POSITIVE BEHAVIOR INTERVENTION AND SUPPORT IN THE CLASSROOM CCS Summer PD Institute 2014
Dec 18, 2015
POSITIVE BEHAVIOR INTERVENTION AND
SUPPORTIN THE
CLASSROOM
CCS Summer PD Institute 2014
Objective
Participants will analyze problem behavior and align with function-based intervention to change the problem behavior.
Today’s Agenda
PBIS Overview Basics of Behavior Review 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
Basics of Behavior
Behavior Basics: Scenario One: The Grocery Store
Child ThrowsTantrum
Parent Gives Item Child Stops Tantrum
Child Wants Something
Behavior Basics: Analysis
Child Behavior Parent Behavior Child Behavior
Antecedent
Consequence
Consequence
Behavior Basics: Scenario Two: High School
Teacher asks
student to leave the
class
There is a quiz today
Student puts head down on
desk and refuses to
complete quiz
Student leaves
Student is tired
Behavior Basics: Analysis
Antecedent
Teacher Behavior Student BehaviorStudent Behavior
Consequence
Consequence
Behavior Basics: Assumptions
Behavior is learned.
Every social interaction you have with a student teaches him/her something.
Relationships matter!
Behavior alters when those involved have a prior positive relationship.
Behavior Basics: The ABCs of Behavior
Understanding the purpose of behavior comes from repeated observation of:
A: Antecedent: stimulus before the behavior
B: Behavior: observable and measurable act
C: Consequence: what occurs after the behavior that serves to maintain or increase frequency of behavior
Behavior Basics: Antecedents
Antecedents are events that happen before the behavior.
There are two types of antecedents:
Conditional
Situational
Behavior Basics: Conditional Antecedents
May occur anywhere Increase the likelihood that
behavior will occur Oversleeping Medication or lack of medication Hunger Conflict with a particular person
Behavior Basics: Conditional Antecedents
Home
Community
Disability
School
How have you seen conditional antecedents impact behavior in your school?
Pair with someone at your table. Share your ideas. Be sure that
each person gets to share.
Conditional Antecedents Think, Pair and Share
Behavior Basics : Situational Antecedents
Behavior triggered by specific event- Changes to regularly scheduled events due to
bomb threats, fire drills, etc.- Teasing/sarcasm/threats- Challenged by others
May be consistent- Group work- Math
May be unique to one situation- Field trips to the zoo- Substitute teacher
Behavior Basics: Situational Antecedents
Social
Environment
Personal
Academic
With a colleague, brainstorm possible situational antecedents. Use the paper on your table.
Be sure that each person gets to share ideas.
Situational Antecedents Brainstorm
Behavior Basics: Behavior
Behavior is… anything that we say or do. how we react to situations and/or
conditions. learned because a purpose or
function is served. repeated because a desired
outcome occurs.
Behavior Basics: Consequences
Consequences are: The outcome of the behavior The responses of adults and/or
peers to the behavior
Consequences that reinforce behavior lead to repetition of the behavior.
Behavior Basics: Consequences
Behavior is affected by its consequences:
Emily raises her hand. Emily’s teacher calls on her to share. She is likely to continue to raise her hand to share ideas.
Behavior Basics: Consequences
Behavior is strengthened or maintained by consequences that reinforce it:
Adam correctly completes his assignments. He is allowed extra time on the computer. He will likely continue to complete his assignments again because he enjoys computer time.
Behavior Basics: Consequences
Behavior is weakened by withholding consequences that have maintained it:
Riley constantly fidgets and taps her pencil to get the teacher’s attention. Instead of scolding her, the teacher gives positive attention to another student sitting quietly. Riley is more likely to sit quietly to get the teacher’s attention.
Behavior Basics: Consequence
To understand the consequences of a behavior, observe what happens in the environment immediately after the behavior.
What is the pay-off?
What does the student get?
What does the student avoid?
Behavior Basics Quiz
Complete the quiz on your own. Pair with a neighbor. Compare answers. Discuss relevance of this
information to planning effective interventions for students.
Watch for the attention signal.
PBIS IN THE CLASSROOMUnderstanding the Function of Behavior
Functions of Behavior
The function is the purpose or reason that the behavior occurred.
Why is it important for us to know the function of the problem behavior?
To understand the need behind behavior To find an appropriate replacement behavior To target appropriate antecedents and
consequences to alter To develop the best behavior support plan
Functions of Behavior
Behavior has two major functions:• To get something
- preferred task or activity- attention of an adult or peer- a specific item or object- sensory input
• To avoid something - a specific task or activity- an adult or child- a specific item or object- sensory overload
Functions of Behavior
One behavior can have multiple functions:
John throws a tantrum at home in order to avoid cleaning his room, and he throws a tantrum at school to get adult attention.
Functions of Behavior
Several behaviors can have the same function:
Mike might cuss, walk away, and/or put his head down in order to avoid completing writing assignments.
Functions of Behavior: Assessing the Function
In order to determine the function, you must collect some data on the behavior.
Data can be direct or indirect.
Functions of Behavior:Assessing the Function
Direct data collection involves repeated planned observation of ABC. Context: Under what conditions does
the behavior occur? Frequency: How often does it happen? Duration: How long does it go on? Intensity: How disruptive or damaging
is it?
Functions of Behavior:Assessing the Function
Indirect methods for data collection:
InterviewsAnecdotal recordsAssessment tools
Function Assessment
Read the brief behavior scenarios on your activity sheet.
Name the possible function of the behavior.
Determine what type of data you might use to begin assessing the function of the student’s behavior.
PBIS IN THE CLASSROOM
Function-Based Interventions
Function Based Interventions: Rationale
Understanding the function or purpose of the problem behavior is essential in developing an effective behavior support plan.
Function Based Interventions: Function of Avoidance Student behavior may be overt
or subtle. Usually occurs when a student
is facing an undesirable task or class.
Behavior reoccurs in specific situations.
Function Based Interventions: Examples of Avoidance Behaviors
Saying “I don’t want to do this!” Complaining of being sick Making excuses Asking unrelated comments Putting head down Asking to use the bathroom Asking to see another teacher Being tardy Finding other things to do in class
Function Based Interventions: Strategies for Avoidance Behaviors Modify instruction and give
student choices. Teach students what to do when
faced with a situation they are trying to avoid.
Provide attainable goals. Create appropriate methods for
taking a break.
Function Based Interventions: Strategies for Avoidance Behaviors
Collect data to help determine what student is avoiding.
Talk privately with student to reveal the reasons for frequent escapes.
Avoid embarrassing student and escalating situation.
Function Based Interventions: Function of Gaining Student behavior may be overt
or subtle. Student could seek to gain
attention, tangible item, or an activity.
Attention could be desired from peers and/or teacher.
Function Based Interventions: Examples of Gaining Behaviors Frequently needs feedback from adults Whines, cries or complains Focuses on others’ sensitive issues Enjoys being class clown Is disrespectful or hostile Hoarding or stealing items Spending time on preferred activity
instead of assigned task
Function Based Interventions: Strategies for Gaining Behaviors
Teach appropriate behaviors to gain attention, items, or activity.
Reinforce desired behavior and use planned ignoring for misbehavior.
If behavior cannot be ignored, rather than acknowledge student individually, remind the class of expectations.
Plan a time to give the student feedback on a regular basis.
Function Based Interventions Practice
Choose one of the scenarios to read.
List antecedents, behaviors, and consequences.
Note possible function(s) of the behavior(s).
Answer the following question: Given the scenario, what is likely to happen the next time the situation occurs?
Describe at least two possible intervention strategies.
PBIS IN THE CLASSROOM
Review and Next Steps
Review: It’s Simple, Really… Antecedent is going on,
Behavior happens, and Consequence follows.
Does C cause B to occur again?
Can A change to stop B? Can C change to deter B? Can you teach an acceptable
replacement for B? Can C be altered to only
reinforce the replacement behavior?
Contact Information
Eric Grieser, ([email protected])Classroom Teacher CC Griffin Middle School
Michelle Hagle, ([email protected])Excpetional Children’s Teacher Concord Middle School
Trisha Scardina, ([email protected])Assistant Principal Beverly Hills Elementary
PBIS IN THE CLASSROOM
Management
Objective
Participants will create a classroom management plan based on Positive Behavior Intervention and Support philosophies.
Today’s Agenda
Routines and Procedures Defining Classroom Expectations Teaching Expectations Encouraging Positive Behavior
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
PBIS IN THE CLASSROOM
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.
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
Routines and Procedures: Schedule
A daily or class period schedule increases predictability and reduces transition time.
Schedules:
Meet student needs as much as possible
Are flexible, but not loose
Posted in areas visible to entire room
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
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.
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.
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
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
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.
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.
Establish methods for teaching expected behaviors that meet learning needs.
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: 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
80
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.
Activity: Classroom PBIS Plan
Develop classroom expectations that are aligned with your school-wide expectations.
Continue work on Section 2 of your Classroom PBIS Plan.
PBIS IN THE CLASSROOM
Encouraging Positive Behavior
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.
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.
Encouraging Positive Behaviors: Motivation
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.
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.
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.
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.
Activity: Classroom PBIS Plan
Complete Section 3 of your Classroom PBIS Plan.
Contact Information
Eric Grieser, ([email protected])Classroom Teacher CC Griffin Middle School
Michelle Hagle, ([email protected])Excpetional Children’s Teacher Concord Middle School
Trisha Scardina, ([email protected])Assistant Principal Beverly Hills Elementary