Positive Behavior Support in the Inclusive Classroom

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Positive Behavior Support in the Inclusive
Classroom

• Josh Harrower, Ph. D.
• California State University, Monterey Bay

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Positive Behavior Support

• Aims to build effective environments in which
  positive behavior is more effective than problem
  behavior
• Is a collaborative, assessment-based approach to
  developing effective interventions for problem
  behavior
• Emphasizes the use of preventative, teaching, and
  reinforcement-based strategies to achieve
  meaningful and durable behavior and lifestyle
  outcomes

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Does the Traditional Approach Work?

• In one school year, 13-year-old Jason received 87
  ODRs
• An intermediate/senior high school with 880
  students reported over 5,100 office discipline
  referrals in one academic year
• A middle school principal must teach classes when
  teachers are absent because substitute teachers
  refuse to work in the school
• A middle school counselor spends nearly 15 of
  his day counseling staff members who feel
  helpless and defenseless in their classrooms
  because of a lack of discipline and support

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Time Cost of a Discipline Referral (45 minutes
per incident)
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Traditional Discipline vs. PBS

• Traditional Discipline
• Goal is to stop undesirable behavior through the
  use of punishment
• Focuses exclusively on the students problem
  behavior

• Positive Behavior Support
• Replaces undesired behavior with a new behavior
  or skill
• Alters environments
• Teaches appropriate skills
• Rewards appropriate behavior

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Levels of PBSAdapted from Levels and
Descriptions of Behavior Support(George,
Harrower Knoster, 2003)

• School-Wide Procedures and processes intended
  for all students, staff, in specific settings and
  across campus
• Classroom Processes and procedures that reflect
  school-wide expectations for student behavior
  coupled with pre-planned strategies applied
  within classrooms
• Targeted Group Processes and procedures
  designed to address behavioral issues of groups
  of students with similar behavior problems or
  behaviors that seem to occur for the same reasons
  (i.e. attention seeking, escape)
• Individual Student Processes and procedures
  reflect school-wide expectations for student
  behavior coupled with team-based strategies to
  address problematic behaviors of individual
  students

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School-Wide Support

• The application of evidence-based strategies and
  systems to assist schools to increase academic
  performance, increase safety, decrease problem
  behavior, and establish positive school cultures
• Procedures and processes intended for all
  students, staff, and settings
• Must have a building-wide team that oversees all
  development, implementation, modification, and
  evaluation activities

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Major Elements of School-Wide PBS

• Establish a team/faculty buy-in
• Establish a data-based decision-making system
• Modify discipline referral process/forms
• Establish expectations rules
• Develop lesson plans teach
• Create a reward/incentives program
• Refine consequences
• Monitor, evaluate, and modify

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Adapted from the Center on Positive Behavior
Interventions and Supports (2005)
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When to use Primary PreventionClassroom-Based
Indicators

• Disruptive behaviors
• Interfere with teaching/learning
• Occur more than once per hour
• More than 2-3 students off-task at one time
• More than 10 students have incomplete
  assignments
• Students need constant reminders to follow
  classroom rules

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John Herner (NASDSE President) Counterpoint 1998,
p.2
If a child doesnt know how to read, we
teach. If a child doesnt know how to swim, we
teach. If a child doesnt know how to multiply,
we teach. If a child doesnt know how to drive,
we teach. If a child doesnt know how to
behave, we..... .teach? punish?
Why cant we finish the last sentence as
automatically as we do the others?
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Classroom-Based Planning Primary Prevention

• Proactive, not reactive
• Goal Deter challenging behavior and support
  creation of a positive
  environment

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Step 1. Design Phase Planning the Classroom
System

• Primary Prevention
• Class-wide system for all students, staff,
  settings, activities, etc.

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Step 2. Implementation PhasePutting the
Classroom System into Action

• Parent contact/conference/newsletter
• Prepare written management plan
• Communicate/post expectations
• Teach the plan
• Practice the plan
• Provide feedback to students (reinforcement/correc
  tion)
• Evaluate effectiveness of the plan

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General Guidelines

• Student behavior serves a purpose
• Teacher responsible for establishing a good
  learning environment
• Work with other teachers, administrators, and
  staff to establish uniform behavior standards
• Be predictable and consistent

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General Guidelines (cont.)

• Give consistent feedback
• show displeasure with behavior, not with student
• deliver unhappy feedback privately, when possible
• move quickly and calmly to control misconduct

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Guidelines for Classroom Rules

• LIMIT TO 3 5
• STATED POSITIVELY
• MAKE THEM REALISTIC
• MAKE THEM UNDERSTANDABLE - STATED SIMPLY
  BEHAVIORALLY/USE ICONS/ETC.
• POST THEM
• TEACH THEM
• REINFORCE THEM
• 8. REVIEW AND PERIODICALLY UPDATE

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Establish a Continuum of Consequences

• Consequences for rule violations
• Using corrective feedback
• Tell student what is wrong and what to do instead
• Use only if it changes behavior
• Use calmly and consistently
• Severity of consequence matches
• severity of behavior/infraction
• Problem Overuse may increase problem behavior!

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Use of Positive Reinforcement(catch them being
good)

• Consistency
• Immediate reinforcement for new skills
• Delayed reinforcement for established skills
• Pair Tangibles with Praise
• Vary the type of reinforcement available
• More reinforcement early, less later
• Reinforce more often early, less later
• Contingent on specific behaviors displayed by
  students
• Non-Contingent, simply when nothing bad is
  happening!

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Teaching Rules/Procedures in the
ClassroomInvolving Students

• Teacher defines the general parameters
• Students develop rules with each other
• Students vote on negotiable rules
• Students develop rules with the teacher

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Teaching Rules/Procedures in the Classroom Two
Levels of Instruction

• Level 1 Classroom Rule (Concepts)
• Broad expectations
• Applicable to all settings
• Level 2 Classroom Procedures (Skills)
• Observable behaviors
• Procedures for specific settings

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Level 1. What are the guidelines for teaching
classroom rules?

• 1. Identify the concept behind the rule
• Define in terms that students will understand
• Provide examples and non-examples
• Enhance concept development
• 5. Check for understanding
• 6. Extend concept development

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Sample Lesson Plan for Teaching Rules

• 1. Identify the concept Respect
• 2. Define the concept and list critical
  attributes To show concern or consideration
  Behaviors that help people feel calmer, safer,
  friendlier, and more cooperative.
• 3. Use prior knowledge Ask students to develop
  a list of 3-5 examples of respect. (example -
  asking before touching others belongings,
  non-example making noises during lesson)

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Sample Lesson Plan

• 4. Enhance concept development
• A. Allow students to share examples.
• B. Ask them to categorize examples by setting.
  
• C. Role play examples.
• 5. Check for understanding Present examples and
  non-examples. Have students identify the
  examples. Examples and non-examples can be
  presented in pictures or in writing.

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Sample Lesson Plan

• 6. Extend concept development
• Identify examples and non-examples of the concept
  in stories and videos.
• Assign topics for journal entries related to the
  concept.
• Ask students to keep frequency counts of examples
  and non-examples observed in a television
  program. Graph the results.
• Discuss the benefits of increasing the frequency
  of respectful actions.

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Sample Lesson Plan for Teaching Rules
1. Concept Respect
2. Definition and Critical Attributes
To show concern or consideration Behaviors that
help people feel calmer, safer, friendlier, and
more cooperative  
3. Examples
3. Non-examples
Make noises during lessons  
Ask before touching things that belong to
others  
4. Activities to Enhance Concept Development
Have students write and then share and role-play
examples that they developed for what being
respectful looks like.
5. Activities to Check for Understanding
Present examples and non-examples. Have students
identify the examples. Examples and non-examples
can be presented in pictures or in writing.
6. Activities to Extend Concept Development
Assign topics for journal entries related to the
concept. Ask students to keep frequency counts
of examples and non-examples observed in a
television program. Graph the results.    
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If we want our students to follow the rules . . .
HERE ARE JUST A FEW OF THE DIFFERENT PROCEDURES
WE MAY NEED TO TEACH

• BEGINNING CLASS
• SEATWORK
• BATHROOM
• LAB WORK
• ENDING CLASS

• TEACHER TALKING
• EMERGENCIES
• MATERIALS AND SUPPLIES
• ASKING FOR HELP

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Level 2. What are the guidelines for teaching
procedures?

• 1. Identify problem settings
• 2. Review class-wide rules.
• 3. Review the rationale and/or application cues
  for the rule(s)
• Describe the specific, observable skill(s)
  
  for a targeted location and
  provide examples and non-examples.
• 5. Engage students in an activity that will
  allow them to practice the desired behavior.
• 6. Reward appropriate behavior.

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How to Teach Procedures

• Utilize Scatter Plot to identify the most
  problematic settings/activities.
• Identify a sequence or desired procedure for each
  setting/ activity.
• Develop a lesson plan for each problem setting
  identified (e.g., group discussion)

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Scatter plot Data Sample
Observer Teacher Date 1/8-1/18 Target
Behaviors X 3 or More Students Disrupt
Activity
Dates
Time Activity
1/8 1/9 1/10 1/11 1/12 1/15
1/16 1/17 1/18
800 Circle Time
830 Choice Stations
900 Large Group Math X X
X X X X X
X X
945 Math Stations X
X X
X
1030 Large Group Reading X X
X X X X X
X X
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Sample Lesson Plan (Classroom)

• 1. Identify Problem Settings/Activities.
• 1. Group Instruction (Math Reading)
• 2. Small groups
• 3. Transitions

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• 2. Review school-wide rules relevant to problem
  setting/activity.
• 1. Be prepared
• 2. Follow directions
• 3. Be respectful
• Discuss the class rules while presenting student
• generated posters, icons, and/or photographs
• representing the concepts.

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• 3. Review the rationale and/or application cues
  for the rules.
• When we are working in the classroom, we want
  everyone to do their best and have a good time.
  When everyone follows the class-wide rules, we
  get along with each other and achieve our goals.
  

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• 4. Describe the specific, targeted behaviors
• for a targeted location and examples and
  non-examples.
• Classroom Group Instruction
• A. Make sure that the area around your desk is
  clear (Be safe.)
• B. Get assigned materials out and ready.
• (Follow directions.)

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• C. Listen quietly and raise hand when you want
  to speak.
• (Be respectful)
• D. Walk quietly to work station when instructed.
• (Follow directions Be Safe.)
• F. When frustrated, quietly remove self to cool
  down area.
• (Be respectful)

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• 4 (continued). Provide positive and negative
• examples.
• Have selected students role play the correct and
  incorrect ways to behave during group
  instruction.
• 5. Engage students in an activity that will allow
  
• them to use the skills taught.
• Arrange to have a short group lesson on a fun
  (non-academic) topic immediately after the
  procedures lesson.

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• 6. Reward students for following the
• procedures taught during the lesson.
• Additional free time (structured) at the end of
  the fun lesson can be used as a reward. Students
  who do not follow the procedures during the
  activity will need to practice the correct
  behavior before accessing free time.
• The class can earn extra minutes for preferred
  activities on Friday if they exhibit the correct
  behaviors in the classroom during the week. The
  cumulative number of minutes earned can be posted
  on the bulletin board each day after lessons.

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Sample Lesson Plan for Teaching Procedures
1. Setting Classroom
2. List Rules (Circle those that apply to
selected setting) 1. Be Prepared 2. Follow
directions 3. Be Respectful
3. Activity for Reviewing Rules Discuss the
classroom rules while presenting student
generated posters, icons, and/or photographs  
4. Generate Specific Procedures for
Activities Activity 1 Group
Discussion Procedure (related
Rule) Example Non-example   1. Have all
materials on desk Student opens book and writes
Student digs through back pack at beginning of
activity name on piece of note paper
while teacher is talking (Be Prepared) 2.
Raise hand before speaking Student raises hand,
sits quietly Student blurts out answer (Be
Respectful) and speaks when called
on 3. Stay focused on task Student is taking
notes on Student doodles on paper (Follow
Directions) material presented    
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5. Activities to Allow Students to Practice
Desired Behaviors A short lesson on How Pizza
is Made (including materials, and questions for
students) is presented with all of the procedures
reviewed immediately prior to the lesson.
 
6. Plan for Rewarding Appropriate Behavior Once
the lesson is completed, the students who
followed all of the procedures are released to
the back table where slices of pizza await
them. The class can earn extra minutes for
preferred activities on Friday if they exhibit
the correct procedures in the classroom during
group discussions that week. An apple
representing 2-3 minutes earned can be posted on
the bulletin board each day after group
discussions.      
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Points to Remember Teaching Procedures

• Describe specific, observable behaviors for each
  procedure
• Take time to analyze all the steps required to
  complete a task.
• Teach the behaviors in the setting where the
  behaviors are expected to occur
• Procedural steps should be posted with text and
  icons in setting of targeted activity and used to
  prompt/redirect behavior.

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Evaluating the Effectiveness of the Class-wide
PBS Plan

• Compare Scatter Plot Data
• Collect Pre-implementation and Post-implementation
  data to evaluate rate of student behavior in
  targeted settings
• Conduct Observations/Complete Rating Scales
• Classroom Management Checklist

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Scatter plot Data Sample
Observer Teacher Date 2/8-2/18 Pre 2/8-2/12
Post 2/15-2/18 Target Behaviors X 3 or More
Students Disrupt Activity
Dates
Time Activity
2/8 2/9 2/10 2/11 2/12 2/15
2/16 2/17 2/18
800 Circle Time
830 Choice Stations
900 Large Group Math X X
X X X X
X
945 Math Stations X
X X
X
1030 Large Group Reading X X
X X X
X
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Classroom Management Checklist

• Instructions Using a scale from 1 to 5 (5
  Completely Agree, 3 Somewhat Agree, 1
  Disagree), rank the extent to which you agree
  with each statement regarding the current status
  of, or current practice in, the focus classroom.

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A. Physical Setting The physical classroom
setting is organized in a manner that promotes
learning and independence, as evidence by
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B. Scheduling The scheduling of instruction
occurs in a manner that optimizes student
learning, as evidenced by
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C. Classroom Discipline Plan Plan demonstrates
responsiveness to problem behaviors, as evidenced
by
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C. Classroom Discipline Plan Continued
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Ways to Use the Classroom Management Checklist

• Self-Assessment
• Peer Review
• Mentor Observations
• Administrative Evaluations

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What about those kids?(who dont respond to
effective class-wide PBS plans)

• Secondary Prevention
• Small group work on social skills
• Check in/Check out
• Behavior contracts
• Tertiary Prevention
• Form a team
• Think in terms of function (gain/avoid)
• Teach replacement skills
• Alter/modify triggers
• Individualize incentives/consequences

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Thank You!

• Josh Harrower, Ph. D., BCBA
• Special Education
• CSU, Monterey Bay
• Josh_Harrower_at_csumb.edu

Web Resources
www.pbis.org www.swis.org http//flpbs.fmhi.usf.ed
u http//iris.peabody.vanderbilt.edu