Behavior Management in Specific Settings

1. Behavior Management in Specific Settings Applying School-wide Expectations and Interventions – Revised from PBIS training developed by Flint Simonsen, Ph.D.

2. Purpose • Be familiar with the unique features of specific settings • Understand both management, systems, and features of specific settings • Be able to apply the general process for designing specific setting interventions

4. Specific Settings • Particular times or places where supervision is emphasized: • Cafeteria • Hallways • Playgrounds • Buses and bus loading zones • Bathrooms

6. Activity • Take 5 minutes • Work as a team • Green dot records • Red dot facilitates • Pick a problematic setting • Identify features of the problem • Identify possible solutions • Save electronically and share with your team for a later activity

7. Classroom Teacher-directed Instructionally focused Small number of predictable students Specific Settings Student focused Socially focused Large number of unpredictable students Classroom and Specific Settings

8. The Problem is the Setting Not the Students When: • More than 35% of referrals come from specific settings • More than 15% of students who receive a referral are referred from specific settings • We get the behavior that we allow!

10. Management Features • Physical/environmental arrangements • Routines and expectations • Staff behavior • Student behavior

11. Management Practices 1. Modify physical environment • Supervise areas • Clear traffic patterns • Give appropriate access to and exit from school grounds 2. Teach routines and behavioral expectations • Teach matrix • Reinforce common rule (e.g., lining up, cafeteria)

12. 3.Precorrect appropriate behavior before problem context 4. Provide active, proactive, and consistent supervision • Move, scan, interact 5.Acknowledge appropriate behavior 6. Schedule student movement/transitions to prevent crowds and waiting time

13. Systems Features • School-wide implementation • All staff • Direct teaching first day and week • Keep it simple, easy, and doable • Regular review, practice, and positive reinforcement

14. Team-based identification, implementation, and evaluation • Do not develop an intervention without identifying why a problem keeps happening • Data-based decision-making • Collect and report outcome information • Provide staff feedback and training

15. General Process • Identify a problem • Confirm magnitude of issue • Conduct a staff meeting • Analyze location-specific data • Collect additional data (if needed) • Determine why problem is maintained

16. Design intervention • Focus on prevention • Provide direct instruction • Systematize consequences for problem behavior • Utilize available resources • Monitor and report effects • Assess change in student behavior • Assess if faculty note a change • Report results to faculty

17. Hallway Noise • Middle school with 3 lunch periods • Problem behaviors during hallway transitions included loud talking, swearing, banging on walls • Teacher-identified problem (brought to team) • Current solutions ineffective: • “Quiet Zone” • Hall monitor • Reprimand and detention - Kartub, Taylor-Greene, March & Horner (2000)

18. Add Jeff’s Data

20. Hallway Noise Intervention • Teach the concept, “quiet” in a 10-minute skit • Make “quiet hall times” visibly different (e.g., changed light) • Reward quiet behavior (e.g., 5 minutes extended lunch) • Measure and report (hall monitor) • Decibel reader • Continue to correct errors (consequence)

22. Recess • K-5th grade, 525+ students • 3 recess periods per day • Inconsistent outdoor/indoor routines • Many supervisors, many rules • High rates of referrals for physical contact (rough housing turned into fighting) • Lack of communication between staff • Large space lacking natural boundaries

23. Recess Solutions • K-5th grade, 525+ students • 4 recess periods per day • Divided lunch recess into more periods • Outdoor Routines – retrained paras and have frequently meetings • Many supervisors, few-consistent rules • Reduced rate of referrals for aggression at lunch • Frequent communication between staff and two main staff identified as lead • Playground is divided into natural areas with a supervisor in designated areas

27. Lunch room Intervention • Team taught recess routines and expectations • Delivered recess workshops • Alternated outdoor/indoor recess • Team (supervisor/teacher) taught 30-45 minute lessons (3 times per year) • Provided consistent feedback about appropriate behavior (self-managers) • Supervisors communicated regularly • Incentives for appropriate behavior • “Golden Tickets” • “Door Holders”

28. Leadership Roles • Implemented Restorative Justice • Paying back your community • Making it right • Assigned 4th and 5th grade students to leadership roles in kindergarten and first grade as an alternative to recess

29. Grade Level Interventions

30. Grade Level Interventions

31. Revisit Team Problem Solving • Work as a team (blue dot = reporter) • Review previously identified • problematic setting • features of the problem • possible solutions • Brainstorm additional solutions using strategies you have learned during this presentation (don’t delete the original solutions) • Short Report (30 seconds or less) – setting and what additional solutions are now being considered

32. Team Activity • Take 20 minutes to work as a team (follow norms). Identify one recorder for the team. • Utilizing team problem solving protocol create an action plan for at least one problem area that includes specific setting, management strategies. • Each team member needs to be ready to share the problem area within a mixed group during lunch.

33. Working Lunch Activity • Clear personal items • Color groups marked during lunch service • Participants sit with their color group to eat lunch (please do not sit with your team members and try to balance the numbers at each table)

34. Expectation for Lunch Activity • Each person represents their team by sharing their teams plan: • Identified setting • Problematic behavior • Original working solutions • Revised solutions (supervision) • Group identifies three common themes shared during the activity