Best Practices in PBS for General Educators

1. Best Practices in PBS for General Educators Tim Lewis, Ph.D. University of Missouri <www.missouri.edu/~spedtl> OSEP Center on Positive Behavioral Intervention & Supports <www.pbis.org>

3. School-wide Positive Behavior Support PBS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior OSEP Center on PBIS

6. Universal Strategies: School-Wide Statement of purpose Clearly define expected behaviors (Rules) Procedures for teaching & practicing expected behaviors Procedures for encouraging expected behaviors Procedures for discouraging problem behaviors Procedures for record-keeping and decision making These are the key features of School-wide. Every team should have the same set of features in place, however, every school will implement each of the features differently given the variations across school This remainder of this section will provide more information about each bullet and examplesThese are the key features of School-wide. Every team should have the same set of features in place, however, every school will implement each of the features differently given the variations across school This remainder of this section will provide more information about each bullet and examples

7. Benton

8. Universal Strategies: Nonclassroom Settings Identify Setting Specific Behaviors Develop Teaching Strategies Develop Practice Opportunities and Consequences Assess the Physical Characteristics Establish Setting Routines Identify Needed Support Structures Data collection strategies Define Nonclassroom settings (characterized by a high number of students, low structure, and low adult supervision) Provide examples of nonclassroom settings (playgrounds, cafeteria, bus, hallway, etc.) Define Nonclassroom settings (characterized by a high number of students, low structure, and low adult supervision) Provide examples of nonclassroom settings (playgrounds, cafeteria, bus, hallway, etc.)

9. Universal Strategies: Classroom Needed at the classroom level... Use of school-wide expectations/rules Effective Classroom Management Behavior management Instructional management Environmental management Support for teachers who deal with students who display high rates of problem behavior How do we provide support for teachers with students who are struggling? 3 levels of classroom management, together they set the tone/culture/climate of the classroom Need to connect to/ frame within the school-wide expectations School wide expectations need to be practiced daily early in the year, and weekly (at least) for the remainder of the year. Teacher(s) need to have a PLAN before school starts for what classroom expectations and procedures are. These must then be systematically taught! How do we provide support for teachers with students who are struggling? 3 levels of classroom management, together they set the tone/culture/climate of the classroom Need to connect to/ frame within the school-wide expectations School wide expectations need to be practiced daily early in the year, and weekly (at least) for the remainder of the year. Teacher(s) need to have a PLAN before school starts for what classroom expectations and procedures are. These must then be systematically taught!

10. Effective Classroom Management Context Behavior management Teaching routines Positive student-adult interactions Instructional management Curriculum & Instructional design Environmental management

11. Behavior Management Building an instructional foundation through rules, routines, & reinforcement

12. Behavior Management: Rules Use School-wide Create Classroom specific examples Teach Directed social skill times Throughout the day Involve students As new students enter school/class

13. Behavior Management: Routines a) Clear expectations for student behavior Clear expectations for staff behavior Teach & Practice d) Avoid interfering activities e) Smooth set up and implementation f) Consistency g) Acknowledgment of student mastery

14. Behavior Management: Routines Establish predictable schedules Schedule non-instruction time administration time personal time Start of day/period � get students engaged quickly Request for assistance Material access Movement/Transitions Instructional format (small group/ centers/individual)

15. Behavior Management: Reinforcement Contingent Based on learning history High rates in initial learning Fade to learner self-management Maintain a high positive: negative/corrective ratio Individual Group Contingency Tied to school-wide system

16. Ratio of Interactions Teachers should strive to keep at 10-14:1 ratio of positive to negative statements Each time you have a negative interaction with a student, tell yourself that you �owe� that student 10-14 positive interactions Identify specific times during the day that you will give positive feedback Schedule individual conference times Scan the classroom, �searching� for appropriate behavior Engage in frequent positive interactions

17. Behavior Management: Other Engage in active decision making Circulate around / scan the room Pre-Corrects Quick pacing Choice Recognize chains in escalating behavior patterns and intervene early

18. Instructional Management Managing behavior through academic instruction

19. Things to consider� Teachers spend 40-70% of the day in non-instructional activities (Goodlad, 1984) Students spend as little as 17% of the school day actively engaged in academic tasks (Hofmeister & Lubke, 1990) �74 percent of special education teachers spend three hours or less a week in individualized instruction� (Council for Exceptional Children, 2000, p.5).

20. Instructional Strategies: Attention �Gain/Maintain Attention 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

21. Instructional Strategies: Questions High Rates of opportunities for students to respond Information before questions Reinforcement for correct responses Pre-Instruction Teach key concepts prior to group lesson Strategies within heavy content area reading

22. Instructional Strategies: Feedback Feedback Precise Corrective feedback & instruction Praise improvements Always immediate in acquisition phase of learning HIGH RATES OF POSITIVES Good job when I turned around, didn�t see kid throw spit ball, hit someone in head, �good job� Cool � kid. Good job when I turned around, didn�t see kid throw spit ball, hit someone in head, �good job� Cool � kid.

23. Instructional Strategies: Errors �Error Correction (skill in repertoire?) a) Signal an error has occurred (refer to rules, "We respect others in this room and that means not using put downs") b) Ask for an alternative appropriate response ("How can you show respect and still get your point across?") c) Provide an opportunity to practice the skill and provide verbal feedback ("That's much better, thank you for showing respect towards others")

24. Environmental Management Establishing a climate for learning

25. Environmental Management (Cotton, 1999) High Expectations Pre-requisite & requisite skills to meet expectations? Provide incentives, recognition, and rewards to promote excellence Interact in positive, caring & respectful manner Administrators communicate high expectations for teachers & provide the support for success

26. Environmental Management Establishing expectations (Kameenui & Simmons, 1990): What do I want my classroom to look like? How do I want children to treat me as a person? How do I want children to treat one another? What kind of information or values do I want to communicate to students about being an adult, an educator, a woman or a man in today's society? How do I want children to remember me when the last day of school ends and I am no longer part of their daily lives? Do kids know how to work collaboratively, etc. Last one, I truly love....how do you want kids to remember you. Think back to your favorite elem. Teacher: they probably had a passion for teaching, and made you feel there was something special about you. Look at kids that come out of extreme bad conditons, get the american dream. Common theme was there was an adult who valued and recognized something in them. Some adult told them that they were good at something. Do kids know how to work collaboratively, etc. Last one, I truly love....how do you want kids to remember you. Think back to your favorite elem. Teacher: they probably had a passion for teaching, and made you feel there was something special about you. Look at kids that come out of extreme bad conditons, get the american dream. Common theme was there was an adult who valued and recognized something in them. Some adult told them that they were good at something.

27. Environmental Management  (Kerr & Nelson, 1998) Do the pupils know what I expect them to do? Are there any obstacles to the students performing as desired? Do students have the ability to perform as expected? What are the consequences of non-performance? What are the consequences of desired performance? How can I change my instruction to help pupils develop the skills I am trying to teach?

28. Pulling it all together Some final thoughts

29. What effective teachers seldom do(Johns & Carr, 1995). Force a student to do something she doesn't want to do Force students to admit to lies Demand confessions from students Use confrontational techniques Ask students why they act out Punish students Make disapproving comments Compare a student's behavior with other student's behavior Yell at students Engage in verbal battles Make unrealistic threats Ridicule Students

30. Classroom Management: Effectiveness Factors (Kerr & Nelson, 1998) Total management packages appear more effective than separate components The most important component of management systems is the application of contingent extrinsic consequences Group contingencies seem as effective as individual contingencies The optimum management package appears to be a combination of group and individual contingencies

31. Classroom Issues = System Issue School-wide system of Positive Behavior Support Match resources to problem Think beyond each classroom�s four walls Peer Coaching

32. The key BEHAVIOR is functionally related to the TEACHING ENVIRONMENT

33. �I have come to a frightening conclusion. I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher, I possess tremendous power to make a child�s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all occasions it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or dehumanized.� Hiam Ginot