Building Supportive Classroom Systems through Positive Behavioral Planning

Joan Ledvina Parr, Ph.D. jparr@bcps.org 410-887-1103 Baltimore County Public Schools PBIS Team Training July 16, 2008 Secondary Schools * July 17, 2008 Elementary Schools Building Supportive Classroom Systems through Positive Behavioral Planning

“Kids Aren’t the Way They Used to Be”

Traditional Discipline Focused on the student’s problem behavior Goal was to stop undesirable behavior through the use of punishment Positive Behavioral Interventions and Support Alters environments Teaches appropriate skills, and rewards appropriate behavior Replaces undesired behavior with a new behavior or skill Traditional Discipline vs. PBIS

Have a VisionWhen you know where you are headed, you can guide students toward their own success.Without a destination in mind, you may arrive at a place you don’t want to be.

What Does a Well-Managed Classroom Look Like? • Students are concentrating and involved in their work • Students know what is expected of them and follow teacher directions and expectations • Students are academically successful • There is relatively little wasted time, confusion, or disruption • The climate of the classroom is work-oriented, but relaxed and pleasant

Contrasted with…. • Teachers spend 40-70% of the day in non-instructional activities (Goodlad, 1984) • Students spend as little as 17% of the school day actively engaged in academic tasks (Hofmeister & Lubke, 1990) • 74% of special education teachers spend three hours or less a week in individualized instruction (Council for Exceptional Children, 2000)

Instructional Management Outcome-based Evidence-based curriculum Well designed lessons Expert presentation of lessons On-going progress monitoring Good behavior management Behavior Management Expected behavior & routines taught and practiced High rates of acknowledgements for rule following behavior High rates of positive & active supervision Good instructional teaching Indicators of Good Teaching

Indicators of Maximized Student Outcomes • High rates of active engagement • High rates of correct responding • High number of opportunities to respond • High rates of task & socially appropriate behavior

OUTCOMES DATA SYSTEMS PRACTICES Desired Student Outcomes • Academic achievement • Positive social skill development • Self-control and self-management

Today • We will present concepts of classroom management that you can apply to your classroom and utilize with your students • Classroom Management Systems • Behavioral management • Environmental management • Curriculum & Instructional management • Classroom Assessment Instruments • Specific Classroom Management Strategies

Classroom-wide Positive Behavior Support Systems Behavior Curriculum And Instruction Environment Classroom Systems

Classroom-wide Positive Behavior Support Systems Behavior Classroom Systems

Classroom Systems—Behavioral Management • Foundations • Specify classroom rules and expectations • Develop a teaching matrix and lesson plans • Establish classroom routines • Develop acknowledgement systems • Incorporate effective reinforcers • Use effective strategies for responding to problem behavior

Specify Classroom Rules and Expectations • Develop 3 to 5 positively stated rules • Broad expectations, applicable to all settings • Identify observable behaviors • Post rules in the classroom • Teach behaviors and routines • Enforce consistently

Classroom Systems—Behavioral Management • Foundations • Specify classroom rules and expectations • Develop a teaching matrix and lesson plans • Establish classroom routines • Develop acknowledgement systems • Incorporate effective reinforcers • Use effective strategies for responding to problem behavior

Expectations When your expectations are clear, students never have to guess how you expect them to behave.

Classroom Systems—Behavioral Management • Foundations • Specify classroom rules and expectations • Develop a teaching matrix and lesson plans • Establish classroom routines • Teach the rules and routines • Develop acknowledgement systems • Incorporate effective reinforcers • Use effective strategies for responding to problem behavior

RoutinesRoutines are procedures developed around specific situations & specific settings What are the classroom routines? How to— Enter the classroom Leave the classroom Transitions within the classroom Sharpen pencils Turn in homework Ask for help Participate in class Use hallway passes (nurse, bathroom, office)

Establishing Classroom Routines

Teach the Expected Behaviors Using an Instructional Approach • Directly teach • Tell/explain using positive and negative examples • Model and show the students the expected behavior • Role play and give students opportunities to practice • Give reminders and precorrections • Actively supervise • Positively reinforce and give corrective feedback • Give daily opportunities to practice the skills • Provide opportunities for generalization

Acknowledgement Systems • Acknowledgement should be contingent on behavior • Social acknowledgement is paired with tangibles • Ratio should be 4 positives : 1 corrective statement • Avoid threats and response cost • Rewards can be for: • Class • Small group • Individual student

Effective Reinforcers • Pair tangibles with praise • Reinforcers can be tangible or intangible • Consider frequency of reinforcers • Maintain 4 positives : 1 corrective statement • Immediate reinforcement for new skills • Delayed or intermittent reinforcement for established skills • Vary the type, frequency, and intensity of reinforcement • Fade and encourage learner self-management

Variables that Make Reinforcers Effective • Immediate—as soon as possible • Frequent—four reinforcers : one negative consequence • Enthusiasm—modulate your voice • Eye Contact—look at the student in the eyes • Describe the Behavior—describe what the student is doing to get the reinforcer • Anticipation—build excitement • Variety—change reinforcers frequently

Classroom Rewards • Whole class • Class earns acknowledgement as a whole • Behavior of one student affects entire class • Small group • Reward is given to all members of a group • Individual performance can affect the entire group • Individual • Reward is tied to behavior of individual student

Strategies for Responding to Problem Behavior Align the consequences with the classroom expectations Teach the replacement behaviors or desired behaviors Link the consequence with the context Always consider the importance of immediate feedback

General Guidelines • Student behavior serves a purpose • Give consistent feedback • When showing displeasure, focus on the behavior, not on the student • Deliver unhappy feedback privately, when possible • Move quickly and calmly to control misconduct • Try to avoid stopping the lesson to address misbehavior • Pick your battles carefully

Establish a Continuum of Consequences Use corrective feedback Tell student what is wrong and what to do instead Use only if it changes behavior Present feedback calmly and consistently Match the severity of the consequences with the severity of the behavior / infractions Problem: overuse may increase problem behavior Develop consequences for rule violations Consider a hierarchy of consequences

Behaviors Not prepared Out of seat Not following directions Sleeping in class Food/drink/gum Inappropriate noises Inappropriate talking/language Whining Homework not completed Strategies Redirection/nonverbal cues Ignore inappropriate behavior Reinforce desired behaviors in student or in others Verbal warning (in private if possible) Give choices Proximity change (student or teacher) Student conference Unacceptable Classroom BehaviorsLevel 1—Teacher Managed

Behaviors Constant talking Significantly interfering with others’ learning Consistently not following directions Disrespect to adults Throwing things Teasing Lying/cheating Inappropriate language Tardy/dress code Strategies Level 1 strategies Classroom based intervention Loss of privilege Parent contact Consult with grade level team Behavior contract Referral to counselor Minor Incident Report (MIR) Office referral after 4th MIR Unacceptable Classroom BehaviorsLevel 2—Teacher Managed

Behaviors Actions that cause harm Stealing Fighting Drugs Weapons Throwing furniture Threatening to cause injury to person/property Sexual harassment Strategies Complete office referral Send student to office with referral Call for administrator Administration will determine consequence Unacceptable Classroom BehaviorsLevel 3—Office Managed

Dealing with Problem Behaviors within the Classroom • Engage in active decision making • Use pre-corrections • Encourage students to make good choices • Recognize chains in escalating behavior patterns and intervene early • Seven phases of escalating behavior • Effective interventions are dependent on the phase of the escalating behavior

Seven Phases of Escalating Behavior Calm Trigger Agitation Acceleration Peak De-escalation Recovery

Anger Response Cycle Peak Intensity Acceleration De-escalation Agitation Trigger Recovery Calm Time Thinking Ability

1. Calm Phase Student is cooperative Can accept corrective feedback Can set personal goals Can ignore distractions Can accept praise Can follow directions Intervention is focused on prevention Arrange for high rates of successful academic and social engagement Use positive reinforcement Teach social skills (e.g., problem solving, relaxation, self-management) Kids need to learn that we believe they can be successful Communicate positives

2. Trigger Phase Student experiences series of unresolved conflicts Repeated failures Frequent corrections Interpersonal conflicts Time lines Low rates of positive reinforcement Intervention is focused on prevention & redirection Remove from or modify the problem context Increase opportunities for success Reinforce what has been taught

3. Agitation Phase Student exhibits increase in unfocusedbehavior Off task Frequent start/stop tasks Out of seat Talking Social withdrawal Intervention is focused on reducing anxiety Make structural/ environmental modifications Provide reasonable options and choices Involve in successful engagements

4. Acceleration Phase Student displays focused behavior Proactive High intensity Threatening Personal Intervention is focused on safety Remember: 1. Escalations & self control are inversely related 2. Escalation is likely to run its course regardless of what you do Remove all triggering and competing / maintaining factors Follow crisis prevention procedures Establish and follow through with bottom line

5. Peak Phase Student is out-of-control & displays most severe behavior Physical aggression Property destruction Self injury Escape/social withdrawal Hyperventilation Intervention is focused on safety Procedures like acceleration phase Focus is on crisis intervention

6. De-escalation Phase Student displays confusion, but with decreases in severe behavior Social withdrawal Denial Blaming others Minimize the problem Focus intervention on removing excess attention Do not nag Avoid blaming Do not force an apology (apologies often turn into conflict situations)

7. Recovery Phase Student displays eagerness to engage in non-engagement activities Attempt to correct the problem Unwillingness to participate in group activities Social withdrawal or sleep Intervention is focused on re-establishing routines and activities Follow through with the consequences Positively reinforce any displays of appropriate behavior Debrief Purpose: to facilitate transition back to program, always follow the consequences for problem behavior Goal: to increase the likelihood of appropriate behavior

Adults: Check your behavior and responses Make sure you have eye contact Listen carefully; use empathetic understanding Give appropriate personal space Remain calm Be aware of the environment; consider safety issues Be consistent and focused Enforce limits Remain in control

Final Thought on Escalating Behavior It is always important to remember:“If you inadvertently assist the student to escalate, do not be concerned; you will get another chance to do it right the next time around.”--Colvin, 1989

Teacher Responses which ImpactBehavioral Management Summary • Create an environment that is • Predictable • Consistent • Positive • Promotes student independent behavior (minimizes teacher prompting) • Focus on positive reinforcement; strive for 4:1 • Use precorrections • Employ frequent pre-teaching and reminders of expectations, before students have a chance to engage in problem behavior

Building Supportive Classroom Systems through Positive Behavioral Planning