Effective Behavior Management in Classroom & Nonclassroom Settings George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut April 8 2010 www.pbis.org www.cber.org www.swis.org George.sugai@uconn.edu

PURPOSE Provide brief overview of SWPBS practices & systems of behavior support in classroom & nonclassroom settings. Nonclassroom practices & systems Guiding principles Classroom practices & systems

SWPBS Subsystems School-wide Classroom Family Non-classroom Student

Five Guiding Principles

GP #1: Good teaching one of our best behavior management tools STUDENT ACHIEVEMENT Good Teaching Behavior Management

Responsiveness to Intervention Academic Systems Behavioral Systems Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures 1-5% 1-5% Targeted Group Interventions Some students (at-risk) High efficiency Rapid response 5-10% 5-10% Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive 80-90% Universal Interventions All settings, all students Preventive, proactive 80-90% Circa 1996

23 RTI Behavior Continuum Academic Continuum Integrated Continuum NOTICE GREEN GOES IS FOR “ALL” Mar 10 2010

GP #2: Apply three tiered prevention logic to classroom setting Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

Aurora, CO, EBD, all schools Two messages: 1. high rates of problem behaviors & reactive “get tough” management 2. teaching to the corner

ESTABLISHING CONTINUUM of SWPBS TERTIARY PREVENTION TERTIARY PREVENTION Function-based support Wraparound Person-centered planning ~5% ~15% SECONDARY PREVENTION Check in/out Targeted social skills instruction Peer-based supports Social skills club SECONDARY PREVENTION PRIMARY PREVENTION Teach SW expectations Proactive SW discipline Positive reinforcement Effective instruction Parent engagement PRIMARY PREVENTION ~80% of Students

GP #3: Link classroom to school-wide School-wide expectations Classroom v. office managed rule violations

SWPBS Subsystems School-wide Classroom Family Non-classroom Student

Organizational Features Common Vision ORGANIZATION MEMBERS Common Experience Common Language

GP #4: Teach academic like social skills DEFINE Simply MODEL PRACTICE In Setting ADJUST for Efficiency MONITOR & ACKNOWLEDGE Continuously

GP #5: Build systems to support sustained use of effective practices

SYSTEMS FEATURES School-wide implementation All staff Direct teaching 1st day/week Regular review, practice, & positive reinforcement Team-based identification, implementation, & evaluation Data-based decision making

RtI IMPLEMENTATION W/ FIDELITY CONTINUUM OF EVIDENCE-BASED CONTINUOUS INTERVENTIONS CONTENT EXPERTISE & FLUENCY PREVENTION & EARLY INTERVENTION CONTINUOUS PROGRESS MONITORING UNIVERSAL SCREENING DATA-BASED DECISION MAKING & PROBLEM SOLVING RtI

Host Environment Features Achieve desired outcome? Effective Doable by real implementer? Efficient Contextual & cultural? Relevant Lasting? Durable Transportable? Scalable Conceptually Sound? Logical

= Effective Academic Instruction Effective Behavioral Interventions Effective Behavior & Classroom Management = Continuous & Efficient Data-based Decision Making Systems for Durable & Accurate Implementation

Nonclassroom Settings

SWPBS Subsystems School-wide Classroom Family Non-classroom Student

Purpose To review critical features & essential practices of active supervision

Examples An elementary school principal found that over 45% of their behavioral incident reports were coming from the playground.

High school assistant principal reports that over 2/3 of behavior incident reports come from “four corners.”

A middle school secretary reported that she was getting at least one neighborhood complaint daily about student behavior on & off school grounds.

High school nurse lamented that “too many students were asking to use her restroom” during class transitions.

At least 2 times/month, police are called to settle arguments by parents & their children in parking lot

Over 50% of referrals occurring on “buses” during daily transitions.

Nonclassroom Settings Particular times or places where supervision is emphasized Cafeteria, hallways, playgrounds, bathrooms Buses & bus loading zones, parking lots Study halls, library, “free time” Assemblies, sporting events, dances Where instruction is not available as behavior management tool

Positive Behavior Support Social Competence & Academic Achievement OUTCOMES DATA Supporting Decision Making Supporting Staff Behavior SYSTEMS PRACTICES Supporting Student Behavior

Classroom v. Nonclassroom Teacher directed Instructionally focused Small # of predictable students Nonclassroom Student focused Social focus Large # of unpredictable students

Management Features (manipulable) Physical environment Routines & expectations Staff behavior Student behavior

Supervise Actively: Scan, Move, Interact NON-CLASSROOM BASICS Supervise Actively: Scan, Move, Interact Precorrect (Remind Early) Positively Reinforce Teach Expectations & Routines

Basics “Active Supervision: Self-Assessment” YES or NO

Non-Classroom Management: Self-Assessment Name______________________________ Date_____________ Setting □ Hallway □ Entrance □ Cafeteria □ Playground □ Other_______________ Time Start_________ Time End _________ Tally each Positive Student Contacts Total # Ratio of Positives to Negatives: _____: 1 Tally each Negative Student Contacts

Did I have at least 4 positive for 1 negative student contacts? Yes No 2. Did I move throughout the area I was supervising? 3. Did I frequently scan the area I was supervising? 4. Did I positively interact with most of the students in the area? 5. Did I handle most minor rule violations quickly and quietly? 6. Did I follow school procedures for handling major rule violations? 7. Do I know our school-wide expectations (positively stated rules)? 8. Did I positively acknowledge at least 5 different students for displaying our school-wide expectations? Overall active supervision score: 7-8 “yes” = “Super Supervision” 5-6 “yes” = “So-So Supervision” <5 “yes” = “Improvement Needed” # Yes______

1. At least 4 positive for each negative student contact? Contextually, developmentally, culturally appropriate Genuine, efficient, effective Specific, meaningful Varied in type & form

~10 positive : 1 correction

Predictable v. unpredictable 2. Move continuously? Obvious Positive Interactive Predictable v. unpredictable

3. Did I scan frequently? Head up Head & body orientation Varied in type & form Predictable v. unpredictable

4. Positive interaction with most students? Contextually, developmentally, culturally appropriate Genuine, efficient, effective Specific, meaningful Varied in type & form

“Good morning, class!” Teachers report that when students are greeted by an adult in morning, it takes less time to complete morning routines & get first lesson started.

5. Handle minor rule violations efficiently? Contextually, developmentally, culturally appropriate Privately v. publicly Businesslike & efficiently Follow w/ opportunity for positive Reinforce rule following

6. Follow SW procedures for major rule violations ? Calm & business-like Follow procedure Disengage if escalation Precorrect for next occurrence Look for opportunity to reinforce

7. Fluent w/ SW positive expectations? Positively stated & visible Taught directly across contexts Context specific behavioral examples Frequently acknowledged Culturally & contextually appropriate

Douglas County S.D., CO 4-08

Douglas County S.D., CO 4-08

Douglas County S.D., CO 4-08

Expected behaviors are visible Sirrine Elementary June 8, 2004 SC

8. Positively acknowledge at least 5 different students in setting? Contextually, developmentally, culturally appropriate Genuine, efficient, effective Specific, meaningful Varied in type & form

How did I do? 8-7 Super 6-5 Okay <5 Improve

SYSTEMS FEATURES School-wide implementation CBER Training Brief SYSTEMS FEATURES School-wide implementation All staff Direct teaching 1st day/week Regular review, practice, & positive reinforcement Team-based identification, implementation, & evaluation Data-based decision making

CL Example

Talk, Walk, Squawk An elementary school principal found that over 45% of their behavioral incident reports were coming from the playground.

Neighborhood Watch A middle school secretary reported that she was getting at least one neighborhood complaint daily about student behavior on & off school grounds.

Adopt-a-Bathroom An high school nurse lamented that “too many students were asking to use her restroom” during class transitions.

1-Way Cones At least 2 times/month, police are called to settle arguments by parents & their children in parking lot

Music, Mags, Munchies Over 50% of referrals occurring on “buses” during daily transitions.

Other examples Recess then lunch Numbers instead of alphabet Movement between hallway & classroom “Trash-Trays-n-Travel” & “Whisper While you Walk” “Game Rule” cards Participation in assembly

Example Supervisors’ Activities For each item on Self-Assessment share one specific strategy you try to use. Observe colleague. Video tape & assess. Agree on one item that everyone will emphasize next week, & tell all staff. Complete Self-Assessment for one setting next week, & turn into Tom on Friday.

SYSTEMS FEATURES School-wide implementation CBER Training Brief SYSTEMS FEATURES School-wide implementation All staff Direct teaching 1st day/week Regular review, practice, & positive reinforcement Team-based identification, implementation, & evaluation Data-based decision making

Classroom Settings

How is My Classroom Management? Brandi Simonsen & George Sugai University of Connecticut www.pbis.org George.sugai@uconn.edu March 31 2009

Purpose Review critical features & essential practices of behavior management in classroom settings

Why formalize classroom management? Arrange environment to maximize opportunities for Academic achievement Social success Effective & efficient teaching

Essential Behavior & Classroom Management Practices See Classroom Management Self-Checklist

Classroom Management: Self-Assessment Teacher__________________________ Rater_______________________ Date___________ Instructional Activity Time Start_______ Time End________ Tally each Positive Student Contacts Total # Tally each Negative Student Contacts Ratio of Positives to Negatives: _____ to 1

Classroom Management Practice Rating 1. I have arranged my classroom to minimize crowding and distraction Yes No 2. I have maximized structure and predictability in my classroom (e.g., explicit classroom routines, specific directions, etc.). 3. I have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (or rules). 4. I provided more frequent acknowledgement for appropriate behaviors than inappropriate behaviors (See top of page). 5. I provided each student with multiple opportunities to respond and participate during instruction. Yes No 6. My instruction actively engaged students in observable ways (e.g., writing, verbalizing) 7. I actively supervised my classroom (e.g., moving, scanning) during instruction. 8. I ignored or provided quick, direct, explicit reprimands/redirections in response to inappropriate behavior. 9. I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g., class point systems, praise, etc.). 10. In general, I have provided specific feedback in response to social and academic behavior errors and correct responses. Overall classroom management score: 10-8 “yes” = “Super” 7-5 “yes” = “So-So” <5 “yes” = “Improvement Needed” # Yes___

1. Minimize crowding & distractions Design environments that promote appropriate behavior Furniture, traffic flow, supervision, student v. teacher areas, seating arrangements

2. Maximize structure & predictability Teach teacher routines Volunteers & substitutes, grading & testing, transitions, announcements Teach student routines Homework, group v. independent study, materials, restrooms, drinks, backpacks

3. Say, show, practice, review, & reinforce positively stated expectations Post expectations & rules Teach in context Prompt & precorrect Monitor continuously Acknowledge & reinforce regularly

Typical Contexts/ Routines Classroom-Wide Rules/Expectations Respect Others Respect Property Respect Self All Use inside voice. Raise hand to answer/talk. Recycle paper. Put writing tools inside desk. Do your best. Ask. Morning Meeting Eyes on speaker. Give brief answers. Put announcements in desk. Keep feet on floor. Put check by my announcements. Homework Do own work. Turn in before lesson. Put homework neatly in box. Touch your work only. Turn in lesson on time. Do homework night/day before. Transition Keep hands to self. Put/get materials first. Have plan. Go directly. “I Need Assistance” Raise hand or show “Assistance Card”. Wait 2 minutes & try again. Have materials ready. Ask if unclear. Teacher Directed Use materials as intended. Independent Work Return with done. Use time as planned. Problem to Solve Stop, Step Back, Think, Act

4. Give more acknowledgements for appropriate than inappropriate behavior At least 4 to 1 At least once every 5 minutes Follow correction w/ oppty for positive

5. Maximize varied opportunities to respond Individual v. group Oral v. written v. gestural Teacher v. student directed Independent v. cooperative

6. Maximize active engagement Written, choral, gestural Individual v. group Continuous v. intermittent monitoring

7. Continuous active supervision Move Scan Interact Remind & precorrect Positively acknowledge

8. Respond to inappropriate behavior by procedure Minors Signal Restate correct Check understanding Reinforce Majors Follow SW procedures & agreements

Developmentally, culturally, contextually appropriate 9. Establish multiple strategies for acknowledging appropriate behavior Developmentally, culturally, contextually appropriate Social, tangible, activity, etc. Frequents v. infrequent Predictable v. unpredictable Immediate v. delayed

10. Provide specific feedback for errors & corrects Contingent or linked Always restate correct behavior Connect to context

How did I do? 10-8 Super 7-5 Okay <5 Improve

References 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, 143-150. Darch, C. B., & Kameenui, E. J. (2003). Instructional classroom management: A proactive approach to behavior management (2nd ed.). White Plains, NY: Longman. Jones, V. F. & Jones, L. S. (2001). Comprehensive classroom management: Creating communities of support and solving problems (6th ed.). Boston: Allyn & Bacon. Kameenui, E. J., & Carnine, D. W. (2002). Effective teaching strategies that accommodate diverse learners (2nd ed.). Upper Saddle River, NJ: Merrill. Latham, G. I. (1997). Behind the schoolhouse door: Eight skills every teacher should have. Utah State University. Latham, G. (1992). Interacting with at-risk children: The positive position. Principal, 72(1), 26-30. Martella, R. C., Nelson, J. R., & Marchand-Martella, N. E. (2003). Managing disruptive behaviors in the schools: A schoolwide, classroom, and individualized social learning approach. Boston, MA: Allyn & Bacon. Paine, S. C., Radicchi, J., Rosellini, L. C., Deutchman, L., & Darch, C. B. (1983). Structuring your classroom for academic success. Champaign, IL: Research Press. 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, 351-380.

SYSTEMS FEATURES School-wide implementation All staff Direct teaching 1st day/week Regular review, practice, & positive reinforcement Team-based identification, implementation, & evaluation Data-based decision making

Behavior Management Basics + Teach Define Model Practice Prompt Feedback + Strengthen Monitor Reinforce - Minors Monitor & signal Prompt, reteach & redirect - Majors Monitor & anticipate Precorrect & remind

pbis.org cber.org swis.org SETTING All Settings Hallways Playgrounds Cafeteria Library/ Computer Lab Assembly Bus Respect Ourselves Be on task. Give your best effort. Be prepared. Walk. Have a plan. Eat all your food. Select healthy foods. Study, read, compute. Sit in one spot. Watch for your stop. Respect Others Be kind. Hands/feet to self. Help/share with others. Use normal voice volume. Walk to right. Play safe. Include others. Share equipment. Practice good table manners Whisper. Return books. Listen/watch. Use appropriate applause. Use a quiet voice. Stay in your seat. Respect Property Recycle. Clean up after self. Pick up litter. Maintain physical space. Use equipment properly. Put litter in garbage can. Replace trays & utensils. Clean up eating area. Push in chairs. Treat books carefully. Pick up. Treat chairs appropriately. Wipe your feet. Sit appropriately. George.sugai@uconn.edu Robh@uoregon.edu pbis.org cber.org swis.org