SCHOOL-WIDE POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORT: ADDRESSING THE BEHAVIOR OF ALL STUDENTS Classroom PBIS: Teacher Strategies for Establishing and Maintaining Compliance in the Classroom KENTUCKY CENTER FOR INSTRUCTIONAL DISCIPLINE

Expectation Participation at In-service Activities and Assignment Completion Peer Collaboration Action Planning and Follow Through Activities Be Respectful Listen, process and ask reflective questions Reflect on each staff member’s experience and expertise Support your colleagues by offering your best ideas Consider the benefits of completing activities and seeking peer coaching Be ResponsibleContribute to learning of all Follow through with assignments Be a peer coachUtilize the activities and seek to apply your learning Training Matrix

Training Objectives Define compliance Identify the reasons and goals for misbehavior Review strategies for positive classroom behavior Identify strategies for preventing and responding to non-compliant behavior

Agenda (75 minutes) Opening/Objectives (15 minutes)  Activity #1: Discussion Prevention Strategies (50 minutes)  Activity #2: SEE (Specific Effective Encouragement)  Activity #3: Pre-correction  Activity #4: Redirection Summary/Next Steps (10 minutes)

Human Behavior is Functional It serves a purpose The result or consequence of the behavior affects the future occurrence of that behavior Effective strategies (for the student) will be used more often than ineffective strategies Problem behavior can be more efficient than appropriate behavior Inappropriate behavior is serving a function for each individual

Human Behavior is Predictable Environmental conditions can set up, set off, or maintain problem behavior A factor that increases the chance of the behavior occurring is called the antecedent for the behavior The response that occurs after the misbehavior is called the consequence  Verbal reprimand  Students laugh  Student is sent out of the room

Human Behavior is Predictable By looking for the antecedents and consequences, we can see the predictable patterns in problem behavior  Teacher asks Joe to answer challenging question  Joe makes a sarcastic, inappropriate comment  The teacher sends Joe to the hallway

Human Behavior is Changeable Strategies can be put in place to reduce the problem behavior and to increase appropriate behavior Make the problem behavior Irrelevant – no need Inefficient – replacement behavior serves the same function Ineffective – behavior does not lead to the desired consequence

Sound Familiar?  How many times do I have to ask you to work quietly?  Didn’t I just tell you to get your work done?  Why haven’t you gotten started?  What do you mean you aren’t going to do the work?

The single most commonly used but least effective method for addressing undesirable behavior is to verbally scold or berate a student (Alberto & Troutman, 2006)

Response to Misbehavior Should be… Calm Consistent Brief Immediate Respectful

Compliance Defined A student is compliant when he or she responds to a request or a direction with the expected behavior in a timely manner

Non-Compliance is a Problem When It:  Occurs frequently  Leads to more serious behavioral incidences  Is not addressed quickly and efficiently Managing Non-Compliance: Effective Strategies for K-12 Teachers by Geoff Colvin, Iris Media Inc.

Discussion Get out your Preventing and Responding to Non-Compliance Self-Assessment With the person next to you:  Share one strategy you think you do really well  Share one strategy you have identified that you want to improve

Why Are Students Non-Compliant? Obtain or Get  Attention  Control  Sensory stimulation (pleasure, amusement) Avoid  Work  Answering  Embarrassment  When they are avoidant, you must consider whether they have a skill or performance deficit

Planning for Compliance Prevent- How is non-compliance prevented? Replace- How can we teach new behavior? Respond- How can we respond to non- compliant behavior?

Prevention Strategies Think Tier 1 First Prevention 1. Teacher Rapport 2. Classroom Routines 3. Student Engagement 4. Strategy: Specific Effective Encouragement 5. Strategy: Pre-correction

Great teachers “SEE” opportunities for positive recognition.

STEPACTION One: Recognize the behavior“Just now you came in quietly and got started on your journal right away.” Two: Provide rationale“It’s important to get started right away so we can get work done and you will have some free time at the end of class.” Three: Check for understanding“Does that make sense?” Step Four: Positive statement“Thank you for being responsible.” Step Five: Refocus“Let’s get back to work.”

Behavior: 100% of the class has their homework completed! Partner One: You are the teacher. Follow the steps to deliver a SEE to your class. Partner Two: Pay attention to how the SEE is delivered. Check your partner on including all 5 steps. NOW SWITCH ROLES

STEPACTION One: Recognize the behavior Two: Provide rationale Three: Check for understanding. Step Four: Positive Statement Step Five: Refocus

Prevention Strategy: Pre-Correction Pre-correction is an instructional approach for managing predictable problem behaviors…  Identify the desired behavior(s)  Identify the context (situation)  State the expectations  Recognize students for successful performance Useful for class, group, or individual student

StepExample Identify the behavior Leaving room, walking in the halls Identify the situation “We’re getting ready to leave the classroom and go to lunch.” State the expectation “Remember when you are in the halls, the rules are to walk on the right side, keep your hands to yourself, move with purpose, and use a quiet voice.” Recognize “I noticed how well you followed hallway rules by… Thank you for being respectful.”

StepExample Identify the behavior Identify the situation State the expectation Recognize Activity #3: Pre-Correct –Using Time in Class

Redirection While maintaining the flow of instruction for all: Present a request for compliance  Walk over to the student  Get student’s attention and present request  Allow time for student to comply  Determine student response  If compliant, then reinforce with thanks  If non-compliant, deliver corrective consequence Managing Non-Compliance: Effective Strategies for K-12 Teachers by Geoff Colvin, Iris Media Inc.

StepsAction Use privacy, eye contact, and proximity when correcting Teacher moves beside Rosa and gets eye-contact Restate the expectation “Rosa, please take out your journal and begin today’s entry. I’ll give you a minute to decide.” Move away and allow time for the student to respond – determine student response Compliance = recognition Non-compliance = mild consequence Thanks for getting started on your journal. I really enjoy reading your entries. Or.....set mild consequence.

Show clip from Managing Non- Compliance Effective Strategies for K-12 Teachers –DVD–Geoff Colvin– Iris Media Go to Scene Selection – Resistance – Starts at 12:58

StepsAction Use privacy, eye contact, and proximity when correcting Restate the expectation Move away and allow time for the student to respond – determine student response Compliance = recognition Non-compliance = mild consequence Activity #4: List the actions needed to get a group of students talking in the back of the room to comply

Next Steps Take time to practice and apply the strategies from today’s session List the general proactive supports you will be working on and create a brief action plan to put them in place

Post-Assessment When prompted via , complete Preventing and Responding to Non- Compliance Self-Assessment Compare pre- and post-scores; discussion will occur during faculty meeting Post-assessment will occur in approximately 4 weeks

References Alberto, P. A. & Troutman, A. C. (2006). Applied Behavioral Analysis for Teachers 7th ed. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.  Colvin, G., & Lazar, M. (1997). The Effective Elementary Classroom: Managing for Success. Longmont, CO: Sopris West.  Colvin, G., Sugai, G., & Patching, W. (1993). Pre-correction: An instructional strategy for managing predictable behavior problems. Intervention in School and Clinic, 28, Simonsen, B., Fairbanks, S., Briesch, A., Myers, D. & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for Research to practice. Education and Treatment of Children, 31(3), pp