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Positive Behavior Support in the Classroom

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Monthly Tim earns tokens (Bronco Bucks) throughout the school day from all staff ... Students gain admittance by using 'Bronco Bucks' ... – PowerPoint PPT presentation

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Title: Positive Behavior Support in the Classroom


1
Positive Behavior Supportin the Classroom
  • Cynthia M. Anderson
  • University of Oregon

2
Overview
  • Rationale for Classroom interventions
  • FBA of a classroom
  • Universal classroom interventions
  • Building capacity for classroom PBS

3
Well-Managed Classroom
  • Students are deeply involved in their work
  • Students know what is expected of them and are
    generally successful
  • There is relatively little wasted time,
    confusion, or disruption
  • The climate of the classroom is work-oriented,
    but relaxed and pleasant

4
FBA in a classroomwhy assess?
  • Identify
  • Goalswhat does the teacher want to achieve?
  • Goals for students
  • Identify expectations, rules, and routines
  • Design a functional environment
  • Identify potential barriers to success
  • Systems needing more support
  • Problem areas to target

5
Assessing Classrooms
  • Environment
  • Adults
  • Instructional behavior
  • Interactions with other adults, with students
  • Students
  • Academic behavior
  • Social behavior

Classroom Self- Assessment
Classroom Assessment Tool
6
Using Data for Decision-Making
  • Do the data give good picture of classroom?
  • Do you need more information?
  • What are the primary areas of need?
  • Develop goals

7
Overview
  • Rationale for Classroom interventions
  • FBA of a classroom
  • Universal classroom interventions
  • Building capacity for classroom PBS

8
Universal Interventions in the Classroom
  • Foundations
  • Expectations and rules
  • Acknowledgement Systems
  • Strategies for responding to problem behavior
  • Systems to tune up
  • Curriculum
  • Instructional techniques
  • Setting/physical environment

9
Universal Supports
  • Foundations
  • Expectations and rules

10
Rationale for Rules in Classrooms
  • Provides
  • Structure
  • Consistency
  • Positive climate
  • Allow teacher to maintain positive environment
    focus on academics
  • Legal, ethical, and professional accountability

11
General Classroom Rules
  • Linked to school-wide program
  • Relevant for YOUR classroom
  • What are problem routines, settings?
  • What behaviors would you like to see more of?
  • Positively stated succinct
  • Observable behaviors
  • Posted in public, easily seen place

12
General Classroom Rules
  • Linked to school-wide program
  • Positively stated succinct (3-5)
  • Observable behaviors
  • Posted in public, easily seen place
  • Taught and re-taught frequently
  • Enforced consistently

Teaching Matrix
13
Rules for Routines Establish a Predictable
Environment
  • Identify routines
  • How to enter class and begin to work
  • How to predict the schedule for the day
  • What to do if you do not have materials
  • What to do if you need help
  • What to do if you need to go to the bathroom
  • What to do if you are handing in late material
  • What to do if someone is bothering you
  • How to determine if you are doing well in class
  • Establish signals for correct behavior
  • Teach effective transitions

14
Designing Classroom Routines
Orient to teacher, be quiet
Explain rule, demonstrate
Explain rule, students demonstrate examples and
non-examples
Raise hand, keep lips sealed, wait for teacher
Students working on task
15
Example Planning for Transitions
  • Steps for Effective Transitions
  • Teach transition rules
  • Establish predictable transitions
  • Minimize frequency of transitions

16
Universal Supports
  • Foundations
  • Expectations and rules
  • Acknowledgement Systems
  • Strategies for responding to problem behavior
  • Systems to tune up
  • Curriculum
  • Instructional techniques
  • Setting/physical environment

17
Acknowledgement Systems
  • Increase pro-social behavior
  • Focus staff and student attention on desired
    behaviors
  • Foster a positive climate
  • Increase time spent on academics

18
Acknowledgement Formal vs. informal
  • Formal Acknowledgement
  • Linked to SWPBS
  • Independent system
  • Informal AcknowledgementCRITICAL
  • Frequency
  • Use to turn situation around

19
Acknowledgement Tips
  • Simple systems are best
  • High frequency in new systems
  • Acknowledgement should be contingent on behavior
  • Avoid threats and response cost
  • Avoid removing opportunity for acknowledgement

20
Acknowledgement Systems
  • Whole-class
  • Small group
  • Individual student

21
Acknowledgement Systems
  • Whole-class
  • Best for
  • Discrete activities
  • Situations when each instance of correct behavior
    can be acknowledged
  • Embed within other systems
  • Examples

22
Acknowledgement Systems
  • Whole-class
  • Small group- teams
  • Work bursts
  • Considerations
  • Group makeup
  • Timing of activities
  • Acknowledgements
  • Examples

23
Sample Classroom Game
  • Pre-planning
  • Specify rules
  • Group versus individual acknowledgement
  • Determine rewards
  • How rewards will be distributed
  • Timing

24
Sample Classroom Game






-



-




25
Sample Classroom Game
  • Game winners
  • Group game
  • Team member picks from grab bag, throws beanbag
    at board, etc.
  • Teachers choice
  • Small prize for all team members
  • SWPBS tickets
  • Tangibles
  • Intangibles

26
Systems
  • Whole-class
  • Small group
  • Individual student
  • Acknowledgement contingent only on that students
    behavior
  • Advantages
  • Can individualize
  • Allows for acknowledgements to be tailored for
    student
  • Limitations
  • Less opportunity for student influence
  • Can be difficult to implement consistently while
    teaching

27
Sample Program
  • Monthly Tim earns tokens (Bronco Bucks)
    throughout the school day from all staff members
    that he can spend once a month to purchase items
    at the school store.
  • 9-Weeks For each dollar Tim spends at the store,
    his name is entered in a drawing for a chance to
    win a bicycle.
  • Random Occasionally, other incentives such as
    student dances, jean day, etc. are introduced
    randomly. Students gain admittance by using
    Bronco Bucks.

28
  • Daily If Tim earns 2 Bronco Bucks he can
    participate in the review game/get a positive
    note sent home
  • Weekly Everyone that received 2 (or other set )
    daily rewards during the week receives a
    preferred activity time at the end of the week
  • Monthly If the entire class reaches their goal of
    earning a specified amount of Bronco Bucks
    by the end of the month, the class gets to
    watch a movie
  • 9-Weeks There is a competition between all of Mr.
    Smiths classes. The class earning the highest
    number of Bronco Bucks earns a pizza/ice
    cream party

29
Aligning with SWPBS System
  • Expectations match schools
  • Using school-wide acknowledgement tokens?
  • If using school-wide tokens
  • Students can receive rewards in class for earning
    tokens
  • Continue collecting tokens for use in the
    school-wide reward system
  • Consider use of supplemental rewards for academic
    achievement/participation

30
Universal Supports
  • Foundations
  • Expectations and rules
  • Acknowledgement Systems
  • Effective classroom layout
  • Strategies for responding to problem behavior
  • Systems to tune up
  • Curriculum
  • Instructional techniques
  • Setting/physical environment

31
Traditional Strategies Used for Dealing with
Problem Behavior
  • Time out
  • Demerit or fine
  • Detention
  • Writing assignment
  • Deprivation of some reward

32
Why Havent the Traditional Strategies Been
Effective?
  • Practices without the
  • Systems
  • System for defining and teaching expectations and
    rules
  • System for responding to errors
  • Acknowledgement system
  • Data
  • Expected behavior defined
  • Monitor student behavior
  • Monitor student/teacher interaction

33
Effective Consequences for Misbehavior Require a
System
  • Applied consistently
  • Immediate feedback
  • Pre-determined plan for major, minor, repeat
    violations
  • Linked to context

Requires a plan developed BEFORE the problem
occurs for Major, minor, and repeated problems
34
Reasonable and Logical Strategies
35
Reasonable and Logical Strategies
36
Reasonable and Logical Strategies
37
Reasonable and Logical Strategies
38
Strategies Tips for Teachers
  • Avoid stopping lesson to respond to student
    misbehavior
  • Use immediate consequences when feasible
  • Pick your battles

But.....
39
Universal Supports
  • Foundations
  • Expectations and rules
  • Acknowledgement Systems
  • Strategies for responding to problem behavior
  • Systems to tune up
  • Curriculum
  • Instructional techniques
  • Setting/physical environment

40
Overview
  • Rationale for Classroom interventions
  • FBA of a classroom
  • Universal classroom interventions
  • Building capacity for classroom PBS

41
SWPBS Team and Classrooms
  • Clear delineation of office-managed versus
    classroom-managed problems
  • Training on effective teaching and behavior
    support strategies
  • Preventive and educative
  • Acknowledge pro-social behavior explicitly
    teach
  • Consequences include opportunity to practice
  • Planned a-priori and documented
  • Access to evidence-based strategies
  • Materials for implementing interventions
  • Secondary and tertiary interventions that are (a)
    evidence based and (b) have contextual fit

42
Next Steps Build the System
  • Resources
  • Training
  • Materials
  • Technical support
  • System for implementation
  • Identify need
  • Build action plan
  • Develop plan for implementation

WS Assess.
Teacher AP
Team AP
43
University of Oregon School Psychology
  • Cynthia M. Anderson, PhD
  • canders_at_uoregon.edu
  • 541.364.2617

44
Your Classroom Vision
  • What do you want your classroom to look like?
  • What should it feel like to a class member?
  • What do you want your students to accomplish?
  • What do you want to accomplish?
  • What should a visitor see?
  • How would you like a visitor to summarize your
    classroom? Would they say this now?

45
Well-Managed Classroom
  • Students are deeply involved in their work
  • Students know what is expected of them and are
    generally successful
  • There is relatively little wasted time,
    confusion, or disruption
  • The climate of the classroom is work-oriented,
    but relaxed and pleasant

46
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