positive behavior intervention and support in the classroom ccs professional development institute...
TRANSCRIPT
POSITIVE BEHAVIOR INTERVENTION AND
SUPPORTIN THE
CLASSROOM
CCS Professional Development Institute
2013-2014
Why are we doing this?
PBIS in the Classroom
FERTILE GROUND: CREATING THE CONTEXT FOR SUSTAINABLE IMPLEMENTATION OF PBIS
Kent McIntosh University of Oregon
APBS Conference, March 2013
IES: NCSER (R324A120278)
OSEP: TA Center on PBS (H326S03002)
Social Sciences and Humanities Council of Canada (SRG F09-05052)
Hampton Endowment Fund (J07-0038)
Support for these projects:
Participants in these studies State Networks
Jerry Bloom, Susan Barrett and PBIS Maryland Cristy Clouse, Barbara Kelley and CalTAC Eric Kloos, Ellen Nacik, Char Ryan and Minnesota DOE Mike Lombardo, Rainbow Crane and Placer COE Lori Lynass, Celeste Rossetto Dickey, Chris Borgmeier,
Tricia Robles and NWPBIS Mary Miller-Richter, Nanci Johnson and MO SW-PBS Justyn Poulos, Wisconsin PBIS Heather Reynolds, NC DOE
Co-authors
Thanks and Acknowledgments
Focus on bringing PBIS into the classroom Consistency with SW systems High rates of acknowledgment for prosocial
behavior Focus on quality differentiated
instruction across academic domains Student instruction at their level
Lessons learned for sustaining School-wide PBIS
Research from our
state
Objective
Participants will create a classroom plan based on Positive Behavior Intervention and Support philosophies.
Today’s Agenda
PBIS Overview Routines and Procedures Defining Classroom
Expectations Teaching Expectations Encouraging Positive
Behavior Collaborative Work and
Next Steps
Participant Expectations
Be ResponsibleReturn promptly from breaks
Be an active participant
Use electronic devices appropriately
Be RespectfulMaintain cell phone etiquette
Listen attentively to others
Limit sidebars and stay on topic
Be KindEnter discussions with an open mind
Respond appropriately to others’ ideas
Honor confidentiality
Attention Signal
Please make note of time limits and watch your clocks!
Trainer will raise his/her hand. Finish your thought/comment. Participants will raise a hand and wait
quietly.
WHAT IS PBIS?
Positive Behavior Intervention and Support: Definition
A systems approach for establishing the social culture and individualized
behavioral supports needed for schools to be effective learning environments for all students
- Rob Horner, Ph.D. Co-Director National Technical Assistance
Center for Positive Behavioral Interventions and Support
Guiding Principles
All students are valuable and deserve respect.
All students can be taught to demonstrate appropriate behavior.
Punishment does not work to change behavior.
School climate is a shared responsibility among administrators, teachers, staff, students and families.
Guiding Principles
School personnel must be willing to examine their own behavior as students are taught to change theirs.
Cultural differences exist and need to be understood.
Positive relationships between students and adults are key to student success.
SYSTE
MS
PRACTICES
DATA
SupportingStaff
Behavior
SupportingDecisionMaking
Supporting Student Behavior
OUTCOMES
PositiveBehaviorInterventionand Support
Supporting Social Competence and Academic Achievement
Defining & Teaching Expectations
Routines & ProceduresReinforcement SystemsEffective Consequences
CONTINUUM OFPOSITIVE BEHAVIOR
INTERVENTION AND
SUPPORT
Social Skills MentoringCheck In
Self ManagementClassroom Based
Intervention
FBA/BIPDe-escalation
5%
80%
15%
Traditional Discipline vs. PBIS
Traditional Discipline Focuses on the student’s problem behavior Goal is to stop undesirable behavior, through the
use of punishment Primarily reactive
Positive Behavior Intervention and Support Replaces undesired behavior with a new behavior
or skill PBIS alters environments, teaches appropriate
skills, and rewards appropriate behavior Primarily proactive
PBIS IN THE CLASSROOM
Management
What is Effective Classroom Management?
Classroom management refers to all of the things that an educator does to organize students, space, time, and materials, so that instruction in content and student learning can take place.
Classroom Management Plan
At the end of each section, you will be asked to apply learning to your own classroom management plan.
Use the classroom management plan template to guide you.
Your overall plan should include: Routines and procedures Classroom expectations Methods for teaching expectations Procedures for encouraging positive behavior Procedures for responding to problem behavior
PBIS IN THE CLASSROOM
Routines and Procedures
Routines and Procedures: Definition
Routines are a habitual performance of an established procedure.
Procedures are a series of steps followed in a regular definite order.1. Talk with your neighbor.
Share one routine you completed today. What steps were involved?
2. Pick one lucky spokesman to share out on one routine.
Routines and Procedures: Physical Space
The physical environment can hinder or promote successful behavior.
Maximize positive behavior: Arrange seats in a way that allows easy
access to all students Utilize seating arrangements that match the
level of structure students need Ensure areas with high traffic have ample
room for students to give each other space Include a quiet area for students to take a
break when needed
“Tried and true” practices
Routines and Procedures: Schedule
A daily or class period schedule increases predictability and reduces transition time.
Schedules:
Meet student needs as much as possible (i.e. length of activity & student attention span)
Are flexible, but not loose
Posted in areas visible to entire room (add pictures as needed)
Have a balance of various types of instruction
Routines and Procedures: Attention Signal
An attention signal is a visual or verbal cue used to gain the attention of students so that learning and teaching take place.
All teachers, regardless of student age, should use an attention signal.
Effective attention signals: Used across all settings Students can respond quickly Taught and practiced regularly
Ideas:Give me 5.Hand up (must teach)Auditory (think about field trip and outside)Rhythmic clapping
Routines and Procedures: Attention Signal Process
Attention signal practice: Make sure students are attending before
moving on. Be willing to wait. Reinforce students who attend immediately. Provide specific verbal praise when students
comply. Be consistent. Remain calm.
(For students who continue to be non-compliant after initial learning period, let them know they will owe you back the time it takes out of the lesson- “time owed”. Time owed: Student completes work or tasks missed due to misbehavior on their own time.)
Routines and Procedures: Opening Routines
The beginning of the day is an important time to have efficient routines.
Entrance routines set the tone for the entire class.
Students need to feel welcome and immediately start a productive task.
Greet students daily- “good morning”, high five, thumbs up(Can use to prevent future problems)
Routines and Procedures: Opening Routines
Opening classroom procedures to teach: Entering class and getting started Arriving after instruction has started Handing in work Obtaining needed materials Returning after an absence
No right or wrong way.
Just need to have a plan & explicitly
teach it.
Routines and Procedures: During Class Routines
Because content and instructional methods change, a variety of routines are needed throughout the day or class period.
Classroom procedures to teach: Getting assignments and turning in work Managing independent work times Managing cooperative work times Getting assistance Transitioning
Teach and practice
until demonstrated without
much prompting.
Routines and Procedures: Ending Routines
Ending class in a calm and predictable manner can facilitate a better start to the next day or class.
Teach students how to clean up, organize materials and prepare for the next transition.
Methods for giving and receiving feedback about the class should also be included.
Ideas:• Increase student monitoring by building in self-evaluation: thumbs
up or down and reflect on improvements for tomorrow.• Exit ticket with three or fewer questions
Routines and Procedures: Summary
Routines and procedures should be taught and practiced with students.
Physical space and schedule can be manipulated to maximize positive behavior.
An attention signal is a useful tool for all teachers.
Have and teach specific routines for the beginning, middle and end of the day or class.
Activity: Classroom PBIS Plan
Select one key routine that you plan to teach your students.
Develop steps to teach that routine and complete Section 1 of the Classroom PBIS Plan.
Continue work on Section 1 of your Classroom PBIS Plan.
PBIS IN THE CLASSROOMDeveloping and Teaching Expectations
Classroom Expectations
In order for positive behavior to be demonstrated, there must be clear expectations.
Students need to know what is expected of them and how to meet those expectations.
Classroom expectations must be related to school-wide expectations, but can be modified to be specific to your class.
Developing Expectations
Expectations should be created with input from stakeholders.
Base expectations on common classroom problems.
State the expectations in the positive, using specific and observable terms.
Develop expectations for different types of instruction.
Teaching Expectations
Behavioral expectations must be overtly taught and practiced. Same as academic!
Establish methods for teaching expected behaviors that meet learning needs. …Video, role play, visuals
Teach regularly throughout the year, especially when students… transition in or out of school. return from breaks. demonstrate they have not mastered the
expectations.
Teaching Expectations
• Conceptual Level• Broad idea (respect, responsible, safe)• Start here: Focus on concept 1st
• Skill Level• Specific to setting• Taught in setting (when possible)• Practice in the actual setting if possible. For
example, teachers may need to take their students into the hallways to practice the expected behaviors.
Teaching Expectations: Lesson Components
Rationale: Rule for when to use the skill
Teach: Describe the skills needed to meet expectations
Model: Demonstrate the skills Role play: Students practice the skills Performance feedback: Give praise
and correction
Teach your expectations
before theactivity or
transition begins.
Teach your expectations
before theactivity or
transition begins.
Monitor studentbehavior
by circulatingand visuallyscanning.
Monitor studentbehavior
by circulatingand visuallyscanning.
Provide feedbackduring the activity and
at the conclusionof the activity.
Provide feedbackduring the activity and
at the conclusionof the activity.
Begin the cycle again forthe next activity.
Teaching Expectations: Teach-Monitor-Feedback Loop
41
Developing and Teaching Expectations: Summary
Clearly define classroom expectations. Utilize all lesson components when
teaching expectations. Teach expectations to mastery. Incorporate behavioral instruction
throughout your day.
Activity: Classroom PBIS Plan
Develop classroom expectations that are aligned with your school-wide expectations.
Continue work on Section 2 of your Classroom PBIS Plan.
PBIS IN THE CLASSROOM
Encouraging Positive Behavior
So what’s the big deal about all this acknowledgement anyway? They should already know how to do school anyway… right?
Acknowledgement
Poverty & Language
Approximately one year (11-18 months) Children in poverty—hear 250,000 words per
year
Children in homes of professionals—hear 4 million words per year
(Hart & Risley, 1995)
46
Poverty & Language
Affirmative statements Professional—30 per hour Working class—15 per hour Poverty—6 per hour (prohibition twice as often as
affirmative feedback)
47
(Hart & Risley, 1995)
Poverty & Language
“To keep the confidence-building experiences of welfare children equal to those of working class children, the welfare children would need to be given 1,100 more instances of affirmative feedback per week…” (p.201).
“It would take 26 hours per week of substituted experience for the average welfare child’s experience with affirmatives to equal that of the average working-class child” (p. 202).
(Hart & Risley, 1995)48
Encouraging Positive Behaviors
Expectations alone will not support demonstration of positive behavior.
Students must be encouraged to meet expectations.
Classroom systems for reinforcement need to be aligned with any school-wide system.
The strategies in this section will help ensure that adults will focus on positive behavior in a consistent and frequent manner.The Bottom Line: You get what you
attend to.
Encouraging Positive Behaviors:Apply Pre-correction Strategies
Pre-corrects function as prompts for expected behavior.
Opportunities for practice are provided in close proximity to context.
Especially helpful when teacher anticipates behavior errors.
Only effective after behavior is taught and learned.
Example “Remember before you leave class, collect your materials, put your papers in the bin, and walk quietly out the room.
Encouraging Positive Behaviors: Motivation ( = Expectancy x Value)
Motivation is crucial to getting students to follow your expectations.
If a person thinks she will succeed at a task, and she values what she will get as a result of succeeding, then her motivation will be high.
Does the classroom climate communicate value in student success? How?
Do students feel safe in classroom to take risks in learning?
Do we find a balance in “stretching students cognition”?
Encouraging Positive Behaviors: Motivation ( = Expectancy x Value)
Students will be more motivated to complete a task when they…
understand why it is useful to them. see the big picture of what they will be able
to accomplish. connect it to other skills and tasks they
already know.
Encouraging Positive Behaviors: Enthusiasm
Teacher enthusiasm communicates value and increases student motivation.
Enthusiasm is the degree to which teachers project the belief that teaching is interesting, meaningful and important.
Communicating enthusiasm is done through
presentation of content, not through pep talks or theatrics.
Encouraging Positive Behaviors: Relationships
Students are more likely to respond to directions and instructions when they have already established relationships with adults.
Demonstrating personal regard for all students is an important way to create genuine and positive relationships.
Your level of regard for students is communicated in brief, often subtle, and frequent daily interactions of which you may not be aware.
Encouraging Positive Behaviors: Relationships
• We all know that positive relationships with students are important, but sometimes we don’t know how to build them.
• 40 years ago research was done to determine the specific interactions teachers need to engage in to build relationship and communicate high expectations. This research resulted in the TESA model (Teacher Expectations and Student Achievement).
• One of the key findings from TESA was that personal regard for students as human beings is crucial.
Encouraging Positive Behaviors: Relationships
Personal Regard- See the student
as a human being
Go below the surface to experience the hidden culture of the classroom
Encouraging Positive Behaviors: Relationships
Relationships will Improve over time when you consistently demonstrate personal regard. How? Greet students everyday. Be aware of student absences and let your
students know you are glad they are back upon return.
Share your personal interests. Ask the students to give their perspective
of how things are going in the school.
Encouraging Positive Behaviors: Relationships
Relationships will Improve over time when you consistently demonstrate personal regard. How? Admit mistakes. Make special effort to greet or talk to
students who have been having trouble. Notice when students are proud of
something and compliment it. Be willing to pause from instruction to talk
with a student about a personal matter, if needed.
Encouraging Positive Behaviors: Relationships
There are many ways to greet students. Do what works for you and give options for students who may not be comfortable with verbal communication.
It is important to show that you connect with students, but only share as much personal information that you are comfortable with and that is appropriate.
Take the time to notice small things. Find time to connect with a student. Demonstrate that human needs are more important than tasks.
Encouraging Positive Behaviors: Reinforcement
Behavior needs to be reinforced in order for it to be repeated.
Teacher attention should focus on positive behavior at least four times more often than on negative behavior. How do we do with this in our lives outside of
school?
Commit to making a conscious effort to practice reinforcement prior to correcting problems.
Encouraging Positive Behaviors: Reinforcement
Reinforcement needs to be frequent and consistent.
Positive reinforcement can be: Verbal
Physical
Social
Tangible
Verbal reinforcement needs to contain specific information about the behavior you want repeated.
Encouraging Positive Behaviors: Summary
Expectations will not be consistently demonstrated without motivation and reinforcement.
Building genuine positive relationships is critical to encourage positive behavior.
Positive feedback should be given four times more often than corrective feedback.
Reinforcement can be done in a variety of ways and a system needs to be in place to ensure frequency.
Activity: Classroom PBIS Plan
Complete Section 3 of your Classroom PBIS Plan.
Complete the evaluation. Your input helps us to improve, and we welcome it!
Please share your feedback