Positive Behavior Interventions and Supports: Corrective Consequences

1. Positive Behavior Interventions and Supports:Corrective Consequences Northwest AEA Jerome Schaefer March 18, 2010

2. Major portions of the following material were developed by: George Sugai, Rob Horner, Teri Lewis-Palmer, and Geoff Colvin.www.pbis.org In conjunction with The Iowa Department of Education

3. Outcomes • To identify basic practices in responding to misbehaviors • To develop a consistent school-wide system of corrective consequences

4. Types of Consequences • Punishments • Penalties • Reinforcement (Getting something you want) • Reinforcement (Avoiding something aversive) Every interaction has an associated consequence

5. Managing Consequences Key Points • Consequences follow behavior • Consequences may be positive or negative Reinforcing consequences are delivered to: • Provide immediate feedback that behavior is acceptable or desired • Increase likelihood behavior will BE REPEATED, i.e., reinforced. Negative consequences are delivered to: • Provide immediate feedback that behavior is unacceptable • Increase likelihood behavior will NOT BE repeated, i.e. penalized or punished.

6. Same behavior, same response, different outcome • Student talks out during class, teacher says, “Mike that’s two, next time you will go to the office.” Mike stops talking to avoid the aversive trip to the office. • Student talks out during class, teacher says, “Chris that’s two, next time you will go to the office.” Chris continues to talk to gain peers attention. • Student talks out during class, teacher says, “Shelley that’s two, next time you will go to the office.” Shelley continues to talk so she can go to the office and get adult attention. • Student talks out during class, teacher says, “Larry that’s two, next time you will go to the office.” Larry continues to talk to get sent out of class to avoid difficult work. • Student talks out during class, teacher says, “Becky that’s two, next time you will go to the office.” Becky stops talking to avoid peer attention (embarrassment).

7. So…The same imposed logical consequence may have different affects on the same behavior

8. Corrective Consequences

9. Penalty A consequence that causes a behavior to decrease

10. Penalty - Defined A behavioral decrease as the result of losing something one cares about. Examples: free time, recess, working with peers, working on preferred activity, field trips, choice of activity

11. Punishment A consequence that causes a behavior to decrease.

12. Punishment - Defined Behavior decreases as the result of receiving an undesirable outcome. Something is imposed on a person. Examples: Phone call home, expelled, sent to the office, time out, detention, peer attention

13. Punishment and Penalty

14. Punishment or Penalty Penalty Penalty Penalty Punish Penalty Punish Punish Punish Punish Penalty Penalty – something positive taken away Punishment – something imposed Moving a child away from another child. Taking away an activity. Removing a child from a desired activity. Adults talking at children (over explaining) to point out what they did wrong and what they should do next time. Removal from a piece of playground equipment for not using it correctly. Getting cold when not wearing a coat. Cleaning up a after throwing toys all over the floor. Writing a one page essay about how to behave at lunch. In School Suspension for fighting. Taking away outside playing time.

15. Penalty and Punishment Cautions • As a reminder - research shows punishment is least effective response to reducing long term chronic misbehaviors. • May provide short-term outcomes but not desired long-term change • May inadvertently reinforce the problem behavior • Decrease positive attitudes and increases withdrawal, aggression, truancy, tardiness, etc. • Nothing left to lose? • Connection not established between misbehavior and negative consequence - may be ineffective • Difficult to identify what is of value for some students

16. Keep in mind…the purpose of applying negative consequences Present something aversive to the child so they will want to avoid engaging in that behavior again. Preserve the Learning Environment

18. Negative Consequences Basic Ideas Calm and private. Use non-verbal cues when possible A dose of empathy goes along way Remind child of the desirable behavior Clear and consistent With dignity and purpose. Adapted From: Strategies For Successful Teacher, Diana Browning

19. Discussion • What negative consequences are most common in your classroom? • What negative consequences are most common in your school? • Why does it work for some but not all? • When should penalty and punishment be used in non-classroom settings?

20. Corrective Consequence Systems Since you have established your school’s acknowledgement system let’s focus on developing your school’s corrective consequence system.

21. Procedures for Using Negative Consequences – Some things to consider • Consider the purpose for the negative consequence • Preserve the learning environment • Present something aversive • Negative consequences should be mild • More serious negative consequences usually delivered by administration • Make clear what behaviors warrant a referral to the office • Follow negative consequences with positive consequences at earliest appropriate opportunity (“fair pair”) • Maintain the 4:1 Ratio

22. Procedures for Using Negative Consequences – Some things to consider Office Referrals document the behavior but are not the intended negative consequence Encourage the concepts of empathy, dignity, respect, and purpose Procedures for crisis situations Consider defining potential negative consequences that may be used in the classroom, at recess, during lunch, in the hallway, etc.

23. Golden Rule for Using Negative Consequences • Is there a Silver Bullet? NO But -There is a Golden Rule MILD CONSEQUENCES CONSISTENTLY DELIVERED

24. Reflection: Corrective Consequences • What negative consequences do I use regularly? • What negative consequences are established for non-classroom settings? • What is my ratio of negative to positive? • What is the ratio in non-classroom settings?

25. Action Steps: Managing NegativeConsequences • Label and define misbehaviors • major and minor behavioral violations • Definitions are comprehensive – fit in the classroom an non-classroom settings • Minimal overlap of definitions • Processing of Rule Violations/Violators • Office managed vs. staff managed • ODR system in place • Continuum of Consequences established and agreed on • Data decision rules established for possible interventions (More on this later)

26. Action Steps: Managing NegativeConsequences • Implementation • Agreed on by >80% of staff • Used by all building staff across all settings • Training/Informing of staff and students • Orientation of new staff, students, and guest teachers • Inform Parents

27. Action Plan What will be done? Who will do it? By when?

28. Key Points • Emphasis of PBIS is placed on defining, teaching, and acknowledging BUT problem behavior may still occur. • Procedures are designed to a. stop problem behavior – preserve learning b. Increase likeliness of correct behavior occurring next time c. avoid escalation • Addressing problem behavior means providing attention which MAY REINFORCE the behavior • Controlling for attention is critical • The next student behavior is often determined by initial (and subsequent) teacher responses.

29. Consider Some Typical Problem Behaviors • Off-task 2. Rule violations 3. Disrespect 4. Limit testing

30. Off TaskManagement Steps • Attend to students on task and delay responding to student off task • Redirect student to task at hand and do not respond directly to off task behavior • Present choice between on task direction and negative consequence • Follow through on student choice

31. Rule ViolationManagement Steps • State the rule or expectation • Explicitly request the student to “take care of the problem” • Present options if needed • Follow through

32. DisrespectManagement Steps • Avoid reacting personally (such as shouting, challenging, becoming agitated) • Maintain calmness, respect and detachment (Teacher modeling role) • Pause and focus • Focus on the student behavior (“That language…”) • Deliver consequence as appropriate

33. Testing LimitsManagement Steps • Pre-Teach the procedures • Deliver the following information in a calm matter-of-fact manner • Present expected behavior and negative consequence as a decision • Allow few seconds for decision • Withdraw and attend to other students 3. Follow through based on student decision

34. Building Consequence Systems • Systems for monitoring, interrupting and discouraging inappropriate behavior. • Consistency across staff and administration • Predictability but not rigidity • Clarity about what is handled in class vs office • Establish efficient record keeping system to allow rapid response to behavioral error patterns. (office referral form… clearly defined problem behavior categories)

35. Failed grade Note home Practice expectation during student time (i.e. after school). Loss of recess Removal to the office Loss of classroom privilege Last to be dismissed Ignore behavior Examples of Penalties

36. School Wide Discipline Plan The most effective discipline plans are applied universally so that no matter where the students go, there is consistency in the expectations, rewards, and punishments.

37. Corrective Consequences:Action Step 1 • Defining • Label/Name Behavior Violations • Definitions represent continuum • Minor • Major • Illegal • Definitions take into consideration all possible contexts (school-wide) • Violations are mutually exclusive - avoid overlap

38. Corrective Consequences:Action Step 2 • Procedure for Processing Behavior Violations • Determine what is staff managed and what is office managed • When will ODR be used to track rule violations • Continuum of Consequences • Reteach • Punish (I.e., loss of privilege, note home, removal) • Restitution • Data decision rules developed to determine interventions and supports needed

40. Corrective Consequences:Action Step 3 • Implementation of Corrective Consequence Procedures • All staff in building use procedures (plan to train, prompt, train, prompt) • 80% aggreement • Process to inform students and staff • Regular review of effectiveness • Orientation for guest teachers and volunteers • Procedure for informing families • Include procedure in PBIS forms book/handbook

41. SCHOOL-WIDE EXPECTATIONS HAVE BEEN TAUGHT, MODELED AND PRACTICED PROBLEM BEHAVIOR OCCURS POSITIVE BEHAVIOR OCCURS Minor Major • Verbal affirmations from staff members • Dress for Success Tickets • Recognition on PBIS board • Viking Cards • Stamps/awards • Treats from administration • Treats in classroom • Recognition during Achievement Celebrations, quarterly • PBIS Celebrations (quarterly) • Viking of the Month • Extra recess time • Positive phone calls and notes home • Homework passes • Lunch with Principal • Featured on TV news • Star Student of classroom • Character awards • In-class strategies • Student conference • Warnings, phone calls home • Writing exercise • Note in planner home • Requested/required parent conference • Back on track form (two per week maximum for same offense) • Buddy rooms • Counseling/PBIS Rap Session • Peer mediation • Silent Lunch • Loss of recess • Time out • Lesson plans reviewed and re-taught • Behavior contract implemented or reviewed Office Referral Administration • Consequences: • Student conference • Phone call home • Time in office • Loss of privileges • Restitution • OSS • ISS Behavior does not improve or continues Office Referral- Administration Observe Desired Behaviors Administrator follow-up in a week