Positive Behavior Support in the Classroom

1. Positive Behavior Supportin the Classroom Cynthia M. Anderson University of Oregon

2. Overview • Rationale for Classroom interventions • FBA of a classroom • Universal classroom interventions • Building capacity for classroom PBS

3. Well-Managed Classroom • Students are deeply involved in their work • Students know what is expected of them and are generally successful • There is relatively little wasted time, confusion, or disruption • The climate of the classroom is work-oriented, but relaxed and pleasant

4. System Practices Data FBA in a classroom—why assess? • Identify: • Goals—what does the teacher want to achieve? • Goals for students • Identify expectations, rules, and routines • Design a functional environment • Identify potential barriers to success • Systems needing more support • Problem areas to target

5. Assessing Classrooms • Environment • Adults • Instructional behavior • Interactions with other adults, with students • Students • Academic behavior • Social behavior Classroom Self- Assessment Classroom Assessment Tool

6. Using Data for Decision-Making • Do the data give good picture of classroom? • Do you need more information? • What are the primary areas of need? • Develop goals

7. Overview • Rationale for Classroom interventions • FBA of a classroom • Universal classroom interventions • Building capacity for classroom PBS

8. Universal Interventions in the Classroom • Foundations • Expectations and rules • Acknowledgement Systems • Strategies for responding to problem behavior • Systems to “tune up” • Curriculum • Instructional techniques • Setting/physical environment

9. Universal Supports • Foundations • Expectations and rules

10. Rationale for Rules in Classrooms • Provides • Structure • Consistency • Positive climate • Allow teacher to maintain positive environment & focus on academics • Legal, ethical, and professional accountability

11. General Classroom Rules • Linked to school-wide program • Relevant for YOUR classroom • What are problem routines, settings? • What behaviors would you like to see more of? • Positively stated & succinct • Observable behaviors • Posted in public, easily seen place

12. General Classroom Rules • Linked to school-wide program • Positively stated & succinct (3-5) • Observable behaviors • Posted in public, easily seen place • Taught and re-taught frequently • Enforced consistently Teaching Matrix

13. Rules for Routines: Establish a Predictable Environment • Identify routines • How to enter class and begin to work • How to predict the schedule for the day • What to do if you do not have materials • What to do if you need help • What to do if you need to go to the bathroom • What to do if you are handing in late material • What to do if someone is bothering you • How to determine if you are doing well in class • Establish signals for correct behavior • Teach effective transitions

14. Designing Classroom Routines Orient to teacher, be quiet Explain rule, demonstrate Explain rule, students demonstrate examples and non-examples Raise hand, keep lips sealed, wait for teacher Students working on task

15. Example: Planning for Transitions Steps for Effective Transitions • Teach transition rules • Establish predictable transitions • Minimize frequency of transitions

16. Universal Supports • Foundations • Expectations and rules • Acknowledgement Systems • Strategies for responding to problem behavior • Systems to “tune up” • Curriculum • Instructional techniques • Setting/physical environment

17. Acknowledgement Systems • Increase pro-social behavior • Focus staff and student attention on desired behaviors • Foster a positive climate • Increase time spent on academics

18. Acknowledgement: Formal vs. informal • Formal Acknowledgement • Linked to SWPBS • Independent system • Informal Acknowledgement—CRITICAL • Frequency • Use to “turn situation around”

19. Acknowledgement Tips • Simple systems are best • High frequency in new systems • Acknowledgement should be contingent on behavior • Avoid threats and response cost • Avoid removing opportunity for acknowledgement

20. Acknowledgement Systems • Whole-class • Small group • Individual student

21. Acknowledgement Systems • Whole-class • Best for • Discrete activities • Situations when each instance of correct behavior can be acknowledged • Embed within other systems • Examples

22. Acknowledgement Systems • Whole-class • Small group- “teams” • “Work bursts” • Considerations • Group makeup • Timing of activities • Acknowledgements • Examples

23. Sample: Classroom Game • Pre-planning • Specify rules • Group versus individual acknowledgement • Determine rewards • How rewards will be distributed • Timing

24. Sample: Classroom Game + + + + + + - + + + - + + + +

25. Sample: Classroom Game • Game winners • Group game • Team member picks from grab bag, throws beanbag at board, etc. • Teacher’s choice • Small prize for all team members • SWPBS tickets • Tangibles • Intangibles

26. Systems • Whole-class • Small group • Individual student • Acknowledgement contingent only on that student’s behavior • Advantages • Can individualize • Allows for acknowledgements to be tailored for student • Limitations • Less opportunity for student influence • Can be difficult to implement consistently while teaching

27. Sample Program • Monthly Tim earns tokens (Bronco Bucks) throughout the school day from all staff members that he can spend once a month to purchase items at the school store. • 9-Weeks For each dollar Tim spends at the store, his name is entered in a drawing for a chance to win a bicycle. • Random Occasionally, other incentives such as student dances, jean day, etc. are introduced randomly. Students gain admittance by using “Bronco Bucks”.

28. Daily If Tim earns 2 “Bronco Bucks” he can participate in the review game/get a positive note sent home • Weekly Everyone that received 2 (or other set #) daily rewards during the week receives a preferred activity time at the end of the week • Monthly If the entire class reaches their goal of earning a specified amount of “Bronco Bucks” by the end of the month, the class gets to watch a movie • 9-Weeks There is a competition between all of Mr. Smith’s classes. The class earning the highest number of “Bronco Bucks” earns a pizza/ice cream party

29. Aligning with SWPBS System • Expectations match school’s • Using school-wide acknowledgement tokens? • If using school-wide tokens • Students can receive rewards in class for earning tokens • Continue collecting tokens for use in the school-wide reward system • Consider use of supplemental rewards for academic achievement/participation

30. Universal Supports • Foundations • Expectations and rules • Acknowledgement Systems • Effective classroom layout • Strategies for responding to problem behavior • Systems to “tune up” • Curriculum • Instructional techniques • Setting/physical environment

31. Traditional Strategies Used for Dealing with Problem Behavior • Time out • Demerit or fine • Detention • Writing assignment • Deprivation of some reward

32. Why Haven’t the Traditional Strategies Been Effective? Practices without the… • Systems • System for defining and teaching expectations and rules • System for responding to errors • Acknowledgement system • Data • Expected behavior defined • Monitor student behavior • Monitor student/teacher interaction

33. Effective Consequences for Misbehavior Require a System • Applied consistently • Immediate feedback • Pre-determined plan for major, minor, repeat violations • Linked to context Requires a plan developed BEFORE the problem occurs for Major, minor, and repeated problems

34. Reasonable and Logical Strategies

35. Reasonable and Logical Strategies

36. Reasonable and Logical Strategies

37. Reasonable and Logical Strategies

38. Strategies: Tips for Teachers • Avoid stopping lesson to respond to student misbehavior • Use immediate consequences when feasible • Pick your battles But.....

39. Universal Supports • Foundations • Expectations and rules • Acknowledgement Systems • Strategies for responding to problem behavior • Systems to “tune up” • Curriculum • Instructional techniques • Setting/physical environment

40. Overview • Rationale for Classroom interventions • FBA of a classroom • Universal classroom interventions • Building capacity for classroom PBS

41. SWPBS Team and Classrooms • Clear delineation of office-managed versus classroom-managed problems • Training on effective teaching and behavior support strategies • Preventive and educative • Acknowledge pro-social behavior & explicitly teach • Consequences: include opportunity to practice • Planned a-priori and documented • Access to evidence-based strategies • Materials for implementing interventions • Secondary and tertiary interventions that are (a) evidence based and (b) have contextual fit

42. System Practices Data Next Steps: Build the System • Resources • Training • Materials • Technical support • System for implementation • Identify need • Build action plan • Develop plan for implementation WS Assess. Teacher AP Team AP

43. University of Oregon School Psychology Cynthia M. Anderson, PhD canders@uoregon.edu 541.364.2617

44. Your Classroom Vision • What do you want your classroom to look like? • What should it feel like to a class member? • What do you want your students to accomplish? • What do you want to accomplish? • What should a visitor see? • How would you like a visitor to summarize your classroom? Would they say this now?

45. Well-Managed Classroom • Students are deeply involved in their work • Students know what is expected of them and are generally successful • There is relatively little wasted time, confusion, or disruption • The climate of the classroom is work-oriented, but relaxed and pleasant