Classroom Systems School-wide PBIS

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Classroom SystemsSchool-wide PBIS

• Chris Borgmeier, PhD
• Portland State University
• cborgmei_at_pdx.edu
• www.swpbis.pbworks.com (slides)
• www.pbisclassroomsystems.pbworks.com

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School-wide Positive Behavior Support Systems
Classroom Setting Systems
Nonclassroom Setting Systems
Individual Student Systems
School-wide Systems
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Non-example Action Plan Strategies

• Purchase distribute classroom management
  curriculum/book
• Discuss at faculty meeting
• Bring in CM expert for next months ½ day
  in-service
• Observe in effective classroom
• Observe give feedback
• What is likelihood of change in teacher
  practice?
• (Sugai, 2006)

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Example Action Plan Strategies

• Build on SW System
• Use school-wide leadership team
• Use data to justify
• Adopt evidence based practice
• Teach/practice to fluency/automaticity
• Ensure accurate implementation 1st time
• Regular review active practice
• Monitor implementation continuously
• Acknowledge improvements
• (Sugai, 2006)

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Classroom SystemsBuilding Capacity v. One Shot
Support

• Build systems to support sustained use of
  effective practices
• SW leadership team
• Regular data review
• Regular individual school action planning
• Regular support review
• To begin school year throughout school year

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Classroom Systems Focus School-wide Support
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Classroom Practices Self Assessment

• Staff completed the Classroom Practices Self
  Assessment on-line earlier this Fall
• Plan to complete 3 times per year
• Fall/ Winter/ Spring
• Team collects data to
• Strategically guide decision making re Profl
  Devt
• Identify staff development topics/ areas of
  common need
• Monitor progress

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Looking for High Blue (Not or Partially In Place)
High Red (Priority)
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ElementaryWinter 2012-13 Rankings
Not or Partial In Place High/Med Priority Total Rank
51 ratio 68 79 147
PreCorrect 79 95 174 1
Instrl Time 63 84 147
OTR 79 84 163 2
Correct Resp 74 89 163 3
T Group Work 74 84 158


School-wide Total In Place 54 Partial
42 Not In Place 4 Not Applicable
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Targeted Classroom Practices

• PreCorrection
• Chronic problem behaviors are anticipated and
  precorrected.
• 41 Ratio/ Praise
• I acknowledge student positive behavior at least
  4 times more often than I acknowledge student
  problem behavior.

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Classroom Systems Team Implementation
Support
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Supporting Effective Classroom Practices

• Most Evidence-Based Classroom Practices are not
  challenging to implement. and are pretty easily
  described and understood
• The Challenge is using the practices consistently
  over time, doing the little things consistently.
  Building Habits

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• The Power of Habit Why we do what we do in life
  and business
• Charles Duhigg
• Video Intro

2 on NY Times Bestseller List on March 18th 2012
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The Habit Loop from The Power of Habit
A habit is a formula our brain automatically
follows When I see a CUE, I will do ROUTINE in
order to get a REWARD.
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Steps to Changing your Habits

• Identify your Bad Habit Loop
• Identify your habit/Routine to change
• Look for Rewards
• Isolate the Cue
• Have a Plan for change
• Identify your Replacement Behavior New Habit
• Pair w/ Rewards

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My Bad Habit Loop from The Power of Habit
A habit is a formula our brain automatically
follows When I see CUE, I will do ROUTINE in
order to get a REWARD.
Step 1 Identify your Habit I raise my voice,
scolding my daughter
Step 2 Look for Rewards I want her to stop
whining, screaming, yelling, tantrum, but raising
my voice usually further escalates so what is my
reward?.... I get to feel like Im doing
something letting her know this is not ok
Step 3 Isolate the Cue My terrible 2s
daughter is whining, screaming, yelling, throwing
a tantrum
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The Habit Loop
A habit is a formula our brain automatically
follows When I see CUE, I will do ROUTINE in
order to get a REWARD.
When my 2 y.o. daughter starts whining (cue), I
will raise my voice (routine) in order to make me
feel like Im doing something let her know its
not OK to act this way (reward).
Step 4 Have a Plan Replace raising my voice
with calmly saying yelling is not ok and
consistently saying to her tell me what you want
occasionally prompting her with the words to
say this should provide me the Reward of
letting her know its not ok, doing something
and make me feel better and more controlled about
how Im responding and teaching her specifically
how to respond over time reducing the trantrums
whining
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Integrating Power of Habit in to the Classroom

• How can we support teachers to
• Understand the Habit Loop
• Build habits to use Evidence-based Classroom
  practices
• Change Bad Habits in the classroom replace w/
  Evidence-based classroom practices

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Next Steps

• Teach staff the Habit Loop and how to change/
  develop good habits
• Identify the Targeted Classroom Practice
  provide examples
• 5 to 1 Ratio, PreCorrection
• Brief presentation of practice
• Time to individualize practice to fit your
  classroom, context needs
• Brief presentation of Reminders Supports to use
  your practice
• Time to develop an individualized Plan for Support

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Classroom SystemsSchool-wide PBISIncreasing
Specific Praise (5 to 1 Ratio)
Chris Borgmeier, PhD Portland State
University cborgmei_at_pdx.edu
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PBIS Classroom System Next Steps

1. Brief presentation of practice
2. Time to individualize practice to fit your
   classroom, context needs
3. Brief presentation of Self-Monitoring use of your
   targeted practice
4. Time to develop an individualized Self-Monitoring
   Plan

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Follow Along in the 5 to 1 Ratio Guide
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Definitions of Acknowledgement of Positive
Problem Behavior

•  Acknowledgment responding to student behavior
  (verbal or gesture) in a way that provides
  attention for positive/desired behavior or
  problem/non-desired behavior.
• The focus of the acknowledgement determines
  whether it is a positive (response to desired
  behavior) or problem acknowledgement (response to
  non-desired behavior), while the tone and verbage
  should always maintain respect for the
  individual, the determining factor is the type
  (desired v. non-desired) of the behavior being
  acknowledged.

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Why Acknowledge Desired Behavior?

• Reinforce the teaching of new behaviors
• Behavior is likely to become a habit and recur in
  the future only if demonstrating it has been
  beneficial
• Harness the influence of kids who are showing
  expected behaviors to encourage the kids who are
  not
• Strengthen positive behaviors that can compete
  with problem behavior
• Improve school climate
• Create positive interactions and rapport with
  students

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Why Increase Positive Acknowledgements?

• After withdrawing praise from a classroom,
  off-task behavior increased from 8.7 to 25.5
• In classes where teachers provided less than 65
  positive statements, the percentage of students
  reporting that they like school decreased over
  the course of the school year
• In classes where teachers provided more than 70
  positive statements, students reporting that they
  like school remained high across the school year
• Becker, Engleman, Thomas, 1975

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51 Ratio

• Pay attention to What you Want to See
• Acknowledge positive behavior 5 times more often
  that you respond to negative behavior
• Keep it genuine not the same for all kids
• Negative interactions are not wrong and are
  sometimes necessary the key is the ratio
• There is a ceiling effect at 13 to 1 but we are
  at very little risk of achieving this in schools
  more often we are at 11 or even more negatives
  than positives

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Positive Interactions

• Positive interactions can be provided in a
  variety of ways
• verbal praise
• positive feedback re appropriate behavior
• nonverbal acknowledgement
• smiling, nodding, winking

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Research on Praise Acknowledging Positive
Behavior

• Praise has the strongest research, with increases
  shown in
• Students correct responses
• Work productivity and accuracy
• Academic performance
• On-task behavior and attention
• Compliance, positive comments about self
• Cooperative play

Simonsen, Fairbanks, Briesch, Myers, Sugai, 2008
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Critical Features of Acknowledgement

• Acknowledgment of Positive Behavior (praise) is
  most effective if it is immediate, specific,
  sincere, varied, student referenced
• Immediate
• Specific explicitly describes the desired
  behavior performed
• Sincere credible and authentic
• Varied varied word choice, varied academic and
  behavior praise, whole group, small group and
  individual
• Student referenced compares student performance
  to previous performance and does not compare
  students to others acknowledge effort 

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Positive Acknowledgement/ Praise examples

•  Excellent job listening and following
  directions the first time.
• Your eyes are on me and your mouth is quiet.
  Thank you for being ready to learn.
• Wow, you completed your math work correctly
  before the end of class.

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When Acknowledging Positive Behavior

• Identify the specific behavior being acknowledged
• Link the behavior to one of the SW-Rules
• GOOD EXAMPLE
• Wow, thank you for helping to clean up the
  spill, that was very Responsible of you
• NOT AS GOOD
• Thank you, good job!

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Procedural Steps for increasing Positive
Acknowledgement Ratio

1. Identify challenging times, routines and
   behaviors that occur throughout the day
2. Identify desired behaviors to focus on praising,
   particularly during challenging times
3. Explicitly teach students to engage in desired
   behaviors

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Procedural Steps for increasing Positive
Acknowledgement Ratio

• Identify a range of phrases, gestures, methods
  for acknowledging targeted desired behaviors,
  particularly identify ways to replace corrections
  with acknowledgement of proximal peers for
  desired behavior
• Monitor for desired behaviors acknowledge
  individuals or group of students immediately
  following desired behavior
• Implement personal prompts and monitoring to
  encourage replacement of corrections with
  acknowledgments

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Increase Positive Feedback Decreasing Negative

• ID a specific problem behavior you would like to
  see less of and define the opposite of this
  behavior
• Teach re-teach the expected/desired behavior
• Provide precorrections in advance to set up
  positive behavior
• Ignore the problem behavior and catch the
  students meeting expectations w/ specific
  positive feedback
• Coaching Classroom Management, 2006

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Step 1 Identify Challenges Positive
Acknowledgements
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Your Turn

• Take a few minutes to Complete Step 1 of the
  Worksheet
• Remember, wed like to collect a copy of your
  worksheet at the end of the training today to
  plan for support

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FLIP THE RATIOTrading Negative Acknowledgements
for Positive
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Your Turn

• Take a few minutes to Complete Step 2 of the
  Worksheet
• Share your strategies with a partner

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Set up Systems to Increase Positive
Acknowledgement
Students Teacher

• Good Behavior Game
• T-chart
• Teach behavioral expectations
• Students earn points for positive behavior
• Teacher gets points for negative behavior
• Total points at end to determine if reward is
  earned
• Hand out Acknowledgement Tokens or Tallies for
  positive behavior
• Individuals or Pre-arranged Groups in the
  classroom

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Ways to Encourage Monitor your Ratio

• Post a visual reminder to praise students in area
  viewed frequently
• Praise in Pairs After praising one student, find
  another student exhibiting similar behavior to
  praise
• Acknowledge creatively use gestures (thumbs up,
  OK sign, clapping, nod, high five) tangibles
  (stickers, stars), points toward whole class or
  individual reward, calling parent to report
  student success

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PLAN FOR SUPPORTING IMPLEMENTATION
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Self Monitoring

• Training on classroom management practices alone
  does not result in changes or improved practice
• Self-monitoring offers an effective, efficient
  strategy for improving implementation of
  classroom practices
• (Simonsen, MacSuga, Fallon Sugai, 2013)

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Self Monitoring

• Strategies for Self-Monitoring
• Index Card Tearing (long side for positive, short
  side for negative)
• Hash marks on tape on your arm or pant leg
• Golf Counter
• Move Pennies or paperclips from one pocket to
  other based positive negative acknowledgements

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Step 3 Self-Monitoring Plan
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Your Turn

• Take a few minutes to Complete Step 3 of the
  Worksheet
• Make sure to Identify meaningful feasible
  supports
• Identify your strategy for Self-Monitoring
• Develop Peer Strategies for support you can
  discuss with a peer

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Team School-wide Supports

• Team Supports (e.g. Dept., Grade Level, PLC)
• Make Classroom improvement a regular part of
  meetings and activities
• Begin meeting w/ 2 minute check
• Check-in, share ideas give feedback to
• Encourage implementation
• Check-in, problem solve, enhance implementation

• School-wide Supports
• Reminder on Morning announcements
• Regular review/check-in at staff meeting
• Rewards for implementers
• Recognize your Buddy
• Recognize someone you observed engage in the
  practice
• Daily or weekly implementation checks
• via email link
• Put sticker on staff board to rate implementation

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Group Discussion

• What school-wide strategies would be helpful for
  you in supporting your implementation?
• Regular reminders over announcements?
• Staff meeting review sharing?
• Collect implementation data?
• Daily email, survey monkey?

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References

• Descriptive Readings
• Brophy, J. (1981). Teacher Praise A Functional
  Analysis. Review of Educational Research, 51(1),
  5-32.
• Conroy, M. A., Sutherland, K. S., Snyder, A.,
  Al-Hendawi, M. Vo, A. (2009). Creating a
  positive classroom atmosphere Teachers use of
  effective praise and feedback. Beyond Behavior,
  18(2), pp. 18-26.
• Gable, R. A., Hester, P. H., Rock, M. L.,
  Hughes, K. G. (2009). Back to Basics Rules,
  Praise, Ignoring, and Reprimands Revisited.
  Article. Intervention in School and Clinic,
  44(4), 195-205.
• Simonsen, B., Fairbanks, S., Briesch, A., Myers,
  D. Sugai, G. (2008). Evidence-based practices
  in classroom management Considerations for
  Research to practice. Education and Treatment of
  Children, 31(3), pp. 351-380.
• Sprick, R., Knight, J., Reinke, W., Skyles, T.,
  Barnes, L. (2009). Coaching Classroom Management
  Strategies and tools for administrators and
  coaches (2nd ed). Pacific NorthWest Publishing,
  Eugene, OR.
• Research Studies demonstrating outcomes
  associated with the use of praise to reprimand
• Becker, W.C., Engelmann, S., Thomas, D.R.
  (1975). Teaching 2 Cognitive Learning and
  Instruction. Chicago Science Research
  Associates.
• Pfiffner, L. J., Rosen, L. A., O'Leary, S. G.
  (1985). The efficacy of an all-positive approach
  to classroom management. Research Support,
  Non-U.S. Gov't. Journal of Applied Behavior
  Analysis, 18(3), 257-261.
• Sutherland, K. S., Wehby, J. H., Copeland, S.
  R. (2000). Effect of varying rates of
  behavior-specific praise on the on-task behavior
  of students with EBD. Journal of Emotional and
  Behavioral Disorders, 8(1), 2-.
• Relationship between praise, rewards, and
  intrinsic motivation
• Akin-Little, K. A., Eckert, T. L., Lovett, B. J.,
  Little, S. G. (2004). Extrinsic reinforcement
  in the classroom Bribery or best practice.
  Article. School Psychology Review, 33(3),
  344-362.
• Cameron, J., Pierce, W. D. (1994).
  Reinforcement, Reward, and Intrinsic Motivation
  A meta-analysis. Review of Educational Research,
  64(3), 363-423.
• Deci, E. L., Koestner, R., Ryan, R. M. (1999).
  A meta-analytic review of experiments examining
  the effects of extrinsic rewards on intrinsic
  motivation. Psychological Bulletin, 125(6),
  627-668.

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Pilot Study 1

• Middle School

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Participants and Setting

• Participants
• N10
• All female
• All general educators
• Subjects taught
• Language Arts (1), Math (1), Social Studies (3),
  Science (2), Reading (1), English Language
  Development (1), and Spanish (1)

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Data Collection

• Direct observation of frequency of teacher
• Behavior Specific Praise
• Ex I really appreciate how you are sitting with
  your legs under your desk and your eyes on the
  speaker during whole group instruction.
• General Praise
• Ex Nice job!
• Reprimand
• Ex Shh or Dont do that
• PreCorrection
• Ex Please remember to be in your desk working
  on your warm-up when the bell rings

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Teacher Variation in Baseline

• Teachers varied widely in their feedback for
  student behavior and academic performance
• Some teachers provided
• Little or no feedback on student performance
• Lots of feedback on student performance
• Acknowledgement for only inappropriate student
  behavior
• Little or no feedback for appropriate student
  behavior
• Few opportunities to respond
• Seldom observed teachers using precorrection

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Research Question

• Can school-wide systems prompt teachers to change
  their classroom behavior in their use of
• Praise
• Reprimand
• PreCorrection

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Results
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Data Analysis

• Praise and Reprimand (n3)
• Inconsistent results, no clear pattern over all 5
  observations
• PreCorrection (n2)
• After intervention, used PreCorrection at the
  beginning of their class
• However, did not sustain the intervention over
  all 5 observations

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School 2

K-5 Elementary School 348 students 85 Free or
Reduced Lunch
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1000 Classroom Observation Study
5.4 Pos. Feedback / Hour

• Total Classrm Obs.
• Elem 1515
• MS 725
• HS 1381

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Teacher 1
Teacher 2
Teacher 3
Teacher 4
5.4 Praise/Hr
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Teacher 1
Teacher 2
Teacher 3
Teacher 4
5.4 Praise/Hr
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Teacher 1
Teacher 2
Teacher 3
Teacher 4
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4th/5th Teacher 1
5.4 Praise/Hr
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3rd Grade -- Teacher 1
5.4 Praise/Hr
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Self-Monitoring Goal Setting in PLCs

• Collect 2-3 days of baseline data before setting
  a goal

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How are you collecting self-monitoring data?

• Golf counter 5
• Tally marks 16
• Sticky note on arm 1
• Sticky note on back of name tag 4
• Sticky note on table 1
• Tally sheet 8
• On the board 2
• Paper Clip System 1
• Tears on paper 1

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Whats next?

• SW-PBIS team continues supporting
  implementation
• Daily email prompts to enter self-monitoring data
• Weekly PLC meetings to review data evaluate
  goals
• Observation walkthroughs x principal, coach
  PBIS team members (tracking specific praise
  precorrection)
• Rewards for data entry, meeting goals and
• Continue collecting staff Self Monitoring data
  for 4-6 weeks
• Decide whether to move on to training next
  behavior(s)

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• 10 of 19 staff members reported they had
  continued to self-monitor 8 weeks after team
  requests for self-monitoring data

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Questions? Suggestions?

• Chris Borgmeier
• cborgmei_at_pdx.edu
• www.pbisclassroomsystems.pbworks.com