Classroom Part 1: School Wide Positive Behavior Support All Settings MO SW-PBS SI 2008

Loading...

Flash Player 9 (or above) is needed to view presentations.
We have detected that you do not have it on your computer. To install it, go here.

0 comments

Post a comment

    Post a comment
    Embed Video
    Edit your comment Cancel

    2 Favorites

    Classroom Part 1: School Wide Positive Behavior Support All Settings MO SW-PBS SI 2008 - Presentation Transcript

    1. School-Wide Positive Behavior Support: All Settings Terry Bigby, Ed.D. Brandi Schumacher, M.S. Based on the work of Brandi Simonsen, UConn & George Sugai, UConn
    2. School-Wide Positive Behavior Support: All Settings
      • What do I expect my students to do in all settings?
      • How do I get them to do it?
      • What happens if they don’t do it?
    3. Designing School-Wide Systems for Student Success 1-5% 1-5% 5-10% 5-10% 80-90% 80-90% Academic Systems Behavioral Systems
      • Intensive, Individual Interventions
      • Individual Students
      • Assessment-based
      • High Intensity
      • Intensive, Individual Interventions
      • Individual Students
      • Assessment-based
      • Intense, durable procedures
      • Targeted Group Interventions
      • Some students (at-risk)
      • High efficiency
      • Rapid response
      • Targeted Group Interventions
      • Some students (at-risk)
      • High efficiency
      • Rapid response
      • Universal Interventions
      • All students
      • Preventive, proactive
      • Universal Interventions
      • All settings, all students
      • Preventive, proactive
      • SCHOOLWIDE
      • Common purpose & approach to discipline
      • 2. Clear set of positive expectations & behaviors
      • 3. Procedures for teaching expected behavior
      • 4. Continuum of procedures for encouraging expected behavior
      • 5. Continuum of procedures for discouraging inappropriate behavior
      • 6. Procedures for on-going monitoring & evaluation
      • CLASSROOM-WIDE
      • Classroom-wide positive expectations taught & encouraged
      • Teaching classroom routines & cues taught & encouraged
      • Ratio of 6-8 positive to 1 negative adult-student interaction
      • Active supervision
      • Redirections for minor, infrequent behavior errors
      • Frequent precorrections for chronic errors
      • Effective academic instruction & curriculum
      • NONCLASSROOM SETTINGS
      • Positive expectations & routines taught & encouraged
      • Active supervision by all staff
        • Scan, move, interact
      • Precorrections & reminders
      • Positive reinforcement
      • SECONDARY/TERTIARY INDIVIDUAL
      • Behavioral competence at school & district levels
      • Function-based behavior support planning
      • Team- & data-based decision making
      • Comprehensive person-centered planning & wraparound processes
      • Targeted social skills & self-management instruction
      • Individualized instructional & curricular accommodations
      SW PBS Practices
    4. Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT
    5. School-Wide Positive Behavior Support: All Settings
      • Maximize Structure
      • Post, Teach , Review, Monitor, & Reinforce
      • Establish A Continuum of Strategies Acknowledge Appropriate Behavior
      • Establish A Continuum of Strategies to Respond to Inappropriate Behavior
    6. 1) Maximize Structure
      • A) Physical Arrangement of the environment
          • Minimize crowding and distraction
      • B) Develop predictable routines
          • Teacher Routines
          • Student Routines
      • C) Teach Student Routines
          • Lesson Components
    7. Minimize crowding & distraction
      • Design environment to elicit appropriate behavior:
        • Arrange furniture to allow easy traffic flow.
        • Ensure adequate supervision of all areas.
          • Move
          • Scan
          • Interact
          • Remind/Precorrect
          • Positively Acknowledge
        • Designate staff & student areas .
        • Seating arrangements (group work, individual work)
    8. Teacher Routines
      • Greeting students
      • Attention signal
      • Giving directions
      • Assigning class work and homework
      • Providing feedback
      • Providing correction
      • Escorting students to bus, cafeteria, etc.
      • Collecting student work
      • Keeping records
    9. Student Routines
      • Entering the room
      • Beginning the school day
      • Sharpening pencils
      • Requesting assistance
      • Independent work
      • Passing in papers
      • Putting things away
      • Ending the school day
      • Making up missed work
    10. “ Routines” Lesson Components
      • Definition of procedure
      • Description of skill components
      • Model/demonstrations
      • Role play/behavioral rehearsal activities
    11. I write in my journal. I go to the big group. I work at calendar time. I see the schedule for today.
    12. 2) Establish /Post, Teach , Review, Monitor, & Reinforce Positively Stated Expectations
      • Establish behavioral expectations/rules.
      • Teach rules in context of routines.
      • Review or remind students of rule prior to entering natural context.
      • Monitor students behavior in natural context & provide specific feedback.
      • Reinforce using verbal and nonverbal responses
    13. Clearly Define Expected Behaviors
      • Set of “expectations”
      • State positively and succinctly
      • Keep to five or fewer
      • Process
      • 1. List problem behaviors
      • 2. Identify “replacement behaviors” {what do
      • you want them to do instead}
      • 3. Identify “general” set of replacement
      • behaviors
    14. Sample Expectations All Settings Safe
      • Keep hands, feet & objects to yourself
      • Walk
      Respectful
      • Positive Language
      • Listen
      Responsible
      • Follow Directions
      • Do your work
    15. Activity:
      • Identify common misbehaviors in your school.
      • Identify what you want your students to do instead, in other words, identify “replacement behaviors.”
      • Identify a general set of behaviors for the class.
    16. Teaching Behavior….
      • Teach,
      • practice,
      • and give feedback
      • all day,
      • every day,
      • all school year.
    17. Procedures for Teaching Expected Behaviors
      • Social skill instruction
        • teach the expectation
        • demonstrate the skill
        • students practice the skill
        • review and test the skill
      • Embed in curriculum
      • Practice, Practice, Practice
    18. Review or remind students of rule prior to entering natural context. Give Precorrects
      • Precorrects function as reminders
      • Opportunities to practice
      • Prompt for expected behavior
      • Especially helpful before teacher anticipates behavior learning errors
    19. Monitor activel y at all times
        • Move continuously
        • Scan continuously & overtly
        • Interact frequently & positively
        • Positively reinforce rule following behaviors
    20. Reinforce using verbal and nonverbal responses
      • Positively interact with most students during the day
        • Vary type of contact
          • Physical, verbal, visual contact
        • Vary by individual & group
        • Mix instructional & social interactions
    21. 3) Establish a Continuum of Reinforcement Strategies to Acknowledge Appropriate Behavior
      • Identify the “expectation” the student met and the specific behavior they displayed
      • Deliver Reinforcement
        • Tangible to Intrinsic
        • External to Internal
        • Frequent to Infrequent
        • Predictable to Variable
    22. 3 Types of Contingencies
      • All for One
        • Whole group works for one reinforcer
      • One for All
        • One student works for a classwide reinforcer
      • To Each His Own
        • One student works for an individual reinforcer
    23. Behavior Contract
      • Operationally define the behavior
      • Provide a clear description of the reinforcer
      • Identify the outcomes if the student doesn’t meet the expectations
      • Special Bonuses?
    24. Establish a Token Economy
      • Determine and teach the Target Skills
      • Select the tokens
      • Identify back-up reinforcer(s)
      • Identify the number of tokens required to purchase the reinforcer(s)
      • Define how & when Tokens are Exchanged
      • Define the decision rule to change/fade the plan
      • Determine how the plan will be monitored (What data will you collect?)
    25. 4) Establish a continuum of strategies to respond to inappropriate behavior(s).
      • Error Corrections
        • Quick
        • Specific
        • Tell what to do
        • Move on
      • Planned Ignoring
        • Only of behaviors supported by adult interaction
      • Time Out
        • Removal from reinforcing setting to one that is NOT reinforcing
    26. Manage minor (low intensity/frequency) problem behaviors positively & quickly
        • Signal occurrence
        • State correct response
        • Ask student to restate/show
        • Disengage quickly & early
    27. Follow procedures for chronic problem behaviors
        • Be consistent & business-like
        • Precorrect for next occurrence
        • Follow SW procedures for major behavioral incidents
        • Develop individualized plan for repeated incidents
    28. In Summary
      • Create a regular, predictable, positive learning environment.
      • Teach, review, monitor, and reinforce appropriate behaviors - View problem behaviors as learning errors.
      • Establish a continuum of strategies to acknowledge appropriate behavior.
      • Look at the function of behavior and determine how to respond to inappropriate behavior.
    29. References
      • Colvin, G., & Lazar, M. (1997). The effective elementary classroom: Managing for success . Longmont, CO: Sopris West.
      • Colvin, G., Sugai, G., & Patching, W. (1993). Pre-correction: An instructional strategy for managing predictable behavior problems. Intervention in School and Clinic, 28, 143-150.
      • Darch, C. B., & Kameenui, E. J. (2003). Instructional classroom management: A proactive approach to behavior management. (2nd ed.). White Plains, NY: Longman.
      • Jones, V. F. & Jones, L. S. (2001). Comprehensive classroom management: Creating communities of support and solving problems (6th ed.). Boston: Allyn & Bacon.
      • Kameenui, E. J., & Carnine, D. W. (2002). Effective teaching strategies that accommodate diverse learners (2nd ed.). Upper Saddle River, NJ: Merrill.
      • Latham, G. I. (1997). Behind the schoolhouse door: Eight skills every teacher should have. Utah State University.
      • Latham, G. (1992). Interacting with at-risk children: The positive position. Principal, 72 (1), 26-30.
      • Martella, R. C., Nelson, J. R., & Marchand-Martella, N. E. (2003). Managing disruptive behaviors in the schools: A schoolwide, classroom, and individualized social learning approach. Boston, MA: Allyn & Bacon.
      • Paine, S. C., Radicchi, J., Rosellini, L. C., Deutchman, L., & Darch, C. B. (1983). Structuring your classroom for academic success . Champaign, IL: Research Press.

    + JohnsonNWJohnsonNW, 2 years ago

    custom

    1232 views, 2 favs, 1 embeds more stats

    Classroom Part 1: School Wide Positive Behavior Sup more

    More info about this document

    © All Rights Reserved

    Go to text version

    • Total Views 1232
      • 1223 on SlideShare
      • 9 from embeds
    • Comments 0
    • Favorites 2
    • Downloads 46
    Most viewed embeds
    • 9 views on http://pbismissouri.org

    more

    All embeds
    • 9 views on http://pbismissouri.org

    less

    Flagged as inappropriate Flag as inappropriate
    Flag as inappropriate

    Select your reason for flagging this presentation as inappropriate. If needed, use the feedback form to let us know more details.

    Cancel
    File a copyright complaint
    Having problems? Go to our helpdesk?

    Categories