correction system: responding to problem behavior chris borgmeier, phd portland state university...
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Correction System:Responding to Problem Behavior
Chris Borgmeier, PhD
Portland State University
www.web.pdx.edu/~cborgmei
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PBS Big Ideas Commitment to serve ALL students
Set students & staff up to be successful Proactive is better than reactive
Increase participation in school & academic success LIMIT LOSS OF INSTRUCTIONAL TIME
Reduce use of exclusionary & punitive strategies Time in Hall, Time in Office, Suspension, Detention
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PBS Big Ideas
Prevention is the BEST medicine School-wide -- First responses to problem
behavior should be seen as an instructional opportunity for social behavior
Instead of focusing on punishment, focus on the remediation & instruction of alternative, desired behavior
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Caution: Consequence Systems
Too often consequences for negative behavior is the only behavior management plan schools or teachers have “If your only tool is a hammer, every problem becomes a
nail”
Only after teaching, reinforcing & providing opportunities to practice the expected behavior do we earn the right to use negative consequences
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Bigger, tougher Consequences is
NOT what we mean by a Correction
System
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Responding to Problem BehaviorGOAL = Changing Behavior
We will still use negative consequences in schools Why? Because they are effective for many students
(students in the Green Zone)
BUT… too often we keep using negative consequences when they are not effective in changing behavior Then missed instructional time and negative feelings
instead exacerbate the problem behavior Happens once… shame on student – Happens three,
four, ten times… shame on me
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Students with Recurring Problem Behavior Too often we continue to do the same thing
(often punitive) and expect different results
Often student problem behavior is helping students to get exactly what they want Avoid difficult tasks Obtain attention from peers or adult
Build Systems of Support Yellow Zone & Red Zone Systems
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Responding to Misbehavior
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Misbehavior Happens: Provide staff with guidelines for responding Options for responding to misbehavior in the
classroom “Defusing Anger & Aggression” video by Geoff
Colvin Targets Secondary classrooms but also useful for
Elementary Purchase at www.lookiris.com through Iris Media Follow-up with small group discussions to identify
specific strategies used in video & develop an Action Plan to encourage use in classroom
Have staff role play some of the strategies
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Guidelines for Responding to Misbehavior Respond Consistently, Calmly, Briefly
Return to InstructionGoal: pay more time & attention to positive
behaviorReduce student escalationReduce amount of missed instructional time
See p. 7 in packet – 9 variables affecting compliance
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3 cheap, easy & powerful Behavior Management tools Proximity
Moving & scanning frequently Slowly moving toward a student & using proximity,
instead of verbally addressing
Reinforcement Acknowledge other students who are on task
Precorrection Frequent pre-teaching & reminders of expectations,
before students have chance to engage in problem behavior
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Alpha v. Beta Commands
Alpha Commands Minimal # of words Clear, concrete &
specific Give a reasonable
amount of time for behavior to occur
Beta Commands Wordy Vague Often convey feelings
of frustration or anger May contain many
sets of directions
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Alpha Commands
Alpha Commands are Clear & Positive “Pick up your chair, sit down, and draw a picture
of your favorite animal”
instead of
“How many times have I told you not to get up out of your seat. Don’t you know how to act in this class? I’m getting tired of telling you what to do a hundred times. Now, get to work.”
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Have a Routine for Responding to Minor Problem Behavior
Specific Request
If, Compliance Walk Away & wait 5-10 seconds
If, Non-Compliance
Reinforce!
“Please _________”
Request in a calm voice
If, Compliance
If, Noncompliance
Preplanned Consequence
Walk away & Wait 5-10 sec.
Reinforce!
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Responding to Problem Behavior
1. Clarify across staff and administration what behaviors should be managed in the classroom v. sent to the office
2. Develop a continuum of “consequences” with a corrective/ remedial focus, rather than strictly punitive consequences or consequences that remove students from instructional time
3. Develop referral form that provides essential information for decision making
4. Use discipline referral data to identify problem areas & inform decision making Maximize school resources by making informed data-based decisions Recommended data system: SWIS – School Wide Information System
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Be prepared! Be proactive!
Anticipate behaviors you will see and know how to respond
List potential behaviors Identify what behaviors and expectations you can
teach in advance to prevent anticipated problem behaviors and link with a reinforcement program early to develop habits
List out how you will respond to problem behavior Have a continuum of Responses w/ options at each
level Classroom Managed to Office Managed to Crisis
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Match Intensity of Response w/ Severity of Behavior
Continuum of Responses to Escalating Behavior
Less disruptive More severe
Classroom Send to Office CRISIS
Managed Buddy Rm Managed
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Problem Behavior v. Crisis
Problem Behavior – situation with potential to escalate into a greater problem or crisis Use strategies for defusing the situation
Office Managed Behavior – Serious misbehavior that endangers safety or well-being or makes normal classroom activities difficult or impossible
Crisis – situation has escalated out of control & is a danger Call for back-up Follow building emergency procedures
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Emergency Planning & Crisis Response Has your school addressed responding to
crises in the building & emergencies
Is there a systematic plan that all staff know
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Office v. Classroom Managed
Be clear about what behaviors should be sent to the office & what should be handled in the classroom
Teachers lose credibility if they send too many problems to the office, or out of the classroom It may appear that the teacher can’t handle the classroom
him/herself and the students pick up on this Lost instructional time is not benefiting anyone Escaping from the classroom may be exactly what the
students wants – we may be strengthening that problem behavior
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Classroom Managed v. Office Managed Behavior
Make sure staff and administrators agree on what behaviors are sent to office
Develop a list of office managed behavior Hold discussions to clarify and foster
agreement
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Develop Consistency/Agreement in Responses to Problem Behavior
Classroom Managed Office Managed•Failing to follow rules/directives•Inappropriate voice level•Disruptive•Inappropriate language/comments•Put downs/ low level teasing
•Danger to others with intent to hurt•Weapons•Fighting/ assault/ physical aggression•Overt defiance•Harrassment/Bullying•Inappropriate touching
***See Handout for more complete list w/ possible responses
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Develop a Continuum of School Responses
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Develop school-wide responses to problem behavior Develop alternatives to punishment &
exclusion (detention/suspension) Good to focus on re-teaching of
expectationsRule SchoolPeer Conflict Mediation
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Promote Corrective Responses to Misbehavior Reteaching expected behavior Written consequence related to rule violation Overcorrection
Practice appropriate behavior 2-3 times for single infraction (like practicing or reviewing a lesson)
Natural consequences Missed instructional time should be made up at
recess, Restitution, Lose related privileges
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Ongoing Development of Systems of Support Systems for Support with students with
challenging behaviorClassrooms Individual Student Systems
Targeted Interventions FBA/BSP
These strands will be a primary focus in Years 2-3 of SW PBS development
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Nonclass
room
Setting S
ystems
ClassroomSetting Systems
Individual Student
Systems
School-wideSystems
School-wide PositiveBehavior Support
Systems
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Primary Prevention:School/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:FBABSP for Students with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
POSITIVE BEHAVIORSUPPORT
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Using Discipline Data for Decision Making
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Using Data for Decision Making
The best data system in the world won’t make a difference if no one is looking at the data and using it to guide decision making
The SW-PBS team should commit to reviewing data at least monthly and using it to inform decision making to maximize resources & results
Once you’ve committed to this, the next questions are…
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What data are we currently collecting? Discipline Referral Data Detention/Suspension/Expulsion Data Attendance data
Are we using this data effectively?Are we getting the most out of the data we’re
collecting?
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Reviewing your Discipline Referral form Are you getting the most information from your
referral forms? Could you update your referral form to provide
you with more useful data?
Would you gain more information if you put in place a minor referral process, in addition to major referrals?
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Suggested information to collect on referral forms Student name Date/time Location of incident Referring teacher Type of problem behavior Persons involved Possible motivation of behavior/ Reason Disciplinary action
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Minor Referral Form
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Effective Data Systems
In order to make the most informed decisions regarding SW PBS an effective data system must provide data not only
about individual students, but also compile discipline data school wide
Can your school currently look at discipline data from a School-wide perspective? SWIS (School-wide Information System) is one
system that allows this type of manipulation of data
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School-Wide Information System (SWIS)
www.swis.org
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School Wide Information SystemSWIS Web-based discipline referral information system
Database for tracking office referral and suspension data
Provides accessible and useful data summaries (in graphs and tables) to help guide decision making in school planning
Allows for easy manipulation of data to find answers to your specific questions
Located on the web at www.swis.org $200/year per school
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Version 3.1.5 stable
Main Menu
User: ChavezSchool: Cesar Chavez Academy
SWIS Copyright (c)2003 May, Ard, Todd, Horner, Glasgow, Sugai, & Sprague
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Average Referrals per Day per MonthMiddle School of 600 students
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Referrals by Location
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Referrals by Time
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Referrals by Student
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Student Referral ReportDate Staff Time Location
Problem Behavior
MotivationOthers Involved
Admin Decision
1 03/10/2004 43866 12:15PM Plygd Agg/Fight Unknown mot Peers Parent
2 03/01/2004 62390 12:30PMUnknown loc
Disrespt DK Peers Parent
3 02/10/2004 47522 01:30PM Class Agg/Fight Unknown mot UnknownO Office AD
4 12/18/2003 47522 10:30AM Class Agg/Fight Unknown mot PeersOut-sch susp
5 12/08/2003 47522 10:00AM ClassOther behav
Unknown mot NoneOut-sch susp
6 12/08/2003 47522 01:15PM Class Disrespt Ob p attn None Office AD
7 11/20/2003 62390 10:00AMUnknown loc
Agg/Fight Unknown mot PeersOut-sch susp
8 11/20/2003 47522 10:30AM Class Agg/Fight Unknown mot PeersOut-sch susp
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TasksNew Tasks Clarify/ document Staff
managed v. Office Managed Behavior
Promote more effective responses to problem behavior
Review Referral form & process for turning in referrals
Use data for Decision Making
Set up SWIS or identify system for informing school-wide decision making
Follow-up Tasks Finalize Expectations
Grid Lesson Planning
Assembly/Teaching Schedule
Develop or refine your Acknowledgment System
Complete your SW PBS Action Plan
Complete Teaming Matrix (if applicable)
Assemble PBS Handbook Complete SW PBS
Update form