Positive Behavior Intervention Strategies for Classroom Practice Dena Shepard & Laura Sheets Miami Valley Regional Center SST Region 10.

Positive Behavior Positive Behavior Intervention Intervention Strategies for Strategies for Classroom Classroom PracticePractice

Dena Shepard & Laura SheetsDena Shepard & Laura Sheets

Miami Valley Regional CenterMiami Valley Regional Center

SST Region 10SST Region 10

Session OutcomesSession Outcomes

Classroom practices to set the stage Classroom practices to set the stage for positive behavior interventionsfor positive behavior interventions

Creating the environment for Creating the environment for classroom positive behavior supportsclassroom positive behavior supports

Matching the PBS intervention with Matching the PBS intervention with the learner needsthe learner needs

Functional behavior assessment and Functional behavior assessment and behavioral intervention plans to behavioral intervention plans to target specific behaviorstarget specific behaviors

Data collection as a critical piece of Data collection as a critical piece of behavior interventionbehavior intervention

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 Schoolwide Systems for Student Success

Miami Valley Regional Center SST 10, 2010

•Decrease in problem behavior = increase in academic time

•Preventative approach to addressing problem behavior

•Should result in greater academic success

Florida PBS Project 2005

Positive Behavior Supports in the Classroom


Understanding Your Classroom

Have a clear vision about the following:

• What do you want your classroom to be like?• What should it look like?• What should it feel like to a class member or

visitor?• What do you want your students to

accomplish?• What do you want to accomplish?



Assessing Your Classroom

The importance of Assessing your classroom:

• Identify systems needing support• Identify problem areas to target• Identify what information you want to capture

specific to your students


Summary of Positive Behavior Support in Classroom Settings

Total MarkedIn Place

Total MarkedSomewhat In

Place

TotalsMarkedInitiated

Total MarkedNot In Place

I. EcologicalFactors ______ of 17 =

__________%______ of 17 =__________%

______ of 17 =__________%

______ of 17 =__________%

II.ClassroomBehaviorSystems

______ of 17 =__________%

______ of 17 =__________%

______ of 17 =__________%

______ of 17 =__________%

III.Curriculum

andInstruction

______ of 11 =__________%

______ of 11 =__________%

______ of 11 =__________%

______ of 11 =__________%


Classroom Planning Guide

1. List the major strengths of yoursystem for classroom environments.(Refer to your results abovepreviously rated “In Place”)

2. List the major areas in need ofimproving Positive BehaviorSupport for the classroomenvironment.(Refer to your results previouslyrated “Not In Place” or “SomewhatIn Place”)

3. Identify some next steps for makingspecific changes to areas ofconcern including implementationevidence

Adapted from Florida PBS Project 2004


Connecting Classwide and Schoolwide Expectations

• Classroom rules should be consistent with Schoolwide system

• Individualized by classroom• Based on assessment of your classroom• Rules clarify classroom expectations

Effective Classwide Strategies are:

Proactive…Not Reactive

Goal: Create a positive climate where all students

can learnMiami Valley Regional Center,

SST 10, 2010


Classwide PBS

Classrooms & PBS

Behavior Systems

Ecological Factors

Curriculum & Instruction



Ecological Factors

•Physical Setting•Schedule•Climate•Communication


Physical Setting

• Organize classroom in a neat and efficient order

• Class rules/routines/schedule clearly posted

• Clear lines of vision to and from students/teacher

• Materials easily accessible

• Seating based on individual/instructional needs

• Action zones noted and planned for

Ecological Factors

“Come now, Miss Twist, your class isn’t that large!”

VISIBILITY

ACCESSIBILITY DISTRACTIBILITY

Visibility

Accessibility

Distractibility

Ecological Factors

Key-Based Guidelines for Arranging the Classroom

V Be sure all students are easily seen by the teacher at all time

V Be sure all students can easily see all instructional presentations and displays

A Keep high traffic areas free of congestion

A Keep frequently used teaching materials and student supplies readily accessible

D Seat students away from distracters (doors, open windows, high traffic areas, computer stations, etc.)

Ecological Factors


Ch

alkbo

ard

/Wh

itebo

ard

Girls

Bo

ysB

oo

ksS

ink

W.F

.

Easel

CenterLib

rary

AreaRug

ClosetCubbiesCloset

SmallGroups

Bookshelves

PencilSharpener

WindowWindowWindowWindow

Teacher’sDesk

Elementary Room Arrangements with Problems

VISIBILITYVISIBILITYACCESSIBILITYACCESSIBILITYDISTRACTIBILITYDISTRACTIBILITY


Secondary Room Arrangements with Problems

Chalkboard

/Whiteboa

rd

StudentMaterials

WasteBasket

Boo

ksS

torage

Cabinet

BookRack

Teacher’sDesk

PencilSharpener

Chalkboard/Whiteboard BulletinBoard

Bulletin

Boa

rd

Overhe

adP

rojector

Bulletin

Boa

rd

WindowWindowWindowWindow

VISIBILITYVISIBILITYACCESSIBILITYACCESSIBILITYDISTRACTIBILITYDISTRACTIBILITY


Schedule

• Post and update daily schedule and review regularly

• Premack your schedule (Grandma principle)

• Avoid the VOID (Anita Archer)

• Establish daily routines and rituals

• Divide lessons into segments to include individual, small, and large group activities

• Provide students with choices on assignments

Ecological Factors


Climate

Are there opportunities in your classroom for…

Mutual Respect………………..Not Bossiness

Collaboration………………….....Not Isolation

Commitment to work…...…Not fear of failure

Dignity of all….…Not praise/rewards for few

Merrill Harmin, Inspiring Active Learning

Ecological Factors

Communication

With Students…

• Avoid personal power struggles

• Offer choices that are realistic and developmentally appropriate

• Remain calm, confident, and in control

• Most people only listen with 25% efficiency because they are doing other things

• Utilize appropriate humor

With Families…

• Is there a process for regular communication with families?

Joyce Divinyi

Ecological Factors

93% of all communication is nonverbal

Personal Space

Body Language

Supportive Stance

Paraverbal Communication

Adapted from Crisis Prevention Institute, Inc.

55%

38%


Get close enough to show you care

Average 1 1/2 -3 ft.

Culture can affect the distance

Don’t forget this also includes personal items!

Personal Space


Facial expressions, gestures, posture, and movements.

Try not to put your hands in your pockets.

Pointing is irritating to everyone

Can serve to escalate or de-escalate a given situation.

Body Language


Honors personal space

No direct confrontation

Opportunity for escape route without student losing face

Safety for all involved

Displays respect

Supportive Stance



• I didn’t say you were stupid• I didn’t say you were stupid.• I didn’t say you were stupid.

Paraverbal Communication

How we say what we say

Link between verbals and non verbals

Tone, Volume, Rate



Behavior Systems

•Expectations, Rules, Procedures•Consequence System

•Universal, Targeted, Intensive•Reinforcement•Corrective

•Social Skills Instruction


What are… Expectations,

Rules

and

Procedures?

Behavior Systems


Expectations

Focus on target aspirations to be accomplished by

the end of the year-- or of a life.

Adapted from COMP, 2004

Behavior Systems


Rules

•Govern relationships with others

•Govern relationships with time, space & materials

•Do not change

•Are few in number


Behavior Systems


RulesGeneral Guidelines

• Clear, simple, and understandable

• Limited in number (no more than five)

• Worded positively

• Have a legitimate purpose (always applicable)

• Within students’ abilities to perform

• Manageable

• Stated behaviorally

Behavior Systems


IneffectiveInstruction:

Sets the Occasion for Student

Failure


Guidelines for Writing Rules

• With a partner/small group, choose a rule.• Critique the rule to match the guidelines from

2.08E handout.• Determine which guideline(s) the rules ignores.• Rewrite the rule to get at what you believe was

the teacher’s intent.• If you finish the activity before time is up, choose

another rule to critique.

Behavior Systems


Teaching Classroom Rules

Publicize• Post the rules • Send 2 copies home (one to be returned with

parent signature and one for families to keep)

Explain and Exemplify• Discuss specific expectations relevant to each rule • Give specific examples

Reinforce Consistently• Be consistent and fair

Behavior Systems



Procedures

ORA

ARTCENTER

BOYS GIRLS

OR

NAMEDATE

•Govern ways to get things done

•Change according to need

•Are many in number


Behavior Systems

SIGN IN A DENTIST’S OFFICE...

You don’t have to floss all your teeth,Only the ones you want to keep.

Teachers don’t have to practice all the procedures,Only the ones they want students to follow.

TRUTH IN A CLASSROOM...

COMP, 6th edition


CHAMPs

• Conversation…Can students engage in conversations with each other during this transition?

• Help…How do students get questions answered? How do students get your attention?

• Activity…Explain transition; include time criteria

• Movement…If transition itself DOES NOT involve getting out of seats, can students get out of their seat for any reason during the transition?

• Participation…What behaviors show that students are participating in the transition fully and responsibly?

Behavior Systems

CHAMPS 2009


Transition

• In pairs/small groups each group will have 3 transition statement cards.

• Read within your group and generate ideas to solve the problem.

• A reporter from the group will share ideas that the group generates with the large group.

Behavior Systems


Goals, Rules & Procedures

• There is an envelope at your table with 21 statements.

• Your challenge in the next 5 minutes is to analyze, come to consensus and organize the statements into 3 categories…

Goals

Rules

Procedures

Behavior Systems


Developing a Consequence System

• Keep it simple

• Reinforce frequently in the beginning

• Consequence is contingent on desired behavior

• Refrain from threatening the loss of reinforcers and/or taking earned items away as a strategy or motivating desired behaviors

• Students are ALWAYS eligible for reinforcers

• Keep ratios of reinforcement to correction high (4:1)


Behavior Systems


UniversalWhole Class System

• The entire class is considered one group and work together toward a goal

• An individual’s behavior affects the consequence for the entire class

Examples:• The 6th grade class with the fewest tardies at the

end of the nine weeks gets a pizza party• When the class earns 100 Bronco Bucks the class

will get 15 minutes of extra recess


Behavior Systems


• The consequence is given to all members of a group• Individual performance can effect the entire group

Examples:• Ms. Robinson’s class is divided into teams. Team

members earn points for their team by completing assignments, cooperating with team members. The team that earns the most points at the end of the day goes to the Treasure Box.


Targeted Small Group System

Behavior Systems


Intensive Individual System

•Each student’s behavior determines independently whether he/she receives a consequence

Example:

Mrs. Robinson gives Tommy a token for appropriate classroom behavior. If he earns 10 tokens, he may participate in Fun Friday activities


Behavior Systems


ConsequencesReinforcement

•Verbal praise

•Certificates

•Displaying student work

•Stickers

•Tangible Rewards

•Grades

•Special Activities

•Game

•Free-reading time

•Field trip

•Behavior Contracts

•Humor

•Power of Choice

• Food

•Coupons for Restaurants

Behavior Systems


ConsequencesReinforcement

Effective praise...• Is specific

•Has variety

• Is genuine/credible

•Attributes success to both effort and ability

•Orients self-competition by relating accomplishment to student’s own prior accomplishments

•Provides information on value of accomplishment

•Does not interrupt flow of student workBrophy, 1981

Behavior Systems

Reviews of over 800 studies involving children with the most challenging behaviors

(Gottfredson, 1997;Lipsey, 1991; 1992;Tolan & Guerra, 1994; Elliott, Hamburg, Williams, 1998)

The largest intervention effect-sizes

teaching social behaviors in contextteach specific skills using effective explicit instruction

consistent contingencies ( pos+ & neg- )consistent and effective use of reinforcement/punishment

academic successeffective explicit instruction (reading!!)

©Scott, 2006


ConsequencesCorrective

•Redirection

•Planned ignoring

•Restitution

•Confiscation

•Re-teaching

•Time-out

•Behavior Contracts

•Crisis Planning

•Proximity & Movement

•Modeling

•Eye Contact

•Cueing (verbal & nonverbal)

•Loss of privileges

Behavior Systems

Selecting Appropriate Corrective Consequences

• In pairs/small groups, pick a card.

• Discuss the scenario, identify an appropriate response and determine why it is appropriate.

• Next, discuss one or more counterproductive consequences.

Behavior Systems


Social Skills Instruction

•Skillstreaming

•Classroom Management for 3, 4, and 5 Year Olds

•Conflict Management

•STP (Stop, Think, Plan)

•Cooperative Discipline

•Quality Schools

•Problem Solving

The best time to deal with behavior is before there are problems --Allen N. Mendler

Behavior Systems


• Choose a partner• Choose a material from the table• Review and critique the material• Be prepared to share with the large

group what you liked and did not like about the material


Curriculum and Instruction

Universal Design

•Diversity Among Learners•Instructional Design•Variety in Teaching•Assessment


Diversity Among Learners Learning Styles

Anne Beninghof, SenseAble Strategies

What the Research says...

Optimal Time of Day:

47% AM Learners

40% PM Learners

13% Evening Learners

Modality Learning Style:

18% Auditory

32% Visual

28% Tactile

22% Kinesthetic

50%82%



Instructional Design Differentiating Instruction

Is a teacher’s response to learner’s needs

Guided by general principles of differentiation

such as

Respectful tasks

Flexible grouping

Ongoing assessment and adjustment

Carol Tomlinson



Instructional Design Differentiating Instruction

Teachers can differentiate

Content Process Product

According to students’

Readiness Interest Learning Profile

Carol Tomlinson



Variety in Teaching

Through a range of instructional and management strategies such as...

•Multiple Intelligences

•jigsaw

•SLANT

•taped materials

•varied texts

•partner reading

•learning contracts

•graphic organizers

•VATK

•Triple vocal rehearse

•I do, we do, you do

•verbal prompts

•small group instruction

•cooperative learning

•team teaching

•choral responses


rrrrrrrrrrrrrrrrrrrrrrrrrrrrrrr


Variety in Teaching Design of Lesson

•Opening•Attention•Review•Preview

•Body•I do it•We do it•You do it

•Close•Review•Preview

Anita Archer, Ph.D. [email protected]



Assessment

Differences in Assessment “of” Learning and “for” Learning/Purpose of Assessment



Targeted and Intensive Supports

in the Classroom

Collaborative Strategic Planning Process

Problem Definition

Problem Analysis

Plan Evaluation

Goal SettingPlan Development

& Implementation


Baseline Data Collection Guidelines

• Define the behavior that you wish to observe. Be specific.

• Decide which type of behavioral recording is best suited to monitor the behavior.

• Determine if observation data should focus on select individuals or the entire classroom.

• Decide who will observe the behavior.• Decide how long your observations will last.• Observe and record classroom behavior.• Collect observation data until patterns emerge.

Step 1:Identify & Analyze the Problem


Direct Observation• The teacher or other identified individual observes the

classroom and records data• Specific observation method depends on the kind of

behavior demonstrated and the type of information that would be most beneficial

• Used to help determine the extent of which the behavior is a problem

• Used to obtain an accurate idea of whether the student’s behavior is improving over time



Antecedents & ConsequencesHighlight conditions when the target behavior MOST LIKELY to

occur--What triggers the target behavior?--What sets the occasion for the target behavior?

Highlight conditions when the target behavior is LEAST LIKELY to occur

--What does the environment look like?--What seems to be working for students during this time?

Highlight responses to target behavior that occur repeatedly--What does the teacher do after the inappropriate behavior?--What do peers do once the target behavior is exhibited?



Direct Observation Data

• Frequency/Event Recording• Duration Recording• Scatter Plot• Anecdotal/ABC



Problem Identification Statement

• Specifically defines the problem at hand

Approximately 50% of the students in Teacher #2’s classroom engage in disruptive behavior (getting out of seat, walking out of area, and holding off-topic conversations during instruction) for several minutes at a time during large-group reading instruction.



Analyze the problem...Generating a hypothesis statement

Three components in hypothesis statement

• context of behavior(s)• description of problem behavior(s)• function(s) of the behavior(s)

____________________(Context of Behavior)_______________(Problem Behavior) _____________(Function of Behavior)

O’Neil, R. et al



Hypothesis Statement

Example:

When the teacher doesn’t review recently learned material, and changes topics before checking for comprehension, close to half of the students in the classroom engage in disruptive behavior to avoid the new task (based on Instructional Organization, Curriculum & Instruction sections).



Goal Statement• Describes what the classroom teacher and

team would like to have happen instead of the problem behavior

At least 80% of the students in Teacher #2’s classroom will engage in on-task behavior (listening quietly to instruction, taking relevant notes, keeping their eyes on the teacher) for at least 15 consecutive minutes during large-group reading instruction.

Step 2:Develop the Plan


Develop the Plan

• Antecedent/Setting Events• Replacement Behavior• Reinforcing Consequences• Reduction Oriented Consequences• Quality of Life• Support for Staff

Step 2:Develop the Plan


Implement the Plan

• Coordinate with everyone involved and decide on a start date

• Be sure those implementing the plan have been trained on it prior to starting

• Record data during implementation & use it to monitor effectiveness of the plan

• Provide regular feedback to teacher

Step 3:Implement the Plan


Evaluate Impact of Plan

• Did we do what we said we were going to do?

• Are we making adequate progress toward the desired goal(s)

• Is the student using the alternative skills?

• Has there been a reduction in behavior?

• Are team members satisfied?

Knoster, Tim, Tri-State Consortium on PBS

Step 4:Evaluate the Plan


“I’ve come to the frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or de-humanized.”

Haim Ginott

For additional information…

Dena [email protected]

Laura Sheets [email protected]

Miami Valley Regional Center, SST Region 10

4801 Springfield StreetDayton, OH 45431

(937) 236-9965

mailto:[email protected]

mailto:[email protected]

Positive Behavior Intervention Strategies for Classroom Practice Dena Shepard & Laura Sheets Miami Valley Regional Center SST Region 10.

Documents

classroom behavior systems

classroom environments

pbs intervention

studentsflorida pbs

positive climate

schoolwide systems

major areas

supportidentify problem