Positive Behavior Supports Classroom Intervention Strategies Ashley Morris School Psychologist, MA/CAS Meadowview Elementary School

http://www.pbis.org/school/rti.aspx

Positive Behavior Supports PBS is based on the theory Problem behavior continues to occur because it is consistently followed by the child getting something positive or escaping something negative  

Positive Behavior Supports Focus on situation and outcome of behavior It is possible to determine the functions of the behavior, make the problem behavior less effective and efficient, and make the desired behavior more functional.

How can we do that? Behavior Chart Behavioral Contract Check In/Check Out Classroom Management Increasing Academic Motivation Behavioral Strategies

Behavior Chart

Behavior Chart The target behavior should be clearly stated. “Elise will keep her hands to herself during class.” Consider the time frame to earn the sticker. Choose only one or two target behaviors for the behavior chart. Consider age and ability level when developing the chart. Let the student take as much responsibility as possible. Consistency!

. Behavior contracts are a behavior intervention strategy used to help a child make better choices. The child will agree to perform a target behavior (i.e. complete homework every night, keep hands to himself, etc.) The teacher agrees to offer a reward if the student completes the target behavior or the teacher may agree to communicate with the parent regarding student’s behaviors. Sometimes a parent will provide the reward and will also sign the contract.

Behavior Contract Involve the student Consider age and ability level. When a student takes some ownership, it increases the chance that the student will take some responsibility It is more likely to be successful when the student has some ownership in its development. Consider age and ability level. Contracts should never be utilized for a behavior in which a student has no control over. Consistency! The behavioral contract is intended to change the behavior of a student who is regularly making a poor choice. It is a contract that outlines the responsibility of each participant.

Check In/ Check Out Student daily checking in with an adult at the start of school to retrieve a goal sheet and encouragement. Teachers provide feedback on the sheet throughout the day. Students check out at the end of the day with an adult. Sheet sent home to be signed.

Check In/ Check Out Quick check in with adult upon arrival Check preparation for the day Materials & supplies Attitude Turn in previous day’s signed card Pick up day’s card Reminders for appropriate behavior/review expectations Setting day off on right foot

Check In/ Check Out Each class period & any supervised setting Teacher rates & provides feedback Check out with adult at end of day Review day’s points & goals Adult acknowledges and/or encourages Take card home for parent signature

CICO Record Safe Responsible Respectful Check In 0 1 2 Before Recess Name: ____________________________ Date: ______________ 0 = Need work, 1 = “OK” 2 = Nice Job Safe Responsible Respectful Check In 0 1 2 Before Recess Lunch After Recess Check Out Today’s goal Today’s total points Comments:

Why does CICO work? Improved structure Student is “set up for success” Prompts are provided throughout the day for correct behavior. Student chooses to participate. Student is “set up for success” First contact each morning is positive. “Blow-out” days are pre-empted. First contact each class period (or activity period) is positive, and sets up successful behavioral momentum. Increase in feedback Feedback occurs more often. Feedback is tied to student behavior. Inappropriate behavior is less likely to be ignored or rewarded

Classroom Management Ideas Increasing Academic Motivation Behavioral Strategies

Encouraging Academic Motivation Build in rewarding opportunities for social interaction. Adult tutor, cross age peer tutoring, cooperative learning groups, informal study groups. Reduce the 'effort' needed to complete an academic assignment. A difficult and complex task (long writing task) can broken down into easier-to-accomplish sub-steps for the student to complete as separate assignments. A peer helper may assist a student who is chronically disorganized to set up and clean up their work area each day, making the task less time-consuming. If a task is made more difficult, it is likely that people will be more likely to put off trying the task. If a task is made easier, people will more willingly attempt it

Encouraging Academic Motivation Connect academic requirements to real- world situations. Offer students meaningful choice wherever possible Allow students to: select the order in which they will complete several in-class or homework assignments bring a book of their own choosing to a session with a reading tutor be given several short, timed breaks during a work period and allowed to choose when to take them Allowing the student choice in the sequence of academic tasks can increase rates of compliance and active academic engagement. The power of allowing the student to select the sequence of academic tasks appears to be in the exercise of choice, which for ‘biologic reasons’ may serve as a fundamental source of reinforcement

Classroom Behavioral Strategies Increase the ratio of positive to negative teacher to student interactions Maintain a 4 to 1 ratio of positive to negative Positive interactions every five minutes Follow correction for rule violation with positive reinforcer for rule following Manage minor problem behaviors positively and quickly State correct behavior, ask student to show correct behavior, disengage with attention seeking students quickly Consider the antecedents and consequences of student behavior

Positive Behavior Supports Keys to Strong PBS plan Individualized Data-based Collaborative Working Document High fidelity of implementation- Consistency!

Resources Teacher Behavioral Strategies Handout www.pbisworld.com www.interventioncentral.com