Effective Procedures for Dealing with Problem Behaviors

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Effective Procedures for Dealing with Problem
Behaviors
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Part 1Developing Appropriate Definitions
ofProblem Behaviors
3
Data System
Definitions
Establishing a Data-based Decision-making System
Referral Form
Referral Process
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Appropriate Definitions of Problem Behaviors

• What one teacher may consider disrespectful, may
  not be disrespectful to another teacher. For
  that reason, problem behaviors must be
  operationally defined.

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Appropriate Definitions of Problem Behaviors

• Clear set of definitions for all categories on
  the office discipline referral form exists and is
  in line with the SWIS definitions
• Once behaviors are defined, all faculty, staff,
  administration, students and families will need
  to be trained on the definitions

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Definitions of Problem Behaviors

• All problem behaviors are covered and none of the
  definitions overlap
• Consistent definitions make data collection much
  more accurate and reliable
• The addition of minor problem behaviors assists
  in the summary of minor infractions

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SWIS Compatible Definitions

• A complete list of problem behaviors, as well as,
  locations, possible motivations, others involved,
  and administrative decisions are all
  operationally defined on the SWIS web-site
  (www.swis.org) and also in the example section-

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Part 2 Developing Behavior Tracking Forms
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Data System
Definitions
Establishing a Data-based Decision-making System
Referral Form
Referral Process
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Characteristics of a SWISCompatible Referral Form

• A clear distinction must exist between problem
  behaviors that are staff-managed (minor) versus
  problem behaviors that are office-managed or
  crisis (major)

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Major Discipline Incidents

• Defined
• Discipline incidents that must be handled by the
  administration.
• These may include but are not limited to
  physical fights, property damage, drugs, weapons,
  tobacco, etc.
• Purpose
• Once problem behaviors are operationally defined,
  it is essential that the team distinguish the
  major discipline incidents from the minor to
  determine the appropriate consequence

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Minor Discipline Incidents

• Defined
• Discipline incidents that can be handled by the
  classroom teacher and usually do not warrant a
  discipline referral to the office.
• These may include but are not limited to
  tardiness to class, lack of classroom material,
  incomplete classroom assignments, gum chewing,
  etc.
• Purpose
• To determine appropriate consequence and where
  the consequence should be delivered
• These incidences are still tracked but the
  consequence is delivered in the classroom

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Emergency or Crisis Incidents

• Defined
• Discipline incidents that require immediate
  response from administration and/or crisis
  response team.
• These incidences may cause short-term change to a
  schools PBIS Plan and may include, but are not
  limited to bomb threats, weapons alerts,
  intruder, fire evacuations, etc.
• These incidents do not necessarily result in an
  ODR
• Purpose
• Maintain order and safety during emergency
  situations
• Each school is urged to consult their district
  and school policies for emergency/crisis incidents

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Part 3 Office DisciplineReferral Forms
Classroom BehaviorTracking Forms
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Office Discipline Referral (ODR) Forms

• Be sure to answer the following 5 questions on
  each referral form
• Who, Why, What, When Where?
• Clarity on the referral form takes the guess work
  out of the data entry persons job
• Data will be more reliable and accurate as
  judgement calls are minimized

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Characteristics of a SWISCompatible Referral Form

• Students Name
• Date
• Time of Incident
• Students Teacher (optional)
• Students Grade Level
• Referring Staff
• Location of Incident

• Problem Behavior
• Possible Motivation
• Others Involved
• Administrative Decision
• Other Comments
• No more than 3 extra info.

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Developing the ODR

• Challenges
• The form is not filled out correctly

• Solutions
• Re-train faculty or return to faculty to fill out
  completely before processing

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Goal of the Tracking Form

• Collect data that are necessary to identify
  effective ways of changing inappropriate
  classroom behavior (minor) before it results in
  an office discipline referral (major)

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Classroom Tracking Forms

• Classroom behaviors take up considerable amounts
  of teacher time that could be better spent on
  instruction
• Forms assist in identifying the pattern of
  behavior and determining interventions that will
  be most effective for the student(s)

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Guidelines

• When does a recurring behavior become a major?
• Same behavior (3 minors 1 major)
• From one particular teacher
• Suggested time frame ( 3 minors within 4 weeks)
• Used as a tool to identify patterns of behavior
• When are the behaviors occurring? (math,
  transition)
• What are the recurring behaviors?
• What are the classroom interventions that have
  been used? Are these interventions working or
  does something else need to be utilized?
• Why is the behavior occurring? (motivation,
  example Johnny rips up his math sheet and is
  given time out and gets out of his work. He
  always gets to avoid doing his math work)

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Part 4 Developing a Coherent Office
DisciplineReferral Process
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Data System
Definitions
Establishing a Data-based Decision-making System
Referral Form
Referral Process
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Office Discipline Referral Process

• Evaluate current discipline process and
  procedures
• Is the discipline referral process meaningful and
  effective?
• Identify whether teachers are following the
  current plan for completing referrals
• Interview teachers on their perceptions regarding
  the schools responsiveness to problem behavior

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Discipline Referral Process

• The next step in establishing a data-based
  decision-making system is to insure that a school
  has a predictable and coherent Discipline
  Referral Process.
• This process must be defined, taught, and agreed
  upon with all staff, and must include definitions
  for
• major discipline incidents
• minor discipline incidents
• emergency or crisis incidents
• a continuum of discipline procedures

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The Completed OfficeDiscipline Referral Process

• Contains definitions of major discipline
  incidents, minor discipline incidents, crisis
  incidents, a continuum of discipline procedures
• Can be summarized in a narrative or graphic form
• Is presented to all staff for approval
• Is trained to all staff

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Middle School DISCIPLINE FLOW CHART
NO
YES
IS THE INCIDENT MAJOR?
Verbal Warning. Restate Expectation/rule
Behavior ceases.   No further action  
Write Referral (Attach minor incident forms if
applicable.)   Send the student with the
referral to Room 1.  
2nd Offense (Same behavior) Complete Tracking
form   Intervention
Behavior ceases.   No further action
Administration determines course of action or
consequences
3rd Offense (Same behavior) Complete Tracking
form   Intervention Contact Parent  
a) Copy of referral and/or letter sent to the
parent   b) School retains copies   c) Copy
of referral to (how given to teacher?) teacher
for files (when?time frame?)
Behavior ceases.   No further action
4th Offense (Same behavior)   Follow Referral Proc
edure
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OBSERVE BEHAVIOR
Elementary School
IS BEHAVIOR MAJOR?
IS CRISIS RESPONSE NEEDED?
YES
PROBLEM SOLVE
NO
NO
YES
YES
TEACHER DETERMINES INTERVENTIONS/CONSEQUENCES
WRITE OFFICE REFERRAL DELIVER TO THE OFFICE
IMPLEMENT CRISIS PLAN
COMPLETE MINOR INFRACTION INCIDENT REPORT FORM
SEND HOME FOR PARENT SIGNATURE
ADMINISTRATOR DETERMINES OUTCOMES/CONSEQUENCES
YES
NOTIFY CRISIS TEAM
IS THIS THE 4TH INCIDENT OF THE SAME TYPE WITHIN
1-2 WEEKS
FILE IN TEACHERS BLACK BEHAVIOR BOX
NO