Title: Positive Behavior Support in the Classroom
1Positive Behavior Supportin the Classroom
- Cynthia M. Anderson
- University of Oregon
2Overview
- Rationale for Classroom interventions
- FBA of a classroom
- Universal classroom interventions
- Building capacity for classroom PBS
3Well-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
4FBA 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
5Assessing Classrooms
- Environment
- Adults
- Instructional behavior
- Interactions with other adults, with students
- Students
- Academic behavior
- Social behavior
Classroom Self- Assessment
Classroom Assessment Tool
6Using 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
7Overview
- Rationale for Classroom interventions
- FBA of a classroom
- Universal classroom interventions
- Building capacity for classroom PBS
8Universal 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
9Universal Supports
- Foundations
- Expectations and rules
10Rationale for Rules in Classrooms
- Provides
- Structure
- Consistency
- Positive climate
- Allow teacher to maintain positive environment
focus on academics - Legal, ethical, and professional accountability
11General 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
12General 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
13Rules 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
14Designing 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
15Example Planning for Transitions
- Steps for Effective Transitions
- Teach transition rules
- Establish predictable transitions
- Minimize frequency of transitions
16Universal Supports
- Foundations
- Expectations and rules
- Acknowledgement Systems
- Strategies for responding to problem behavior
- Systems to tune up
- Curriculum
- Instructional techniques
- Setting/physical environment
17Acknowledgement Systems
- Increase pro-social behavior
- Focus staff and student attention on desired
behaviors - Foster a positive climate
- Increase time spent on academics
18Acknowledgement Formal vs. informal
- Formal Acknowledgement
- Linked to SWPBS
- Independent system
- Informal AcknowledgementCRITICAL
- Frequency
- Use to turn situation around
19Acknowledgement 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
20Acknowledgement Systems
- Whole-class
- Small group
- Individual student
21Acknowledgement Systems
- Whole-class
- Best for
- Discrete activities
- Situations when each instance of correct behavior
can be acknowledged - Embed within other systems
- Examples
22Acknowledgement Systems
- Whole-class
- Small group- teams
- Work bursts
- Considerations
- Group makeup
- Timing of activities
- Acknowledgements
- Examples
23Sample Classroom Game
- Pre-planning
- Specify rules
- Group versus individual acknowledgement
- Determine rewards
- How rewards will be distributed
- Timing
24Sample Classroom Game
-
-
25Sample 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
26Systems
- 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
27Sample 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
29Aligning 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
30Universal 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
31Traditional Strategies Used for Dealing with
Problem Behavior
- Time out
- Demerit or fine
- Detention
- Writing assignment
- Deprivation of some reward
32Why 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
33Effective 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
34Reasonable and Logical Strategies
35Reasonable and Logical Strategies
36Reasonable and Logical Strategies
37Reasonable and Logical Strategies
38Strategies Tips for Teachers
- Avoid stopping lesson to respond to student
misbehavior - Use immediate consequences when feasible
- Pick your battles
But.....
39Universal Supports
- Foundations
- Expectations and rules
- Acknowledgement Systems
- Strategies for responding to problem behavior
- Systems to tune up
- Curriculum
- Instructional techniques
- Setting/physical environment
40Overview
- Rationale for Classroom interventions
- FBA of a classroom
- Universal classroom interventions
- Building capacity for classroom PBS
41SWPBS 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
42Next 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
43University of Oregon School Psychology
- Cynthia M. Anderson, PhD
- canders_at_uoregon.edu
- 541.364.2617
44Your 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?
45Well-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(No Transcript)
47(No Transcript)