classwide behavior management...

By: Jared R. Morris

Classwide Behavior Management Strategies

Tools for Success

“The harsh truth is that growing numbers of children in the United States are exhibiting _________ _________ or externalizing behavior (…antisocial, challenging, defiant, _________________, aggressive, and acting-out behavior) beyond the occasional minor incident typical of most __________ during the normal course of development. Such behavior has become one of the most pressing issues in ______________” (Nelson, 1996).

Objectives

By the end of the class you should be able to demonstrate basic understanding about the following:1.!The importance and urgency of implementing a classwide behavior plan.2.!The various resources that are available for implementing a classwide behavior plan.3.!How to create and set up a ClassDojo account and class for support with reinforcing positive behaviors and tracking all behaviors.4.!Classwide and schoolwide options about how to track the effectiveness, or lack thereof, of the classwide behavior plan’s implementation.

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Behavior: What is it?

behavior |biˈhāvy#r|(Brit. behaviour )noun1. a. Manner of ___________ oneself in the external relations of life; ____________, deportment, bearing, manners. 2. _________, general practice, course of life; course of action towards or to ______, treatment of others.(“Behavior,” 2013)

Behavior: What is it?

✤ Most Behavior is ___________. (Scott, Anderson & Alter, 2012 p. 15)✤ Behavior often occurs, whether desired or not, to obtain a desired

______________ (a maintaining consequence).✤ Our goal as teachers is to get our students to behave in a way that is

most conducive for the classroom to accomplish its objectives and mission (e.g., by following the classroom rules, learning, performing well on assessments and benchmarks etc.) more than misbehaving.

✤ It is much easier to ____________ problem behaviors from occurring. (Scott, Anderson & Alter, 2012 p. 5)

The framework for the classwide behavior management strategies we will discuss...

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...has many aliases.


✤ PBIS - Positive ________ Interventions and Supports


✤ PBIS - Positive ________ Interventions and Supports✤ LRBI - Lease Restrictive ___________ Interventions

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✤ ___________ - Multi-Tiered Systems of Support



✤ ___________ - Multi-Tiered Systems of Support✤ UMTSS - Utah Multi-Tiered __________ of Support

The many alias’

✤MTSS - Multi-Tiered Systems of Support

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Why use a MTSS model?

✤ It Works!✤ Research shows it to be a very effective model for

reducing problem behaviors and increasing outcomes.(Scott, Anderson, & Alter, 2012).

Why use a PBIS model?

✤ "Teaching students to understand basic school-wide and ______________ rules/expectations is proactive and often prevents behavioral problems from occurring, which saves ______________ time. One of the greatest benefits is an increase in _______________________ time." - USOE LRBI Guidelines, 2008, p. 7

PBIS/MTSS

Source: “PBIS.” Retrieved from http://www.apbs.org/archives/conferences/fifthconference/files/UTAH/UBI_BC_PBIS_brief_0708.pdf

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Source: http://www.pbis.org/school/rti.aspx

Source: http://www.pbis.org/school/rti.aspx

The RTI pyramid with its three tiered

design is a model that is ____________ to all of us. With behavior

added to the model it completes it. There are ___________ for

all students at all levels.

“It is much easier to _____________ problem behaviors from __________” (Scott, Anderson,

& Alter, 2012) than having to reactively correct them after they occur.

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Research shows that teacher expectations can have a positive impact on students (Weinstein, 2002). Don’t just have the

expectations written down, expect that they are ___________!

Classroom rules, a non-example.

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Phil is Training Hercules to be a Hero. Hercules keeps messing up and the rules keep adding up.

When Phil is training Hercules in knife-throwing, he is already at over 90 rules. He says, “Rule number 95, kid: concentrate.” Hercules misses the

targets and pins Phil against the wall with his knives. Phil then says “Rule number 96: aim.”

The first criterion is that the rule must be “__________.” Secondly, the rule must be “_______________.” This is especially important because

positive reinforcement is often tied rewarding students when the rules are being followed. The third criterion is that rules need to be

“_________”. This means that the rule is stated positively e.g., the rule would be, “walk in the halls” instead of saying “no running in the

halls.” The forth criterion is that there should be “_______________5” rules. Having too many rules can be overwhelming for students

while at the same time having too few may not cover enough necessary aspects to effectively manage a class. The last criterion is

that there should be “____________”, meaning that the students have no questions as to the meaning of the various rules. (Rhode, Jenson, & Reavis,

1993)

Criteria for establishing classwide rules:

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100 WAYS TO SAY "GOOD JOB" or "VERY GOOD"

You’re on the right track now! You’ve got it made. SUPER! That’s right! That’s good. I’m very proud of you. You’re really working hard today. You are very good at that. That’s coming along nicely. GOOD WORK! I’m happy to see you working like that. That’s much, much better! Exactly right. I’m proud of the way you worked today. You’re doing that much better today. You’ve just about got it. That’s the best you’ve ever done. You’re doing a good job. THAT’S IT! Now you’ve figured it out. That’s quite an improvement. GREAT! I knew you could do it. Congratulations! Not bad. Keep working on it. You’re improving. Now you have it! You are learning fast. Good for you! Couldn’t have done it better myself. Aren’t you proud of yourself? One more time and you’ll have it. You really make my job fun. That’s the right way to do it. You’re getting better every day. You did it that time! That’s not half bad. Nice going. You haven’t missed a thing! WOW! That’s the way! Keep up the good work. TERRIFIC! Nothing can stop you now. That’s the way to do it. SENSATIONAL! You’ve got your brain in gear today. That’s better. That was first class work. EXCELLENT!

That’s the best ever. You’ve just about mastered it. PERFECT! That’s better than ever. Much better! WONDERFUL! You must have been practicing. You did that very well. FINE! Nice going. You’re really going to town. OUTSTANDING! FANTASTIC! TREMENDOUS! That’s how to handle that. Now that’s what I call a fine job. That’s great. Right on! You’re really improving. You’re doing beautifully! SUPERB! Good remembering. You’ve got that down pat. You certainly did well today. Keep it up! Congratulations. You got it right! You did a lot of work today. Well look at you go. That’s it. I like knowing you. MARVELOUS! I like that. Way to go! Now you have the hang of it. You’re doing fine! Good thinking. You are really learning a lot. Good going. I’ve never seen anyone do it better. Keep on trying. You outdid yourself today! Good for you! I think you’ve got it now. That’s a good (boy/girl). Good job, (person’s name). You figured that out fast. You remembered! That’s really nice. That kind of work makes me happy. It’s such a pleasure to teach when you work like that! I think you’re doing the right thing.

Source: http://extension.oregonstate.edu/clackamas/sites/default/files/100_Ways

You’re on the right track now! You’ve got it made.SUPER!That’s right!That’s good.I’m very proud of you.You’re really working hard today. You are very good at that.That’s coming along nicely.GOOD WORK!I’m happy to see you working like that.That’s much, much better!Exactly right.I’m proud of the way you worked today.You’re doing that much better today. You’ve just about got it.That’s the best you’ve ever done. You’re doing a good job.THAT’S IT!

Now you’ve figured it out.That’s quite an improvement. GREAT!I knew you could do it. Congratulations!Not bad.Keep working on it.You’re improving.Now you have it!You are learning fast.Good for you!Couldn’t have done it better myself. Aren’t you proud of yourself?One more time and you’ll have it. You really make my job fun.That’s the right way to do it.You’re getting better every day.You did it that time!That’s not half bad.Nice going.You haven’t missed a thing!

WOW!That’s the way!Keep up the good work.TERRIFIC!Nothing can stop you now.That’s the way to do it. SENSATIONAL!You’ve got your brain in gear today. That’s better.That was first class work. EXCELLENT!That’s the best ever.You’ve just about mastered it. PERFECT!That’s better than ever.Much better!WONDERFUL!You must have been practicing. You did that very well.FINE!Nice going.You’re really going to town.

OUTSTANDING!FANTASTIC!TREMENDOUS!That’s how to handle that.Now that’s what I call a fine job. That’s great.Right on!You’re really improving.You’re doing beautifully!SUPERB!Good remembering.You’ve got that down pat.You certainly did well today.Keep it up!Congratulations. You got it right! You did a lot of work today.Well look at you go.That’s it.I like knowing you.MARVELOUS!I like that.

Way to go!Now you have the hang of it. You’re doing fine!Good thinking.You are really learning a lot.Good going.I’ve never seen anyone do it better. Keep on trying.You outdid yourself today!Good for you!I think you’ve got it now.That’s a good (boy/girl).Good job, (person’s name).You figured that out fast.You remembered!That’s really nice.That kind of work makes me happy. It’s such a pleasure to teach when you work like that!I think you’re doing the right thing.

100 Ways to say “________”

Source: http://extension.oregonstate.edu/clackamas/sites/default/files/100_Ways

4:_

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4:1Or Greater e.g., 6:1 or 8:1!

IFEED-AV

✤ I= ______________________ - The more immediate, the better!✤ F= Frequently - Reinforce more often for a new behavior.✤ E= ________________ - Listen to the tone of your own voice.✤ E= Eye Contact - Look the student in the eye when possible.✤ D= Describe the ______________ - Be specific in your praise.✤ A= _______________ - Build excitement, be mysterious, “hype”.✤ V= Variety - Students need _______! “Variety is the spice of life.”

Source: (Rhode, Jenson, & Reavis, 1993)

Caveat to Praise

There was an article was recently published in the Wall Street Journal titled, “Why Tough Teachers Get Good Results. The 8th point in the article was “Praise makes you weak...” It goes on to say that “Stanford psychology professor Carol Dweck...found that 10-year-olds praised for being "smart" became less confident. But kids told that they were "hard workers" became more confident and better performers.”

"The whole point of intelligence praise is to boost confidence and motivation, but both were gone in a flash," wrote Prof. Dweck in a 2007 article in the journal Educational Leadership. "If success meant they were smart, then struggling meant they were not"” (Lipman, J. 2013, September 23).

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Defining BehaviorTopography (what did it _________ __________)Locus (When/where did it happen)______________ (How many were there)Duration (how long did it last)Latency (How long before it __________________)Intensity (How hard was it)(Scott, Anderson, & Alter, 2012).

FUBA! BIP!

✤ We have a lot of acronyms in education!✤ What is a FUBA and a BIP?

✤ FUBA = Functional Behavioral Analysis✤ The FUBA is used to discover setting events, antecedents, and consequences of

problem behaviors.✤ BIP = Behavior Intervention Plan

✤ The BIP takes the data from the FUBA and puts it into a plan for the class or an individual student, and it spells out replacement behaviors and specific reinforments (positive and negative) for engaging in the applicable behaviors.

✤ I have included forms for FUBA and BIP under “LRBI Forms and Resources “ on the classwide behavior management website.

ODR - Office Discipline Referrals

✤ Using other web/app based programs (e.g., SWIS from pbisapps.org or other similar programs) to track a school’s office discipline referrals (ODR) have been shown to be a powerful tool to assess the results of implementing a MTSS/PBIS model for classwide behavior management. (Irvin et al., 2006; Clonan, McDougal, Clark, & Davison, 2007).

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ClassDojo

ClassDojo

✤ What is ClassDojo?

✤ It is web and app based program to help a teacher monitor and track the progress of each students behavior.

✤ It is a way to provide an _________________ reinforcement for positive behavior.

✤ It is also a way for parents to track their child’s behavior in real time by simply logging in.

ClassDojo

✤ What are some of the benefits for a teacher?

✤ It saves time keeping track and ______________ behavioral _________________.

✤ It helps teachers to see how they are doing with their 4:1, positive to negative ratio.

✤ It is easy to set up and use.

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ClassDojo (Activity)- Setting up your ClassDojo

ClassDojo (Activity)

✤ Step 1: Get out your mobile devise (iPad, iPhone, iPod touch, or any Android phone or Tablet.

- Setting up your ClassDojo


✤From this point forward please follow the red arrow to see where to touch on your screen!

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✤Step 2: Touch the “App Store”

Step 3: type

“classdojo” into the

search bar at the top.

Step 4: touch

“FREE”

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Step 5: Type your Apple ID

password and touch “OK.”

Step 7: Touch

“OPEN”

Step 8: Touch the green bar at the

bottom to create a new account.

Opening Screen for ClassDojo

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Step 9: Touch “Teacher”

Step 10: Touch “Start Now!”

Step 11: Type in your first and last name,

your email and create a password for your

account. WRITE YOUR PASSWORD

DOWN! Then touch “Register

now!”

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At this point your app and account are all set up! The next

step is to add a class. This is done by touching the

blue “Add class” button.

Type in the information about

your class!

Touch “Create Class”!

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Touch “Done”

At this point put your mobile

devises away and take out your

laptops.

Open up a web browser of your choosing and in the address bar type “www.classdojo.com”

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Click on “Login”

Click“Teachers”

Type in your email address and password and click “Login as Teacher”

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Click “Edit Class”

Start typing your students names...or...

...import your class list by clicking on “Copy/paste list”

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When you have typed or imported all your students click on “Customize Behaviors” to create specific behaviors that are in line with your classroom

rules and school expectations.

These are very easily edited by clicking on any of the pre-created options...

...or by adding your own.

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When finished with the positive behaviors edit or add your own negative behaviors by clicking here.

When the behaviors are all set click “Save & Close”

After saving, a white pop-up will appear for downloading student codes. You will want to do this! Click on the blue bar “Download Student Invitation Codes”

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<RX�FDQ�XVH�WKHVH�FRGHV�WR�FRQQHFW�\RXU�&ODVV'RMR�DFFRXQWV�WR�0U��0RUULVV�FODVV�

6WXGHQWV��&KHFN�\RXU�SURJUHVV�DW�KRPH�DQG�FUHDWH�\RXU�RZQ�DYDWDU��LW�ZLOO�VKRZ�XS�LQ�FODVV�WRPRUURZ��

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��(LWKHU�ORJ�LQWR�\RXU�H[LVWLQJ�VWXGHQW�DFFRXQW�25�FOLFN³ 6LJQ�XS �WR�FUHDWH�D�QHZ �VWXGHQW�DFFRXQW

��(QWHU�\RXU�VWXGHQW�DFFRXQW�FRGH�

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��9LVLW�ZZZ�FODVVGRMR�FRP�SDUHQW

��(LWKHU�ORJ�LQWR�\RXU�H[LVWLQJ�SDUHQW�DFFRXQW�RU�HQWHU�\RXUSDUHQW�DFFRXQW�FRGH�WR�FUHDWH�D�QHZ �DFFRXQW

��(QWHU�\RXU�QDPH��HPDLO��DQG�FUHDWH�D�SDVVZ RUG�

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A pdf file like the example above will be generated and will automatically download to your computer. This can be emailed to the parents or simply printed and sent home with each student. There are

guides for both the student and parent accounts with more information on the “Files and Resources” page of the website.

You are now ready to BEGIN! Click “Start”

This page can be left open on a laptop all day and could even be projected to a screen or even a smart board!

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Single or multiple students can be selected to give positive or negative reinforcement.

After the reinforcement is selected the screen returns to the whole class view for continued classroom behavior management.

At the end of each day a report is immediately available, for the whole class, and for individual students to print or email. The reports are easily customizable and

can also be generated for a week, month, or a custom date range.

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Website for Files and Resources

✤I have created a website that contains important files, links and resources that will be very helpful for implementing a classwide behavior plan.

✤The website URL is: ✤ http://classwidebehaviormanagement.weebly.com

Website for Files and Resources

✤Or scan this QR code with a code reader (e.g., i-nigma) on a mobile devise to be directed to the website.

References✤100 Ways to Say Very Good. OSU [PDF document]. Retrieved from http://extension.oregonstate.edu/clackamas/sites/default/files/100_Ways_to_Say_Very_Good.pdf

✤Behavior. (n.d.). OED Online. September 2013. Oxford University Press. Retrieved from http://www.oed.com.ezproxy.lib.utah.edu/view/Entry/17197?redirectedFrom=behavior

✤Clonan, S. M., McDougal, J. L., Clark, K., & Davison, S. (2007). Use of office discipline referrals in school-wide decision making: A practical example. Psychology in the Schools, 44, 19-27.

✤Colvin, G., & Fernandez, E., (2000). Sustaining Effective Behavior Support Systems in an Elementary School. Journal of Positive Behavior Interventions, 2, 251-253.

✤Ingram, K., Lewis-Palmer, T., & Sugai, G. (2005). Function-based intervention planning: Comparing the effectiveness of FBA function-based and non-function-based intervention plans. Journal of Positive Behavior Interventions, 7, 224-236.

✤Irvin, L.K., Horner, R.H., Ingram, K., Todd, A.W., Sugai, G., Sampson, N., & Boland, J. (2006). Using office discipline referral data for decision-making about student behavior in elementary and middle schools: An empirical investigation of validity. Journal of Positive Behavior Interventions, 8, 10- 23.

✤LeTendre, G. (2000). The “problem” of minority education in an international perspective. International Journal of Educational Research, 33, 577–653.

✤Lipman, J. (2013, September 23). Why tough teachers get good results. The Wall Street Journal. Retrieved from http://online.wsj.com

✤Nelson, J. R. (1996). Designing schools to meet the needs of students who exhibit disruptive behavior. Journal of Emotional and Behavioral Disorders, 4, 147-161.

✤Nolan, J. D. & Filter, K. J. (2012). A Function-Based Classroom Behavior Intervention Using Non-Contingent Reinforcement plus Response Cost. Education and Treatment of Children, 35, 3, 419-430

✤Rhode, G., Jenson, W.R. & Reavis, H.K, (1993). The Tough Kid Book: Practical classroom management strategies. Longmont, CO: Sopris West.

✤Scott T. M., Anderson, C. M. & Alter, P. (2012). Managing classroom behavior using positive behavior supports. New Jersey: Pearson Education, Inc.

✤ Sulzer-Azaroff, B., & Mayer, G. R. (1994). Achieving educational excellence: Behavior analysis for achieving classroom and schoolwide behavior change. San Marcos, CA: Western Image

✤Utah State Office of Education, (2008). Least Restrictive Behavior Interventions Guidelines, Revised. Retrieved from http://www.schools.utah.gov/sars/DOCS/resources/lrbi07-09.aspx

✤Utah State Office of Educations “High Rates” LRBI Document, Retrieved from http://www.iseesam.com/teachall/text/behavior/LRBI.htm

✤Weinstein, R. S. (2002). Reaching higher: The power of expectations in schooling. Cambridge, MA: Harvard University Press.

✤Way, S. M. (2010) School discipline and disruptive classroom behavior: The moderating effects of student perceptions. The Sociological Quarterly 52, 346–375

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