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School-wide Positive Behavioral
Interventions and Supports (SW-PBIS)
MA DESE PBIS Academy Team Training2014-2015
Day 5Ann Marie Dubuque & Martha Wally
with support from Shawn Connelly, Mary-Ellen Efferen, Susannah Everett, Jen Freeman,
Brandi Simonsen, & George Sugai
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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
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• Self-monitor (Are you participating? Engaged as a learner? Talking during allotted times?)
• Stretch, break, stand as needed
SELF
• Cell phones (inaudible): Converse in lobbies and breaks
• Work as a team: Room for every voice, reinforce participation
OTHERS
• Recycle• Maintain neat working area
ENVIRONMENT
TRAINING EXPECTATIONS:
RESPECT…
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neswpbs.orgpbis.org
Tools!
Evaluation PlanSchool-wide PBIS
Workbook and
Appendices
Action Plan
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Advance Organizer
• Review Days 1-4
• Nonclassroom Setting Practices and Systems
• Classroom Setting Practices and Systems
• Team Action Planning
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Review Overview & Getting Started with SWPBIS
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1. OVERVIEW OF SCHOOL-
WIDE POSITIVE BEHAVIOR SUPPORT
(pp. 7-41)
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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)
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Critical Features of PBIS
SYST
EMS
PRACTICES
DATA
Supporting Culturally
Knowledgeable Staff Behavior
Supporting Culturally RelevantEvidence-based Interventions
OUTCOMES
Supporting Culturally Equitable Social Competence & Academic Achievement
SupportingCulturally Valid
DecisionMaking
(Vincent, Randal, Cartledge, Tobin, & Swain-Bradway, 2011; Sugai, O’Keefe, & Fallon 2012 ab)
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Continuum of School-Wide Instructional & Positive Behavior Support
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
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Evaluation Implementation
Data-based Action Plan
Agreements
Team
GENERAL IMPLEMENTATION
PROCESS
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2. GETTING STARTED WITH
POSITIVE BEHAVIOR SUPPORT
(pp. 42-77)
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Basic“Logic”
SYST
EMS
PRACTICES
DATATraining
+Coaching
+Evaluation
Cultural/Context Considerations
Improve “Fit”
Start w/ effective,
efficient, & relevant, doable
Prepare & support
implementation
ImplementationFidelity
MaximumStudent
Outcomes
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Getting Started with SWPBS
1. Establish leadership team membership2. Develop brief statement of behavioral purpose3. Identify positive SW behavioral expectations4. Develop procedures for teaching SW
expectations5. Develop procedures for teaching class-wide
expectations6. Develop continuum for strengthening
appropriate behavior7. Develop continuum for discouraging violations of
expectations8. Develop data-based procedures for monitoring
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Step 1: Establish Team Membership
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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
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Step 2: Develop Brief Statement of Behavioral Purpose
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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!
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Step 3: Identify Positive School-wide Behavioral Expectations
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School Rules
NO Food
NO Weapons
NO Backpacks
NO Drugs/Smoking
NO Bullying
Redesign Learning & Teaching Environment
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Step 4: Develop Procedures for Teaching SW Behavioral Expectations
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Define
Teach
PromptMonitor
Evaluate
We discussed these key steps
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RAH – at Adams City High SchoolRAH Classroom Hallway/
CommonsCafeteria 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
Behavioral expectations/Rules
Define
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rules in the context of routines
Teach
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Norrback Ave. School
or remind students of the rule
Prompt
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McCormick Elementary School, MD
students’ behavior in natural context
Monitor
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• 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
the effect of instructionEvaluate
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A le
sson
pla
n th
at p
rom
pts
the
criti
cal f
eatu
res
just
des
crib
ed:
Sim
onse
n, M
yers
, E
vere
tt,
Sug
ai,
Spe
ncer
, &
LaB
reck
(20
12)
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Step 5: Develop Procedures for Teaching Classroom-wide Behavioral Expectations
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Define
Teach
PromptMonitor
Evaluate
Again…follow these key steps in classrooms
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Step 6: Develop Continuum of Procedures to Encourage Appropriate Student Behavior
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Establish a continuum of procedures to encourage rule following behavior.
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Step 7: Develop Continuum of Procedures to Discourage Rule-Violating Student Behavior
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2000-2001 Gotchas, Level 1, & ODR per Day per Month
0
10
20
30
40
50
60
70
80
Sep Oct Nov Dec Jan Feb Mar Apr May Jun
Months
# p
er D
ay Gotchas
Level 1
ODR
~10 positive : 1 correction
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Step 8: Develop Data-based Procedures for Monitoring SWPBS Implementation
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Steps for Selecting, Monitoring, and Evaluating SWPBS
Practices• Step 1: Develop evaluation questions.
• Step 2: Identify indicators or measures.
• Step 3: Develop methods for collecting and analyzing indicators.
• Step 4: Make decisions and action plan from analysis of indicators.
What do you want to know?
What information can be collected?
How/when should information be gathered?
How was the question answered and what should be done next?
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Data-based Decision Making
Appendix
M
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DISTRICTS/SCHOOLS IN TRAINING SCHEDULE
Purpose Measure FunctionYear 1 Training Year 2 Training
Winter Spring Fall Winter SpringCapacity Building—
District LevelDistrict Capacity
Assessment (DCA)
Completed by district leadership team (with the support of a trained facilitator) to assess district capacity and to guide Action Planning.
X X
Fidelity of
Implementation—Building Level
PBIS Tiered Fidelity
Inventory (TFI)
Leadership team self-evaluation (with support of external coach) to assess the critical features of PBIS across Tiers I, II, and III.
X X X
Progress Monitoring—Building Level
Self-Assessment
Survey (SAS)
Used by school staff for initial and annual assessment of effective behavior support systems in their school and to guide Action Planning.
X X
Progress Monitoring—Team Level
Team
Implementation Checklist (TIC)
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.
X X X X X
School Climate Georgia School Climate Surveys
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.
X X
Student Outcomes
School-wide
Information System (SWIS)
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.
Weekly
Weekly
Weekly
Weekly
Weekly
To help us make sense of this……recall your evaluation plan
…and tools available at:
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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!
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Working Smarter
Appendix
B
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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
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Appendix
B
Initiative, Project,
Committee
Purpose Outcome Target Group
Staff Involved
SIP/SID/etc
Attendance Committee
Character Education
Safety Committee
School Spirit Committee
Discipline Committee
DARE Committee
EBS Work Group
Working Smarter
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Systems to Support Staff
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“Train & Hope”
REACT toProblemBehavior
Select &ADD
Practice
Hire EXPERTto TrainPractice
WAIT forNew
Problem
Expect, But HOPE for
Implementation
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80% Rule
Primary Prevention:Systems to supportall staff:• Professional development• Reinforcement
Secondary Prevention:Specialized GroupSystems for Staff who are “At-Risk”• Additional instruction• Increased support
Tertiary Prevention:Specialized
IndividualizedSystems for Staff with
High-Risk Behavior
~80% of Staff
~15%
~5%
Apply the triangle to adult behavior!
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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!
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Activity: Share Accomplishments
• 5 minutes• Discuss with your
group and identify
– 1-2 accomplishments
– 1-2 questions or concerns shared by most members of team
1 MinutePROMPT
AttentionPlease
2 minute reports from each team
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3. SWPBS PRACTICES
AND SYSTEMS IN
NONCLASSROOM SETTINGS
(pp. 78-87)
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Problematic Nonclassroom
Settings
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ExamplesAn 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.
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Definitions and Intervention Considerations
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Non-classroom Settings
• Particular times or places where supervision is emphasized
• Where instruction is not available as behavior management tool
• Examples:– Cafeteria, hallways, playgrounds, bathrooms– Buses & bus loading zones, parking lots– Study halls, library, “free time”– Assemblies, sporting events, dances
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Activity: Non-Classroom Systems
• 5 minutes• Pick 1 problematic non-classroom
setting you have experienced• Identify 2-3 features of problem• Identify 2-3 possible solutions• Report (<1 min.) main features of your
example
1 minute reports from each team
(new spokesperson)
AttentionPlease
1 MinutePROMPT
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Classroom v. Non-classroom
Classroom Non-classroom
•Teacher directed •Student focus
•Instructional focus •Social focus
•Small # of predictable students
•Large # of unpredictable students
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Nonclassroom Settings: Basic Management
Considerations
• Physical or environmental arrangements
• Routines & expectations
• Staff behavior
• Student behavior
Practices
• Teach directly expected behaviors and routines in context
• Actively supervise (scan, move, interact)
• Pre-correct and remind
• Positively reinforce expected behavior
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Douglas County S.D., CO 4-08
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Douglas County S.D., CO 4-08
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Guidelines1. Implementation is school-wide by all
staff2. School-wide behavior expectations
taught in context3. Administrator is an active member4. Context-specific expectations and
routines taught directly and early in the school year/term
5. Regular opportunities for review, practice, and positive reinforcement
6. Team-based review, action planning, and implementation consideration
7. Data-based progress monitoring and action planning
8. Regular review of accuracy of intervention implementation
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Supervision Self-assessment
YES or NO83
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Did I have at least 4 positive for 1 negative student contacts?
• Have more positive student contacts than negative
• Use variety of contact forms
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2000-2001 Gotchas, Level 1, & ODR per Day per Month
0
10
20
30
40
50
60
70
80
Sep Oct Nov Dec Jan Feb Mar Apr May Jun
Months
# p
er D
ay Gotchas
Level 1
ODR
~10 positive : 1 correction
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Did I move throughout the area I was supervising?
• Obvious• Positive• Interactive• Unpredictable
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Did I frequently scan the area I was supervising?
• Head up• Make eye contact• Overt body position
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Did I positively interact with most of the students in the area?
• Variety of interaction types– Social positives– SW acknowledgements
• Variety of students• Quick• Noticeable• Publicly appropriate
“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.
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Did I handle most minor rule violations quickly and quietly?
• Quickly• Privately• Neutrally• Follow-up with positive• Follow-up
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Did I follow school procedures for handling major rule violations?
• Quick• By the book• Business like• Disengage • Precorrect for next
occurrence
Considerations• What are “costs” of compliance?• Can I follow-through with consequences?• Have I taught & reinforced compliance?
Disengage quickly
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Do I know our school-wide expectations (positively stated rules)?
• Positively stated• Small in number• Easy• Comprehensive• Defined
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Did I positively acknowledge at least 5 different students for displaying
school-wide expectations?
• Individualized
• Informative
• Sincere
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“Readers’ Digest” Guide
• 7-8 “yes” = Super Supervision
• 5-6 “yes” = So-So Supervision
• <5 “yes” = Improvement Needed
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Why does everyone need to be involved?
• Staff outnumbered
• Adult presence – Prompts desired behavior– Deters problem behavior
• “Being a good citizen”– Contribute to school climate
What’d you say?
Show you what?
Oh, the data?
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0
10
20
30
40
50
60
5 minute observationDate
Baseline School-wide Intervention
0
10
20
30
40
50
60
3/1
4/9
5
3/2
8/9
5
3/2
9/9
5
4/3
/95
4/4
/95
4/7
/95
4/1
0/9
5
4/1
7/9
5
4/1
8/9
5
4/2
6/9
5
4/2
7/9
5
4/2
9/9
5
5/1
/95
5/2
/95
5/3
/95
5/4
/95
5/9
/95
5/1
0/9
5
5/1
2/9
5
5/1
5/9
5
5/1
6/9
5
5/1
7/9
5
5/1
8/9
5
5/2
3/9
5
5/2
4/9
5
5/2
5/9
5
5/2
6/9
5
5/3
0/9
5
5/3
1/9
5
6/1
/95
6/2
/95
6/5
/95
6/6
/95
6/8
/95
6/9
/95
6/1
2/9
5
6/1
3/9
5
0
10
20
30
40
50
60
Entering Cafeteria
Entering School
Exiting School
Problem Behaviors
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Back to the ExamplesAn elementary school principal found that over 45% of their behavioral incident reports were coming from the playground.
“Talk, Walk, & Squawk”
1. School found out that most incidents were teasing that escalated.
2. 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.
3. Increase active supervision, practice of TWS, and reinforcement of use of TWS.
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Back to the ExamplesA middle school secretary reported that she was getting at least one neighborhood complaint daily about student behavior on & off school grounds.
“Neighborhood Watch”
1. Held school, community, and family meeting to talk about school-wide rules: respect self, others, property
2. Taught kids about respect in nonschool settings (i.e., neighborhoods).
3. 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.
4. Kids and neighbors participated in a community picnic after school once a month.
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Back to the ExamplesA high school nurse lamented that “too many students were asking to use her restroom” during class transitions.
“Adopt-a-Bathroom”
1. Lack of supervision was identified as problem, and students using nurses’ station because cleaner and safer.
2. 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.
3. Kids acknowledged for respecting privacy, good hygiene, etc.
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Back to the Examples Over 50% of referrals occurring on “buses” during daily transitions.
“Music, Mags, & Munchies”
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.
1. Increased active supervision.
2. Bus drivers given school store discounts to give to kids who had appropriate transitions.
3. Each bus equipped with radio, box of magazines, and occasional snack or snack coupon to engage kids.
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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
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Recap: BASIC MANAGEMENT PRACTICES
• Positive expectations taught and encouraged
• Active supervision– Move,– Scan, &– Interact
• Precorrections & Reminders• Positive reinforcement of expected
behavior
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• Work as team for ~ 15 minutes
Activity:Nonclassroom Systems
• Review “Active Supervision Self-assessment” and discuss possible practices/systems applications to your identified (or new) problem setting
• Report 2-3 “big ideas” from your team discussion (1 min. reports)
1 minute reports from each team
(new spokesperson)
AttentionPlease
1 MinutePROMPT
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4. CLASSROOM MANAGEMENT
PRACTICES AND SYSTEMS
(pp. 88-105)
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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.
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Effective Classroom Management Practices
88
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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
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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
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89
Effective Academic Instruction
Effective Behavioral Interventions
Continuous & Efficient Data-based Decision
Making
Systems for Durable & Accurate Implementation
Positive, Preventative
School Culture (SWPBS)
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Evidence-based Practices in Classroom
Management1. Minimize crowding & distraction2. Maximize structure & predictability3. 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.
90
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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.)
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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.
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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.
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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)
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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
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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
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Range of evidence based practices that promote
active engagement• Direct Instruction
• Computer Assisted Instruction
• Class-wide Peer Tutoring
• Guided notes
• Response Cards
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7. Actively & continuously supervise.• Move
• Scan
• Interact
• Remind/pre-correct
• Positively acknowledge
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• Respond efficiently
• Attend to students who are displaying appropriate behavior
• Follow school procedures for major problem behaviors objectively
• Anticipate next occurrence
8. Respond to inappropriate behaviors quickly, positively, & directly.
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• Error Corrections
• Differential Reinforcement
• Planned ignoring
• Response Cost
• Time out from reinforcement
Multiple strategies for responding to inappropriate behavior may include....
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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
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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)
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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.
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Response CostDefinition: • 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.
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Time-outDefinition: • 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
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9. Establish multiple strategies for acknowledging appropriate behavior.
• Social vs. tangible vs. activity vs. …
• Frequent vs. infrequent
• Predictable vs. unpredictable
• Immediate vs. delayed
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Multiple strategies for acknowledging appropriate behavior may include...
• Specific and Contingent Praise
• Group Contingencies
• Behavior Contracts
• Token Economies
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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)
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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)
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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)
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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
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10. Generally provide specific feedback for errors & corrects.
• Provide contingently
• Always indicate correct behaviors
• Link to context
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Recap: Evidence-based Practices in Classroom
Management1. Minimize crowding & distraction2. Maximize structure & predictability3. 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.
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Guidelines1. 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
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Classroom Routine Lesson Plan
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• Work as team for ~ 15 minutes
Activity:Classroom Systems
• Review “Classroom Self-assessment” and discuss possible practices/systems applications to your identified (or new) problem setting
• Report 2-3 “big ideas” from your team discussion (1 min. reports)
1 minute reports from each team
(new spokesperson)
AttentionPlease
1 MinutePROMPT
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SWPBS Action Planning
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• Work as team for ~ 105 minutes
Activity:Action Planning
• Return to your Action Plan
• Update each section based on what you’ve learned in the last 4 days.
• In particular, make sure have a plan for sharing information with and gathering/using feedback from your school faculty!
• Present 2-3 “big ideas” from your group (1 min. reports)
1 minute reports from each team
(new spokesperson)
AttentionPlease
1 MinutePROMPT
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Review of SWPBS
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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)
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Universal
Targeted
Intensive
All
Some
FewContinuum of Support for ALL
(Sugai, Dec 7, 2007)
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Evaluation Implementation
Data-based Action Plan
Agreements
Team
GENERAL IMPLEMENTATION
PROCESS
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Getting Started with SWPBS
1. Establish leadership team membership2. Develop brief statement of behavioral
purpose3. Identify positive SW behavioral
expectations4. Develop procedures for teaching SW
expectations5. Develop procedures for teaching class-
wide expectations6. Develop continuum for strengthening
appropriate behavior7. Develop continuum for discouraging
violations of expectations8. Develop data-based procedures for
monitoring
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Establish Behavioral Expectations/Rules
Teach Rules in the Context of School Settings
Establish TeamDevelop Statement of Behavioral
Purpose or Vision
At BSG, we are responsible for
ourselves, respect each other, and
maintain safety in our school.
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Establish Procedures for Encouraging Rule Following
Develop data-based procedures for monitoring
Teach Rules in the Context of Class Routines
Establish Procedures for Responding to Rule Violations
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Nonclassroom Settings: Basic Management
Considerations
• Physical or environmental arrangements
• Routines & expectations
• Staff behavior
• Student behavior
Practices
• Teach directly expected behaviors and routines in context
• Actively supervise (scan, move, interact)
• Pre-correct and remind
• Positively reinforce expected behavior
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Evidence-based Practices in Classroom
Management1. Minimize crowding & distraction2. Maximize structure & predictability3. 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.
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Consider Tattoos!
SYST
EMS
PRACTICES
DATA
SupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
4 PBIS Elements
School Systems
SWPBIS
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
Classroom
Non-classroom Family
Student
School-w
ide
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neswpbs.org
pbis.org