Positive Behavior Support in the Classroom

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Positive Behavior Supportin the Classroom

• Cynthia M. Anderson
• University of Oregon

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Overview

• Rationale for Classroom interventions
• FBA of a classroom
• Universal classroom interventions
• Building capacity for classroom PBS

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Well-Managed Classroom

• Students are deeply involved in their work
• Students know what is expected of them and are
  generally successful
• There is relatively little wasted time,
  confusion, or disruption
• The climate of the classroom is work-oriented,
  but relaxed and pleasant

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FBA in a classroomwhy assess?

• Identify
• Goalswhat does the teacher want to achieve?
• Goals for students
• Identify expectations, rules, and routines
• Design a functional environment
• Identify potential barriers to success
• Systems needing more support
• Problem areas to target

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Assessing Classrooms

• Environment
• Adults
• Instructional behavior
• Interactions with other adults, with students
• Students
• Academic behavior
• Social behavior

Classroom Self- Assessment
Classroom Assessment Tool
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Using Data for Decision-Making

• Do the data give good picture of classroom?
• Do you need more information?
• What are the primary areas of need?
• Develop goals

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Overview

• Rationale for Classroom interventions
• FBA of a classroom
• Universal classroom interventions
• Building capacity for classroom PBS

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Universal Interventions in the Classroom

• Foundations
• Expectations and rules
• Acknowledgement Systems
• Strategies for responding to problem behavior
• Systems to tune up
• Curriculum
• Instructional techniques
• Setting/physical environment

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Universal Supports

• Foundations
• Expectations and rules

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Rationale for Rules in Classrooms

• Provides
• Structure
• Consistency
• Positive climate
• Allow teacher to maintain positive environment
  focus on academics
• Legal, ethical, and professional accountability

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General Classroom Rules

• Linked to school-wide program
• Relevant for YOUR classroom
• What are problem routines, settings?
• What behaviors would you like to see more of?
• Positively stated succinct
• Observable behaviors
• Posted in public, easily seen place

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General Classroom Rules

• Linked to school-wide program
• Positively stated succinct (3-5)
• Observable behaviors
• Posted in public, easily seen place
• Taught and re-taught frequently
• Enforced consistently

Teaching Matrix
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Rules for Routines Establish a Predictable
Environment

• Identify routines
• How to enter class and begin to work
• How to predict the schedule for the day
• What to do if you do not have materials
• What to do if you need help
• What to do if you need to go to the bathroom
• What to do if you are handing in late material
• What to do if someone is bothering you
• How to determine if you are doing well in class
• Establish signals for correct behavior
• Teach effective transitions

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Designing Classroom Routines
Orient to teacher, be quiet
Explain rule, demonstrate
Explain rule, students demonstrate examples and
non-examples
Raise hand, keep lips sealed, wait for teacher
Students working on task
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Example Planning for Transitions

• Steps for Effective Transitions
• Teach transition rules
• Establish predictable transitions
• Minimize frequency of transitions

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Universal Supports

• Foundations
• Expectations and rules
• Acknowledgement Systems
• Strategies for responding to problem behavior
• Systems to tune up
• Curriculum
• Instructional techniques
• Setting/physical environment

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Acknowledgement Systems

• Increase pro-social behavior
• Focus staff and student attention on desired
  behaviors
• Foster a positive climate
• Increase time spent on academics

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Acknowledgement Formal vs. informal

• Formal Acknowledgement
• Linked to SWPBS
• Independent system
• Informal AcknowledgementCRITICAL
• Frequency
• Use to turn situation around

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Acknowledgement Tips

• Simple systems are best
• High frequency in new systems
• Acknowledgement should be contingent on behavior
• Avoid threats and response cost
• Avoid removing opportunity for acknowledgement

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Acknowledgement Systems

• Whole-class
• Small group
• Individual student

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Acknowledgement Systems

• Whole-class
• Best for
• Discrete activities
• Situations when each instance of correct behavior
  can be acknowledged
• Embed within other systems
• Examples

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Acknowledgement Systems

• Whole-class
• Small group- teams
• Work bursts
• Considerations
• Group makeup
• Timing of activities
• Acknowledgements
• Examples

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Sample Classroom Game

• Pre-planning
• Specify rules
• Group versus individual acknowledgement
• Determine rewards
• How rewards will be distributed
• Timing

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Sample Classroom Game






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Sample Classroom Game

• Game winners
• Group game
• Team member picks from grab bag, throws beanbag
  at board, etc.
• Teachers choice
• Small prize for all team members
• SWPBS tickets
• Tangibles
• Intangibles

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Systems

• Whole-class
• Small group
• Individual student
• Acknowledgement contingent only on that students
  behavior
• Advantages
• Can individualize
• Allows for acknowledgements to be tailored for
  student
• Limitations
• Less opportunity for student influence
• Can be difficult to implement consistently while
  teaching

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Sample Program

• Monthly Tim earns tokens (Bronco Bucks)
  throughout the school day from all staff members
  that he can spend once a month to purchase items
  at the school store.
• 9-Weeks For each dollar Tim spends at the store,
  his name is entered in a drawing for a chance to
  win a bicycle.
• Random Occasionally, other incentives such as
  student dances, jean day, etc. are introduced
  randomly. Students gain admittance by using
  Bronco Bucks.

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• Daily If Tim earns 2 Bronco Bucks he can
  participate in the review game/get a positive
  note sent home
• Weekly Everyone that received 2 (or other set )
  daily rewards during the week receives a
  preferred activity time at the end of the week
• Monthly If the entire class reaches their goal of
  earning a specified amount of Bronco Bucks
  by the end of the month, the class gets to
  watch a movie
• 9-Weeks There is a competition between all of Mr.
  Smiths classes. The class earning the highest
  number of Bronco Bucks earns a pizza/ice
  cream party

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Aligning with SWPBS System

• Expectations match schools
• Using school-wide acknowledgement tokens?
• If using school-wide tokens
• Students can receive rewards in class for earning
  tokens
• Continue collecting tokens for use in the
  school-wide reward system
• Consider use of supplemental rewards for academic
  achievement/participation

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Universal Supports

• Foundations
• Expectations and rules
• Acknowledgement Systems
• Effective classroom layout
• Strategies for responding to problem behavior
• Systems to tune up
• Curriculum
• Instructional techniques
• Setting/physical environment

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Traditional Strategies Used for Dealing with
Problem Behavior

• Time out
• Demerit or fine
• Detention
• Writing assignment
• Deprivation of some reward

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Why Havent the Traditional Strategies Been
Effective?

• Practices without the
• Systems
• System for defining and teaching expectations and
  rules
• System for responding to errors
• Acknowledgement system
• Data
• Expected behavior defined
• Monitor student behavior
• Monitor student/teacher interaction

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Effective Consequences for Misbehavior Require a
System

• Applied consistently
• Immediate feedback
• Pre-determined plan for major, minor, repeat
  violations
• Linked to context

Requires a plan developed BEFORE the problem
occurs for Major, minor, and repeated problems
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Reasonable and Logical Strategies
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Reasonable and Logical Strategies
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Reasonable and Logical Strategies
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Reasonable and Logical Strategies
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Strategies Tips for Teachers

• Avoid stopping lesson to respond to student
  misbehavior
• Use immediate consequences when feasible
• Pick your battles

But.....
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Universal Supports

• Foundations
• Expectations and rules
• Acknowledgement Systems
• Strategies for responding to problem behavior
• Systems to tune up
• Curriculum
• Instructional techniques
• Setting/physical environment

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Overview

• Rationale for Classroom interventions
• FBA of a classroom
• Universal classroom interventions
• Building capacity for classroom PBS

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SWPBS Team and Classrooms

• Clear delineation of office-managed versus
  classroom-managed problems
• Training on effective teaching and behavior
  support strategies
• Preventive and educative
• Acknowledge pro-social behavior explicitly
  teach
• Consequences include opportunity to practice
• Planned a-priori and documented
• Access to evidence-based strategies
• Materials for implementing interventions
• Secondary and tertiary interventions that are (a)
  evidence based and (b) have contextual fit

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Next Steps Build the System

• Resources
• Training
• Materials
• Technical support
• System for implementation
• Identify need
• Build action plan
• Develop plan for implementation

WS Assess.
Teacher AP
Team AP
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University of Oregon School Psychology

• Cynthia M. Anderson, PhD
• canders_at_uoregon.edu
• 541.364.2617

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Your Classroom Vision

• What do you want your classroom to look like?
• What should it feel like to a class member?
• What do you want your students to accomplish?
• What do you want to accomplish?
• What should a visitor see?
• How would you like a visitor to summarize your
  classroom? Would they say this now?

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Well-Managed Classroom

• Students are deeply involved in their work
• Students know what is expected of them and are
  generally successful
• There is relatively little wasted time,
  confusion, or disruption
• The climate of the classroom is work-oriented,
  but relaxed and pleasant

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