POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS (PBIS) Evidence-based Classroom Management

POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS

(PBIS)Evidence-based Classroom

Management

1

Online Webinar

Adapted From….

www.pbis.org

www.cber.org

Brandi Simonsen, PhD

Agenda

Evidence Based Practices for Improved Learning Outcomes

• Enhancing learning within a Multi-Tier System of Supports

• Critical Features of Classroom Management Procedures and Routines

• Wrap-up

SWPBSSystems

Classroom

Non-classroom Family

Student

School-

wide

Academic Learning Time

There is no doubt that academic learning time–the amount of time that students are

actively, successfully, and productively engaged in learning–is a strongdeterminant of achievement.

Why Focus on Classroom Management?

• Increases instructional time by preventing problem behavior.

• Frees teachers from correcting misbehavior• Improves classroom climate• Creates shared ownership of the classroom• Develops self-discipline

What “kind” of students can display problematic behavior?

All students can display problematic behavior

This is not a special education issue. It is an education issue.

Regular Ed Special EdALL

6 Critical Features ofEvidence-based

Classroom Management

Evidence Based Practices: Classroom Management

1. Maximize structure in your classroom. 2. Establish and teach expectations.3. Actively engage students in observable ways.4. Establish a continuum of strategies to

acknowledge appropriate behavior.5. Establish a continuum of strategies to respond to

inappropriate behavior.

6. Use self reflection and behavior data to progress monitor and problem solve

Evidence Based Practices: Classroom Management

1. Maximize structure in your classroom. 2. Establish and teach expectations.3. Actively engage students in observable ways.4. Establish a continuum of strategies to

acknowledge appropriate behavior.5. Establish a continuum of strategies to respond to

inappropriate behavior.

6. Use self reflection and behavior data to progress monitor and problem solve

Maximize structure

• Develop Predictable Routines– Teacher routines– Student routines

• Design environment to (a) elicit appropriate behavior and (b) minimize crowding and distraction:– Arrange furniture to allow easy traffic flow.– Ensure adequate supervision of all areas.– Designate staff & student areas.– Seating arrangements (groups, carpet, etc.)

Sample Routines• Morning Arrival• Homework Drop Box• Attendance• Lunch Count• Morning Meeting• Work Settings

-independent-group-instructional

• Transitions• End of Day

Sample Environmental Structures

After Today

• Get together with a colleague and identify 3 examples of what routines exist that allow for uninterrupted learning time

• Discuss what routines might need to be added in order to maximize time for learning

Questions

What resonates for you at this time?

Evidence Based Practices: Classroom Management

1. Maximize structure in your classroom. 2. Establish and teach expectations.3. Actively engage students in observable ways.4. Establish a continuum of strategies to

acknowledge appropriate behavior.5. Establish a continuum of strategies to respond to

inappropriate behavior.

6. Use self reflection and behavior data to progress monitor and problem solve

5 P’s of Teaching Expectations

6th P Teacher Planning

Vermont PBIS Universal Training

• Establish 3-5 Positively Stated Expectations-Connected to School Wide Expectations

• Make Visible

• Teach what they look and sound like-Expectations Matrix-Lesson Plans (games, role play, etc)

Behavioral expectationsPre-Teach

Vermont PBIS Universal Training

Teaching Matrix

SETTING

All Settings Hallways Playgrounds Cafeteria

Library/Computer

LabAssembly Bus

Respect Ourselves

Be on task.Give your best effort.

Be prepared.

Walk. Have a plan.

Eat all your food.Select healthy foods.

Study, read,

compute.

Sit in one spot.

Watch for your stop.

Respect Others

Be kind.Hands/feet

to self.Help/share with others.

Use normal voice

volume.Walk to right.

Play safe.Include others.

Share equipment.

Practice good table manners

Whisper.Return books.

Listen/watch.Use

appropriate applause.

Use a quiet voice.

Stay in your seat.

Respect Property

Recycle.Clean up after self.

Pick up litter.

Maintain physical space.

Use equipment properly.

Put litter in garbage can.

Replace trays &

utensils.Clean up

eating area.

Push in chairs.Treat books

carefully.

Pick up.Treat chairs

appropriately.

Wipe your feet.Sit

appropriately.

Expe

ctati

ons

expectation/

social skill

setting

behavior examples

Vermont PBIS Universal Training

PROCEDURES FOR MONITORING & EVALUATING

Social Skills Lesson Plan

Vermont PBIS Universal Training

• During classroom routines-Morning Arrival-Work Times-Asking for help-Transitions

Behavioral expectationsPractice

Vermont PBIS Universal Training

Strategies for Encouraging Positive BehaviorVisual RemindersPre-correctionsProvide Choice

Strategies for Discouraging Problem BehaviorRe-directRe-teach

Conference

Behavioral expectationsPrompt

• Frequent: Ratio of 6 positives to every negative

• Authentic: Connect directly to expectations

• During Routines: Morning Meeting, Independent Work, etc

Acknowledging Expected BehaviorPositively

Reinforce

Vermont PBIS Universal Training

Vermont PBIS Universal Training

Students’ Behavior in Natural Setting

Progress Monitor

Active Supervision:• Allows for provision of immediate learning assistance• Increases student engagement• Reduces inappropriate behavior; increases appropriate

behavior• Provides knowledge of students’ use of expectations• Allows for encouragement of those using expectations

or appropriate behavior• Allows for timely correction of social behavioral errors• Builds positive adult-student relationships

Active Supervision:

While moving and scanning, you will also want to address any inappropriate behavior quickly and calmly, using the continuum of strategies including: 1) ignore/ attend/praise, 2) redirects, 3) reteaching,

4) providing choice, or 5) a student conference.

Active Supervision:

Greeting Students:

1. State name2. Give one positive statement3. Give explicit instruction

• Collect data– Are the expectations being followed?– Have negative behaviors decreased?

• If not:• who is making errors?• where are the errors occurring?• what kind of errors are being made?

• Summarize data (look for patterns)

• Use data to make decisions– Do environmental structures need to be made– Is the instruction effective or does it need to be redesigned?

Students’ Behavior in Natural Setting

Progress Monitor

• What will the first few weeks of school look like?• What systems will you develop to prevent

problem behavior from occurring?• How will you respond when problem behavior

does occur?• How will you collect data on student

performance? -academic/behavioral

Behavioral expectationsPlanning

Evidence Based Practices: Classroom Management

1. Maximize structure in your classroom. 2. Establish and teach expectations.3. Actively engage students in observable ways.4. Establish a continuum of strategies to

acknowledge appropriate behavior.5. Establish a continuum of strategies to respond to

inappropriate behavior.

6. Use self reflection and behavior data to progress monitor and problem solve

WE LEARN:10% of what we read20% of what we hear30% of what we see50% of what we both see and hear70% of what is discussed with others80% of what we experience personally95% of what we TEACH to others

William Glasser

Vermont PBIS Universal Training

Evidence based practices that promote active engagement

Explicit Instruction

Differentiated Instruction

Computer Assisted Instruction

Class-wide Peer Tutoring

Regular Feedback

Vermont PBIS Universal Training

Actively engage

Provide high rates of opportunities to respond

Create opportunities for emotional connection to curriculum

Link engagement with outcome objectives

Vermont PBIS Universal Training

After Today

• Meet with a colleague or with your team to discuss what you currently do to ensure engaged time (e.g., practices to ensure that students are on task, responding frequently, and producing quality work matched to their ability)?

MO SW-PBS 325

Questions

What resonates for you at this time?

Evidence Based Practices: Classroom Management

1. Maximize structure in your classroom. 2. Establish and teach expectations.3. Actively engage students in observable ways.4. Establish a continuum of strategies to

acknowledge appropriate behavior.5. Establish a continuum of strategies to respond to

inappropriate behavior.

6. Use self reflection and behavior data to progress monitor and problem solve

Acknowledge appropriate behavior

• Specific and Contingent Praise

• Group Contingencies

• Behavior Contracts

• Token Economies

Vermont PBIS Universal Training

Evidence Based Practices: Classroom Management

1. Maximize structure in your classroom. 2. Establish and teach expectations.3. Actively engage students in observable ways.4. Establish a continuum of strategies to

acknowledge appropriate behavior.5. Establish a continuum of strategies to respond to

inappropriate behavior.

6. Use self reflection and behavior data to progress monitor and problem solve

Respond to inappropriate behavior

• Error Corrections

• Differential Reinforcement

• Planned ignoring

• Response Cost

• Time out from reinforcement

Vermont PBIS Universal Training

Evidence Based Practices: Classroom Management

1. Maximize structure in your classroom. 2. Establish and teach expectations.3. Actively engage students in observable ways.4. Establish a continuum of strategies to

acknowledge appropriate behavior.5. Establish a continuum of strategies to respond to

inappropriate behavior.

6. Use self reflection and behavior data to progress monitor and problem solve

Types of Data

• Observations• Number of Positive Acknowledgements

received• Office Discipline Referrals• Academic Grades

Vermont PBIS Universal Training

7rPositive Behavior SupportClassroom Management:Self-Assessment Revised

Brandi Simonsen, Sarah Fairbanks, Amy Briesch, & George Sugai

Center on Positive Behavioral Interventions and SupportsUniversity of Connecticut

Version: April 7, 2006

To help teachers self-evaluate…

Vermont PBIS Universal Training

Classroom Management Practice Rating

1. I have arranged my classroom to minimize crowding and distraction Yes No

2. I have maximized structure and predictability in my classroom (e.g., explicit classroom routines, specific directions, etc.).

Yes No

3. I have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (or rules).

Yes No

4. I provided more frequent acknowledgement for appropriate behaviors than inappropriate behaviors (See top of page).

Yes No

5. I provided each student with multiple opportunities to respond and participate during instruction.

Yes No

6. My instruction actively engaged students in observable ways (e.g., writing, verbalizing) Yes No

7. I actively supervised my classroom (e.g., moving, scanning) during instruction. Yes No

8. I ignored or provided quick, direct, explicit reprimands/redirections in response to inappropriate behavior.

Yes No

9. I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g., class point systems, praise, etc.).

Yes No

10. In general, I have provided specific feedback in response to social and academic behavior errors and correct responses.

Yes No

Overall classroom management score:

10-8 “yes” = “Super” 7-5 “yes” = “So-So” <5 “yes” = “Improvement Needed”# Yes___

1. Actively supervise & precorrect2. Maximize active engagement3. Maximize opportunities to respond4. High rates of positive interactions

Vermont PBIS Universal Training

Questions