Prevention in the Classroom

Activity

Identify expectations you would have in your classroom

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity•For Example: Student Study Team

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures•For example: Individual Intervention Plan

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response•For example: After school tutoring program

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response•For example: Group Social SkillsInstruction

Universal Interventions•All students•Preventive, proactive•For Example: Academic instructionThrough the math curriculum

Universal Interventions•All settings, all students•Preventive, proactive•For Example: Core values Instruction: Instructionin Schoolwide Expectations

Academic Systems Social Systems

GP #1: Remember that good teaching one of our best behavior management

tools

Simonsen&Sugai (2008)

Message

Good Teaching Behavior Management

STUDENT ACHIEVEMENT

Increasing District & State Competency and Capacity

Investing in Outcomes, Data, Practices, and Systems

Simonsen&Sugai (2008)

1. Minimize crowding & distraction

Design environment to elicit appropriate behavior: Arrange furniture to allow easy traffic flow. Ensure adequate supervision of all areas. Designate staff & student areas. Seating arrangements (classrooms, cafeteria,

etc.)

Simonsen&Sugai (2008)

2. Maximize structure & predictability

Teacher routines: volunteers, communications, movement, planning, grading, etc.

Student routines: personal needs, transitions, working in groups, independent work, instruction, getting, materials, homework, etc.

Simonsen&Sugai (2008)

3. State, teach, review & reinforce positively stated expectations

Establish behavioral expectations/rules. Teach rules in context of routines. Prompt or remind students of rule prior to entering

natural context. Monitor students behavior in natural context & provide

specific feedback. Evaluate effect of instruction - review data, make

decisions, & follow up.

Simonsen&Sugai (2008)

4. Provide more acknowledgements for appropriate than inappropriate behavior

Maintain at least 4 to 1Interact positively once every 5 minutesFollow correction for rule violation with

positive reinforcer for rule following

Simonsen&Sugai (2008)

5. Maximize varied opportunities to respond

Vary individual v. group respondingVary response type

Oral, written, gesturalIncrease participatory instruction

Questioning, materials

Simonsen&Sugai (2008)

6. Maximize Active Engagement

Vary format Written, choral, gestures

Specify observable engagementsLink engagement with outcome objectives

Simonsen&Sugai (2008)

7. Actively & Continuously Supervise

MoveScanInteractRemind/precorrectPositively acknowledge

Simonsen&Sugai (2008)

8. Respond to Inappropriate Behavior Quickly, Positively, & Directly

Respond efficientlyAttend to students who are displaying

appropriate behaviorFollow school procedures for major problem

behaviors objectively & anticipate next occurrence

Simonsen&Sugai (2008)

9. Establish Multiple Strategies for Acknowledging Appropriate Behavior

Social, tangible, activity, etc.Frequent v. infrequentPredictably v. unpredictablyImmediate v. delayed

Simonsen&Sugai (2008)

10. Generally Provide Specific Feedback for Errors & Corrects

Provide contingentlyAlways indicate correct behaviorsLink to context

Simonsen&Sugai (2008)

Teach Expectations: An ongoing Cycle (Sprick et al., 1998)

Teach Expectations:

Model, Instruct before activity begins/transition begins

Monitor Student Behavior by Circulation and Visually Scanning

Provide feedback

During the activity and

and the end of activity

Other Important Factors

CelebrationsAt least 3:1 positive (when student behaviors

appropriately) to negative (when a student misbehaviors).

Monitor students using dataUse SR+

Prevention through Organization and Procedures

Have procedures how to respondBathroom passAsk for helpTransition from activitiesTurn in homeworkTeach roles and expectations for all activities

and settingsAllow students breaks and teach procedures

for them

Organization and Seating

Seat students to promote goals of learning activities

Seat Students to promote AET/ALTAllow clear passagesEasy access to materials and limit clutterSeat students so you can move easily to them

and they have easy access to instructors

Responding to Misbehavior: A PBS Golden Rule

It is a fundamental and requisite assumption of positive behavior support that a teacher should respond to misbehavior in such a way that it preserves the dignity of the student.

Further, evidence suggests that preservation of student dignity is the most effective way a teacher can respond to misbehavior (Mendler, Horner et al. 1990)

Ethics

What is an a aversive?The use of an aversivePunishment vs. aversive

Preserving the dignity of the learnerIntegrity of practiceThinking about the whole personUniversal applicationAccountabilityAwareness = Responsibility

Application

Is this ethical- why or why not? Discuss this situation, what would you do if you knew about it-

would you encourage the teacher support her, or something else?.

In working with children what guidelines are critical to have for our profession?

Especially consider issues like punishment, aversives, denial of basic rights, freedom of movement, dignity

A student was having a behavior problems in your respected colleagues classroom. She was tactile defensive (sensitive to touch) and just rubbing her hand slightly with toothbrush was very unpleasant, possibly even painful; however it was difficult to assess exactly how painful it was because the student was non-verbal. The parent gave permission to your colleague, even encouraged her, to rub the toothbrush on her hand to help control the students behavior problems. The colleague was using the technique as a successful consequence and it was decreasing the students behavior problems in the classroom significantly.

Expectations & Responding To Misbehavior

In groups use the develop expectations for an chosen activity or transition.

Then develop a fun & creative way you might teach what you have outlined or part of what you have outlined to your students.

Demonstrate this creative approach to the class and share your completed worksheet on the overhead.

Responding to Misbehavior

It is a fundamental and requisite assumption of positive behavior support that a teacher should respond to misbehavior in such a way that it preserves the dignity of the student.

Further, evidence suggests that preservation of student dignity is the most effective way a teacher can respond to misbehavior (Mendler, Horner et al. 1990)

Responding to Misbehavior

Early Stage Misbehaviors: Proximity Gentle verbal reminder Conference with a student Family contact Humor Praise someone who is behaving responsibly Restitution Calm disapproval PEP (Privacy, Eye Contact, Proximity)