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. Welcome Back! • Updates… from the World Abroad • Washington Winter Coaches Institute (January 26, 2016 – PSESD, Renton) • 2016 NorthWest PBIS Network Spring Conference (February 24 to February 26, 2016 – Red Lion Inn on the River, Portland) • Progress and Problems • Team Action Planning • Classroom Systems • Managing Non-Compliance/Escalation Modify !!!

3. Professional Learning Focus • November 16, 2016 (Day 3) • Setting the state with progress & challenges (reflection) • Team action planning • Classroom systems • Managing non-compliance / escalation • Check calendars: March 21, 2017 (Day 4)

4. Purpose • Be familiar with the unique features of specific settings • Understand both management (student behavior, systems (staff), and features of specific settings • Be able to apply the general process for designing specific setting interventions

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

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!

9. 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

10. Activity – Identifying SETTING challenge Take 5 minutes as a Building Team to • Quickly review current practice & identify no more than three challenging areas • Pick one problematic setting (SLC example) • Identify features of the problem • Specifically Define challenge • Save electronically for later team activity

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

13. Manage: Environment 1. Modify physical environment • Supervise areas • Clear traffic patterns • Give appropriate access to and exit from school grounds

14. Manage: Routines & Expectations 2. Teach routines and behavioral expectations • Teach matrix • Reinforce common rule (e.g., lining up, cafeteria) • MAL to locate pictures / example, non-example video

15. Manage – Staff Practice 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

16. Manage – Student Practice • Use of Peer Modeling • Use of Peer Mentors

17. Systems Features • School-wide implementation • All staff (Together We Can!) • Direct teaching first day and week & after breaks • Keep it simple, easy, and doable • Regular review, practice, and positive reinforcement

19. 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

20. 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 Taking Stock Activity: using challenge identified earlier, take 3 minutes to review management and system that maintain behavior presently.

23. Modification of Current Practice • 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

24. Example # 1: Hallway NoiseTeacher-identified problem (brought to team) Elementary school with 3 lunch periods • Problem behaviors during hallway transitions included loud talking, yelling, swearing, banging on walls • Current solutions ineffective: • “Quiet Zone” expectation • Hall monitored by staff • Reprimand and detention - Kartub, Taylor-Greene, March & Horner (2000)

25. Example #1: 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)

26. Example #2: 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

27. Example #2: Recess Interventions • K-5th grade, 525+ students • 4 recess periods per day • Divided lunch recess into more periods • Outdoor Routines – retrain paras and have frequently meetings • Many supervisors, few-consistent rules • Playground divided into natural areas with a supervisor in designated areas • Frequent communication between staff and two main staff identified as lead *example to pass out

28. Example # 3: Lunch Room Elementary school with 3 lunch periods • Problem behaviors during transitions • Loud talking, yelling • Taking food from others, throwing food • Tables left dirty • Rushing through & running off to recess • Current solutions ineffective • Redirection & Reprimand by staff (loudly) • Recess taken away • Detention • Sent to principal

29. Example #3: Lunch Room Interventions • Teach Lunch Room routines and expectations (repeated at intervals as needed) • Group / table dismissal by staff • Teacher review expectations prior to transition to lunch room. • Provided consistent feedback for appropriate behavior (models of self-managers) • Supervisors proximity, precorrection & redirection • Incentives for appropriate behavior • “Golden Tickets” • Group / Table Awards (weekly, fade to monthly)

30. LUNCH Team Activity (Very BRIEF, post lunch report out) • Practice Team Roles • Identify one recorder for the team • Follow group norms • Using previously identified challenging setting & team problem solving protocol • Features of the problem • Brainstorm possible solutions • create an action plan for the identified, specific setting challenge, including • management strategies (physical environment, routines & expectations, and staff behavior). Slc to add this to the worksheet