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Linking SW-PBIS
           to the Classroom


                       Alan Robinson
              Mentor/Resident Coach
  Academy of Urban School Leadership
Continuum of           Tertiary Prevention:
       School-Wide                Specialized
      Instructional &            Individualized
     Positive Behavior     Systems for Students with
 Interventions & Support      High-Risk Behavior

                            Secondary Prevention:
                            Specialized Group
                            Systems for Students
Primary Prevention:         with At-Risk Behavior
School-/Classroom-
 Wide Systems for
   All Students,
 Staff, & Settings
The classroom host
environment should
reflect the school-
wide system and
support the behavior
of ALL students!
 
 

    ___Physical space designed with clear lines of sight and
    designed to facilitate movement through activities and
    supervision.
     
    ___Posted, positively-worded rules based on the school-wide
    expectations.
     
    ___Posted positive and negative consequences.
     
    ___Teacher / student interactions with at least a 5 to 1
    ratio of acknowledgements to corrections.
     
    ___Clearly established routines & posted schedules.
     
    ___Pre-correction & correction of problem behaviors.
 
 

    ___Physical space designed with clear lines of
    sight and designed to facilitate movement through
    activities and supervision.
    ___Posted, positively-worded rules based on the school-wide
    expectations.
     
    ___Posted positive and negative consequences.
     
    ___Teacher / student interactions with at least a 5 to 1 ratio
    of acknowledgements to corrections.
     
    ___Clearly established routines & posted schedule.
     
    ___Pre-correction & correction of problem behaviors.
Routines & Supervision

   Routines should be taught
   Routines should minimize non-instructional
    time
   The is no such thing as ‘unstructured time’
   Effective Supervision Trio:
       Look Around…Walk Around…Interact
   Use pre-corrections – predict and prevent
   Daily / weekly schedules should be posted and
    referred to
Steps for Establishing
     Classroom Routines

1.    Understand the benefits
2.    Identify needed routines
3.    Specify student behaviors for each
      routine
4.    Teach each routine
5.    Maintain the routines
6.    Pre-correct the routines
7.    Re-teach the routines
Sample Routine
   Elementary: Exiting the classroom to
    another activity such as P.E. or Art
   Put materials away, clear desk and push
    chairs in
   On signal move quietly to doorway
   Line up facing the door and keep one
    space between each person
   Keep hands and feet to self
   Listen to the teacher and wait for signal
    to depart
 
     


    ___Physical space designed with clear lines of sight and
    designed to facilitate movement through activities and
    supervision.
     
    ___Posted, positively-worded rules based on the
    school-wide expectations.
     
    ___Posted positive and negative consequences.
     
    ___Teacher / student interactions with at least a 5 to 1 ratio
    of acknowledgements to corrections.
     
    ___Clearly established routines & posted schedule.
     
    ___Pre-correction & correction of problem behaviors.
This is what “Being Responsible”
looks like in Room ____

   ___________________________
   ___________________________
   ___________________________
   ___________________________
   ___________________________
   ___________________________
   ___________________________
Behavior is learned and
should be taught…

1) State behavioral expectations
2) Specify student behaviors (rules)
3) Model appropriate student
   behaviors
4) Students practice appropriate
   behaviors
5) Acknowledge appropriate behaviors
     


    ___Physical space designed with clear lines of sight and
    designed to facilitate movement through activities and
    supervision.
     
    ___Posted, positively-worded rules based on the school-wide
    expectations.
     
    ___Posted positive and negative consequences.
     
    ___Teacher / student interactions with at least a
    5 to 1 ratio of acknowledgements to corrections.
     
    ___Clearly established routines & posted schedule.
     
    ___Pre-correction & correction of problem behaviors.
Managing Consequences
                                 Key Points
                         Consequences follow behavior
                    Consequences may be positive or negative
                     The consequence is for the behavior




Positive consequences are delivered to:
    1.   Provide immediate feedback that behavior is acceptable or desired
    2.   Increase likelihood behavior WILL BE repeated


Negative consequences are delivered to:
    1.   Provide immediate feedback that behavior is unacceptable
    2.   Increase likelihood behavior WILL NOT BE repeated
Negative Consequences
   Are the consequences posted, known, and
    consistent?
   Are the negative consequences delivered
    in a way that detracts from teaching time
    as little as possible?
   Are they delivered with respect?
   Is there always a “Fair Pair”
   Is there a clear definition of classroom-
    vs. office-managed behavior
What do teachers use…



 …for mild negative consequences?

 …for more serious consequences ?
Examples of
       Negative Consequences

   Loss of teacher attention and approval
   Loss of privileges
   Time out or removal from activity
   Restitution or make-up service help
   Isolation
   Response cost
   Parent contact and conference
Positive Consequences
   Are the consequences posted, known, and
    consistent?
   Are they delivered at a high rate
    (especially for younger children and
    troubled students)
   Is there an acknowledgment to correction
    ratio of at least 4 to 1?
   Are the consequences meaningful and
    varied?
   Does every student have a chance to
    experience success?
What do teachers use…

 …for extrinsic reinforcers?

 …for delayed positives?

 …for whole class reinforcers?
Examples of Positive Consequences

   Teacher praise          Contracts and token
   Demonstrations of        economies
    teacher approval        Mystery awards
   Positive feedback       Public recognition
   Points (leading to       (class-wide and
    privileges and           school-wide)
    rewards)                Menus (store, list of
   Contingent use of        reinforcers)
    breaks, privileges      Various combinations
   Access to special        of reinforcers
    activities              Parent contact
     


    ___Physical space designed with clear lines of sight and
    designed to facilitate movement through activities and
    supervision.
     
    ___Posted, positively-worded rules based on the school-wide
    expectations.
     
    ___Posted positive and negative consequences.
     
    ___Teacher / student interactions with at least a
    5 to 1 ratio of acknowledgements to corrections.
     
    ___Clearly established routines & posted schedule.
     
    ___Pre-correction & correction of problem behaviors.
     


    ___Physical space designed with clear lines of sight and
    designed to facilitate movement through activities and
    supervision.
     
    ___Posted, positively-worded rules based on the school-wide
    expectations.
     
    ___Posted positive and negative consequences.
     
    ___Teacher / student interactions with at least a
    5 to 1 ratio of acknowledgements to corrections.
     
    ___Clearly established routines & posted schedule.
     
    ___Pre-correction & correction of problem
    behaviors.
Self-Reflection
              Complete the 4-page handout


Page 1:        A. Physical Setting – The physical classroom setting is
            organized in a manner that promotes learning and independence,
            as evidenced by:



                                                      Yes /   Comments
                                                       No

   A1 Are the walls, floors, and furniture clean      Y   N
          and in good repair?

   A2 Is the furniture adjusted to the proper         Y   N
          size for the students?

   A3 Are rules, routines, and procedures             Y   N
          posted in a manner that is easy to see?
          Are rules, routines, and procedures
   A4     posted in a manner that all could read or   Y   N
          understand?
RECOVERY

High
                                                 Peak
 Be havior Inte nsity




                                Acceleration
                                                           De-escalation


                                Agitation

                        Calm
                               Trigger                                      Recovery
Low
                                                Time

                                               A Model of Escalating Behavior – Geoff Colvin
http://pbis299.googlepages.org

         www.pbis.org

      www.pbisillinois.org
interventioncentral.org

http://www.cccoe.net/social/directory3.htm
                  Middle school social skills



         www.allkindsofminds.org
             Click on ‘Resources’ then ‘Learning Base’




          www.disciplinehelp.com

      http://serc.gws.uky.edu/pbis/
            The function of behaviors -- interactive
More information @
https://sites.google.com/site/pbis299/

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Linking SW-PBIS to Your Classroom Management System, Alan Robinson

  • 1. Linking SW-PBIS to the Classroom Alan Robinson Mentor/Resident Coach Academy of Urban School Leadership
  • 2. Continuum of Tertiary Prevention: School-Wide Specialized Instructional & Individualized Positive Behavior Systems for Students with Interventions & Support High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students Primary Prevention: with At-Risk Behavior School-/Classroom- Wide Systems for All Students, Staff, & Settings
  • 3. The classroom host environment should reflect the school- wide system and support the behavior of ALL students!
  • 4.     ___Physical space designed with clear lines of sight and designed to facilitate movement through activities and supervision.   ___Posted, positively-worded rules based on the school-wide expectations.   ___Posted positive and negative consequences.   ___Teacher / student interactions with at least a 5 to 1 ratio of acknowledgements to corrections.   ___Clearly established routines & posted schedules.   ___Pre-correction & correction of problem behaviors.
  • 5.     ___Physical space designed with clear lines of sight and designed to facilitate movement through activities and supervision. ___Posted, positively-worded rules based on the school-wide expectations.   ___Posted positive and negative consequences.   ___Teacher / student interactions with at least a 5 to 1 ratio of acknowledgements to corrections.   ___Clearly established routines & posted schedule.   ___Pre-correction & correction of problem behaviors.
  • 6. Routines & Supervision  Routines should be taught  Routines should minimize non-instructional time  The is no such thing as ‘unstructured time’  Effective Supervision Trio: Look Around…Walk Around…Interact  Use pre-corrections – predict and prevent  Daily / weekly schedules should be posted and referred to
  • 7. Steps for Establishing Classroom Routines 1. Understand the benefits 2. Identify needed routines 3. Specify student behaviors for each routine 4. Teach each routine 5. Maintain the routines 6. Pre-correct the routines 7. Re-teach the routines
  • 8. Sample Routine  Elementary: Exiting the classroom to another activity such as P.E. or Art  Put materials away, clear desk and push chairs in  On signal move quietly to doorway  Line up facing the door and keep one space between each person  Keep hands and feet to self  Listen to the teacher and wait for signal to depart
  • 9.     ___Physical space designed with clear lines of sight and designed to facilitate movement through activities and supervision.   ___Posted, positively-worded rules based on the school-wide expectations.   ___Posted positive and negative consequences.   ___Teacher / student interactions with at least a 5 to 1 ratio of acknowledgements to corrections.   ___Clearly established routines & posted schedule.   ___Pre-correction & correction of problem behaviors.
  • 10. This is what “Being Responsible” looks like in Room ____  ___________________________  ___________________________  ___________________________  ___________________________  ___________________________  ___________________________  ___________________________
  • 11. Behavior is learned and should be taught… 1) State behavioral expectations 2) Specify student behaviors (rules) 3) Model appropriate student behaviors 4) Students practice appropriate behaviors 5) Acknowledge appropriate behaviors
  • 12.     ___Physical space designed with clear lines of sight and designed to facilitate movement through activities and supervision.   ___Posted, positively-worded rules based on the school-wide expectations.   ___Posted positive and negative consequences.   ___Teacher / student interactions with at least a 5 to 1 ratio of acknowledgements to corrections.   ___Clearly established routines & posted schedule.   ___Pre-correction & correction of problem behaviors.
  • 13. Managing Consequences Key Points  Consequences follow behavior  Consequences may be positive or negative  The consequence is for the behavior Positive consequences are delivered to: 1. Provide immediate feedback that behavior is acceptable or desired 2. Increase likelihood behavior WILL BE repeated Negative consequences are delivered to: 1. Provide immediate feedback that behavior is unacceptable 2. Increase likelihood behavior WILL NOT BE repeated
  • 14. Negative Consequences  Are the consequences posted, known, and consistent?  Are the negative consequences delivered in a way that detracts from teaching time as little as possible?  Are they delivered with respect?  Is there always a “Fair Pair”  Is there a clear definition of classroom- vs. office-managed behavior
  • 15. What do teachers use… …for mild negative consequences? …for more serious consequences ?
  • 16. Examples of Negative Consequences  Loss of teacher attention and approval  Loss of privileges  Time out or removal from activity  Restitution or make-up service help  Isolation  Response cost  Parent contact and conference
  • 17. Positive Consequences  Are the consequences posted, known, and consistent?  Are they delivered at a high rate (especially for younger children and troubled students)  Is there an acknowledgment to correction ratio of at least 4 to 1?  Are the consequences meaningful and varied?  Does every student have a chance to experience success?
  • 18. What do teachers use… …for extrinsic reinforcers? …for delayed positives? …for whole class reinforcers?
  • 19. Examples of Positive Consequences  Teacher praise  Contracts and token  Demonstrations of economies teacher approval  Mystery awards  Positive feedback  Public recognition  Points (leading to (class-wide and privileges and school-wide) rewards)  Menus (store, list of  Contingent use of reinforcers) breaks, privileges  Various combinations  Access to special of reinforcers activities  Parent contact
  • 20.     ___Physical space designed with clear lines of sight and designed to facilitate movement through activities and supervision.   ___Posted, positively-worded rules based on the school-wide expectations.   ___Posted positive and negative consequences.   ___Teacher / student interactions with at least a 5 to 1 ratio of acknowledgements to corrections.   ___Clearly established routines & posted schedule.   ___Pre-correction & correction of problem behaviors.
  • 21.     ___Physical space designed with clear lines of sight and designed to facilitate movement through activities and supervision.   ___Posted, positively-worded rules based on the school-wide expectations.   ___Posted positive and negative consequences.   ___Teacher / student interactions with at least a 5 to 1 ratio of acknowledgements to corrections.   ___Clearly established routines & posted schedule.   ___Pre-correction & correction of problem behaviors.
  • 22. Self-Reflection Complete the 4-page handout Page 1: A. Physical Setting – The physical classroom setting is organized in a manner that promotes learning and independence, as evidenced by: Yes / Comments No A1 Are the walls, floors, and furniture clean Y N and in good repair? A2 Is the furniture adjusted to the proper Y N size for the students? A3 Are rules, routines, and procedures Y N posted in a manner that is easy to see? Are rules, routines, and procedures A4 posted in a manner that all could read or Y N understand?
  • 23. RECOVERY High Peak Be havior Inte nsity Acceleration De-escalation Agitation Calm Trigger Recovery Low Time A Model of Escalating Behavior – Geoff Colvin
  • 24. http://pbis299.googlepages.org www.pbis.org www.pbisillinois.org
  • 25. interventioncentral.org http://www.cccoe.net/social/directory3.htm Middle school social skills www.allkindsofminds.org Click on ‘Resources’ then ‘Learning Base’ www.disciplinehelp.com http://serc.gws.uky.edu/pbis/ The function of behaviors -- interactive

Notas do Editor

  1. Host environment metaphor Cultural change that’s palpable…new staff falls in…new students fall in Not PBIS, but The Way for example.