professional development final presentation2
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Positive Behavior Strategies and Classroom
ManagementCurrent Research and Evidence Based Practices
Renee DiGiorgio, Ed.S.
Mia Coffing, M.Ed. BCBA
Behavior Coaches
West Bloomfield School District
Introduction
Renee DiGiorgio School Psychologist
Midland Public Schools
Mia Coffing Special Education Teacher (EBD/LD) Behavior Analyst
Goals of the Presentation
Understand basic tenets of Positive Behavior Support (PBS)
Understand and identify ways to improve classroom structure to better support all students
Understand and use knowledge of behavior principles when interacting with students
Understand the function of the behavior
Become aware of tools to use to improve classroom management
Learn strategies for handling different types of challenging behaviors
If a student doesn’t know how to read, we teach.If a student doesn’t know how to swim, we teach.If a student doesn’t know how to multiply, we teach.If a student doesn’t know how to behave, we punish?
—John Herner
Positive Behavior Support POSITIVE
What we want students TO DO increasing behaviors instead of decreasing behaviors
BEHAVIOR Specific behavior expectations
what being responsible looks like in lunchroom, recess, etc.
SUPPORT Teaching expectations and rewarding students for desired
behavior Proactive
PBS and Discipline Respond to student’s misbehavior not as the student’s
intention to be bad- and instead look at it as an error You correct and re-teach
Positive approach to discipline PREVENTION Rewarding and teaching behavior we want instead of punishing
behavior we don’t want Prevention through rules, routines, and arrangements
We respond to all behavior (good and bad) Consequences Catch kids being GOOD
How??
Are you thinking . . . .
But what about that kid that is just bad!
I have tried everything and they are still bad!I’m as positive as I can be!
Don’t they need some punishment to fix their behavior???
PBS in the Classroom
This is your first line of defense for behavior problems!
Even if your school does not have a school-wide PBS plan in place, you can still run your classroom with PBS principles to maximize your classroom management.
Similar to a PBS or RTI philosophy for academic work, your classroom management plan is the critical piece in preventing behavior problems helping the majority of students (80-90%) stay focused and display
good behavior.
It is important to regularly self-evaluate your plan to ensure that all of the components are in place.
In general, what should a PBS classroom have??
Schedule
Advanced organizer for each subject
Proximity control
Explicitly taught procedures at the beginning of the school year
Pre-corrections
Filler activities
Goals/objectives
Rules
Procedures
Praise/Reinforcement for academics AND behavior (4:1)
Consequences (consistent, effective, brief)
Lots of OTRs (multiple ways)
Check for understanding
Specific, frequent feedback on performance
Behavior Expectations To Teach
Classroom rules we’ll talk more about these in the next slide)
Procedures sharpening pencils getting a drink, going to the bathroom, what to do when there is an interruption, fire drill, how to line up, how to walk in the hallway how to transition from whole-class to small group instruction what to do if you finish early
Rules about The Rules
3-5 rules posted where all students can see
Rules should be positively stated and specific They should be behaviors that are observable and measurable
Related to school expectations Example: Be Responsible, Be Respectful, Be Safe
Principles of Behavior
Reinforcement
Punishment
How they work
Extinction
Reinforcement and Punishment
Stimulus presented after behavior occurs
Stimulus removed after behavior occurs
Increases probability of behavior occurring in future
Decreases probability of behavior occurring in future
Positive Reinforcement
(candy, praise, smile)
Negative Reinforcement
(pick up crying baby, give candy to kid tantruming in store)
Positive Punishment
(verbal reprimand, extra assignment)
Negative Punishment
(ignore, put in time out)
Different strokes for different folks
What may be positively reinforcing for one student might be positively punishing for another (example: peer attention)
Reinforcement usually falls into these categories
1. sensory
2. tangible
3. attention
PunishmentWhy it works in the short-term…
Punishment is negatively reinforcing for the punisher (you!)
You are removing the aversive stimulus and it usually happens immediately (improving the reinforcement for you) Negative reinforcement: why I pick up my crying baby at night and
feed him instead of letting him “cry it out” and learn to not wake up in the middle of the night
Negative reinforcement: why the mom gives into her tantruming child in the grocery store
But NOT in the long-term
When you punish you are not teaching the student what you want them to do
Are not re-teaching the behavior
Punishment does not decrease the occurrence of the behavior in the future
There is an increase in other behaviors that serve the same function (i.e. attention seeking behaviors)
Classroom Managed BehaviorsWHY does this kid keep doing that??!!!
What is the FUNCTION of the behavior?
Behavior does not occur in a vacuum
Purpose: identifying the variables that control behavior and using that knowledge to design individualized interventions
Interventions need to be based on the function rather than the form of the behavior
Functional Behavioral Assessment IDEA requires it (1997)
Example Form: Inappropriate Vocal Behaviors
Christine: shouts and throws her materials on the floor especially when asked to complete writing tasks
Arlene: engages in calling out behaviors when its someone else’s turn to talk or when the teacher is working with individual students
Sara: diagnosis of autism spectrum disorder exhibits inappropriate verbalizations in a variety of settings, times of day and with various peers and staff members.
Behavior form is the same- Function is different
Motivated by negative reinforcement (escape or avoidance of difficult tasks)
Motivated by positive reinforcement (access to staff attention)
Motivated by automatic reinforcement (sensory consequences)
I need help determining the reason (function) for the interfering behaviors
• A-B-C form (see handout)• Motivational Assessment Scale (see handout)
ABC(Antecedent- Behavior- Consequence)
Date/Time Setting Antecedent Behavior Consequence Effect
When did the interfering
behavior occur?
Where did the interfering
behavior occur?
What happened immediately
prior (i.e. triggered) to the
interfering behavior
Describe the interfering behavior.
What did you do or what
happened after the interfering
behavior occurred?
What effect did the
consequence have on the frequency,
duration, and/or intensity of the
interfering behavior?
3/31
9:56 am
Math lesson- small group
I offered to assist George withinstructional support
George refused, stood up, and shouted at me
Redirected George back to his desk to finish his work
George swore at me and shouted
Strategies
1. Is the academic work at an instructional level for the student? • What percentage of behavior problems stem from academic difficulties? A)
40% B) 60% C) 80%
2.Is your behavior management plan solid?
3. Are your responses consistent and clear?
4. If you can answer yes to the above questions and the student is still having behavior problems, then it is time to look at the function of the behavior.
Ask yourself . . .
What if I think the function is to Escape or Avoid Tasks??
• Is it a “can’t do” problem or a “won’t do problem”??
• Task Difficulty Antecedent Analysis
• Give student work he/she can complete with 90% accuracy (easy)
• Observe behaviors during this time
What if I think the function is Positive Reinforcement for Attention??
IGNORE (extinction) If you want to reduce the occurrence of a specific behavior
(talking) do not give it any attention—ignore the behavior, every occurrence of it.
Used in conjunction with reinforcement, this can be a powerful tool in reducing unwanted behaviors
Be careful . . . There will most likely be an extinction burst!
The Power of Praise
The best intervention!
Catch students “being good”
Matching Law—rate of particular response (behavior) is relative to the rate of reinforcement for that behavior.
Remember the ratio 4:1
Strategies to increase compliance
Pre-correction: state expectation and give reminder before student can “mess up”
Behavioral Momentum (High P Low P) If any compliance- Reinforce/PRAISE!!!!!!
Remember to Give an Effective Request: Do Not use a question format Get up close (Proximity Control) Use a quiet voice Look them in the eyes Give them time (5-10 seconds- don’t interrupt the compliance-time window!) Ask only twice Don’t give multiple requests (remember short-term memory)
Examples of Interventions
Positive Peer Pressure: The Behavior Bell
Summary: Use a kitchen timer & tell the students that you will be evaluating their behavior at the very moment that the bell sounds. Set the timer for any time between one minute and twenty minutes. (Do not
let the students see the timer) Upon hearing the bell, assess the behavior at that moment. You can give each student, teams or give the whole group zero to 3 points
depending on the percentage of students who were on-task A predetermined privilege is earned when the group attains a certain preset
number of points
Evidence Based: (Charles, 2002; McIntyre, 2009)
Positive Peer Pressure: The Good Behavior Game
Summary: Rewards children for displaying appropriate on-task behaviors during instruction time. Class divided into 2 or more teams Point is given to a team for any inappropriate behavior
displayed by one of its members (points=bad) The team with the fewest number of points at the game's
conclusion wins a group reward
Evidence-Based: first tested in 1969; confirmed it is an effective means of
increasing the rate of on-task behaviors while reducing disruptions in the classroom (Barrish, Saunders, & Wolf, 1969; Harris & Sherman, 1973; Medland & Stachnik, 1972).
www.interventioncentral.org
Think Sheet
Name: __________________________________________ Date: __________________ 1. What expectation did I not meet?
Be Responsible Be Respectful Be Safe 2. Write or draw a picture about your behavior. 3. Write or draw what you need to do instead. 4. Do you need to say, “I’m sorry?”
□ Yes □ No
Parent Signature: _________________________________ Date: __________________
Please return to school tomorrow!
Gretchko Elementary
Great strategy for those “impulsive behaviors”Great to re-teach expectations. Involve Parents
Not appropriate for students who would rather complete the journal than do an aversive academic task (negative reinforcement- escape)
+
-
Behavior Journal/ Think Sheet
Summary: clear, consistent method for translating the teacher’s report into consequences at home Typically sent home on a daily basis Target behaviors are rated by teacher (4 to 5)
o Can rate social conduct and/or academic performance Staying in the assigned seat, calling out, following teacher direction,
completing work
Students monitored throughout the day (broken up by class periods)
Evidence Based
Positive Behavior Report Cards
Date:
Be Responsible
I listened to the
teacher
Be Respectful
I was nice to my classmates
Be Safe When I was upset, I
was able to calm down
Morning
0 1 2
0 1 2
0 1 2
Morning Points= _______ My GOAL __________ REWARD= Yes or No
Lunch/ Recess
0 1 2
0 1 2
0 1 2
Lunch Points= _______ My GOAL __________ REWARD= Yes or No
Afternoon
0 1 2
0 1 2
0 1 2
Afternoon Points= _______ My GOAL __________ REWARD= Yes or No
Comments:
Rewards at Home My total points today _________________ 15- 18 points= GREAT JOB! 10-15 points = GOOD JOB! <10 points = We need to try again tomorrow.
0=No 1= Okay 2=Great! Kevin’s Positive Behavior
Report Card
55
56
42
13
At lunch recess, Kevin had difficulties listening to the para when asked to stop playing so rough with a classmate. He needed to be asked 3 times. Afternoon and Morning was great! He earned his rewards. Great day Kevin!
Date:
LOCATION
Be Safe
When I was angry, I used my words
(no kicking, yelling, etc)
Be Respectful
I used kind words and
actions.
I raised my hand to speak.
Be Responsible
I followed directions first time
given.
I completed tasks.
Notes/Comments
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
CHECK-OUT With Mrs. Potocsky
My Goal ________
Total Points Possible = 60
0=No 1= Okay 2=Great!
Keri’s Positive Behavior Report Card
Points Earned Today ___________ Did I meet my goal?
Behavior Report CardGives you DATA!
Kevin's Behavior Progress
0
5
10
15
20
25
30
1 2 3 4 5 6 7 8 9 10
School Days
Dai
ly P
oin
ts E
arn
ed
The Tower!• Summary:
Student earns one block (an ‘X’ on a square drawn with a dry-erase marker) for positive behaviors.
A predetermined number of blocks are needed in order to be traded in for a predetermined reward.
Whenever student engages in a problem behavior one block is erased from her tower.
• Evidence Based: based on response cost system of behavior management
(Rhode, Jenson, & Reavis, 1998)
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
Reading Break→
FUN PASS! →
Tina’s Tower
Computer Break→
Self-Monitoring
Summary: Self-monitoring (self-recording) is defined as “a means of actively involving students in the learning process by having them monitor their own behavior”.
Evidence Based: Produces more maintenance and generalization behaviors than other
procedures
As an intervention it has been shown to improve on-task behavior, academic behavior, and social skills.
Example of Self-Monitoring Chart
During __________________________________________ POOR FAIR GOOD
Focused on work
1 2 3
Finished work
1 2 3
Remained in my seat
1 2 3
Race Against The Clock!
Summary: Student (s) compete to try to “beat the clock” when completing a task
Make sure the student CAN DO the task Great for ADHD
Evidence Based: DuPaul & Stoner, 2002
Take-Home Message
Behavior problems are often tied to academic difficulties—assess difficulty of work
Be Proactive and Preventative Self-assess classroom management plan Catch kids being good—praise! Look at function of behavior for those
students who are “non-responders” Reinforcement and punishment are relative
concepts
