POSITIVE BEHAVIOUR FOR LEARNING

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POSITIVE BEHAVIOUR FOR LEARNING

School-Wide Positive Behaviour for Learning

Effective Classroom Management Module 2: Consequence Strategies

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Classroom Management Practices: Mini-Modules

• These mini-modules are designed to provide the slides and materials needed to teach staff, students and families about a SW-PB4L topic (and can be broken down into brief sessions or combined into longer sessions).

• Notes have been written to assist with the presentation.• More information is available in the Team Workbook.• Call your Regional Practitioner if you have questions• Good luck!• Delete this slide before beginning your session

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Prerequisites for Part 2 of this Classroom Module (discouraging problem behaviour)

• This module addresses only “minor” inappropriate behaviour which staff are expected to address; responses to “major” inappropriate behaviour are NOT addressed in this module.

• This module is written with the assumption these points have been previously addressed and are therefore not covered in this module:

– Your staff have discussed and agreed on the difference between ‘minor’ and ‘major’ behaviours.

– Your behavioural incident form has been reviewed to address all 9 Essential Contextual Factors (see Tier 1: Team Workbook).

– Staff are using your school’s process to accurately record behavioural incidents.

– Delete this slide before beginning your session.

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Acknowledgements

Professor George Sugai, The Centre for Behavioral Education & Research, University of Connecticut

Professor Tim Lewis, Dean for Research & Graduate Studies at The University of Missouri-Columbia

Missouri School-Wide Positive Behavior Support, MO SW-PBS (Missouri Department of Elementary and Secondary Education)

Office of Special Education Programs (OSEP) Centre on Positive Behavioral Interventions and Supports (PBiS)

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Classroom

SW-PB4LSubsystems

Non-classroomFamily

Student

School-wide

Evidence-based Classroom Behaviour Management

Practices

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Why Focus on Classroom Management?

• As disruptive student behaviour decreases, teaching time increases, allowing all students to learn more

• As behaviour problems decrease, teachers are free to address other needs like supporting instruction

• Learning positive behaviours is related to doing better academically

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Indicators of Effective TeachingBehaviour Management

• Expected behaviours taught & practiced• High rates of acknowledgements for desired behaviours• High rates of positive & active supervision• Good instructional teaching

Instructional Management • Outcome based• Evidence-based curriculum• Well designed lessons• On-going progress monitoring• Good behaviour management

Indicators of Maximised Student Outcomes• High rates of active engagement• High rates of correct responding• High numbers of opportunities to respond• High rates of task & socially appropriate behaviour

Desired Student Outcomes• Academic achievement• Social skill development• Self-control and self-management

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What “Kind” of Students can Display Problematic Behaviour?

All students. Students with/without labels who are in general/ special education can display problematic behaviour. This is not a special education issue. It is an education issue.

We need to learn more about the 5 CRITICAL FEATURES of

effective classroom management to be able to help ALL students

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Evidence-Based Practices in Classroom Management

Simonsen, Fairbanks, Briesch, Myers, & Sugai (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31, 351-380.

1. Maximise structure and predictability

2. Establish, teach, review, monitor, evaluate and reinforce a small number of positively stated expectations

3. Maximise academic engaged time (i.e., actively engage students in observable ways)

4. Establish a continuum of strategies to acknowledge appropriate behaviour

5. Establish a continuum of strategies to discourage inappropriate behaviour

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Classroom Management: Self-Assessment Revised (2008)

Simonsen, Fairbanks, Briesch, Myers & Sugai, 2008

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“When teachers know and use positive and preventative management strategies, many of the commonly reported minor classroom behaviors can be avoided.”

Scheuermann & Hall

“Effective classroom management is a key component of effective instruction, regardless of grade level, subject, pedagogy or curriculum.”

Sprick, et. al

What Do We Know?

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Encouraging Expected Behaviour in the Classroom

Four Topics:1. Adult attention non-contingent & contingent 2. Effective Positive Feedback3. Tangible reinforcement system4. Menu or continuum of reinforcement

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Introduction to Encouraging

• Clarifying and teaching classroom expectations alone are not sufficient

• Similar to encouraging academic behaviour

• Motivates students as they are initially learning expected behaviour & maintains them as students become more fluent with use

• Essential to changing student behaviour and creating a positive school environment

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Terminology• Acknowledgement• Encouragement• Recognition• Reinforcement• Reward• Positive Feedback• Performance Feedback• Praise• Teacher Approval

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Consequences: Making Adult Attention Contingent on Performance of Desired Behaviours

A–B–CAntecedent Behaviour Consequence

Conditions or circumstances that alter the

probability of a behaviour occurring.

An observable act. What the student does. The actions or reactions to

the antecedents.

The resulting event or outcome that

occurs immediately following the

behaviour. Impacts future occurrence of the behaviour.

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The Power of Adult Attention

Two types of adult attention:

1. Non-contingent

2. Contingent

Topic 1

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Adult Attention

Two types of adult attention:

1. Non-Contingent – attention provided regardless of student performance

Greetings, proximity, smiles, conversations, jobs, etc.

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Non-Contingent Attention

As teachers report that positive student-teacher relationships increase, the number of suspensions students receive decrease.

As students report an increase in positive emotional quality in the student-teacher relationship, the number of behaviour referrals received decrease and the amount of time on-task increases.

Decker, Dona, & Christenson, 2007

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Contingent Attention

Two types of adult attention:

2. Contingent – provided based upon student performance of an identified expectation or behaviour Positive feedback, reinforcement, tangible item

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Low Rates of Teacher Attention

• Average teacher typically fails to take advantage of the power of attention

• Approval statements for academic responses far outweigh those for social behaviour

• Teachers respond more frequently to inappropriate social behaviour than to appropriate social behaviour

• This attention inadvertently maintains or increases the problem behaviour

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Preferred Adult Behaviours

Adult behaviours that impact student affect, compliance, and learning:

• Proximity • Listening• Eye Contact• Pleasant Voice• Smiles• Use of Student’s Name

Related to teacher attention is the student-teacher relationship and preferred adult behaviours. There is a growing body of research that indicates academic achievement and students’ behaviour are both influenced by the quality of teacher-student relationship.

(Jones & Jones, 1998 ; Algozzine, Wang, & Violette, 2010)

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Effective Positive Feedback

Verbal Reinforcement =

a form of social reinforcement that provides information on successful behaviour while reinforcing or increasing the likelihood that behaviour will be repeated

Topic 2

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Benefits of Positive Feedback

• Essential to change and sustain behaviour• Recognises successes or efforts at tasks that are

difficult for the student• While general praise contributes to a pleasant

classroom, it is insufficient to build and sustain desired behaviour

• Students need clear specific feedback on classroom expectations and behaviours

“When we focus our praise on positive actions, we support a sense of competence and autonomy that helps students develop real self-esteem.” Davis, 2007

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Effective Positive Feedback

1. Specifically describe the behaviour:• Explicitly define what was done that you want to continue• Expressed using the words of classroom expectations• Tell learner exactly what they are doing correctly . . .

“Good job” (not very specific)“I like how you are showing me active listening by having quiet

hands and feet and eyes on me” (specific)

“When I said it was time to begin, you cleared off your desk, got your materials out immediately, and began working quickly.”

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Effective Positive Feedback

2. Provide a rationale:• Explain the reason why the behaviour is important• Teach the benefits of the behaviour and the impact it has on

them and others• Typically includes stating the classroom expectation and

what the student might expect could happen if they use the appropriate behaviour

“Getting started right away shows cooperation, and you will likely have some free-time before lunch.”

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Effective Positive Feedback

3. Can include a positive consequence:• Positive feedback alone may be sufficiently reinforcing• When behaviour requires a great deal of effort, pairing verbal

feedback with tangible or activity reinforcement may be helpful• When using a positive consequence, always pair with specific

positive feedback• Promote ownership; student “earns,” teachers do not “give”

“Because you got started so quickly, you have earned a Cardinal Card.”

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Sincere and Appropriate Feedback• Use a genuine, warm, sincere response that is appropriate

for the situation and the individual• Use a variety of phrases, showing spontaneity & credibility• Find own style to communicate sincere care and concern

“Super job walking quietly in your group! That shows respect to everyone. Thank you.”

“What a great job of accepting correction. You looked at me, said ‘okay,’ and didn’t argue or complain. When you do that you show respect and you can learn and avoid mistakes in the future. Why don’t you be the first to leave class

today.”

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More Examples• “Vanessa, you stopped and took some time to think

about your decision and then walked away from Sam. That wasn’t easy, but it can help to avoid an argument.”

• “Hey Mala, thanks for throwing your rubbish away. That shows cooperation and respect for our classroom. You earned a Bee ticket to add to our class-hive. We are getting close to our goals!”

• “Wiremu, thanks for being on time to class. That’s important at school and when you are on the job.”

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Use Positive Feedback:

• Contingently – only when students demonstrate the desired behaviour

• Immediately – best when it closely follows the behaviour, allow for clear connection between the behaviour and the feedback

• Frequently - when trying to build a new behaviour

• Intermittently - once the skill or behaviour has been learned to maintain the behaviour

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4:1 Positive Ratio• Establishes a predictable, positive environment• Appropriate behaviour receives more attention than

inappropriate

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Activity: Role-Play Practice to Give Effective Positive Feedback

• Find a partner, one becomes the “teacher,” one the “student”. Role-play scenes on handout. Change roles & repeat. Be aware of the preferred adult behaviours along with your words

• Then role-play delivering positive feedback spontaneously, using your own scenes, your classroom expectations and specific behaviours

• Select a scene to model for the group

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Activity: Personal Reflection • Think of a time in your class that is challenging because

students don’t follow the classroom expectations/ procedures Describe the specific activity & problem behaviour you see and hear

• Write the specific classroom expectation or procedure you want students to follow

• Write the positive feedback you will say when students follow the specific classroom expectation or procedure

• Write the specific day and time you are going to give the effective positive feedback

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Personal Reflection Example: • Challenging activity and problem behaviour:

Beginning of class students walk around, calling-out

• Specific classroom expectation or procedure: Sit in seat, read warm-up activity on Smart Board, begin to work on warm-up activity with voices off

• Effective Positive Feedback you will say: “Thanks for getting to work right away with your voice off.

That helps you focus and take responsibility for your learning.”

• Write the specific day and time you are going to give the Effective Positive FeedbackTomorrow, first hour

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Your Challenge . . .Choose a consistent 5–10 min. time period each day during the next 2 weeks to practice giving effective positive feedback

• Notice any changes in student behaviour? • How did it feel? • Prepare to report back

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Encouraging Expected Behaviour in the Classroom

1. Adult attention non-contingent & contingent 2. Effective Positive Feedback3. Tangible reinforcement system4. Menu or continuum of reinforcement

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Continuum of Acknowledgements

Nonverbal Verbal

Tangible

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Tangible Reinforcers

“I have not worked with a school that has been able to give enough feedback to students to maintain positive behavior without using a tangible item, like a Pride Ticket. The tangible helps staff remember to give recognition to students.”

Prof. Tim Lewis, PBIS National Center Co-Director

Topic 3What really matters

is positive socialacknowledgement

& interaction!

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Benefits of Tangible Reinforcers

• Reminder for adults - to recognise positive behaviour & provide specific feedback

• Give a sign to students – both those receiving & those watching

• Build a sense of community through group & class goals

• Enhance staff-student relationships• Offer a gross measure of the frequency of positive

feedback being provided, can help guide teachers to increase use of positive feedback

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Are Rewards Dangerous?

“ our research team has conducted a series of reviews and analysis of [the reward] literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicates that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.”

(Cameron, 2002; Cameron & Pierce, 1994; Cameron, Banko & Pierce, 2001) “The implication is that any blanket rejection of programmed reinforcement … is entirely unwarranted.”

(Akin-Little, Eckert, Lovett, Little, 2004, p. 358)

“In terms of the overall effects of reward, our meta-analysis indicates no evidence for detrimental effects of reward on measures of intrinsic motivation.”

(Cameron, Banko & Pierce, 2001 p.21)

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What Do We Know?

• “For high-interest tasks, verbal rewards are found to increase free choice and task interest. This finding replicates”

(Cameron and Pierce, 1994; Deci et al., 1999)

• “When tasks … are of low initial interest, rewards increase free-choice, and intrinsic motivation…”

(Cameron, Banko & Pierce, 2001, p.21)

• We place students at great risk by not using rewards

• The claim that rewards are dangerous are vastly over-stated

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Main Messages• Rewards/ acknowledgements are a core feature

of building a positive school culture

• Rewards make a difference• Initial behaviour change• Sustained behaviour change (Doolittle, 2006)

• Rewards can be used badly• But they do NOT inhibit intrinsic motivation

• Rewards can be used effectively in all school contexts

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Discussion: Common concerns regarding use of rewards

• Children at this age should know what is expected• Praising feels unnatural/ phony• Praise is manipulative and coercive• Isn’t giving a reward like bribing?• Awards are only for special achievements• We can’t afford this type of system• Students will come to depend on tangible rewards? Adapted from: Sprague, Bernstein, Munkres, Golly, & March, (2003)

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Establish a Continuum of Strategies to Acknowledge Appropriate Behaviour

Provide multiple paths to success/ praise

• Specific and Contingent Praise• Group Contingencies• Behaviour Contracts• Token Economies

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4. Establish multiple strategies for

acknowledging appropriate behaviour

Developmentally, culturally, contextually appropriateSocial,

tangible, activity, etc.

Frequents v. infrequent

Predictable v. unpredictable

Immediate v. delayed

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Classroom Tangible System…

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Group Contingencies

Three Types:“All for one” • All student’s behaviour in group earns reward for group

“One for all” • One student’s behaviour earns reward for group

“To each his/her own” • Independent groups earn rewards for the group based on member’s behaviour

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“Pod” (Table) Points FINISH NOTES

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Class Goal

T =A =L =K =When students follow expectations, teacher makes a tally mark beside a letter. When class earns 25 marks after each letter, they have free time to talk with classmates.

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Class Behavioural Contracts

• A written document that specifies a contingency for an individual student or in this case…whole class

• Contains the following elements:

– Operational definition of BEHAVIOUR

– Clear descriptions of REINFORCERS

– OUTCOMES if student fails to meet expectations

– Special BONUSES that may be used to increase motivation or participation

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Establishing a Token Economy

• Determine and teach the target skills • Select tokens • Identify what will be back-up reinforcers• Identify the number of tokens required to receive

back-up reinforcers• Define and teach the exchange and token delivery

system• Define decision rules to change/fade the plan• Determine how the plan will be monitored

Guidelines from Sulzer-Azaroff & Mayer, 1991

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• Group Contingency Plans• Dots for Motivation• Good Behaviour Game• Mystery Motivator• Positive Peer Reports• Response Cost Lottery• Classroom Behaviour Bingo

Classroom Reward System Examples

Review Handouts & Discuss:

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Topic 4 A Menu of Reinforcers

What is a Menu of Reinforcers?

• A variety of types of reinforcers (activities or privileges, social attention, tangible items)

• A variety of schedules for earning (continuous or intermittent)

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Why a Menu of Reinforcement?

• Not all students are reinforced by the same things or in the same ways

• Some students desire or seek social attention• Others do not like or avoid social attention• Include social attention, activities, and tangible items

to appeal to all student needs• Students learning new behaviours need a continuous

schedule of reinforcement• Students who have demonstrated mastery respond to

an intermittent schedule of reinforcement

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When Choosing Rewards - apply the 3 Tests:

Acceptability Test - Does the teacher approve of using the reinforcer with this student? Are family members likely to approve the use of the reinforcer with their child?

Availability Test - Is the reinforcer typically available in a school setting? If not, can it be obtained with little inconvenience and at a cost affordable to staff or parents?

Motivation Test - Does the student find the reinforcer to be motivating?

Tips for Creating Reward Menu’s

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Activity: Menu of Reinforcers

• Review the sample reinforcers on the handout • Discuss your list with a partner. Do each of you have

reinforcers in all categories & for seekers & avoiders? • Apply the 3 ‘tests’ (acceptability, availability, &

motivation tests) & compile a draft list of reinforcers you could use in your classroom

• Decide how will you gain student input. . .

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Reward System Guidelines

• Keep it simple• Reward frequently in the beginning• Reward contingent on desired behaviour• Refrain from

threatening the loss of rewards &/or taking away earned rewards as a strategy for motivating

desired behaviours• Students are always eligible to earn rewards• Ensure rewards are motivating (meaningful to student)• Keep ratio of reinforcement to correction high (4:1)• Link to the School-Wide reinforcement system

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4) I used a continuum of strategies to acknowledge appropriate behaviour.

a) I provided specific and contingent praise for academic and social behaviours (e.g., following expectations).

Yes No

b) I also used other systems to acknowledge appropriate behaviour (e.g., group contingencies, behaviour contracts, or token economies).

Yes No

Assess

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Questions

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Four Topics:1. Instructional approaches for discouraging inappropriate

behaviour2. Strategies to address “minor” inappropriate behaviour3. Establish a continuum of strategies to respond to inappropriate behaviour4. Using additional consequences

Discouraging Inappropriate Behaviourin the Classroom

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Instructional Approaches forDiscouraging Inappropriate Behaviour

“Punishing students doesn’t teach them the right way to act.”

George Sugai

Topic 1

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• Aggression• Vandalism• Truancy• Dropping out

Punishing problem behaviour without a positive, proactive, and instructional approach results in increased:

Mayer & Sulzer-Azaroff, 1990; Skiba, Peterson, & Williams, 1997

Punishment Is Not the Solution

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Prevention is Key

When inappropriate behaviours occur, assess setting or antecedent events and ask:

• Do we have clear expectations?• Have they been thoroughly taught?• Are we consistently using strategies to

encourage desired behaviours?

How are you going to prevent it from happening again?

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Consistently Upholding Expectations

Teachers should focus on increasing positive behaviour and interactions by consistently enforcing expectations.Shores, Gunter & Jack, 1993

When teachers are inconsistent in their enforcement of expectations, students become uncertain of what those expectations are and that the expectations apply to them.

Evertson, Emmer & Worsham, 2003

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Clearly stating expectations and consistently enforcing them lends credibility to a teacher’s authority.

Good & Brophy, 2000

Teachers who respond consistently feel positive about their teaching and help students improve their performance.

Freiberg, Stein & Huan, 1995

Consistently Upholding Expectations

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Respond to Behavioural Errors the same way as Academic Errors

Academic

• Identify error• Re-teach correct response• Model/demonstrate• Provide guided practice &

feedback• Provide independent practice• Monitor• Provide feedback

Behavioural

• Identify error• Re-teach expected behaviour• Model/demonstrate• Practice• Monitor• Provide encouragement• Correct and re-teach as

needed

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The Power of Correcting Social Errors with an Instructional Approach

• Upholds the importance of expectations• Restores order to the learning environment• Interrupts the inappropriate behaviour,

preventing practice of that behaviour• Capitalises on the teachable moment• Gives the student a chance to learn to be

successful

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• Increases probability of future correct behaviour

• Decreases future time out of learning/ instruction

• Demonstrates care and concern by the adult• Builds relationships with students• Maintains a positive learning climate

The Power of Correcting Social Errors with an Instructional Approach

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Discussion: Instructional Approaches

With a partner, reflect on what you have heard:• How does this teaching approach to student

inappropriate behaviour align with your present thinking?

• Do you view inappropriate behaviour as a teaching opportunity?

Activity

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Strategies to Address “Minor” Inappropriate Behaviour

Providing Effective Error Corrections

Topic 2

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“The single most commonly used but least effective method for addressing undesirable behavior is to verbally scold and berate a student” (Alberto & Troutman, 2006).

Consider this…

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Managing “Minor” Behaviour:Non-Examples•“How many times do I have to tell you to work quietly?”•“Didn’t I just tell you to get your work done?”•“Why are you talking when I’m talking?”•“Do you want me to send you to the office?”•“What’s going to happen if I call your mother?”•“What do you think you’re doing?”•“Don’t you think you should be using your time better?”•“Quit it right now”

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• logical • fair• educational• consistently applied• planned and students are informed

Consequences for Problem Behaviour should be:

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Logical StrategiesStudent Behaviour Illogical Strategies Logical Strategies

Chews gum Teacher sends student to detention

Dispose of gum, write assignment on issue

Turns in sloppy assignment Teacher refuses assignment

Redoes the assignment

Walks in noisy Teacher ignores behaviour Walks in again quietly

Arrives late Teacher sends student to office

Makes up time at break

Does not bring equipment Student sits at desk without pen/ book

Student has to borrow from the Teacher for 50 points

Passes work in incorrectly Teacher deducts points Passes work in again correctly

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The Science of Behaviour Shows

• Responding to problem behaviour must involve teaching the student new ways to behave

• Punishment does not teach new skills

• Respond to social behavioural errors the same way you respond to academic errors

• Getting the function of the behaviour wrong can result in consequences that actually strengthen the problem behaviour

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General Considerations: Responding to “Minor” Problem BehaviourTo effectively correct a social learning error staff should respond in a way that is:

• Calm• Immediate• Consistent• Specific, yet brief• Quiet, respectful contact with the student

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Managing Minor Problem BehaviourActions to minimise the problem behaviour before it gets out of hand and requires more extensive intervention:

• Proximity Control• Signal or Non-Verbal Cue• Ignore/ Attend/ Praise

Unobtrusive • Carried out quickly during instruction

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A continuum of direct error correction strategies for inappropriate behaviours that continue or do not respond to simple management techniques.

• Re-direct• Re-teach• Provide Choice• Student Conference

Done privately • Match to frequency & severity of behaviour• Increase rates of teaching & praise

Managing Minor Problem Behaviour

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Activity

Practice Giving Effective Responses to Minor Problem Behaviour

READ pages 1-4 of Handout

In pairs or small groups DISCUSS which strategy would be best for each scenario (page 5 of Handout)

PRACTICE responding to the minor problem behaviours

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Considerations for Error Correction

• Don’t overlook minor inappropriate behaviour, don’t avoid correcting and teaching

• Embrace correction as a tool to truly help students, correction is not punitive, it is instructional.

• Create an expectation for correction, an environment where corrective feedback is the norm

• Always correct privately, use preferred adult behaviours that maintain respect for the student

• More effective if students have been taught expected behaviours

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Topic 3Establish a Continuum of Strategies to Respond to Inappropriate Behaviour

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• Error Corrections1. Prompt2. Redirect3. Re-Teach4. Provide Choice5. Student Conference

• Differential Reinforcement• Planned Ignoring• Response Cost• Time-Out from Reinforcement

Establish a Continuum of Strategies to Respond to Inappropriate Behaviour

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Systematic Correction Procedure Example

• Focus on student(s) nearby exhibiting the expected behaviour first, then slowly move to target student

• Secure student’s attention• Inform him/her of expected behaviour• Redirect the student to expected behaviour/activity

(gesture/verbal prompt)• Acknowledge the changed behaviour when occurs• Make first contacts least disruptive• More intrusive measures if behaviour persists

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Example . . .• Remove adult and peer attention• Reinforce around the problem behaviour • Redirect student to the expected behaviour

– Acknowledge subsequence compliance & expected behaviour

• Deliver a warning by providing an opportunity for the student to choose between the expected behaviour & a penalty or loss of privilege

• Use additional resources to address the problem– If problem continues after 3 occasions after planned

intervention• Document the problem behaviour & the intervention

Walker, Colvin, & Ramsey (1995)

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Discussion:

With a partner, discuss Handouts 5 & 6:• Handout 5: Clarifying Problem Behaviour and Adult

Responses• Handout 6: Summary Classroom Systems - ABC

Activity

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Using Additional ConsequencesTopic 4

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Consequences: Basic Understandings

• Consequences are not punitive• Consistency, not size is important• Consequences should be selected individually• Warning systems promote chronicity• Logical consequences are often more effective

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Types of Differential Reinforcement

• DR…of lower rates of behaviour (DRL)

• DR…of other behaviours (DRO)

• DR…of alternative behaviour (DRA)

• DR…of incompatible behaviour (DRI)

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Planned Ignoring

• If a behaviour is maintained by adult attention …consider planned ignoring (e.g., ignore behaviour of interest)

Example:

• Taylor calls-out in class & his teacher currently responds to him approximately 60% of the time (either + or -)

• The teacher decides to ignore all calling-out & instead only responds to him when his hand is raised

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Response Cost

• The withdrawal of specific amounts of a reinforcer contingent upon inappropriate behaviour

Examples:• A wrong answer results in a loss of points• Come to class without a pen, buy one for 5 points

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Time-out from Reinforcement• A child (or class) is removed from a previously

reinforcing environment or setting, to one that is not reinforcing

Example:• Child throws a rock at another child on the playground.

The child is removed to the office….

• REMEMBER the environment the child is removed to cannot be reinforcing! So, if the child receives adult attention in the office, which they find reinforcing, YOU have NOT put the child in time-out

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Schoolwide Continuum of Response

If problem behaviour persists/escalates….

• after classroom strategies are implemented OR

• if behaviour fits classification of “major” then – move to School-Wide continuum of procedures for

discouraging inappropriate behaviour

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Chronic Minor Problem Behaviour

• Repetitive problem behaviour means the current response is not helping the student learn the expectations, just like repetitive academic errors signals the student has not learned the material.

• Is it a skill deficit or a performance deficit?

• Chronic minor problem behaviours may require problem-solving with other staff and parents or a referral to management.

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Summary:Responding to “Minor” Behaviour

• Address misbehaviour consistently & quickly, while still minor• Use the strategy that is the least intrusive yet still appropriate

for the frequency or severity of behaviour• If efforts to re-teach are not resulting in behaviour change,

consider including an additional consequence• Always pair a consequence with teaching the desired behaviour• When problem behaviour occurs, increase rate of positive

feedback; maintain a 4:1 ratio• Chronic behaviours may require problem-solving with other staff

and parents or a referral to management

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Climate Killers• Sharp or excessive criticism• Sarcasm or humour at students’ expense• Reinforcers that are not meaningful to students• Lecturing students about behaviour• Being inconsistent in rule enforcement & reinforcement• Having no social interaction with students• Showing little interest in students’ lives• Teaching lessons with no attention to student affect or

stress levels during instruction• Warning an angry student to “calm down” without

providing supports to achieve that goal

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Climate Enhancers• Always model respectful and polite behaviour• Praise genuinely & frequently• Set high, but reasonable & attainable expectations• Know your students• Spend time interacting with students• Use effective listening skills• Design classroom to be appealing to students• Celebrate student success & achievement• Use humour

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5. I used a continuum of strategies to respond to inappropriate behaviour.

a) I provided specific, contingent, and brief error corrections for academic and social errors.

Yes No

b) In addition, I used the least restrictive procedure to discourage inappropriate behavior (differential reinforcement, planned ignoring, response cost, time out)

Yes No

Assess

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Questions

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References• Algozzine, B., Wang, C., & Violette, A.S. (2010). Reexamining the Relationship Between Academic

Achievement and Social Behavior. Journal of Positive Behavior Interventions 13(1), 3-16.• Decker, D.M., Dona, D.P., & Christenson, S.L. (2007). Behaviorally at-risk African American

students: The importance of student–teacher relationships for student outcomes. Journal of School Psychology 45, 83–109

• Good, C.E., Eller, B.F., Spangler, R.S., & Stone, J.E. (1981). The effect of an operant intervention program on attending and other academic behavior with emotionally disturbed children. Journal of Instructional Psychology, 9(1), 25-33.

• Jones, V.F., & Jones, L.S. (1995). Comprehensive classroom management. Boston: Allyn and Bacon.• Lane, K.L., Kalberg, J.R. & Menzies, H.M. (2009). Developing schoolwide programs to prevent and

manage problem behaviors: A step-by-step approach. New York: Guilford.• Reavis, Jenson, Kukic & Morgan (1993). Utah's BEST project: Behavioral and educational

strategies for teachers. Utah State Office of Education, Salt Lake City, UT.• Sutherland, K.S., Wehby, J.H. & Copeland, S.R. (2000). Effect of varying rates of behavior-specific

praise on the on-task behavior of students with EBD. Journal of Emotional and Behavior Disorders, 8, 2-8.

• Wright, R.A. & McCurdy, B. L. (2012). Class-Wide Positive Behavior Support and Group Contingencies: Examining a Positive Variation of Good Behavior Game. Journal of Positive Behavior Interventions, 14, 173.

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References• Alberto, P. A., & Troutman, A. C. (2012). Applied behavior analysis for teachers (8th ed.). Upper Saddle River, NJ: Pearson.• Costenbader, V., & Markson, S. (1998). School suspension: A study with secondary school students. Journal of School

Psychology, 36, 59–82.• Evertson, C.M., Emmer, E. T. & Worsham, M.E. (2003). Classroom management for elementary teachers (6th Ed.). Boston:

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