building supportive classroom systems through positive behavioral planning joan ledvina parr, ph.d....

Building Supportive Classroom Systems through Positive

Behavioral Planning

Joan Ledvina Parr, [email protected] 410-887-1103

Baltimore County Public Schools PBIS Team TrainingJuly 16, 2008 Secondary Schools * July 17, 2008 Elementary Schools

mailto:[email protected]

“Kids Aren’t the Way They Used to Be”

Traditional Discipline vs. PBISTraditional 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

Have a Vision

When 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)

Indicators of Good Teaching

• 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 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

Desired Student Outcomes

• Academic achievement

• Positive social skill development

• Self-control and self-management

SYST

EMS

PRACTICES

DATA

OUTCOMES

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

Curricu

lum

And

Instr

uction

Behavior

Environment

ClassroomSystems

Classroom-wide Positive Behavior Support Systems

Behavior


ClassroomSystems

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

• 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

Specify Classroom Rules and Expectations


• 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

Teaching

Matrix

Classroom Arrival Centers

Be Respectful

•Raise your hand before speaking & when you need help

•Listen when others are talking

•Use inside voice

•Use inside voice when talking before the bell

•Be quiet when the bell rings

•Wait your turn

•10 minutes per station when someone is waiting

Be Responsible

•Have materials ready before activities begin

•Follow directions the first time

•Bring your homework, pencil, and paper

•Leave center in a neat fashion

•Take all materials with you

Be Safe

•Keep hands, feet, and objects to yourself

•Be in your seat when the bell rings

•One person per station

•Follow safety rules of center

Expectations

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


• 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

Routine Signal Desired Behavior

Entering class and completing drill

Instruction on board

Walk in, sit down, start work

Obtaining class attention

Hand signal or verbal command

Orient to teacher

Getting help during seat work

Pre-agreed upon signal

Raise hand and wait patiently



behavior

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



behavior

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



behavior

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


• 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

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

Unacceptable Classroom BehaviorsLevel 1—Teacher Managed

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 2—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 3—Office 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

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

1. Calm

2. Trigger

3. Agitation

4. Acceleration

5. Peak

6. De-escalation

7. Recovery

Intensity

Time

Anger Response Cycle

Calm

Trigger

Agitation

Acceleration

Peak

De-escalation

Recovery

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 unfocused behavior

• 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

• DebriefPurpose: 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

• 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

Summary

Environment


ClassroomSystems

Classroom Systems—Environmental Management

• Various aspects of the classroom environment can be altered to prevent or address behavioral problems

• Factors to consider:– Physical setting– Scheduling– Socialization

Importance of Physical Setting

• Different areas of the classroom are defined for different activities—what happens where

• Groups vs. separate work stations

• Teacher has visual access to students at all times

• Instructional materials are accessible and easily retrieved by teacher and students

• Consider traffic patterns within the classroom

Classroom Arrangements

Desks in rows Desks in a horseshoe

Classroom Arrangements

Desks in clusters Desks in circles

Importance of Scheduling

• Scheduling of instruction occurs in a manner that optimizes student learning

• Daily schedule is posted

• Transitions are posted

• Schedule provides for daily independent work, small & large group instruction, free time, etc.

• Student time is spent primarily in active learning

Importance of Scheduling (con’t.)

• Instructional format—small group, centers, individual

• Schedule non-instructional time– Administration time– Personal time

• Start of day/period—get students engaged quickly

• Movement/transitions

Importance of Socialization

• Opportunities for social instruction and social environments occur in a manner that optimize student learning– Emphasis on the development of individual

responsibility and independence of all students– Regular communication between teacher and

family– Promotion of student friendships

Teacher Responses which Impact Environmental Management

• Understand the importance of proximity– Moving and scanning frequently– Slowly moving toward a student and using

proximity, instead of verbally addressing

• Arrange the classroom in an efficient manner to accommodate traffic patterns

• Assure that the teacher be able to visually supervise the entire room

Summary

Curricu

lum

And

Instr

uction


ClassroomSystems

Classroom Systems—Curriculum and Instructional Management

• Manage behavior through academic instruction

• Alter or adapt materials and instructional presentations to prevent behavior problems

• The most frequent reinforcer in the classroom should be academic success—there should be at least 80% student accuracy on academic tasks

• Aim for high rates of student participation—aim for 90% successful participation

• Use research based curriculum

• Use high rates of feedback and reinforcement

Maintain Student Attention

• Gain/maintain attention– Always use a simple cue to prompt students to listen– Never begin instruction until all students are attending– Reinforce students who attend immediately– Provide specific verbal praise to peers to redirect

students

Employ Effective Teacher Commands

• Commands should be brief, easy to understand, and hard to misinterpret

• Be clear and avoid long explanations or justifications

• State commands as directives, not questions

• Give commands in a matter-of-fact business tone

• Deliver one task objective at a time

• State a command, then give the student reasonable amount of time to comply

Use Questions Effectively

• Present high rates of opportunities for students to respond– Give information before questions– Provide reinforcement for correct responses

• Employ pre-instruction techniques– Teach key concepts prior to group lesson– Provide strategies within heavy content area reading

Giving Students Opportunities to Respond…

• Encourages everyone to become involved in learning

• Increases rate of responses of all learners• Increases attainment of material presented• Allows reluctant learners a secure environment to

practice• Decreases inappropriate or off task behavior• Remember to vary the response type

– Individual vs. choral– Written vs. gestures

Provide Students with Feedback

• Be precise

• Praise improvements

• Provide corrective feedback and instruction

• Always deliver frequent and immediate feedback in the acquisition phase of learning

• Use high rates of positives throughout the day

Handle Student Errors Effectively• Signal when an error has occurred

(refer to rules, “We respect others in this room and that means not using put downs.”)

• Ask for an alternative appropriate response (“How can you show respect and still get your point across?”)

• Provide an opportunity to practice the skill and provide verbal feedback (“That’s much better, thank you for showing respect toward others.”)

Teacher Responses which Impact Curriculum and Instructional Management

• Maintain student attention • Employ effective teacher commands• Use questions effectively • Give students ample opportunity to respond• Structure successful academic performance• Use whole group techniques• Use small group/partner techniques• Provide effective feedback• Handle student errors effectively

Summary

Classroom Assessment Instruments

• Classroom Management: Self-Assessment (Simonsen, Fairbanks, Briesch, & Sugai)

• Classroom Assessment Tool (Florida PBS Project)

Classroom Management: Self-Assessment (Simonsen, Fairbanks, Briesch, & Sugai)

• Designed for a teacher to rate him or herself• Can also be used by an observer• Assesses five areas

1. Structure and predictability are maximized2. Expectations are positively stated 3. Students actively engaged4. Continuum of strategies to acknowledge appropriate behavior is in place5. Continuum of strategies to respond to inappropriate behavior is in place

• Scoring system for the 15 questions (Super, So-So, Improvement Needed)

• Action planning guide is available

Classroom Assessment Tool (Florida PBS Project)

• Observer notes whether items are– In place

– Somewhat in place

– Initiated

– Not in place

• Categories of information– Ecological factors (physical setting, scheduling, & socialization)

– Classroom behavior plan

– Curriculum and instruction

• Scoring summary is available

• Action planning guide is available

Summary• Establish rules, expectations, and routines & stick

to them• Correct rule violations and social behavior errors

proactively• Maintain a positive focus (4:1)• Keep students actively engaged• Teach and provide opportunities for high level of

responses and achievement• Respond to problem behavior by recognizing phase

of escalation & using appropriate interventions

Practical Classroom Management

Strategies

Set the Stage for Appropriate Behavior• Encouragement

– I know you can do this! Give it a try!

• Structuring Incentives– When the class has accumulated five days with no

tardies, we will have ten minutes of free time– Students who have turned in all their work by Friday

will be able to work as a peer tutor with another class

• Hype– Wow! I have a ten minute free time coupon for anyone

earning a 90% on the quiz! We have some new activities that you can look at during free time!!!!!!!

Good Behavior Game

• Divide the class into teams

• Identify acceptable vs. unacceptable behavior

• Unacceptable behavior is recorded

• The team with the fewest points wins a reinforcer

• If both teams stay below a pre-identified level, both teams earn the reward

• See more—www.interventioncentral.org

Team A III

Team B II

Marble Jar• Have a jar and add

marbles to it for each time you want to reinforce the students

• Have a list of reinforcers from which they can select when they reach their goal

Mystery Motivator

• The number of the mystery motivator is written on a slip of paper and sealed in an envelope

• Students earn points in class and then learn if the class received enough points to earn an identified reinforcer

Level Charts—Ongoing• Identify classroom expectations and

specify consequences

• All students start on the beginning level

• If they engage in unacceptable behavior, their marker is moved

• Markers can move up or down the chart—students should always have an opportunity to redeem themselves

Super Star

Good Job

Caution

Time Out

Lose Recess

Referral

Chart Moves

• Have a chart, matrix, or dot to dot picture

• Student tracks own progress

• Student “moves” when acceptable behavior is reinforced

• Can have intermediate rewards along the way

Color Wheel

• Gives a visual cue as to teacher’s expectation for that classroom activity

• Green—some discussion is allowed

• Yellow—silence with seatwork

• Red—silence is expected; focus on the teacher

• Many variations can be used

1

2

3

Thermometer

• Help students visualize your expectations

• Instead of continually verbally prompting your students, use the visual cue

For additional resources:• Maryland PBIS website

www.pbismaryland.org

• National PBIS website www.pbis.org

• Florida PBS Project website www.flpbs.fmhi.usf.edu

• Illinois PBIS Networkwww.pbisillinois.org

• San Bernardino City Unified School Districtwww.modelprogram.com

• Dr. Jim Wrightwww.interventioncentral.org

• Dr. Sandra Steingartwww.schoolpsychology.net

• Dr. Tom McIntyre www.behavioradvisor.com

http://www.pbismaryland.org/

http://www.pbis.org/

http://www.flpbs.fmhi.usf.edu/

http://www.pbisillinois.org/

http://www.modelprogram.com/

http://www.interventioncentral.org/

http://www.schoolpsychology.net/

http://www.behavioradvisor.com/

building supportive classroom systems through positive behavioral planning joan ledvina parr, ph.d....

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