manchester public schools august 29, 2007 25 industrial park road, middletown, ct 06457-1520 ·...

Classroom Strategies that Support PBS

Manchester Public SchoolsAugust 29, 2007

25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing School-Wide Systems for Student Success

Nonclass

room

Setting

Systems

ClassroomSetting

Systems

Individual Student

Systems

School-wideSystems

School-wide PBS Systems

Traditional Approach to Managing Challenging Behaviors

Challengingbehavior

Perception of noncompliance

Look to “Control “or “Punish”

Design/applymanipulativeinterventionsto have power over student

Maintain/increasechallenging behaviors

Student’s needsremain unaddressed

(Knoster and Lapos, 1993)

Positive Behavior SupportChallengingbehavior

Perception of unmet needs

Look to understand needs anddevelop hypothesis

Design/deliverprevention/interventionstrategies based on hypothesis

Reductions in challenging behaviors by learning alternativeskills

Meet needs in a moresocially acceptablemanner

Personal growth improvesself control

ImprovedQuality ofLife

(Knoster and Lapos, 1993)

Are We Thinking Proactively or Reactively?

Proactive ReactivePreventative

• Stop something from occurring

• Act as a result

• Driven by circumstances

• Pre - planning and thinking

• Driven by values

Define and Teach Behavior

Define Expectations Set 3-5 overarching rules for all settings State positively and succinctly

Teach Expectations Make rules public Articulate to students what is expected Modeling what is expected Practice, Practice, Practice

Reinforce Expectations Catch students being good Correct for non-compliance

Knoster (2000)

Defining Expectations

Establish Expectations

Establish expectations linked to school-wide expectations

Small number (3 to 5) Positively stated Connected to routines

Rules within Routines Matrix

Routines

Rules

Entering Classroom

Seat WorkSmall Group

Activity

Leaving Classroom

Be Safe

Be Respectful

Be Responsible Sugai & Simonsen (2006)

Dialogue with a Neighbor

How can you use this tool to plan your classroom expectations?

Teaching Expectations

Teaching….

“If a child does not know how to read, we teach.

If a child does not know how to swim, we teach.

If a child does not know how to multiply, we teach.

If a child does not know how to drive, we teach.

If a child does not know how to behave, we teach?…punish?”

Tom Herner (NASDE President) Counterpoint, 1998

Teach Rules in the Context of Routines

Teach expectations directly.

Define rule in operational terms—(what it looks like within routine)

Provide examples and non-examples

Actively involve students in lesson—game, role-play, etc.

Provide opportunities to practice in the natural setting.

Sugai & Simonsen (2006)

Teaching Expectations

Entering the classroom

Sharpening pencils

Walking in line, lining up procedures

Walking to the cafe

Turning in class work/homework

Going to bathroom, water fountain, etc.

Working in small groups

Work independently

Listening to teacher

Working in learning centers

Fire drills, library, assemblies

Getting materials

Entering the classroom after recess

Dismissal

Transitions

Teaching

Model

Guided Practice

Independent Practice


How do you teach your classroom expectations?

What is one example of a lesson?

Reinforcing Expectations

Praise and Error Corrections

Contingent Occur immediately after the behavior

Specific Tell learner exactly what they are doing

correctly or incorrectly

Brief (For Error Corrections) After redirecting, move on


Levels of Prompts

Instructional prompt Offer a replacement behavior Model or teach behavior

Nondirective Cue Use a question to prompt

Directive Cue State your request State the time frame for compliance State consequence

Mezzocchi, Michael. (2001) Managing Behavior. Pathway Staff Development

Levels of Prompts

Instructional Prompt The assumption is the student does not

know the behavior, therefore an action is offered Offer a replacement behavior Model or teach behavior

Example: “Joseph, that’s arguing. Might asking Paul why he is laughing give you more accurate information?”


Levels of Prompts

Nondirective Cue The assumption is the student knows the

behavior and needs cueing to use it Use a question to prompt

Example: “Joseph, that’s arguing. What do you need to do if you think Paul is laughing at you? You need to make a good choice here.”


Levels of Prompts

Directive Cue The assumption is the student knows

when and how to conduct the behavior and needs limit-setting State your request State the time frame for compliance State consequence

Example: “Joseph, that’s arguing. You need to immediately stop (five to ten seconds) or you will be …(state the consequence).”


Minor Discipline Incidents

Defined Discipline incidents that must be handled by

the classroom teacher and usually do not warrant a discipline referral to the office

Purpose To determine appropriate consequence and

where the consequence should be delivered

These incidences are tracked

Major Discipline Incidents

Defined Discipline incidents that must be handled by

the administration

Purpose Once behaviors are operationally defined, it is

essential that the team distinguish the major discipline incidents from the minor to determine the appropriate consequence

Ineffective Consequences

Lack of alignment with a school-wide PBS:

Inconsistent delivery of consequences across students, settings, and behaviors

Exclusionary practices that encourage further misbehavior through escape

Disproportionate amounts of staff time and attention to inappropriate behaviors

Miscommunication among staff, students, and parents


Reward System Guidelines

Keep it simple

Reward frequently (4:1)

Reward contingent on desired behavior

Refrain from threatening the loss of rewards or taking earned items or activities away

Provide opportunity to earn rewards throughout the day



What strategies do you use to handle consequences/rewards?

What do you anticipate being different with the implementation of PBS?

Assessing Target Behaviors

Have You Considered?

Looking at behavior in context Relationships Environment conditions Instructional conditions

Determining the motivation or function Avoidance (What is avoided by the behavior?) Gains (What is gained or achieved by the

behavior?)

Essential Questions to Ask About Behavior

When is the behavior most/least likely to occur?

Where is the behavior most/least likely to occur?

With whom is the behavior most/least likely to occur?

What happens immediately before/after the behavior?

What do others do when the behavior occurs?

What other environmental and instructional conditions may contribute to the behavior?

Pennsylvania Department of Education, Initial Line of Inquiry Gary LaVigna (2000) Behavioral Assessment and Advanced Support Strategies

Functions of Behavior

Why is it important for us to know the function of behavior?

So we can understand why the behavior is occurring

To find an appropriate replacement behavior To develop the best behavior support plan

Kincaid (2004)

Factors That Contribute to Behavioral Concerns

Lack of universal standards

Expectations are not clear or taught

Instructional match not met

Cultural differences

What Do We Change?

Context of learning

What we teach

Outcomes

How we teach

Student(s)

Instruction

Environment

Curriculum

Adapted from Heartland Area Education Agency

Proactive Ways to Prevent Problem Behaviors

Before the fact What are the

indicators/signs before the crisis behavior?

When, where, with whom is the behavior most likely to occur?

After the fact Reconnect

Teach replacement behaviors or strategies

Teach coping techniques

Designing Interventions

Proactive Change the environment to make behavior

unnecessary

Instructional Teach skills to make the behavior inefficient

Functional Manage consequences to make behavior

ineffective

Lifestyle Support long-term quality of life outcomes for the

studentKincaid (2004)

Three Components to Consider…

PreventEnvironment

Instruction & Curriculum

Social/ Interpersonal

TeachStrategies

Skills & Concepts

RespondReinforcement

Cueing & Feedback

Management

Adapted from Ayers


What contributes to effective intervention planning?

How can managing behaviors become more proactive?

manchester public schools august 29, 2007 25 industrial park road, middletown, ct 06457-1520 ·...

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