Effective Behavior Management in the Classroom Setting

1. Effective Behavior Management in the Classroom Setting Adapted from George Sugai Chapter 4

2. PURPOSE Provide brief overview of SWPBS practices & systems of behavior support in classroom settings. • Guiding principles • Classroom practices & systems

3. Five Guiding Principles Classroom Behavior Management & PBIS

4. GP #1: Good teaching one of our best behavior management tools STUDENT ACHIEVEMENT Good Teaching Behavior Management

5. GP #2: Apply three tiered prevention logic to classroom setting Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

6. GP #3: Link classroom to school-wide • School-wide expectations • Classroom v. office managed rule violations

7. DEFINE Simply ADJUST for Efficiency MONITOR & ACKNOWLEDGE Continuously MODEL PRACTICE In Setting GP #4: Teach academic like social skills

8. GP #5: Build systems to support sustained use of effective practices

9. Effective Academic Instruction Effective Behavioral Interventions Effective Behavior & Classroom Management = Continuous & Efficient Data-based Decision Making Systems for Durable & Accurate Implementation

10. Classroom Settings

11. How is My Classroom Management?

12. Purpose Review critical features & essential practices of behavior management in classroom settings Goal: Review of basics & context for self-assessment & SW action planning

13. Why Formalize Classroom Management? Academic achievement Social success Effective & efficient teaching

14. #1 Minimize Crowding/Distractions • Arrange furniture to allow easy traffic flow • Adequately supervise all areas • Designate staff & student areas • Determine seating arrangement

15. #2 Maximize Structure/Predictability • Teacher routines: volunteers, communications, movement, planning, grading, etc. • Student routines: personal needs, transitions, working in groups, independent work, instruction, getting materials, homework, etc.

16. #3 State, Teach, Review, & Reinforce - Expectations • Establish behavioral expectations/rules • Teach rules in context of routines • Prompt or remind students – pre-teach • Monitor students’ behavior in natural context & give specific feedback • Evaluate effect of instruction

18. #4 Acknowledge Appropriate vs. Inappropriate Behavior • Ratio at least 4:1 • Interact positively once every 5 minutes • Follow correction for behavior violation with positive reinforcement for rule following

19. #5 Vary Opportunities to Respond • Individual/group • Response type – written, oral, gestural • Increase participatory instruction

20. #6 Maximize Active Engagement • Vary format – written, choral, gestures • Specify observable engagements • Link engagement with outcome objectives

21. #7 Active & Continuous Supervision • Move • Scan • Interact • Remind/pre-correct • Positively acknowledge

22. #8 Respond Quickly, Positively, and Directly to Inappropriate Behavior • Respond Efficiently • Attend to appropriate behaviors • Follow school procedures

23. #8 Vary Strategies for Acknowledging Appropriate Behavior • Social, tangible, activity, etc. • Frequent v. infrequent • Predictable v. unpredictable • Immediate v. delayed

24. #9 Active & Continuous Supervision • Move • Scan • Interact • Remind/pre-correct • Positively acknowledge

25. #10 Provide Feedback for Errors/Corrections • Indicate correct behaviors • Link to context • Provide contingently

26. 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

27. Essential Behavior & Classroom Management Practices Classroom Management Self-Checklist SWPBS Workbook Page 89

28. Classroom Management: Self-Assessment