Building Supportive Classroom Systems through Positive Behavioral Planning

Transcription

1 Building Supportive Classroom Systems through Positive Behavioral Planning Joan Ledvina Parr, Ph.D Baltimore County Public Schools PBIS Team Training July 15, 2008 Secondary Schools * July 16, 2008 Elementary Schools

2 Kids Aren t the Way They Used to Be

3 What the Research Says about Poor Classroom Management Linked with negative student outcomes Increase risk of developing more serious problems among at-risk kids Place all students at greater risk of current and future behavior problems Poor management signals to kids that the class is out of control Poorly managed classrooms are rated as having poorer climate (Aber et al., 1998; Mitchell, Bradshaw & Leaf, 2009)

4 Traditional Discipline vs. PBIS Traditional Discipline Focused on the student s problem behavior Goal was to stop undesirable behavior through the use of punishment Positive Behavioral Interventions and Support Alters environments Teaches appropriate skills, and rewards appropriate behavior Replaces undesired behavior with a new behavior or skill

5 Have a Vision When you know where you are headed, you can guide students toward their own success. Without a destination in mind, you may arrive at a place you don t want to be.

6 What Does a Well-Managed Classroom Look Like? Students are concentrating and involved in their work Students know what is expected of them and follow teacher directions and expectations Students are academically successful There is relatively little wasted time, confusion, or disruption The climate of the classroom is work-oriented, but relaxed and pleasant

7 Contrasted with. Teachers spend 40-70% of the day in noninstructional activities (Goodlad, 1984) Students spend as little as 17% of the school day actively engaged in academic tasks (Hofmeister & Lubke, 1990) 74% of special education teachers spend three hours or less a week in individualized instruction (Council for Exceptional Children, 2000)

8 Indicators of Good Teaching Instructional Management Outcome-based Evidence-based curriculum Well designed lessons Expert presentation of lessons On-going progress monitoring Good behavior management Behavior Management Expected behavior & routines taught and practiced High rates of acknowledgements for rule following behavior High rates of positive & active supervision Good instructional teaching

9 Connect Classroom Practices with Schoolwide Practices Focus on classroom practices that promote academic gains along with classroom practices that promote behavioral gains Classroom behavior support practices should parallel with the schoolwide practices Classroom matrix and Schoolwide matrix Create a setting that is: Predictable Consistent Positive

10 Indicators of Maximized Student Outcomes High rates of active engagement High rates of correct responding High number of opportunities to respond High rates of task & socially appropriate behavior

11 Desired Student Outcomes Academic achievement OUTCOMES Positive social skill development Self-control and selfmanagement PRACTICES

12 Today We will present concepts of classroom management that you can apply to your classroom and utilize with your students Classroom Management Systems Behavioral management Environmental management Curriculum & Instructional management Classroom Assessment Instruments Specific Classroom Management Strategies

13 Classroom-wide Positive Behavior Support Systems Behavior Classroom Systems

14 Classroom-wide Positive Behavior Support Systems Behavior Classroom Systems

15 Foundations Classroom Systems Behavioral Management Specify classroom rules and expectations Develop a teaching matrix and lesson plans Establish classroom routines Develop acknowledgement systems Incorporate effective reinforcers Use effective strategies for responding to problem behavior

16 Foundations Classroom Systems Behavioral Management Specify classroom rules and expectations Develop a teaching matrix and lesson plans Establish classroom routines Develop acknowledgement systems Incorporate effective reinforcers Use effective strategies for responding to problem behavior

17 Specify Classroom Rules and Expectations Develop 3 to 5 positively stated rules Broad expectations, applicable to all settings Identify observable behaviors Post rules in the classroom Teach behaviors and routines Enforce consistently

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19 Foundations Classroom Systems Behavioral Management Specify classroom rules and expectations Develop a teaching matrix and lesson plans Establish classroom routines Develop acknowledgement systems Incorporate effective reinforcers Use effective strategies for responding to problem behavior

20 Teaching Matrix Classroom Arrival Centers Be Respectful Raise your hand before speaking & when you need help Listen when others are talking Use inside voice when talking before the bell Be quiet when the bell rings Wait your turn 10 minutes per station when someone is waiting Use inside voice Be Responsible Have materials ready before activities begin Follow directions the first time Bring your homework, pencil, and paper Leave center in a neat fashion Take all materials with you Be Safe Keep hands, feet, and objects to yourself Be in your seat when the bell rings One person per station Follow safety rules of center

21 Expectations When your expectations are clear, students never have to guess how you expect them to behave.

22 Foundations Classroom Systems Behavioral Management Specify classroom rules and expectations Develop a teaching matrix and lesson plans Establish classroom routines Teach the rules and routines Develop acknowledgement systems Incorporate effective reinforcers Use effective strategies for responding to problem behavior

23 Routines Routines are procedures developed around specific situations & specific settings What are the classroom routines? How to Enter the classroom Leave the classroom Transitions within the classroom Sharpen pencils Turn in homework Ask for help Participate in class Use hallway passes (nurse, bathroom, office)

24 Establishing Classroom Routines Routine Signal Desired Behavior Entering class and completing drill Obtaining class attention Getting help during seat work Instruction on board Hand signal or verbal command Pre-agreed upon signal Walk in, sit down, start work Orient to teacher Raise hand and wait patiently

25 Procedures are a part of life: Classroom Procedures Entering the classroom Asking a question Listening to and responding to questions Sharpening a pencil Indicating whether you understand Responding to a request for attention Turning in papers Working cooperatively Changing groups Maintaining student notebooks Leaving the classroom When students are tardy When students need a pencil or paper When students are absent When someone knocks on the door When a student needs help or a conference If the phone should ring An emergency alert Requesting a bathroom break End of class dismissal

26 Foundations Classroom Systems Behavioral Management Specify classroom rules and expectations Develop a teaching matrix and lesson plans Establish classroom routines Teach the rules and routines Develop acknowledgement systems Incorporate effective reinforcers Use effective strategies for responding to problem behavior

27 Ineffective Instruction Sets the occasion for student failure

28 Teaching Behaviors Academic Skill: Addition 2+2 is not is not is not is not is not is not 7 Etc... Behavior: Peer Relations No elbowing others No kicking No hitting No pinching No biting No scratching Etc...

29 Teaching Behaviors Academic Skill: Addition Behavior: Peer Relations 2+2 = 4 Hands and feet to self or Respect others

30 Three Step Approach to Teaching Explain Classroom Procedures State, explain, model, and demonstrate the procedure. Rehearse Rehearse and practice the procedure under your supervision. Reinforce Reteach, rehearse, practice, and reinforce the classroom procedure until it becomes a student habit or routine

31 Teach the Expected Behaviors Using an Instructional Approach Directly teach Tell/explain using positive and negative examples Model and show the students the expected behavior Role play and give students opportunities to practice Give reminders and precorrections Actively supervise Positively reinforce and give corrective feedback Give daily opportunities to practice the skills Provide opportunities for generalization

32 Every time a procedure needs to be corrected REMIND the class of the procedure Have the class EXPERIENCE the procedure. Remind: Class, I would like to remind you of the procedure at the end of the period. You are to remain at your desks until I dismiss the class. Experience: Look around the room. You are all at your desks (and your chairs are pushed in.) This is the correct procedure, and I thank you for doing it correctly. Well done. Please do it again tomorrow. Have a nice day!!!!

33 The Power Of Teaching If a child doesn t know how to read, we teach. If a child doesn t know how to swim, we teach. If a child doesn t know how to multiply, we teach. If a child doesn t know how to drive, we teach. If a child doesn t know how to behave, we teach? punish? Why can t we finish the last sentence as automatically as we do the others? PBIS Philosophy

34 Foundations Classroom Systems Behavioral Management Specify classroom rules and expectations Develop a teaching matrix and lesson plans Establish classroom routines Teach the rules and routines Develop acknowledgement systems Incorporate effective reinforcers Use effective strategies for responding to problem behavior

35 Acknowledgement Systems Acknowledgement should be contingent on behavior Social acknowledgement is paired with tangibles Ratio should be 4 positives : 1 corrective statement Avoid threats and response cost Reduce attention for misbehavior Rewards can be for: Class Small group Individual student Develop your routine for delivering praise Search for behavior to reinforce

36 Foundations Classroom Systems Behavioral Management Specify classroom rules and expectations Develop a teaching matrix and lesson plans Establish classroom routines Teach the rules and routines Develop acknowledgement systems Incorporate effective reinforcers Use effective strategies for responding to problem behavior

37 Effective Reinforcers Pair tangibles with praise Reinforcers can be tangible or intangible Consider frequency of reinforcers Maintain 4 positives : 1 corrective statement Immediate reinforcement for new skills Delayed or intermittent reinforcement for established skills Vary the type, frequency, and intensity of reinforcement Fade and encourage learner self-management

38 Variables that Make Reinforcers Effective Immediate as soon as possible Frequent four reinforcers : one negative consequence Enthusiasm modulate your voice Eye Contact look at the student in the eyes Describe the Behavior describe what the student is doing to get the reinforcer Anticipation build excitement Variety change reinforcers frequently

39 Classroom Rewards Whole class Class earns acknowledgement as a whole Behavior of one student affects entire class Small group Reward is given to all members of a group Individual performance can affect the entire group Individual Reward is tied to behavior of individual student

40 Foundations Classroom Systems Behavioral Management Specify classroom rules and expectations Develop a teaching matrix and lesson plans Establish classroom routines Teach the rules and routines Develop acknowledgement systems Incorporate effective reinforcers Use effective strategies for responding to problem behavior

41 Strategies for Responding to Problem Behavior Align the consequences with the classroom expectations Teach the replacement behaviors or desired behaviors Link the consequence with the context Always consider the importance of immediate feedback

42 General Guidelines Student behavior serves a purpose Give consistent feedback When showing displeasure, focus on the behavior, not on the student Deliver unhappy feedback privately, when possible Move quickly and calmly to control misconduct Try to avoid stopping the lesson to address misbehavior Pick your battles carefully

43 Establish a Continuum of Consequences Use corrective feedback Tell student what is wrong and what to do instead Use only if it changes behavior Present feedback calmly and consistently Match the severity of the consequences with the severity of the behavior / infractions Problem: overuse may increase problem behavior Develop consequences for rule violations Consider a hierarchy of consequences

44 Unacceptable Classroom Behaviors Level 1 Teacher Managed Behaviors Not prepared Out of seat Not following directions Sleeping in class Food/drink/gum Inappropriate noises Inappropriate talking/language Whining Homework not completed Strategies Redirection/nonverbal cues Ignore inappropriate behavior Reinforce desired behaviors in student or in others Verbal warning (in private if possible) Give choices Proximity change (student or teacher) Student conference

45 Unacceptable Classroom Behaviors Level 2 Teacher Managed Behaviors Constant talking Significantly interfering with others learning Consistently not following directions Disrespect to adults Throwing things Teasing Lying/cheating Inappropriate language Tardy/dress code Strategies Level 1 strategies Classroom based intervention Loss of privilege Parent contact Consult with grade level team Behavior contract Referral to counselor Minor Incident Report (MIR) Office referral after 4 th MIR

46 Unacceptable Classroom Behaviors Level 3 Office Managed Behaviors Actions that cause harm Stealing Fighting Drugs Weapons Throwing furniture Threatening to cause injury to person/property Sexual harassment Strategies Complete office referral Send student to office with referral Call for administrator Administration will determine consequence

47 Dealing with Problem Behaviors within the Classroom Engage in active decision making Use pre-corrections Encourage students to make good choices Recognize chains in escalating behavior patterns and intervene early Seven phases of escalating behavior Effective interventions are dependent on the phase of the escalating behavior

48 Seven Phases of Escalating Behavior 1. Calm 2. Trigger 3. Agitation 4. Acceleration 5. Peak 6. De-escalation 7. Recovery

49 Anger Response Cycle Peak Intensity Acceleration Agitation Trigger Calm De-escalation Recovery Thinking Ability Time

50 1. Calm Phase Student is cooperative Can accept corrective feedback Can set personal goals Can ignore distractions Can accept praise Can follow directions Intervention is focused on prevention Arrange for high rates of successful academic and social engagement Use positive reinforcement Teach social skills (e.g., problem solving, relaxation, self-management) Kids need to learn that we believe they can be successful Communicate positives

51 2. Trigger Phase Student experiences series of unresolved conflicts Intervention is focused on prevention & redirection Repeated failures Frequent corrections Interpersonal conflicts Time lines Low rates of positive reinforcement Remove from or modify the problem context Increase opportunities for success Reinforce what has been taught

52 3. Agitation Phase Student exhibits increase in unfocused behavior Off task Frequent start/stop tasks Out of seat Talking Social withdrawal Intervention is focused on reducing anxiety Make structural/ environmental modifications Provide reasonable options and choices Involve in successful engagements

53 4. Acceleration Phase Student displays focused behavior Proactive High intensity Threatening Personal Intervention is focused on safety Remember: 1. Escalations & self control are inversely related 2. Escalation is likely to run its course regardless of what you do Remove all triggering and competing / maintaining factors Follow crisis prevention procedures Establish and follow through with bottom line

54 5. Peak Phase Student is out-of-control & displays most severe behavior Physical aggression Property destruction Self injury Escape/social withdrawal Hyperventilation Intervention is focused on safety Procedures like acceleration phase Focus is on crisis intervention

55 6. De-escalation Phase Student displays confusion, but with decreases in severe behavior Focus intervention on removing excess attention Social withdrawal Denial Blaming others Minimize the problem Do not nag Avoid blaming Do not force an apology (apologies often turn into conflict situations)

56 7. Recovery Phase Student displays eagerness to engage in nonengagement activities Intervention is focused on reestablishing routines and activities Attempt to correct the problem Unwillingness to participate in group activities Social withdrawal or sleep Follow through with the consequences Positively reinforce any displays of appropriate behavior Debrief Purpose: to facilitate transition back to program, always follow the consequences for problem behavior Goal: to increase the likelihood of appropriate behavior

57 Adults: Check your behavior and responses Make sure you have eye contact Listen carefully; use empathetic understanding Give appropriate personal space Remain calm Be aware of the environment; consider safety issues Be consistent and focused Enforce limits Remain in control

58 There Are No Winners in a Power Struggle In order for change to happen, the adult must act in a mature manner Be careful not to respond to the student s provocation; do not mirror the student s escalating behavior Match your response to the stage of escalation the student exhibits

59 Final Thought on Escalating Behavior It is always important to remember: If you inadvertently assist the student to escalate, do not be concerned; you will get another chance to do it right the next time around. --Colvin, 1989

60 Teacher Responses which Impact Behavioral Management Create an environment that is Summary Predictable Consistent Positive Promotes student independent behavior (minimizes teacher prompting) Focus on positive reinforcement; strive for 4:1 Use precorrections Employ frequent pre-teaching and reminders of expectations, before students have a chance to engage in problem behavior

61 Classroom-wide Positive Behavior Support Systems Classroom Systems

62 Classroom Systems Environmental Management Various aspects of the classroom environment can be altered to prevent or address behavioral problems Factors to consider: Physical setting Scheduling Socialization

63 Importance of Physical Setting Different areas of the classroom are defined for different activities what happens where Groups vs. separate work stations Teacher has visual access to students at all times Instructional materials are accessible and easily retrieved by teacher and students Consider traffic patterns within the classroom

64 Classroom Arrangements Desks in rows Desks in a horseshoe

65 Classroom Arrangements Desks in clusters Desks in circles

66 Importance of Scheduling Scheduling of instruction occurs in a manner that optimizes student learning Daily schedule is posted Transitions are posted Schedule provides for daily independent work, small & large group instruction, free time, etc. Student time is spent primarily in active learning

67 Importance of Scheduling (con t.) Instructional format small group, centers, individual Schedule non-instructional time Administration time Personal time Start of day/period get students engaged quickly Movement/transitions

68 Importance of Socialization Opportunities for social instruction and social environments occur in a manner that optimize student learning Emphasis on the development of individual responsibility and independence of all students Regular communication between teacher and family Promotion of student friendships

69 Teacher Responses which Impact Environmental Management Understand the importance of proximity Moving and scanning frequently Slowly moving toward a student and using proximity, instead of verbally addressing Arrange the classroom in an efficient manner to accommodate traffic patterns Assure that the teacher be able to visually supervise the entire room Summary

70 Classroom-wide Positive Behavior Support Systems Classroom Systems

71 Classroom Systems Curriculum and Instructional Management Manage behavior through academic instruction Alter or adapt materials and instructional presentations to prevent behavior problems The most frequent reinforcer in the classroom should be academic success there should be at least 80% student accuracy on academic tasks Aim for high rates of student participation aim for 90% successful participation Use research based curriculum Use high rates of feedback and reinforcement

72 Maintain Student Attention Gain/maintain attention Always use a simple cue to prompt students to listen Never begin instruction until all students are attending Reinforce students who attend immediately Provide specific verbal praise to peers to redirect students

73 Employ Effective Teacher Commands Commands should be brief, easy to understand, and hard to misinterpret Be clear and avoid long explanations or justifications State commands as directives, not questions Give commands in a matter-of-fact business tone Deliver one task objective at a time State a command, then give the student reasonable amount of time to comply

74 Use Questions Effectively Present high rates of opportunities for students to respond Give information before questions Provide reinforcement for correct responses Employ pre-instruction techniques Teach key concepts prior to group lesson Provide strategies within heavy content area reading

75 Giving Students Opportunities to Respond Encourages everyone to become involved in learning Increases rate of responses of all learners Increases attainment of material presented Allows reluctant learners a secure environment to practice Decreases inappropriate or off task behavior Remember to vary the response type Individual vs. choral Written vs. gestures

76 Provide Students with Feedback Be precise Praise improvements Provide corrective feedback and instruction Always deliver frequent and immediate feedback in the acquisition phase of learning Use high rates of positives throughout the day

77 Handle Student Errors Effectively Signal when an error has occurred (refer to rules, We respect others in this room and that means not using put downs. ) Ask for an alternative appropriate response ( How can you show respect and still get your point across? ) Provide an opportunity to practice the skill and provide verbal feedback ( That s much better, thank you for showing respect toward others. )

78 Teacher Responses which Impact Curriculum and Instructional Management Maintain student attention Summary Employ effective teacher commands Use questions effectively Give students ample opportunity to respond Structure successful academic performance Use whole group techniques Use small group/partner techniques Provide effective feedback Handle student errors effectively

79 Classroom Assessment Instruments Classroom Management: Self-Assessment (Simonsen, Fairbanks, Briesch, & Sugai) Classroom Assessment Tool (Florida PBS Project)

80 Classroom Management: Self-Assessment (Simonsen, Fairbanks, Briesch, & Sugai) Designed for a teacher to rate him or herself Can also be used by an observer Assesses five areas 1. Structure and predictability are maximized 2. Expectations are positively stated 3. Students actively engaged 4. Continuum of strategies to acknowledge appropriate behavior is in place 5. Continuum of strategies to respond to inappropriate behavior is in place Scoring system for the 15 questions (Super, So-So, Improvement Needed) Action planning guide is available

81 Classroom Assessment Tool (Florida PBS Project) Observer notes whether items are In place Somewhat in place Initiated Not in place Categories of information Ecological factors (physical setting, scheduling, & socialization) Classroom behavior plan Curriculum and instruction Scoring summary is available Action planning guide is available

82 Summary Establish rules, expectations, and routines & stick to them Correct rule violations and social behavior errors proactively Maintain a positive focus (4:1) Keep students actively engaged Teach and provide opportunities for high level of responses and achievement Respond to problem behavior by recognizing phase of escalation & using appropriate interventions

83 Practical Classroom Management Strategies

84 Set the Stage for Appropriate Behavior Encouragement I know you can do this! Give it a try! Structuring Incentives When the class has accumulated five days with no tardies, we will have ten minutes of free time Students who have turned in all their work by Friday will be able to work as a peer tutor with another class Hype Wow! I have a ten minute free time coupon for anyone earning a 90% on the quiz! We have some new activities that you can look at during free time!!!!!!!

85 Good Behavior Game Divide the class into teams Identify acceptable vs. unacceptable behavior Unacceptable behavior is recorded The team with the fewest points wins a reinforcer If both teams stay below a pre-identified level, both teams earn the reward Team A III Team B II See more

86 Marble Jar Have a jar and add marbles to it for each time you want to reinforce the students Have a list of reinforcers from which they can select when they reach their goal

87 Mystery Motivator The number of the mystery motivator is written on a slip of paper and sealed in an envelope Students earn points in class and then learn if the class received enough points to earn an identified reinforcer

88 Level Charts Ongoing Identify classroom expectations and specify consequences All students start on the beginning level If they engage in unacceptable behavior, their marker is moved Markers can move up or down the chart students should always have an opportunity to redeem themselves Super Star Good Job Caution Time Out Lose Recess Referral

89 Chart Moves Have a chart, matrix, or dot to dot picture Student tracks own progress Student moves when acceptable behavior is reinforced Can have intermediate rewards along the way

90 Color Wheel Gives a visual cue as to teacher s expectation for that classroom activity Green some discussion is allowed Yellow silence with seatwork Red silence is expected; focus on the teacher Many variations can be used

91 Thermometer Help students visualize your expectations Instead of continually verbally prompting your students, use the visual cue

92 Beat the Timer Use a small timer and encourage the students to complete the task prior to the timer going off. You can then systematically reduce the amount of time given per task.

93 To Prompt Attention Give Me Five Give Me Five: Count to Five Eyes on Speaker Quiet Be Still Hands Free (put things down) Listen

94 Obtaining the Teacher s Attention Three Sided Pyramid Index Card on Student s Desk One side Please help me. One side Please keep working One side Blank Blank side faces student. When student needs help, Please help me faces forward, and Please keep working faces student. Please help me. Please keep working.

95 For additional resources: Maryland PBIS website National PBIS website Florida PBS Project website Illinois PBIS Network San Bernardino City Unified School District Dr. Jim Wright Dr. Sandra Steingart Dr. Tom McIntyre