classroom part 1: school wide positive behavior support all settings mo sw-pbs si 2008
Post on 14-Jan-2015
6.039 Views
Preview:
DESCRIPTION
TRANSCRIPT
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
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?
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
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
Designing School-Wide Systems for Student Success
SCHOOLWIDE
1 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
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
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
School-Wide Positive Behavior Support: All Settings
1) Maximize Structure
2) Post, Teach, Review, Monitor, & Reinforce
3) Establish A Continuum of Strategies Acknowledge Appropriate Behavior
4) Establish A Continuum of Strategies to Respond to Inappropriate Behavior
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
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)
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
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
“Routines” Lesson Components
• Definition of procedure
• Description of skill components
• Model/demonstrations
• Role play/behavioral rehearsal activities
I write in my journal. I go to the big group.
I work at calendar time. I see the schedule for today.
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
Clearly Define Expected Behaviors
• Set of “expectations”• State positively and succinctly• Keep to five or fewerProcess1. List problem behaviors2. Identify “replacement behaviors” {what do you want them to do instead}3. Identify “general” set of replacement behaviors
Sample Expectations
All Settings
Safe •Keep hands, feet & objects to yourself
•Walk
Respectful •Positive Language
•Listen
Responsible •Follow Directions
•Do your work
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.
Teaching Behavior….
Teach,
practice,
and give feedback
all day,
every day,
all school year.
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
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
Monitor actively at all times
– Move continuously– Scan continuously & overtly– Interact frequently & positively– Positively reinforce rule following behaviors
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
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
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
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?
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?)
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
Manage minor (low intensity/frequency) problem behaviors positively & quickly
– Signal occurrence– State correct response– Ask student to restate/show– Disengage quickly & early
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
In Summary1) Create a regular, predictable, positive
learning environment.2) Teach, review, monitor, and reinforce
appropriate behaviors - View problem behaviors as learning errors.
3) Establish a continuum of strategies to acknowledge appropriate behavior.
4) Look at the function of behavior and determine how to respond to inappropriate behavior.
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.
top related