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Cracking the Code: A Multi-Tiered Approach to Classroom Management

Explore the Positive Behavioral Interventions and Supports (PBIS) framework for proactive classroom management. Understand behavior functions, environment impact, habit-building, and evidence-based practices for effective teaching and learning. Implement tiered support systems and strategies to address different behavior needs in the classroom.

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Cracking the Code: A Multi-Tiered Approach to Classroom Management

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  1. Cracking the Code: A Multi-Tiered Approach to Classroom Management Flint Simonsen, Ph.D. Whitworth University

  2. www.PBIS.org

  3. 0 What seems to be the problem?

  4. What can we do?

  5. 0 One More Essential Consideration Two types of problems: • Can’t Do • Teach, Remind, Practice • Won’t Do • Motivate, Encouragement and Discouragement

  6. 0 Positive Behavioral Interventions and Supports (PBIS) • PBIS refers to the application of positive behavioral interventions and systems to achieve socially important behavior change. • Proactive and preventative rather than reactive and punitive interventions

  7. 0

  8. Let’s start at the top (RED).

  9. The Secret About Problem Behavior… Problem behavior is not a problem for students!

  10. Behavior NEVER Occurs in a Vacuum • Behavior happens in contexts • Many factors influence problem behaviors • The most important factors are in the IMMEDIATE context or environment

  11. 0 Behavior and the Environment B A C Passage of Time

  12. Problem Behavior Escape/Avoid Obtain Automatic Social Activity Social Activity Tangible Peer Adult Peer Adult 0 Three Functions of Behavior

  13. Think about “Problem Behavior” as Communication • What are you trying to tell me? • “What do you want?” • How can I teach you new “language” that others can recognize and understand?

  14. 0 One More Essential Consideration Two types of problems: • Can’t Do • Teach, Remind, Practice • Won’t Do • Motivate, Encouragement and Discouragement

  15. Now let’s build the base (GREEN).

  16. Level 1 School-wide Discipline and Class-wide Discipline

  17. The Deep Why Behind PBIS…

  18. PBIS… • IS NOT a gimmick to control kid behavior • Control is an illusion. • IS NOT just Positive • Strong consequences for behavior is a non-negotiable component of PBIS as well • Is a framework for building better habits

  19. We are creatures of habit • Some kids come to us with sets of bad habits • Whether good habits or bad, we are fiercely protective of those habits • PBIS organizes best practices for developing “habit strength” for those behaviors we value. • “Motivation is what gets you going… Habit is what keeps you going.”

  20. An Instructional Approach to Behavioral Success

  21. Instructional Practices • Model, lead, test EVERY social and academic behavior • If you want to see it, teach it • Book use, test taking, asking questions, checking grades and missing work, self-advocacy, interacting with peers, etc. (Swain-Bradway, 2014)

  22. Questions? Comments? Observations? Concerns?

  23. What does PBIS mean in the classroom?

  24. Evidence Based Practices in Classroom Management • Maximize structure in your classroom. • Define, teach, review, monitor a small number of positively stated expectations. • Establish a continuum of strategies to acknowledge appropriate behavior. • Establish a continuum of strategies to respond to inappropriate behavior. • Actively engage students in observable ways. (Simonsen, Fairbanks, Briesch, Myers, & Sugai, accepted)

  25. Wenatchee School District School-Wide and Classroom Positive Behavioral Interventions & Supports School-Wide Positive Behavioral Supports Tier 3 Additional Supports (3-5%) • Tier 2/3 Team • Behavior Support Plan (BSP) • Formal Functional Behavioral Analysis (FBA) • Wrap-around Services (Community, Special Education, etc.) Tier 2 Additional Supports (5-15%) • Tier 2/3 Team • Check-in/Check-out (CICO) • School Counselor • Small Skills Groups (Social Skills, etc.) • Two-week Student Plan • Antecedent Behavior Consequence (ABC) • Chart Teacher Interventions for Classroom Management Individualized Management Plan (3-5% are responsive) Tier 1 Universal Supports (80-90%) Differentiated Management Plan (5–15 % are responsive) • School-wide PBIS Matrix • 5 Containers • PLCs • Tier 1 Team Classroom Management Plan (80–90% are responsive) • PBIS Resources (PBIS World, • PBIS.org, PBIS Washington) • Effective Classroom Behavior • Support Plan • Instructional Coach, Colleague, • Administrators • Social Skills Instruction (Second Step, Kelso’s Choice, etc.)

  26. Borderlines and Consequences • “If the borderline between appropriate and inappropriate is unclear, consequences are often implemented late, after frustration has built up.” • “If consequences are implemented inconsistently, some students will test those limits.” ~Randy Sprick

  27. Borderlines and Consequences 3. “Consequences that are implemented with irritation or anger may result in students feeling consequences are: • Unfair • Being “done” to them rather than “earned” by them.” ~Randy Sprick

  28. 0 Make a Plan Write down what the adult will do when students: (a) behave appropriately (b) engage in minor problem behaviors (c) engage in major problem behaviors *Only use strategies proven to be effective!

  29. Core Themes… • Keep students in the learning environment. • Think Prevention. • Define “success” in advance.

  30. Assess your current status…

  31. 2. Define & Teach Expectations • Understand purpose: • Clarify means of communication • Use consistent communication • Teach and review for all students, staff, and settings: • Articulate Matrix • Establishes guidelines: • Keep to five or fewer • State positively • Use common and few words

  32. 0 3. Catch ‘em being good (4:1)(Acknowledge expected behavior) • Reinforcement is feedback • Respond immediately • Give information • Different kids have different preferences. • Students will always find a way to get what they want.

  33. 3. Strategies for Classroom Reinforcement • Specific and Contingent Praise • Group Contingencies • Group celebration based on group OR individual behavior • Token Economies • Points • “Good Behavior Game” • ClassCraft • Behavior Contracts • IF you do… THEN you get 4 TO 1

  34. 0 Artificial Reinforcement • Reinforcement that is arranged by a social agent for a behavior in which the consequence does not typically follow the behavior • Consequence is dependent on social agent

  35. 0 Natural Reinforcement • Reinforcement that follows the behavior and is the direct result of that behavior • Consequence is natural result of behavior

  36. 4. Discourage Problem Behavior • Clearly define problem and context • Wearing hats in class, excessive tardies, disruptive acts during transitions • Anticipate problem behavior and provide precorrection as a preventive strategy • For identified risk times or settings • Implement consistent procedures • All staff, settings, minor behaviors • Provide ongoing teaching opportunities • Focus on appropriate expectation

  37. Continuum of Possible Responses • Acknowledge students exhibiting expected behavior • Secure attention and redirect students to expected behavior • Provide choice between expected behavior and staff-managed consequence • Deliver staff-managed consequence • Deliver office-managed consequence

  38. 4. Additional strategies to respond to inappropriate behavior • Beyond the basics, build a menu: • www.pbisworld.com • www.interventioncentral.org • www.safeandcivilschools.com • CHAMPs: A proactive and positive approach to classroom management • Teacher’s encyclopedia of behavior management • Managing the cycle of acting-out behaviors

  39. 5. Strategies for Student Engagement • Direct Instruction • Skills groupings • Computer Assisted Instruction • Class-wide Peer Tutoring • Guided notes • Response Cards

  40. 5. Other Academic Toolboxes • intensiveintervention.org • ceedar.education.ufl.edu • highleveragepractices.org • explicitinstruction.org

  41. Yes but… What if it doesn’t work?Think Functionally then move students to Tier 2 or Tier 3.

  42. Problem Solving is the Glue! Two Flavors: Traditional “Non-Responder” Approach (MTSS, PBIS, RTI) Data-Based Individualization (DBI)

  43. Adopt an “Instructional Approach” to Behavior Management • IF a student has a reading problem? • IF a student has a math problem? • IF a student has a behavior problem? • Most important question: • What do I want this student to do INSTEAD OF problem behavior… • Then Teach and Reinforce.

  44. 0 Teach and Reinforce • Pick replacement behavior • Teach • Provide reinforcement for functionally equivalent alternative behavior • Student gets(consequence) what he/she wants for doing(behavior) what you want.

  45. 0 Big Ideas • Teaching matters in the lives of children • Think Functionally about problem behaviors. • Have a plan and follow it consistently • Use proactive and preventative interventions rather than reactive and punitive interventions • Catch kids doing what you want them to do. • NEVER GIVE UP!

  46. pbiswashington.pbworks.comflintsimonsen@centurylink.net Flint Simonsen P. O. Box 602 Cheney, WA 99004

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