T E N N E S S E E S W P B S C O N F E R E N C E N O V E M B E R 1 4 , 2 0 1 3

A JOURNEY FROM PUNITIVE CONSEQUENCES TO TIERED

INTERVENTIONS

ACTIVITY

On the paper provided, make a list of all the consequences you’ve used that are effective.

Be prepared to explain why they are effective.

CONTACT INFORMATION

Laura WinterPBIS Coordinator, Region 6NC Department of Public Instruction

laura.winter@dpi.nc.gov919-302-9334

Exceptional Children DivisionBehavior Support & Special Programs

Positive Behavior Intervention & Support Initiative

PARTICIPANT EXPECTATIONS

Be ResponsibleReturn promptly from breaksBe an active participantUse electronic devices appropriately

Be RespectfulMaintain cell phone etiquetteListen attentively to othersLimit sidebars and stay on topic

Be KindEnter discussions with an open mindRespond appropriately to others’ ideasHonor confidentiality

ATTENTION SIGNAL

Please make note of time limits and watch your clocks! Trainer will raise his/her hand. Finish your thought/comment. Participants will raise a hand and wait

quietly.

WHY ARE WE HERE?

RATIONALE

Punitive systems have become widespread, yet are not exactly a good fit for PBIS schools.

Teachers need support to transition from these systems to tiered systems of interventions and continuums of responses.

WHAT ARE PROGRESSIVE CONSEQUENCE SYSTEMS?

Systems in which a student’s card (or any object) is turned, pulled or moved for a problem behavior and increasing punishments are given at each step

Systems in which a student receives a “strike” or a “tally” for a problem behavior and a punishment is assigned for each notation

Can provide a quick way to communicate to a student that an error has occurred

Usually provides a planned response to the behavior that allows the teacher to continue with instruction and move forward as quickly as possible

(Sprick, 2007)

ISSUE #1: CONSISTENCY IS INCONSISTENT!

It is very difficult for teachers to be absolutely consistent in their own responses to every behavior and for teachers to be consistent with each other. It often results in teachers not moving a card when, according to the rules they should, or to give too severe a penalty for a repeated minor behavior. This dilemma between being overly harsh or overly lenient is confusing for students to know what the expectations actually are.

(Sprick, 2007)

ISSUE #2: BREACH OF CONFIDENTIALITY

Often, students do not feel fairly and respectfully treated by having their challenges publicly displayed and attention called to their mistakes. If we look at this practice from the child’s perspective, we can’t help but wonder how it feels to always have a red or yellow card by your name. Students and families are publicly humiliated or embarrassed.

Would we do this with academic behaviors? “Laura, you missed that math problem-go flip your card!”(Sprick, 2007)

ISSUE #3: ARE WE CHANGING BEHAVIOR?

There are rarely truly effective, logical consequences attached to the movement of the clip or card or the assignment of a strike or tally. In some cases, the actual moving of the clip or card is the only consequence to the student’s behavior. We know that behavior doesn’t change simply because a strike is given or a card is flipped. (Shindler, 2008)

OBJECTIVES

Review the components of classroom management

Understand the difference between punishments and effective responses

Discuss methods to collect classroom behavior data that is discrete and maintains confidentiality

Design a pyramid of interventions that include a continuum of research-based responses at each level

Create reinforcement systems that are contingent upon appropriate behavior

PBIS AND CLASSROOM

MANAGEMENT

WHAT IS EFFECTIVE CLASSROOM MANAGEMENT?

Classroom management refers to all of the things that an educator does to organize students, space, time, and materials, so that instruction in content and student learning can take place.

In the four domains of RtI, over which domain do we have the least amount of control?

Instruction Curriculum Environment Learner

SIX EVIDENCE-BASED PRACTICES TO ENSURE POSITIVE BEHAVIOR

It is smart to have a classroom management plan.Your overall plan should include: Routines and procedures (structure!) Classroom expectations (posted and

referred to often) Methods for teaching expectations Procedures for encouraging positive

behavior Procedures for responding to problem

behavior(Simonsen, Fairbanks, Briesch, Myers & Sugai, 2008)

RESPONDING TO PROBLEM BEHAVIOR

RESPONSES VS. PUNISHMENTS

RESPONDING TO PROBLEM BEHAVIOR: RE-THINKING CONSEQUENCES

In traditional discipline, the word consequence is often used to describe a punishment.

A consequence is any thing that occurs after a problem behavior has occurred (positive or negative).

Effective consequences, or responses to behavior, are those that result in the problem behavior changing over time.

Ineffective consequences are those that may stop the behavior temporarily, but result in either no change or increase of the problem behavior over time.

RESPONDING TO PROBLEM BEHAVIOR:THE ABCS

Understanding the purpose of behavior comes from repeated observation of:

A: Antecedent: stimulus before the behavior (prevention)

B: Behavior: observable and measurable act (teaching)

C: Consequence: what occurs after the behavior that serves to maintain or increase frequency of behavior (response)

RESPONDING TO PROBLEM BEHAVIOR: GENERAL GUIDELINES

Even with prevention and teaching strategies in place, problem behavior will occur and require an adult response.

The following guidelines ensure that these interventions are effective: Approach problem behavior as you would a learning

error Plan your responses to typical problems in advance Teach students what to do differently Match level of intensity to the problem behavior. Consider context and student history Use the least intrusive intervention first

RESPONDING TO PROBLEM BEHAVIOR: LOGICAL CONSEQUENCES

Logical consequences are those that allow students to learn from their mistakes while preserving their dignity.

Goals of logical consequences:To give children the chance to regain self-controlTo help children recognize the connection between their

actions and the outcomes of their actionsTo allow them to fix problems caused by their misbehavior and

to make amendsTo guide students in avoiding similar problems in the futureTo preserve the dignity of the child and the integrity of the

groupTo keep children safe (Shindler, 2008)

REWORKING RESPONSES TO PROBLEM BEHAVIOR:

EFFECTIVE RESPONSES REVIEW

Teach a new behavior and offer the opportunity to practice.

Are used immediately or closely following problem behavior.

Offer a range of options to teachers for classroom interventions.

TOP THREE MOST EFFECTIVE RESPONSES TO PROBLEM BEHAVIOR

Based on a survey of US teachers by the University of Kansas, the top three most effective consequences are:

Positive PracticeRestitution/Time OwedReflection

BEST REDIRECTION EVER

“What are you doing?”

“What are you supposed to be doing?”

“Show me you can do that.”

ACTIVITY:ENSURING EFFECTIVE, LOGICAL

RESPONSES TO PROBLEM BEHAVIOR

Using the list of consequences generated by the people at your table, identify which are “logical.”

Indicate which ones have and which ones have not been effective in changing the student’s behavior.

LEAST EFFECTIVE DISCIPLINE “STRATEGIES”

Punishment

Exclusion

Counseling

(Gottfredson, 1997; Elliott, Hamburg, & Williams, 1998; Tolan & Guerra, 1994; Lipsey, 1991, 1992)

Why do you think these are the least effective responses?

RESPONDING TO PROBLEM BEHAVIOR

PROCESS

PROCESS FOR RESPONDING TO PROBLEM BEHAVIOR: DATA COLLECTION

Typically, data collection is done by color coding cards and clips, or by assigning strikes to students.

This type of data is usually publically collected with no real intervention attached.

In order to design effective responses, we must collect accurate, useful data.

This data collection must be done privately, confidentially, and objectively.

Process for Responding to Problem Behavior: Sample Minor Reporting Form

Vance Minor Behavior Data Collection Form

Minor Behavior Codes: Location Codes: Motivation Codes: Decision Codes: Others Involved:

1. Inappropriate language 1. Classroom 1. Peer attention 1. Loss of privilege 1. None

2. Physical contact 2. Playground 2. Adult attention 2. Conference w/ student 2. Peers

3. Defiance/disrespect 3. Hallway 3. Obtain items 3. Parent contact 3. Staff

Teacher Name: _____________________ 4. Disruption 4. Cafeteria 4. Avoid tasks/activities 4. Time out/reflection 4. Teacher

5. Property misuse 5. Bathroom 5. Avoid peer(s) 5. Other (explain) 5. Substitute

Track: 1 2 3 4 6. Lying 6. Gym 6. Avoid adult(s) 6. Unknown

7. Other (explain) 7. Library 7. Other (explain) 7. Other (explain)

Grade : preK K 1 2 3 4 5 8. Assembly

9. Other (explain)

Student Names Date Time Minor Location Motivation Teacher Decision Others Involved

ACTIVITY: COLLECTING DATA

With your neighbors, or on your own, brainstorm methods to collect classroom behavior data.

All methods should be confidential and maintain the dignity of the student.

RESPONDING TO PROBLEM BEHAVIORPYRAMIDS OF INTERVENTIONS

PYRAMIDS OF INTERVENTIONS: DEFINITION

In RtI*/PBIS, tiered interventions are the key to ensuring that we are meeting the needs of all of the students in our school.

In the classroom, a pyramid of interventions act as a menu of effective responses from which we can choose.

This helps us design supports for children that meet the functional need of the behavior.

*RtI=Responsiveness to Instruction

PYRAMID OF INTERVENTIONS: CLASSROOM EARLY STAGE RESPONSES

Early stage responses should be brief and flow seamlessly into instruction.

In many cases, early intervention is enough and doesn’t require follow up. Look: eye contact, a quizzical “you-know-better” facial expression, a stern

look

Gesture: a head shake, thumbs down, finger over lips, sign language for “stop”

Move: get in closer proximity to the student

Remind: state individual’s name softly and restate the expectation

Redirect: eye contact, whispered name, a signal for student to move seat or change tasks

Touch: firm, but friendly hand on the shoulder meant to calm the child

Remove: the teacher “pockets” a distracting object or holds it for safekeeping

PYRAMID OF INTERVENTIONS:EARLY STAGE RESPONSES EXAMPLE:

BURNS MIDDLE SCHOOL, LAWNDALE, NC Non-verbal warning Proximity control Verbal warning Pat on the back Planned ignoring of behavior Individual/whole group

reteaching Refer student to SOAR matrix Phone call to parents Email parents Documentation in planner Preferential seating Individual student conference Setting learning goals

Reinforce other students showing desired behavior

Cuing Think sheet Restitution Time out in classroom Write an apology note Working lunch Silent lunch Consult with EC/ESL

teacher Teacher assigned ASD Clear routines and

procedures Have extra materials

available

PYRAMID OF INTERVENTIONS: EARLY STAGE RESPONSES EXAMPLE: GARNER HIGH SCHOOL, GARNER, NC

Tier One Interventions

Proximity control Conference with student

Re-teach expectations

Restitution

Loss of privilege Parent contact Self-monitoring Establish class routines

Use attention signal

Use pre-corrects Use reinforcement system

Model effective communication skills

ACTIVITY: EARLY STAGE RESPONSES

Using your expertise, and the expertise of those around you, create a list of effective early stage interventions you could use in the classroom.

PYRAMID OF INTERVENTIONS: CLASSROOM MIDDLE STAGE RESPONSES

Middle stage responses are used when early responses do not work, and require prior planning. Restitution: Student actively repairs the damage

caused. Physical repair: Student tries to help repair property or work of a peer.

Verbal repair: Student uses “I” statements to genuinely apologize for behavior to individuals hurt by the behavior.

Loss of privilege: A privilege that is not being used responsibly is temporarily removed.

Time owed: Student completes work or tasks missed due to misbehavior on their own time.

Time out: The student is separated briefly from the group to reflect and calm down.

Antiseptic Bouncing: Time out without saying time out.

PYRAMID OF INTERVENTIONS: MIDDLE STAGE RESPONSES EXAMPLE:

BURNS MIDDLE, LAWNDALE, NC

Consult with counselor

Time out Consult with grade

level administrator Counselor check in DBR-Daily Behavior

Report Loss of privileges Parent/Student/

Teacher conference

Team/Grade level PLC support

Antiseptic bouncing on team

Written assignment/reflection

Administrator assigned ASD

Consult with social worker

Home visit Team conference Escorted transitions

ACTIVITY: MIDDLE STAGE INTERVENTIONS

Create a list of effective middle stage interventions that can be used in the classroom.

PYRAMID OF INTERVENTIONS: LATE STAGE RESPONSES

Late stage responses are used when repeated attempts at early and middle stage responses are ineffective.

These responses need to be planned in collaboration with parents, administrators and other site-based resources.

Each student requiring late stage responses should have a specific individualized behavior plan based on the function of the behavior.

While plan is in place, use de-escalation strategies to avoid further conflict when necessary.

PYRAMID OF INTERVENTIONS: LATE STAGE RESPONSES: CHOOSING

STRATEGIES Strategies need to include changes to the antecedents, behavior, and consequences or outcomes.

Antecedents (what happens immediately before

problem behavior)

Behavior (observable and

measurable)

Consequence (what happens immediately

after the behavior)

PYRAMID OF INTERVENTIONS:

LATE STAGE RESPONSES: CHOOSING STRATEGIES EXAMPLE

Planned check-ins by teacher Precorrects for hand raising Move seat closer to adult

Teach skills to get help, occupy wait times, and tolerate delays

Ignore calling out Reinforce raising hand Respond consistently and quickly to appropriate requests and approximations

If it has been determined that a student calls out in order to obtain adult attention, strategies might include:

A

B

C

MY DAILY GOAL CHART Date _____________________________________

Subject & Time

1 I stayed in

my area (2 prompts

or less

2 I followed directions/ listened to my teacher

(2 prompts or less)

3 I completed my work/

task (2 prompts or

less)

BONUS!! I made nice comments, asked for hugs, or

asked good questions

I earned this many

Rudy Bucks!

Homework Completion

Morning Work 8:45 – 9:30 - Freund

Literacy 9:30 – 11:00 - Conger

Science/SS 11:00 – 12:00 - Freund

Math 12:40 – 1:00 - Freund

Social Skills/Math 1:05 – 2:20 - Conger

Specials 2:55 – 3:40 - Various

TOTALS:

Communication: Freund

Communication: Conger

Communication: Specialist

Homework for Tonight:

Parent Signature and/or Communication: ______________________ ____

Individualized behavior chart/contract for student.

This chart or contract is NOT part of a Behavior Intervention Plan.

It IS a way to support this student through the day.

Wally’s Stickers for Raising his hand

11 stickers = menu choice

PYRAMID OF INTERVENTIONS: LATE STAGE RESPONSES EXAMPLE:

BURNS MIDDLE, LAWNDALE, NC

Office Managed and Team Driven:

Functional Behavior AssessmentBehavior Intervention Plan In-School SuspensionOut-of-School SuspensionRefer to SSMTRefer to DJJ/SRO/DSS/MH

ACTIVITY: LATE STAGE INTERVENTIONS

Develop a list of late stage interventions that are appropriate for your students and effective in changing behaviors.

RESPONDING TO PROBLEM BEHAVIOR: REVIEW

Consequences and punishment are not the same thing.

Effective responses to problem behavior change behavior over time.

Logical interventions are designed to remedy the problem while maintaining student dignity.

When problem behavior occurs, strive to use the least intrusive intervention possible.

Move up the continuum of responses when necessary.

Create individualized plans for students requiring the most support.

HOW DO WE START THE PROCESS?

LOOK AT DATA

Ask teachers to collect data for a couple of weeks, specifically noting which students were on red (or the worst step) at the end of each day. What patterns are noticeable?

If the current classroom plans are working, in other words, there are few or no behavior problems in the classroom setting, then there is no reason to change.

Turn and talk: What other data could be useful?

START THE CONVERSATION

Engage in discussion about progressive consequences with the faculty as a whole, or on grade level or department teams.

Are the systems working? Do students feel respected? Are students with chronic behavior patterns

getting the help they need?

Turn and talk: Would staff and student surveys help guide this conversation?

ADD TO CURRENT PRACTICES

Encourage teachers to add a positive reinforcement system to their classroom practices. Once positive reinforcement is being used with consistency, teachers may find the need for a progressive consequence system diminishes.

Turn and talk: What are the drivers and restrainers for developing classroom

reward systems?

USE SCHOOL-BASED EXPERTISE

Have PLCs* or grade level teams work together to develop a pyramid of interventions for classroom behavior. These interventions should be focused on helping students learn to change behavior over time.

Turn and talk: What would be the main difference between the consequences used across grade

levels?

*PLCs=Professional Learning Communities

ALTER CURRENT PRACTICES

If there is strong resistance to stop the use of progressive consequence systems, then work with teachers to consider how to add a component of learning to the progression, and to ensure that respect and dignity is considered for each student.

Turn and talk: How could a teacher quickly alter the current system to add instruction

and confidentiality?

REVIEW

Effective systems to respond to problem behavior include:

Well-established classroom management systems with clear expectations that are directly taught.

A reinforcement/reward/acknowledgement system that is contingent only on meeting those expectations. Earned = Kept

A way to collect behavior data that is confidential and protects the dignity of the student.

A pyramid of research-based interventions that exist in a continuum at each level.

FINAL ACTIVITY

What are some easy changes that could be made in your classroom or in your school?

What barriers to these changes do you foresee?

What support will staff members need?

What data should you collect to move forward?

BURNS MIDDLE SCHOOL, CLEVELAND COUNTY, NC

SYSTEMS: SCHOOL-WIDE EXPECTATIONS

SYSTEMS: SPECIFIC SETTING EXPECTATIONS

SYSTEMS AND PRACTICES: TEACHING EXPECTATIONS

81

SYSTEMS: RECOGNIZING POSITIVE BEHAVIOR

82

PRACTICES: STUDENT RECOGNITION

83

PRACTICES: STAFF RECOGNITION

84

SYSTEMS: RESPONDING TO PROBLEM BEHAVIOR

This is cool!!

SYSTEMS: DATA COLLECTION

SYSTEMS: TIERED INTERVENTIONS FOR BEHAVIOR

DATA: OUTCOMES

DATA: OFFICE DISCIPLINE REFERRALS

MULTI-YEAR COMPARISON

404 fewer ODRs = Approximately 134 instructional hours saved!

DATA: REDUCTION IN TIME OUT REFERRALS

347 fewer referrals to Time Out room = MORE INSTRUCTIONAL TIME!

DATA: OSS REDUCTION

56 fewer suspensions = More days in school!

***Note: actual suspensions, NOT days!

RESOURCESPBIS in the Classroom Dropbox Folder: https://www.dropbox.com/sh/5n9t36m56hkxjrp/vqKSd5CKII

NC PBIS Wikispace: http://pbis.ncdpi.wikispaces.net

NC PBIS Region 6 Wikispace: http://pbisregion6.ncdpi.wikispaces.net