Creating a Positive, Pro-active Environment for All Students

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Creating a Positive, Pro-active Environment for
All Students

• Annemieke Golly, Ph.D.,
• agolly_at_uoregon.edu
• Institute on Violence and Destructive Behavior
• University of Oregon

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Agenda

• Introduction
• 5 Universal Principles of Positive
  Behavior Support
• Preventive Interactions
• Dealing with problem behavior
• Motivational Systems

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• Functional Assessment
• Individual Behavior Management Plans
• Parent Training and Collaboration
• Multi-agency collaboration (wrap-around)

3-5 FEW (High-Risk) Individual Interventions

• Intensive social skills teaching
• First Step to Success
• Adult mentors (checking in)
• Increased academic support

7-10 SOME (At-Risk Students) Classroom and Small
Group Strategies

• Social skills teaching
• Positive, proactive discipline
• Teaching social behavior expectations
• Active supervision and monitoring
• Positive reinforcement systems
• Firm, fair, and corrective discipline
• Data-based decision Making

85-90 ALL (All Students)
School-Wide Systems of Support
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Five Universal Principles

• Have Very Clear Expectations
• Teach those expectations
• Use examples and non-examples
• Reinforce the expectations
• Minimize a lot of attention for minor
  inappropriate behaviors
• (Dont make mountains out of mole
  hills)
• Have clear consequences for unacceptable behavior

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Effective Schools Classrooms

• Clearly Define Expectations in All Settings
• (e.g., entering classroom, getting drinks, asking
  for help)
• Teach Expected Behaviors in Specific Settings
• Reward Expected Behaviors
• (Catch students doing the right thing)
• Correct /Provide Clear Consequences for
  Inappropriate Behavior
• Use Data-based Decision Making (Count)

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Message

• Assume compliance.
• Children want to do what you want them to do (if
  they know how).
• Children want to be noticed by adults.

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Why do we need clear expectations?

• The adjustment to new situations can be confusing
  and challenging.
• Knowing what is expected makes children feel safe
  and gives a sense of belonging.
• Knowing what is expected helps with self-esteem
  and decision making.

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What can we do to help children be more
successful?

• Clear rules expectations
• What do you want to see hear
• Teach your expectations - This how you do it,
  this not how to do it
• Catch the child doing the right thing
• Ignore Minor inappropriate behaviors
• Always use a neutral toneGive a clear
  directionDo not argueRemain calmUse humor, not
  sarcasm
• Use appropriate consequences
• Ignore Minor inappropriate behaviors

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Basic Concept

• Decide what you want to see and hear
• Tell students what you want
• Teach students what you want
• Reinforce them a lot when they are doing it
• Minimize a lot of attention when theyre not
  doing it

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Why do most children misbehave?

• Attention (adult, peer)
• Avoidance (Task too hard, too easy, boring)

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Verbal Non-Verbal Communication

• Be aware of your communication style
• Video tape yourself teaching. Watch for
• Shaking finger?
• Hands in sides?
• Standing in front of the student.
• Looking down at the student?
• Standing next to the student?
• Being at eye level with the student?
• Giving the student a clear direction?

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Activity

• Think of a student who is a weak or non-responder
  in your classroom/group
• What need (attention, avoidance) is maintaining
  the inappropriate behavior for the student.
• How do you typically deal with the student when
  unacceptable behavior occurs.
• How might your behavior maintain the problem
  behavior?

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Clear Directions

• Use short, clear directions such as
• Open your book to page 5. or
• Go to your seat and complete page 15 quietly.
• Use a neutral tone

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What Else Can We Do?

• Motivate All Students
• Provide lots of positive feedback
• Minimize attention for minor inappropriate
  behavior
• Focus on the behavior you want
• Use humor, never sarcasm.
• Have fun!

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Motivation

• If the student cant do the task, its a skill
  problem. You have to teach or re-teach!
• If the student wont do the task, its a
  motivational problem. You have to motivate!
• In both cases, you have to change your behavior.
• It is your job to help the student be as
  successful as possible!

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Motivation

• Students can earn points for
• Following directions
• Working independently
• Raising their hand quietly
• Lining up quickly quietly
• Cleaning up quickly quietly
• Transitioning quickly quietly
• Etc.

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Motivation/Be Specific

• Use terms like
• This group is incredible! Your voices were off
  the whole time while I gave directions.
• I see that everyone is on page 5.
• You are being so responsible by having your work
  in your cubby before lunch.
• You are showing respect by looking at me and
  listening.
• You lined up quickly and safely with personal
  space.
• That was very responsible the way you went to
  your seat quickly.
• Thank you for raising your hand quietly.

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Motivation

• Make separate chart with 2 columns
• You/ Other (make believe animal or object)
• When they are doing the right thing they get a
  point
• When someone isnt doing the right thing, the
  other side gets a point.

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• If they have more points then the other side at
  the end of the period, they get a mark on the
  motivational chart
• When motivational chart is filled, there is a
  surprise for the entire class.

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Motivation

• This game is an excellent way to keep data on
  your positive interactions with the kids.
• Students should have at
• least 5 points for every point
• the other side gets
• If not.
• Your instructions arent clear or.
• You are paying too much
• attention to inappropriate behavior.

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Motivation

• Pick a motivational theme (e.g., rocket,
  thermometer, tree, basketball, map, ladybug,
  butterfly)
• Make a large poster with 10-20 marks
• Explain how students can earn a mark (e.g., when
  they have more points than the other side)
• Make it fun!

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We know how to be respectful!
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What works?

• Effective classroom management
• Knowing what need maintains the inappropriate
  behavior (e.g., attention, escape/avoidance)
• Figure out a way to meet the childs need in a
  positive way

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What else works?

• Stimulus Cue (Attention signal)
• Group behavior contingencies (You/other side
  game)
• Differential reinforcement (You never know when
  you get a surprise!)
• Teacher approval or disapproval
• Token systems
• Self-management (you/other game)
• Differentiated Instruction
• Concentration /Focus Power Game

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vs. teachers
Re-active
Pro-active

• Re-active teachers
• with problem behaviors

• Pro-active teachers
• problem behaviors

deal
prevent
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Reactive Statements

• What are you doing!?
• Stop that!
• Sit down!
• Get to work!
• No!
• You should know how to do that by now!
• Many times our reactive statements increase anger
  and escalate behavior.

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Punish

• Reduce reliance on punishment, time-out,
  office-referral and suspension, as a primary
  strategy
• If the punished behavior occurs again and
  again, the punisher is reinforcing to the child.
• Find out what the child is trying to get (e.g.,
  attention, avoidance/escape or both).

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Pro-active/Reinforcing words

• I noticed
• I saw..
• You are being responsible, respectful, safe when
  you.

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What can be done?

• Be organized
• Set up a positive and predictable classroom
  environment
• Develop and teach clear expectations
• Use positive classroom systems
• (Not this Turn the card when you misbehave.
  Instead Turn a card when youve done well!

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Neatness and Organization

• Teach students respect for their space.
• Coats on hangers, hats off, roll up sleeves
• When expecting writing tasks
• Reinforce students for putting name date on
  right side
• Start after the margin
• Start each sentence with capital and end with end
  mark
• Stay on the line
• Leave a space between words
• Keep paper neat

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How can we help make children more successful?

• Dont assume anything!
• Teach your expectations
• This how you do it, this not how to do it..
• Model, model, model

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Be Consistent with Expectations

• If you expect students to raise their hand
  quietlyOnly call on students who raise their
  hand. Do not respond to talk outs.
• If you expect students to work quietly, reinforce
  the students who are working quietly.

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Extraneous teacher talk

• Start lesson immediately.
• Focus on the task
• When a student interrupts, use planned ignoring
  and repeat the task.
• When student is off-task, tell student what to
  do, not what not to do or other discussion.
• After a few minutes say Thats a good choice.
  Can I help you?
• Focus on positives! Dont fall into the criticism
  trap

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ActivityDealing with Problem Behavior

• Think of a student who displays chronic problem
  behavior in your classroom/group (Keep this child
  in mind as we go through the rest of the
  workshop).
• Describe the behavior (What does he/she do that
  is unacceptable?)
• Why do you think this child misbehaves?
• How do you think you can help this child?

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Dealing with problem behavior

• Stay calm
• Be specific
• Use a neutral tone
• Be aware of your body language
• Avoid a power struggle!

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Helpful words

• To Encourage Reinforce
• I noticed.. I saw..
• Can I help you?
• To stay out of a power struggle
• Regardless
• Never the Less

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What else..

• Do NOT hold a grudge!
• Use humor, not sarcasm
• Always treat the child with respect.

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Response to Intervention

• If you are doing the same thing again and again
  and the behavior doesnt change, you must change
  your intervention/interaction.
• The teacher always has to change first before the
  child will change!

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Use Data-based Decisions

• Keep track of repeat offenders
• E.g., turning card, name on board, send to
  office, call parents.
• The punishment actually maybe reinforcing for
  the student.

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Identify the Problem Put it in observable
teachable terms..

• I need to teach the group to raise their hand
  quietly.

Not They should know how to behave.
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How can we help make children more successful?

• Catch the child doing the right thing
• Always use a neutral tone
• Give a clear direction
• Do not argue
• Remain calm
• Use humor, not sarcasm
• Always treat the child with respect.

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Activity

• Recall the student who displayed chronic problem
  behavior in your classroom/group
• What need (attention, avoidance) is maintaining
  the inappropriate behavior meeting for the
  student.
• How do you typically deal with the student when
  unacceptable behavior occurs.
• How might your behavior maintain the problem
  behavior?

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Functional Behavior Assessment

• When pro-active, predictable and positive systems
  are consistently implemented and a few students
  do not respond, a positive behavior intervention
  plan based on a functional assessment must get
  implemented.
• This is another workshop! Or.Consult the book
• Why Johnny Doesnt Behave. Twenty Tips and
  Measurable BIPs (www.AttainmentCompany.com)

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You are one of the most important adults in your
students lives. You CAN make a
difference!! Have a Fabulous Year!
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Resources

• Golly, A. (2006). Five Universal Principles of
  Positive Behavior Support and the Story of My
  Life.
• www.AttainmentCompany.com
• Bateman, B, Golly, A. (2003). Why Johnny
  Doesnt Behave Twenty Tips and Measurable BIPs
• www.AttainmentCompany.com
• Golly, A., Sprague, J. (2005). BEST Behavior
  Building Positive Behavior Supports in Schools.
• www.Sopriswest.com
• First Step to Success Program
• www.Sopriswest.com
• Music Wand www.treeblocks.com
• Class Prompter Computer program
• mrebar_at_uoregon.edu