Establishing Training Capacity for Classroom Management Heather Peshak George, Ph.D. Kim Herrmann, S.S.P. University of South Florida Marla Dewhirst Illinois PBIS Network Forum for Change - SWPBS: Integrating Systems for All Students October 30-31, 2008 – Chicago, IL

2 Agenda Introduction to Classroom PBS: Team Consultation Guide Get to Know the Guide

3 Classroom Consultation Guide Designed by Florida’s Positive Behavior Support: Response to Intervention for Behavior Project (FLPBS: RtIB) For teachers, it allows for classroom consultation without waiting for an “expert” to arrive For support staff, it is an effective resource ry/Classroom%20Consultation%20Guide.pdfhttp://flpbs.fmhi.usf.edu/revision07/seconda ry/Classroom%20Consultation%20Guide.pdf

4 Classroom Consultation Guide Who should use the Guide? –Individuals supporting classroom teachers –PBS Coaches –Classroom teachers –School-based PBS Team members implementing Tier 1 PBS on campus Individual Teacher Support Team System-Wide Support

5 Classroom Consultation Guide Purpose of the Guide –Utilize variety of tools to assess Environment Behavior System Curriculum & Instruction –Use data to identify, assess, & evaluate classrooms in need of support –Implement a problem-solving process Determine appropriate interventions Evaluate effectiveness

6 Getting to Know the Guide Organization Problem-Solving Process Resources

Overview –How to use the Guide –Classroom Problem-Solving Process Step 1: Identify and Analyze the Problem –Getting Started: Looking at Your School-Wide Data –Looking At Classroom-Level Data –Classroom Assessments –Direct Observation Data –Creating Your Problem Identification Statement, Hypothesis and Goals Step 2: Develop the Plan –Completing The Intervention Plan –Using Resources & Tools to Assist in Plan Development Teaching Behavior Reward Systems Responding to Problem Behavior Environment Curriculum and Instruction Step 3: Implement the Plan Step 4: Evaluate the Plan Worksheets –Classroom Assessment Tool (CAT) –Analyzing Patterns –Classroom Intervention Plan Table of Contents TAB 1 TAB 2 TAB 3 TAB 4 TAB 5 Sub tabs

Step 1: Identify and Analyze the Problem Step 2: Develop the Plan Step 3: Implement the Plan Step 4: Evaluate the Plan (Response to Intervention) What do we do about it? What’s the problem and why is it happening? How do we do it? Is it working? Problem-Solving Process

9 Step 1: Identify & Analyze the Problem Looking at Class-Wide Data Office Discipline Referral data –by time –by motivation –by administrative decision Classroom Assessment Tool (CAT) Positive Environment Checklist (PEC) Direct Observation

10 Who is the Focus? Data may be collected on: entire classroom of students select individuals within classroom Target those select individuals that are responsible for the bulk of incidences OR Target the entire class to obtain more specific information if many students are engaged in problem behavior or to help clarify problem areas

11 Analyzing Patterns Worksheet (see slides 12-14) Data Gathered Problem Identification Statement Goal Statement Circumstances Behavior is Most/Least Likely Possible Function (s) of the Behavior Hypothesis Development

Data Gathered Circumstances Behavior is Most/Least Likely

Problem Identification Statement Goal Statement Possible Functions of Behavior

Hypothesis Development

15 Step 2: Develop the Plan With classroom teacher, review and select appropriate interventions based upon hypothesis statement Read the narrative of each section Look through the examples/tools Consider other available resources Select strategies that are feasible and agreeable to the teacher

16 Intervention Design Resource sections in the Guide include: –Teaching Behavior –Reward Systems –Responding to Problem Behavior –Environment –Curriculum and Instruction Remember to consider resources available at your school Complete the Intervention Plan (see slides 17-18)

Teaching Behavior Reward Systems

Response to Problem Behavior Environment Curriculum & Instruction

19 Step 3: Implement the Plan Coordinate with everyone involved and decide on a start date Be sure those implementing the plan have been trained on it prior to starting Record data during implementation & use it to monitor effectiveness of the plan Provide regular feedback to teacher

20 Step 4: Evaluate the Plan Is the plan working? YESNO Plan to maintain the intervention (include generalization & fading procedures) Modify existing plan or develop a new plan Consider referring back to problem-solving team if intervention isn’t working

21 Did we meet the intervention goal? –(Review the Goal Statement on the Analyzing Patterns Worksheet) Are there: –decreases in problem behavior? –increases in appropriate behavior? –achievement of broader goals? –durability of behavior change over time? –increases in academic achievement? Step 4: Evaluate the Plan

22 Implementation Fidelity Implementation monitoring (Is it really happening?) Establish plan for tracking individual and group performance Daily tally of incidents and rating of task engagement ODRs for classroom Determine schedule for monitoring Implementation Outcomes

23 Florida’s Positive Behavior Support Project Contact:  Heather Peshak George, Ph.D.  Co-PI & Co-Director Phone: (813) Fax: (813) Website: