
• Markers can move up or down the
chart—students should always have
an opportunity to redeem themselves
Super Star
Good
Job
Caution
Time
Out
Lose
Recess
Referral
Chart Moves
• Have a chart, matrix, or
dot to dot picture
• Student tracks own
progress
• Student “moves” when
acceptable behavior is
reinforced
• Can have intermediate
rewards along the way
Color Wheel
• Gives a visual cue as to
teacher’s expectation for that
classroom activity
• Green—some discussion is
allowed
• Yellow—silence with seatwork
• Red—silence is expected;
focus on the teacher
• Many variations can be used
Thermometer
• Help students visualize
your expectations
• Instead of continually
verbally prompting
your students, use the
visual cue
For additional resources:
• Maryland PBIS website
www.pbismaryland.org
• National PBIS website
www.pbis.org
• Florida PBS Project website
www.flpbs.fmhi.usf.edu
• Illinois PBIS Network
www.pbisillinois.org
• San Bernardino City Unified
School District
www.modelprogram.com
• Dr. Jim Wright
www.interventioncentral.org
• Dr. Sandra Steingart
www.schoolpsychology.net
• Dr. Tom McIntyre
www.behavioradvisor.com