Linking SW-PBIS

Alan RobinsonMentor/Resident Coach

Academy of Urban School Leadership

to the Classroom

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Continuum ofSchool-Wide

Instructional & Positive Behavior

Interventions & Support

Secondary Prevention:Specialized GroupSystems for Studentswith At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students with

High-Risk Behavior

The classroom host environment should reflect the school-wide system and support the behavior of ALL students!

   

___Physical space designed with clear lines of sight and designed to facilitate movement through activities and supervision. ___Posted, positively-worded rules based on the school-wide expectations. ___Posted positive and negative consequences. ___Teacher / student interactions with at least a 5 to 1 ratio of acknowledgements to corrections. ___Clearly established routines & posted schedules. ___Pre-correction & correction of problem behaviors.

  

___Physical space designed with clear lines of sight and designed to facilitate movement through activities and supervision.

___Posted, positively-worded rules based on the school-wide expectations. ___Posted positive and negative consequences. ___Teacher / student interactions with at least a 5 to 1 ratio of acknowledgements to corrections. ___Clearly established routines & posted schedule. ___Pre-correction & correction of problem behaviors.

Routines & Supervision

Routines should be taught Routines should minimize non-instructional

time The is no such thing as ‘unstructured time’ Effective Supervision Trio:

Look Around…Walk Around…Interact Use pre-corrections – predict and prevent Daily / weekly schedules should be posted

and referred to

Steps for Establishing Classroom Routines

1. Understand the benefits2. Identify needed routines3. Specify student behaviors for each

routine4. Teach each routine5. Maintain the routines6. Pre-correct the routines7. Re-teach the routines

Sample Routine Elementary: Exiting the classroom to

another activity such as P.E. or Art Put materials away, clear desk and push

chairs in On signal move quietly to doorway Line up facing the door and keep one space

between each person Keep hands and feet to self Listen to the teacher and wait for signal to

depart

  

___Physical space designed with clear lines of sight and designed to facilitate movement through activities and supervision. ___Posted, positively-worded rules based on the school-wide expectations. ___Posted positive and negative consequences. ___Teacher / student interactions with at least a 5 to 1 ratio of acknowledgements to corrections. ___Clearly established routines & posted schedule. ___Pre-correction & correction of problem behaviors.

This is what “Being Responsible” looks like in Room ____

___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________

Behavior is learned and should be taught…

1) State behavioral expectations2) Specify student behaviors (rules)3) Model appropriate student

behaviors4) Students practice appropriate

behaviors5) Acknowledge appropriate

behaviors

   

___Physical space designed with clear lines of sight and designed to facilitate movement through activities and supervision. ___Posted, positively-worded rules based on the school-wide expectations. ___Posted positive and negative consequences. ___Teacher / student interactions with at least a5 to 1 ratio of acknowledgements to corrections. ___Clearly established routines & posted schedule. ___Pre-correction & correction of problem behaviors.

Managing Consequences

Key Points Consequences follow behavior

Consequences may be positive or negative The consequence is for the behavior

Positive consequences are delivered to:1. Provide immediate feedback that behavior is acceptable or

desired2. Increase likelihood behavior WILL BE repeated

Negative consequences are delivered to:1. Provide immediate feedback that behavior is unacceptable2. Increase likelihood behavior WILL NOT BE repeated

Negative Consequences

Are the consequences posted, known, and consistent?

Are the negative consequences delivered in a way that detracts from teaching time as little as possible?

Are they delivered with respect? Is there always a “Fair Pair” Is there a clear definition of classroom-

vs. office-managed behavior

What do teachers use…

…for mild negative consequences?

…for more serious consequences ?

Examples ofNegative Consequences

Loss of teacher attention and approval Loss of privileges Time out or removal from activity Restitution or make-up service help Isolation Response cost Parent contact and conference

Positive Consequences

Are the consequences posted, known, and consistent?

Are they delivered at a high rate (especially for younger children and troubled students)

Is there an acknowledgment to correction ratio of at least 4 to 1?

Are the consequences meaningful and varied?

Does every student have a chance to experience success?

What do teachers use…

…for extrinsic reinforcers?

…for delayed positives?

…for whole class reinforcers?

Examples of Positive Consequences

Teacher praise Demonstrations of

teacher approval Positive feedback Points (leading to

privileges and rewards)

Contingent use of breaks, privileges

Access to special activities

Contracts and token economies

Mystery awards Public recognition

(class-wide and school-wide)

Menus (store, list of reinforcers)

Various combinations of reinforcers

Parent contact

   

___Physical space designed with clear lines of sight and designed to facilitate movement through activities and supervision. ___Posted, positively-worded rules based on the school-wide expectations. ___Posted positive and negative consequences. ___Teacher / student interactions with at least a5 to 1 ratio of acknowledgements to corrections. ___Clearly established routines & posted schedule. ___Pre-correction & correction of problem behaviors.

   

___Physical space designed with clear lines of sight and designed to facilitate movement through activities and supervision. ___Posted, positively-worded rules based on the school-wide expectations. ___Posted positive and negative consequences. ___Teacher / student interactions with at least a5 to 1 ratio of acknowledgements to corrections. ___Clearly established routines & posted schedule. ___Pre-correction & correction of problem behaviors.

A. Physical Setting – The physical classroom setting is organized in a manner that promotes learning and independence, as evidenced by:

Page 1:

Yes / No

Comments

A1

Are the walls, floors, and furniture clean and in good repair? Y N

A2

Is the furniture adjusted to the proper size for the students? Y N

A3

Are rules, routines, and procedures posted in a manner that is easy to see?

Y N

A4

Are rules, routines, and procedures posted in a manner that all could read or understand?

Y N

Self-Reflection Complete the 4-page handout

T im e

Beha

vio

r In

ten

sity

R E C O V E R Y

H ig h

L o wC a lm

P e a k

D e - e s c a la t io n

R e c o v e r y

A c c e le r a t io n

A g i t a t io n

T r ig g e r

A Model of Escalating Behavior – Geoff Colvin

http://pbis299.googlepages.org

www.pbis.org

www.pbisillinois.org

interventioncentral.org

http://www.cccoe.net/social/directory3.htmMiddle school social skills

www.allkindsofminds.orgClick on ‘Resources’ then ‘Learning Base’

www.disciplinehelp.com

http://serc.gws.uky.edu/pbis/The function of behaviors -- interactive

More information @ https://sites.google.com/site/pbis299/