Extending PBS into the Classroom

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Extending PBS into the Classroom

• Chris Borgmeier, PhD
• Portland State University
• cborgmei_at_pdx.edu
• [phone]

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Tertiary Prevention FBA?BSP for Students with
High-Risk Behavior
CONTINUUM OF SCHOOL-WIDE POSITIVE
BEHAVIOR SUPPORT
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Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
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Primary Prevention School/Classroom- Wide
Systems for All Students, Staff, Settings
80 of Students
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(No Transcript)
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School-wide Positive Behavior Support Systems
Classroom Setting Systems
Nonclassroom Setting Systems
Individual Student Systems
School-wide Systems
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ID Source of Concern

• Individual Student Support
• Couple of students causing repeated concerns
• Few concerns with other student behavior in class
• Concerns w/ students may cross multiple settings

• Classroom Support
• Referral/ discipline occurring with a number of
  different students
• Same students have fewer concerns in alternate
  settings

or
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Look at the data

• Referral data
• Individual Student concern v. Classroom
  Management concern
• of referrals per teacher
• of referrals per student
• Where to intervene?
• Student or Classroom?

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PBS Classroom Systems
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Non-example Action Plan Strategies

• Purchase distribute classroom management
  curriculum/book
• Discuss at faculty meeting
• Bring in CM expert for next months ½ day
  in-service
• Observe in effective classroom
• Observe give feedback
• What is likelihood of change in teacher
  practice?
• (Sugai, 2006)

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Example Action Plan Strategies

• Build on SW System
• Use school-wide leadership team
• Use data to justify
• Adopt evidence based practice
• Teach/practice to fluency/automaticity
• Ensure accurate implementation 1st time
• Regular review active practice
• Monitor implementation continuously
• Acknowledge improvements
• (Sugai, 2006)

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Classroom SystemsBuilding Capacity v. One Shot
Support

• Build systems to support sustained use of
  effective practices
• SW leadership team
• Regular data review
• Regular individual school action planning
• Regular support review
• To begin school year throughout school year

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Classroom Support Cesar Chavez
AcademyRavenswood City SD
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Example PBS Support - Classroom

• Cesar Chavez Academy 4th 8th school
• SW PBS Team Classroom System
• Met every week
• 1st/3rd SW PBS
• 2nd/4th Classroom System
• ID teachers in need of support
• Self Referral
• Data-Based Decision
• ODR data compared w/ other staff referral rate
• of Individual Students referred

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PBS Support - Classroom

• PBS Team Process - Classroom Support
• Team member conducts observation of teacher
  previous to meeting
• Teacher Team meet
• Teacher presents concerns/areas to target
• Team observer presents observation results
  (strengths areas to develop)
• Team teacher ID 3 goals to work toward in
  classroom
• Develop implementation plan for goals
• Follow-up Observation by Asst. Principal (team
  member) to give feedback specifically on progress
  w/ 3 goals
• Ongoing support feedback as determined

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Defining Expectations Teaching Behavior
Extension to Classrooms
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Defining Behavioral Expectations Classroom
Routines

• Link classroom to school-wide expectations
• What are Classroom Routines?
• How to
• Enter the classroom
• Sharpen pencil
• Turn in homework
• Get a pass
• Ask for help
• Participating in Class - Raise hand wait to be
  called on
• Completing a Classroom Matrix w/ Routines
• See pp. 2-3 in packet

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Teaching Behavioral Expectations Routines

• Extending SW-PBS logic into the classroom when
  Explicitly teaching expected behavior in setting
  w/ student practice
• See Sample Lesson Plan (pp. 4-5 in packet)
• Link classroom to school-wide Schedule for
  Teaching of Expectations Routines

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Teaching Behaviors Routines

• Tell/model/explain
• Guide practice
• Monitor assess
• Give positive feedback
• Give corrective feedback initial focus on
  prompting expected behavior
• Prompt/Precorrect for Expected Behavior
• Frequent Teaching Review until class is fluent

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Scheduling Lessons

• Similar to scheduling times to conduct SW PBS
  Lessons
• Can schedule times to conduct Classroom lessons
  routines
• In beginning of the year
• Booster sessions throughout the year
• Reteaching areas of concern
• Maybe arriving to class, raising hand waiting
  to be called on, etc.

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Catch em Being Good 51 Ratio
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Extending the Acknowledgment System in to the
Classroom

• Extending the SW Acknowledgment System into the
  classroom
• Creating an Additional Classroom Acknowledgment
  system
• Use systems to acknowledge individual students
  group
• Have teachers with model acknowledgment systems
  in the school share how they implement their
  classroom acknowledgment systems
• During instruction is when we have the most on
  our mind an acknowledgment system can be prompt
  needed to develop those habits of catching kids
  doing well

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Responding to Misbehavior
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Misbehavior Happens Provide staff with
guidelines for responding

• Options for responding to misbehavior in the
  classroom
• Defusing Anger Aggression video by Colvin
• Targets Secondary classrooms but also useful for
  Elementary
• Purchase at www.lookiris.com through Iris Media
• Follow-up w/ small group discussions to identify
  specific strategies used in video develop an
  Action Plan to encourage use in classroom
• Have staff role play some of the strategies

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Guidelines for Responding to Misbehavior

• Respond Consistently, Calmly, Briefly Return to
  Instruction
• Goal pay more time attention to positive
  behavior
• Reduce Student Escalation
• Reduce amount of missed instructional time
• See p. 7 in packet 9 Variables Affecting
  Compliance

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3 cheap, easy powerful Behavior Management
Tools

• Proximity
• Moving scanning frequently
• Slowly moving toward a student using proximity,
  instead of verbally addressing
• Reinforcement
• Acknowledging other students who are on task
• Precorrection
• Frequent pre-teaching reminders of
  expectations, before students have chance to
  engage in problem behavior

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Use Alpha Commands when responding to problem
behavior

• Alpha Commands
• Minimal of words
• Clear, concrete specific
• Give a reasonable amount of time for behavior to
  occur

• Beta Commands
• Wordy
• Vague
• Often convey feelings of frustration or anger
• May contain many sets of directions

See pp. 8-9 for guidelines on Responding to
Problem Behavior
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Alpha Commands

• Alpha Commands are Clear Positive
• Pick up your chair, sit down, and draw a picture
  of your favorite animal
• instead of
• How many times have I told you not to get up out
  of your seat. Dont you know how to act in this
  class? Im getting tired of telling you what to
  do a hundred times. Now, get to work.

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Have a Routine for Responding to Minor Problem
Behavior (p. 8 of packet)
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For the Most Challenging Students

• Have you tried everything you can think of? Self
  check w/ suggested interventions
• See packet p. 6 for suggested interventions page
• Seek assistance from Individual Student Systems

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Role of Academics
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Instructional Classroom Management

• Among the Best Behavior Management tools we have
  in the classroom
• Effective Instruction
• Using Research Based Curriculum
• High rates of student participation
• Successful participation 90 success rate or
  better
• Most frequent reinforcer in the classroom should
  be academic success

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Designing School-Wide Systems for Student Success
1-5
1-5
5-10
5-10
80-90
80-90
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Suggestions for Implementation
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Avoid Train Hope

• Identify specific targets/goals
• Have staff role play practice those behaviors
• Have staff set specific individual goals
• Follow-up w/ practice goals at subsequent
  meetings

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Set aside time for staff to focus on PBS
Classroom Systems

• Use inservice time to provide examples on
  extending PBS to classroom
• Include a significant amount of time for teachers
  to work on completing specific tasks or borrowing
  ideas from other teachers
• If assigning tasks, set time aside for
  staff/teams to work on tasks
• May be good to do away from school site remove
  distractions of being at school

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Classroom Action Plan by Teacher

• Review Classroom Management Checklist topics (see
  p. 9 of packet)
• Can involve stronger, experienced teachers by
  having them share positive examples of items on
  Self Assessment
• Teachers can complete Self Assessment
• Teacher completes an Action Plan (see p. 10 of
  packet) for Classroom Management w/ goals
• Focus on teaching behavior acknowledgment
  system
• De-emphasize Consequence system

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Classroom Observations

• Incorporate Classroom Management Checklist
  Action Plan into regular Observations
• May target specific goals identified by teacher
• May look at
• 51 ratio
• Student mastery of classroom routines

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References

• Colvin, G., Lazar, M. (1997). The effective
  elementary classroom Managing for success.
  Longmont, CO Sopris West.
• Colvin, G., Sugai, G., Patching, W. (1993).
  Pre-correction An instructional strategy for
  managing predictable behavior problems.
  Intervention in School and Clinic, 28, 143-150.
• Darch, C. B., Kameenui, E. J. (2003).
  Instructional classroom management A proactive
  approach to behavior management. (2nd ed.). White
  Plains, NY Longman.
• Kameenui, E. J., Carnine, D. W. (2002).
  Effective teaching strategies that accommodate
  diverse learners (2nd ed.). Upper Saddle River,
  NJ Merrill.