manchester public schools august 29, 2007 25 industrial park road, middletown, ct 06457-1520 ·...
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Classroom Strategies that Support PBS
Manchester Public SchoolsAugust 29, 2007
25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485
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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
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Nonclass
room
Setting
Systems
ClassroomSetting
Systems
Individual Student
Systems
School-wideSystems
School-wide PBS Systems
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Traditional Approach to Managing Challenging Behaviors
Challengingbehavior
Perception of noncompliance
Look to “Control “or “Punish”
Design/applymanipulativeinterventionsto have power over student
Maintain/increasechallenging behaviors
Student’s needsremain unaddressed
(Knoster and Lapos, 1993)
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Positive Behavior SupportChallengingbehavior
Perception of unmet needs
Look to understand needs anddevelop hypothesis
Design/deliverprevention/interventionstrategies based on hypothesis
Reductions in challenging behaviors by learning alternativeskills
Meet needs in a moresocially acceptablemanner
Personal growth improvesself control
ImprovedQuality ofLife
(Knoster and Lapos, 1993)
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Are We Thinking Proactively or Reactively?
Proactive ReactivePreventative
• Stop something from occurring
• Act as a result
• Driven by circumstances
• Pre - planning and thinking
• Driven by values
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Define and Teach Behavior
Define Expectations Set 3-5 overarching rules for all settings State positively and succinctly
Teach Expectations Make rules public Articulate to students what is expected Modeling what is expected Practice, Practice, Practice
Reinforce Expectations Catch students being good Correct for non-compliance
Knoster (2000)
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Defining Expectations
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Establish Expectations
Establish expectations linked to school-wide expectations
Small number (3 to 5) Positively stated Connected to routines
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Rules within Routines Matrix
Routines
Rules
Entering Classroom
Seat WorkSmall Group
Activity
Leaving Classroom
Be Safe
Be Respectful
Be Responsible Sugai & Simonsen (2006)
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Dialogue with a Neighbor
How can you use this tool to plan your classroom expectations?
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Teaching Expectations
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Teaching….
“If a child does not know how to read, we teach.
If a child does not know how to swim, we teach.
If a child does not know how to multiply, we teach.
If a child does not know how to drive, we teach.
If a child does not know how to behave, we teach?…punish?”
Tom Herner (NASDE President) Counterpoint, 1998
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Teach Rules in the Context of Routines
Teach expectations directly.
Define rule in operational terms—(what it looks like within routine)
Provide examples and non-examples
Actively involve students in lesson—game, role-play, etc.
Provide opportunities to practice in the natural setting.
Sugai & Simonsen (2006)
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Teaching Expectations
Entering the classroom
Sharpening pencils
Walking in line, lining up procedures
Walking to the cafe
Turning in class work/homework
Going to bathroom, water fountain, etc.
Working in small groups
Work independently
Listening to teacher
Working in learning centers
Fire drills, library, assemblies
Getting materials
Entering the classroom after recess
Dismissal
Transitions
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16
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Teaching
Model
Guided Practice
Independent Practice
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Dialogue with a Neighbor
How do you teach your classroom expectations?
What is one example of a lesson?
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Reinforcing Expectations
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Praise and Error Corrections
Contingent Occur immediately after the behavior
Specific Tell learner exactly what they are doing
correctly or incorrectly
Brief (For Error Corrections) After redirecting, move on
Sugai & Simonsen (2006)
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Levels of Prompts
Instructional prompt Offer a replacement behavior Model or teach behavior
Nondirective Cue Use a question to prompt
Directive Cue State your request State the time frame for compliance State consequence
Mezzocchi, Michael. (2001) Managing Behavior. Pathway Staff Development
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Levels of Prompts
Instructional Prompt The assumption is the student does not
know the behavior, therefore an action is offered Offer a replacement behavior Model or teach behavior
Example: “Joseph, that’s arguing. Might asking Paul why he is laughing give you more accurate information?”
Mezzocchi, Michael. (2001) Managing Behavior. Pathway Staff Development
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Levels of Prompts
Nondirective Cue The assumption is the student knows the
behavior and needs cueing to use it Use a question to prompt
Example: “Joseph, that’s arguing. What do you need to do if you think Paul is laughing at you? You need to make a good choice here.”
Mezzocchi, Michael. (2001) Managing Behavior. Pathway Staff Development
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Levels of Prompts
Directive Cue The assumption is the student knows
when and how to conduct the behavior and needs limit-setting State your request State the time frame for compliance State consequence
Example: “Joseph, that’s arguing. You need to immediately stop (five to ten seconds) or you will be …(state the consequence).”
Mezzocchi, Michael. (2001) Managing Behavior. Pathway Staff Development
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Minor Discipline Incidents
Defined Discipline incidents that must be handled by
the classroom teacher and usually do not warrant a discipline referral to the office
Purpose To determine appropriate consequence and
where the consequence should be delivered
These incidences are tracked
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Major Discipline Incidents
Defined Discipline incidents that must be handled by
the administration
Purpose Once behaviors are operationally defined, it is
essential that the team distinguish the major discipline incidents from the minor to determine the appropriate consequence
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Ineffective Consequences
Lack of alignment with a school-wide PBS:
Inconsistent delivery of consequences across students, settings, and behaviors
Exclusionary practices that encourage further misbehavior through escape
Disproportionate amounts of staff time and attention to inappropriate behaviors
Miscommunication among staff, students, and parents
Sugai & Simonsen (2006)
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Reward System Guidelines
Keep it simple
Reward frequently (4:1)
Reward contingent on desired behavior
Refrain from threatening the loss of rewards or taking earned items or activities away
Provide opportunity to earn rewards throughout the day
Sugai & Simonsen (2006)
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Dialogue with a Neighbor
What strategies do you use to handle consequences/rewards?
What do you anticipate being different with the implementation of PBS?
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Assessing Target Behaviors
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Have You Considered?
Looking at behavior in context Relationships Environment conditions Instructional conditions
Determining the motivation or function Avoidance (What is avoided by the behavior?) Gains (What is gained or achieved by the
behavior?)
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Essential Questions to Ask About Behavior
When is the behavior most/least likely to occur?
Where is the behavior most/least likely to occur?
With whom is the behavior most/least likely to occur?
What happens immediately before/after the behavior?
What do others do when the behavior occurs?
What other environmental and instructional conditions may contribute to the behavior?
Pennsylvania Department of Education, Initial Line of Inquiry Gary LaVigna (2000) Behavioral Assessment and Advanced Support Strategies
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Functions of Behavior
Why is it important for us to know the function of behavior?
So we can understand why the behavior is occurring
To find an appropriate replacement behavior To develop the best behavior support plan
Kincaid (2004)
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Factors That Contribute to Behavioral Concerns
Lack of universal standards
Expectations are not clear or taught
Instructional match not met
Cultural differences
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What Do We Change?
Context of learning
What we teach
Outcomes
How we teach
Student(s)
Instruction
Environment
Curriculum
Adapted from Heartland Area Education Agency
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Proactive Ways to Prevent Problem Behaviors
Before the fact What are the
indicators/signs before the crisis behavior?
When, where, with whom is the behavior most likely to occur?
After the fact Reconnect
Teach replacement behaviors or strategies
Teach coping techniques
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Designing Interventions
Proactive Change the environment to make behavior
unnecessary
Instructional Teach skills to make the behavior inefficient
Functional Manage consequences to make behavior
ineffective
Lifestyle Support long-term quality of life outcomes for the
studentKincaid (2004)
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Three Components to Consider…
PreventEnvironment
Instruction & Curriculum
Social/ Interpersonal
TeachStrategies
Skills & Concepts
RespondReinforcement
Cueing & Feedback
Management
Adapted from Ayers
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Dialogue with a Neighbor
What contributes to effective intervention planning?
How can managing behaviors become more proactive?