Positive Behavioral Interventions and Supports Non-Classroom Supervision Northwest AEA March 24, 2011.

Positive Behavioral Interventions and SupportsNon-Classroom Supervision

Northwest AEA March 24, 2011

Major portions of the following material were developed by: George Sugai and Rob Horner

OSEP Funded Technical Assistance Center

www.pbis.org

In conjunction with

The Iowa Department of Education

Objectives List four components of active

supervision Describe to a colleague one or more

features of each component of active supervision

List the five steps to teaching routines Provide two examples of non-

classroom interventions.

What is a non-classroom (common) area?

Any area of the school not under the direct and consistent supervision of one adult.

Classroom vs. Non-classroom

Classroom Teacher directed Instructionally

focused Small # of

predictable students

Nonclassroom Student focused Social emphasis Large # of

unpredictable students

Non-classroom Settings Events in non-classroom settings affect

classroom activities. Administrators must be continuously diligent. Planned teaching activities for desired behaviors

must occur. Active supervision by all staff is key. All staff should be involved

Recognizing appropriate behavior Delivering clear and consistent consequences for

behavioral errors

What are your behavioral expectations?

Cafeteria Playground/choice areas Hallways Arrival & dismissal times Bathrooms Fieldtrips

Does everyone know these expectations?

Lunchroom and Playground Supervisors

Volunteers

Teachers

Students

Knowing the Expectations is good but isn’t enough

Active Supervision

Four Major Components ofActive Supervision

1. Movement and Scanning

2. Using positives to reinforce expected behavior

3. Dealing with inappropriate and challenging behavior efficiently

4. Monitoring, analysis, and planning

Movement and Scanning

Move around through all

areas

Scan all areas frequently

Keep close proximity with most students

Make it positive

Talk to kids and recognize

appropriate behavior

Use the acknowledgement

systems

Keep the 4:1Rule in mind

Dealing with InappropriateBehavior

Pre-CorrectBefore problem

behavioroccurs

Use a calm voice and body

language

Address problem behaviors quicklyand consistently

Be respectful

Pre-Correcting Problem Behavior

“Pre-” means before; “-Correct” means after

“Pre-Correction” means anticipating problem behavior and intervening beforehand

Problem behavior is prevented

Expected behavior replaces problem behavior

Efficient Correction Procedures First - Least Disruptive

More Intrusive Measures If behavior Persists

Make correction and then focus on student(s) nearby exhibiting the expected behavior.

Deliver the penalty or loss of privilege in a matter-of-fact manner

Do not argue with the student about the details of the penalty

WALK AWAY……………... WALK AWAY

Monitoring, Analysis,Planning

Do we have a problem?

What are the problems?

When is the problem occurring?

Where are the problems occurring?

Basics

“Supervision Self-Assessment”

YES or NO

Source: Non-Classroom Management:

Self-Assessment (Sugai & Colvin, 2004)

Did I have at least 4 positive for each negative student contact?

Have more positive student contacts than negative

Use variety of contact forms

Did I move continuously throughout area? Obvious

Positive

Interactive

Unpredictable

Did I scan frequently ?

Head up

Make eye contact

Overt body position

Did I positively interact with most students?

Variety of interaction types Social positives & SW acknowledgements

Variety of students Quick Noticeable Publicly appropriate

Did I handle minor rule violations efficiently? Quickly

Privately

Neutrally

Follow-up with positive

Did I follow school-wide procedures for handling major rule violations?

Quick By the book Business like Disengage Precorrect for next occurrence

Do I know my school-wide expectations? Positively stated Small in number Easy Comprehensive Defined

Did I positively acknowledge at least 5 different students for displays of SW expectations?

Individualized Informative Sincere

“Readers’ Digest” Guide

7-8 “yes” = Super Supervision 5-6 “yes” = So-So Supervision <5 “yes” = Improvement Needed

What if that isn’t enough?

You developed the expectations, you have taught/retaught the expectations, you have trained supervisors who are actively supervising…and you are still having problems.

Evaluate Routines

Are they clear?

Have they been taught?

Are they followed consistently by supervisors?

What are some student routines/rules for these settings?

Playground Cafeteria Dismissal Arrival Hallways Bathrooms Fieldtrips

Examples Getting help Communicating with

peers & adults Leaving the area

Teaching Behavioral Routines

1. State behavioral expectations

2. Specify student behaviors (steps)

3. Model appropriate student behaviors

4. Students practice appropriate behaviors

5. Reinforce appropriate behaviors

What if that isn’t enough?

You developed the expectations, you have taught/retaught the expectations, you have

trained supervisors who are actively supervising, you have taught routines…

and you are still having problems.

Monitoring, Analysis,Planning

Do we have a problem?

What are the problems?

When is the problem occurring?

Where are the problems occurring?

Start with the data

Features of Problem

What behavior occurs?

Where is behavior most likely?

When is the behavior most likely?

Who is most likely to perform the behavior?

Why do students continue to perform this behavior?

Look for the smallest change with the biggest effect Boost Acknowledgements and Rewards Change the physical environment where

problem behaviors occur Change scheduling when/where problem

behaviors occur Pre-Correct, Prompt, Remind students of

expectations prior to entering a non-classroom setting.

Re-teach expectations for some students

Examples of Non-classroom Interventions

(Re-teaching) Bus Line

At one Iowa PBIS elementary school, SWIS data showed a problem with students in line for the bus. The teachers developed a funny skit involving teachers to demonstrate both inappropriate behavior and appropriate behavior.

(Schedule Change): MS Lunch Schedule

At one middle school there were on-going problems in the cafeteria during lunch across all three grade levels. The staff noticed the lunch room was very crowded and determined that they could break the 50 minute lunch period for each class into “first” lunch and “second lunch”, thus reducing the number of students in the cafeteria for lunch in half.

(Schedule Change) Playground

At another PBIS elementary school, SWIS data showed a problem on the playground with a group of students. They arranged an alternate recess for this group and provided physical skills assistance from the PE teacher and social skills assistance from the classroom associate.

(Re-teaching) High School

Their PBIS motto is : Be in the Right Place, at the Right Time, doing the Right Thing, with the Right People. After reviewing the school’s SWIS data, they determined that most ODRs were generated from the hallways/common areas.

(Re-teaching) High SchoolThey had their afternoon speech and drama classes create short skits using the improper behaviors and the proper behaviors as they related to their "Rights" in the Hallways. During the scheduled speech/drama class, each skit was presented to the rest of classes meeting that period. To accommodate all the students, they divided the audiences into three groups and had them rotate through three centers in a class period. The other centers reviewed handbook changes and expectations in the cafeteria.

(Pre-Correction)Entering School Following Recess

One PBIS school reminds the early elementary age students of the hallway expectations as they are lined up at the end of recess. Students must demonstrate line behavior before entering the building.

(Pre-teaching)Video

At another Iowa PBIS school teacher have a DVD available to review behavioral expectations across all non-classroom settings. Teachers are encouraged to use the DVD to pre-teach expectations in specific settings where there students are experiencing more problem behaviors.

(Boosting Rewards)Getting To Class On-TimeSixth graders at one middle school were having a problem being in the halls after the bell rang. They developed a system to monitor the percentage of students coming to each class on time each day. At the end of the quarter the team with the highest percentage of students arriving to class on time earned pizza and a movie.

(Increased Supervision/Boosted Rewards) -- High School Lunch

This high school was having difficulty with chaotic and disorganized lunch lines. Monitors were appointed during lunch time to specifically award “front of the line passes” to students displaying expected lunchroom behavior. One student is chosen to go to the front of the line and that student can choose someone else to go with them.

Action Planning for Active Supervision What needs to be done?

When will it be done?

Who will do it?

How does it become part of your discipline system?

References

Colvin, G., Sugai, G., Good, R., & Lee, Y. (1997). Effect of active supervision and precorrection on transition behaviors of elementary students. School Psychology Quarterly,12, 344-363.

Sugai, George and Colvin Geoff. Non-Classroom Management: Self-Assessment. Center on Positive Behavioral Interventions and Supports, University of Oregon, 2004.