POSITIVE BEHAVIOR INTERVENTION AND SUPPORT IN THE CLASSROOM CCS Professional Development Institute 2013-2014.

POSITIVE BEHAVIOR INTERVENTION AND

SUPPORTIN THE

CLASSROOM

CCS Professional Development Institute

2013-2014

Why are we doing this?

PBIS in the Classroom

FERTILE GROUND: CREATING THE CONTEXT FOR SUSTAINABLE IMPLEMENTATION OF PBIS

Kent McIntosh University of Oregon

APBS Conference, March 2013

IES: NCSER (R324A120278)

OSEP: TA Center on PBS (H326S03002)

Social Sciences and Humanities Council of Canada (SRG F09-05052)

Hampton Endowment Fund (J07-0038)

Support for these projects:

Participants in these studies State Networks

Jerry Bloom, Susan Barrett and PBIS Maryland Cristy Clouse, Barbara Kelley and CalTAC Eric Kloos, Ellen Nacik, Char Ryan and Minnesota DOE Mike Lombardo, Rainbow Crane and Placer COE Lori Lynass, Celeste Rossetto Dickey, Chris Borgmeier,

Tricia Robles and NWPBIS Mary Miller-Richter, Nanci Johnson and MO SW-PBS Justyn Poulos, Wisconsin PBIS Heather Reynolds, NC DOE

Co-authors

Thanks and Acknowledgments

Focus on bringing PBIS into the classroom Consistency with SW systems High rates of acknowledgment for prosocial

behavior Focus on quality differentiated

instruction across academic domains Student instruction at their level

Lessons learned for sustaining School-wide PBIS

Research from our

state

Objective

Participants will create a classroom plan based on Positive Behavior Intervention and Support philosophies.

Today’s Agenda

PBIS Overview Routines and Procedures Defining Classroom

Expectations Teaching Expectations Encouraging Positive

Behavior Collaborative Work and

Next Steps

Participant Expectations

Be ResponsibleReturn promptly from breaks

Be an active participant

Use electronic devices appropriately

Be RespectfulMaintain cell phone etiquette

Listen attentively to others

Limit sidebars and stay on topic

Be KindEnter discussions with an open mind

Respond appropriately to others’ ideas

Honor confidentiality

Attention Signal

Please make note of time limits and watch your clocks!

Trainer will raise his/her hand. Finish your thought/comment. Participants will raise a hand and wait

quietly.

WHAT IS PBIS?

Positive Behavior Intervention and Support: Definition

A systems approach for establishing the social culture and individualized

behavioral supports needed for schools to be effective learning environments for all students

- Rob Horner, Ph.D. Co-Director National Technical Assistance

Center for Positive Behavioral Interventions and Support

Guiding Principles

All students are valuable and deserve respect.

All students can be taught to demonstrate appropriate behavior.

Punishment does not work to change behavior.

School climate is a shared responsibility among administrators, teachers, staff, students and families.

Guiding Principles

School personnel must be willing to examine their own behavior as students are taught to change theirs.

Cultural differences exist and need to be understood.

Positive relationships between students and adults are key to student success.

SYSTE

MS

PRACTICES

DATA

SupportingStaff

Behavior

SupportingDecisionMaking

Supporting Student Behavior

OUTCOMES

PositiveBehaviorInterventionand Support

Supporting Social Competence and Academic Achievement

Defining & Teaching Expectations

Routines & ProceduresReinforcement SystemsEffective Consequences

CONTINUUM OFPOSITIVE BEHAVIOR

INTERVENTION AND

SUPPORT

Social Skills MentoringCheck In

Self ManagementClassroom Based

Intervention

FBA/BIPDe-escalation

5%

80%

15%

Traditional Discipline vs. PBIS

Traditional Discipline Focuses on the student’s problem behavior Goal is to stop undesirable behavior, through the

use of punishment Primarily reactive

Positive Behavior Intervention and Support Replaces undesired behavior with a new behavior

or skill PBIS alters environments, teaches appropriate

skills, and rewards appropriate behavior Primarily proactive

PBIS IN THE CLASSROOM

Management

What is Effective Classroom Management?

Classroom management refers to all of the things that an educator does to organize students, space, time, and materials, so that instruction in content and student learning can take place.

Classroom Management Plan

At the end of each section, you will be asked to apply learning to your own classroom management plan.

Use the classroom management plan template to guide you.

Your overall plan should include: Routines and procedures Classroom expectations Methods for teaching expectations Procedures for encouraging positive behavior Procedures for responding to problem behavior


Routines and Procedures

Routines and Procedures: Definition

Routines are a habitual performance of an established procedure.

Procedures are a series of steps followed in a regular definite order.1. Talk with your neighbor.

Share one routine you completed today. What steps were involved?

2. Pick one lucky spokesman to share out on one routine.

Routines and Procedures: Physical Space

The physical environment can hinder or promote successful behavior.

Maximize positive behavior: Arrange seats in a way that allows easy

access to all students Utilize seating arrangements that match the

level of structure students need Ensure areas with high traffic have ample

room for students to give each other space Include a quiet area for students to take a

break when needed

“Tried and true” practices

Routines and Procedures: Schedule

A daily or class period schedule increases predictability and reduces transition time.

Schedules:

Meet student needs as much as possible (i.e. length of activity & student attention span)

Are flexible, but not loose

Posted in areas visible to entire room (add pictures as needed)

Have a balance of various types of instruction

Routines and Procedures: Attention Signal

An attention signal is a visual or verbal cue used to gain the attention of students so that learning and teaching take place.

All teachers, regardless of student age, should use an attention signal.

Effective attention signals: Used across all settings Students can respond quickly Taught and practiced regularly

Ideas:Give me 5.Hand up (must teach)Auditory (think about field trip and outside)Rhythmic clapping

Routines and Procedures: Attention Signal Process

Attention signal practice: Make sure students are attending before

moving on. Be willing to wait. Reinforce students who attend immediately. Provide specific verbal praise when students

comply. Be consistent. Remain calm.

(For students who continue to be non-compliant after initial learning period, let them know they will owe you back the time it takes out of the lesson- “time owed”. Time owed: Student completes work or tasks missed due to misbehavior on their own time.)

Routines and Procedures: Opening Routines

The beginning of the day is an important time to have efficient routines.

Entrance routines set the tone for the entire class.

Students need to feel welcome and immediately start a productive task.

Greet students daily- “good morning”, high five, thumbs up(Can use to prevent future problems)

Routines and Procedures: Opening Routines

Opening classroom procedures to teach: Entering class and getting started Arriving after instruction has started Handing in work Obtaining needed materials Returning after an absence

No right or wrong way.

Just need to have a plan & explicitly

teach it.

Routines and Procedures: During Class Routines

Because content and instructional methods change, a variety of routines are needed throughout the day or class period.

Classroom procedures to teach: Getting assignments and turning in work Managing independent work times Managing cooperative work times Getting assistance Transitioning

Teach and practice

until demonstrated without

much prompting.

Routines and Procedures: Ending Routines

Ending class in a calm and predictable manner can facilitate a better start to the next day or class.

Teach students how to clean up, organize materials and prepare for the next transition.

Methods for giving and receiving feedback about the class should also be included.

Ideas:• Increase student monitoring by building in self-evaluation: thumbs

up or down and reflect on improvements for tomorrow.• Exit ticket with three or fewer questions

Routines and Procedures: Summary

Routines and procedures should be taught and practiced with students.

Physical space and schedule can be manipulated to maximize positive behavior.

An attention signal is a useful tool for all teachers.

Have and teach specific routines for the beginning, middle and end of the day or class.

Activity: Classroom PBIS Plan

Select one key routine that you plan to teach your students.

Develop steps to teach that routine and complete Section 1 of the Classroom PBIS Plan.

Continue work on Section 1 of your Classroom PBIS Plan.

PBIS IN THE CLASSROOMDeveloping and Teaching Expectations

Classroom Expectations

In order for positive behavior to be demonstrated, there must be clear expectations.

Students need to know what is expected of them and how to meet those expectations.

Classroom expectations must be related to school-wide expectations, but can be modified to be specific to your class.

Developing Expectations

Expectations should be created with input from stakeholders.

Base expectations on common classroom problems.

State the expectations in the positive, using specific and observable terms.

Develop expectations for different types of instruction.

Teaching Expectations

Behavioral expectations must be overtly taught and practiced. Same as academic!

Establish methods for teaching expected behaviors that meet learning needs. …Video, role play, visuals

Teach regularly throughout the year, especially when students… transition in or out of school. return from breaks. demonstrate they have not mastered the

expectations.

Teaching Expectations

• Conceptual Level• Broad idea (respect, responsible, safe)• Start here: Focus on concept 1st

• Skill Level• Specific to setting• Taught in setting (when possible)• Practice in the actual setting if possible. For

example, teachers may need to take their students into the hallways to practice the expected behaviors.

Teaching Expectations: Lesson Components

Rationale: Rule for when to use the skill

Teach: Describe the skills needed to meet expectations

Model: Demonstrate the skills Role play: Students practice the skills Performance feedback: Give praise

and correction

Teach your expectations

before theactivity or

transition begins.

Teach your expectations

before theactivity or

transition begins.

Monitor studentbehavior

by circulatingand visuallyscanning.

Monitor studentbehavior

by circulatingand visuallyscanning.

Provide feedbackduring the activity and

at the conclusionof the activity.

Provide feedbackduring the activity and

at the conclusionof the activity.

Begin the cycle again forthe next activity.

Teaching Expectations: Teach-Monitor-Feedback Loop

41

Developing and Teaching Expectations: Summary

Clearly define classroom expectations. Utilize all lesson components when

teaching expectations. Teach expectations to mastery. Incorporate behavioral instruction

throughout your day.


Develop classroom expectations that are aligned with your school-wide expectations.

Continue work on Section 2 of your Classroom PBIS Plan.


Encouraging Positive Behavior

So what’s the big deal about all this acknowledgement anyway? They should already know how to do school anyway… right?

Acknowledgement

Poverty & Language

Approximately one year (11-18 months) Children in poverty—hear 250,000 words per

year

Children in homes of professionals—hear 4 million words per year

(Hart & Risley, 1995)

46

Poverty & Language

Affirmative statements Professional—30 per hour Working class—15 per hour Poverty—6 per hour (prohibition twice as often as

affirmative feedback)

47

(Hart & Risley, 1995)

Poverty & Language

“To keep the confidence-building experiences of welfare children equal to those of working class children, the welfare children would need to be given 1,100 more instances of affirmative feedback per week…” (p.201).

“It would take 26 hours per week of substituted experience for the average welfare child’s experience with affirmatives to equal that of the average working-class child” (p. 202).

(Hart & Risley, 1995)48

Encouraging Positive Behaviors

Expectations alone will not support demonstration of positive behavior.

Students must be encouraged to meet expectations.

Classroom systems for reinforcement need to be aligned with any school-wide system.

The strategies in this section will help ensure that adults will focus on positive behavior in a consistent and frequent manner.The Bottom Line: You get what you

attend to.

Encouraging Positive Behaviors:Apply Pre-correction Strategies

Pre-corrects function as prompts for expected behavior.

Opportunities for practice are provided in close proximity to context.

Especially helpful when teacher anticipates behavior errors.

Only effective after behavior is taught and learned.

Example “Remember before you leave class, collect your materials, put your papers in the bin, and walk quietly out the room.

Encouraging Positive Behaviors: Motivation ( = Expectancy x Value)

Motivation is crucial to getting students to follow your expectations.

If a person thinks she will succeed at a task, and she values what she will get as a result of succeeding, then her motivation will be high.

Does the classroom climate communicate value in student success? How?

Do students feel safe in classroom to take risks in learning?

Do we find a balance in “stretching students cognition”?

Encouraging Positive Behaviors: Motivation ( = Expectancy x Value)

Students will be more motivated to complete a task when they…

understand why it is useful to them. see the big picture of what they will be able

to accomplish. connect it to other skills and tasks they

already know.

Encouraging Positive Behaviors: Enthusiasm

Teacher enthusiasm communicates value and increases student motivation.

Enthusiasm is the degree to which teachers project the belief that teaching is interesting, meaningful and important.

Communicating enthusiasm is done through

presentation of content, not through pep talks or theatrics.

Encouraging Positive Behaviors: Relationships

Students are more likely to respond to directions and instructions when they have already established relationships with adults.

Demonstrating personal regard for all students is an important way to create genuine and positive relationships.

Your level of regard for students is communicated in brief, often subtle, and frequent daily interactions of which you may not be aware.


• We all know that positive relationships with students are important, but sometimes we don’t know how to build them.

• 40 years ago research was done to determine the specific interactions teachers need to engage in to build relationship and communicate high expectations. This research resulted in the TESA model (Teacher Expectations and Student Achievement).

• One of the key findings from TESA was that personal regard for students as human beings is crucial.


Personal Regard- See the student

as a human being

Go below the surface to experience the hidden culture of the classroom


Relationships will Improve over time when you consistently demonstrate personal regard. How? Greet students everyday. Be aware of student absences and let your

students know you are glad they are back upon return.

Share your personal interests. Ask the students to give their perspective

of how things are going in the school.


Relationships will Improve over time when you consistently demonstrate personal regard. How? Admit mistakes. Make special effort to greet or talk to

students who have been having trouble. Notice when students are proud of

something and compliment it. Be willing to pause from instruction to talk

with a student about a personal matter, if needed.


There are many ways to greet students. Do what works for you and give options for students who may not be comfortable with verbal communication.

It is important to show that you connect with students, but only share as much personal information that you are comfortable with and that is appropriate.

Take the time to notice small things. Find time to connect with a student. Demonstrate that human needs are more important than tasks.

Encouraging Positive Behaviors: Reinforcement

Behavior needs to be reinforced in order for it to be repeated.

Teacher attention should focus on positive behavior at least four times more often than on negative behavior. How do we do with this in our lives outside of

school?

Commit to making a conscious effort to practice reinforcement prior to correcting problems.

Encouraging Positive Behaviors: Reinforcement

Reinforcement needs to be frequent and consistent.

Positive reinforcement can be: Verbal

Physical

Social

Tangible

Verbal reinforcement needs to contain specific information about the behavior you want repeated.

Encouraging Positive Behaviors: Summary

Expectations will not be consistently demonstrated without motivation and reinforcement.

Building genuine positive relationships is critical to encourage positive behavior.

Positive feedback should be given four times more often than corrective feedback.

Reinforcement can be done in a variety of ways and a system needs to be in place to ensure frequency.


Complete Section 3 of your Classroom PBIS Plan.

Complete the evaluation. Your input helps us to improve, and we welcome it!

Please share your feedback

POSITIVE BEHAVIOR INTERVENTION AND SUPPORT IN THE CLASSROOM CCS Professional Development Institute 2013-2014.

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