1. Discouraging inappropriate behavior

2. Think about the following scenarios. During class, a student makes a loud and off-topic comment (e.g., “It’s a good day for gettin’ rowdy!” or “Who else stayed up all night playing Xbox®?”). What is a standard teacher response? A student mispronounces a word while reading along (e.g., says “seven” when the word is “severe”). What is a standard teacher response?

3. Assumptions to avoid Don’t assume that: – All students know how they should behave in school. – All students have had adequate practice with appropriate behavior. Do kids always learn academic skills the first time? – All students are being reinforced for appropriate behavior (rather than inappropriate behavior). – All behavior errors are deliberate. – Students will learn how to behave appropriately through negative consequences. Darch & Kame'enui, 2004

4. Setting the stage for appropriate behavior With inappropriate behavior, prevention is the best intervention. How can teachers make appropriate behavior more likely? – Create a positive environment. – Greet students at the door. (Seriously!) – Be an active supervisor. – Make expectations clear. – Reinforce the behavior you want to see. – Maximize student engagement in instruction. – Model the behavior you want to see. Great example here: https://drive.google.com/file/d/0B- N7fjZRjVZNR05DMHlDU2VMNWs/view?usp=sharinghttps://drive.google.com/file/d/0B- N7fjZRjVZNR05DMHlDU2VMNWs/view?usp=sharing

5. Basics of responding to problem behavior Do not ignore problem behavior unless you are 100% certain it is being maintained by attention. Establish predictable consequences. – Ensure that students (and guardians) are aware of the consequences. – Employ consequences consistently. – Predictability will foster security for students and staff. Know where to go for assistance. – Make sure you know before there is a problem.

6. Teacher gives demand. Student terminates problem behavior. Teacher removes demand. Non-example: The coercive cycle Student exhibits problem behavior. Who’s in control of this situation?

7. Kerr & Nelson, 2006 Addressing problem behavior How do teachers decide whether or not to intervene to change a problem behavior? – Does the behavior interfere with the personal freedom and/or learning of others? – Consider the function of the problem behavior. What are the reasons students misbehave? Gain teacher attention Gain peer attention Avoid work Gather info (How?) To make a boring class more interesting

8. Clarifying “inappropriate behavior” The first step is to define appropriate behavior. – If this has been done well, then inappropriate behavior should be defined by default. Inappropriate behavior still needs to be clearly identified and categorized. – Students need predictable consequences. – Staff need predictable consequences. How can this be achieved?

9. Response continuum Establish a continuum of responses. Options include: – Specific and contingent error correction – Differential reinforcement – Planned ignoring – Overcorrection – Response cost – Time-out from reinforcement Determine which behaviors are classroom managed versus office managed.

10. Error correction First response to minor behavior error should be specific and contingent error correction. – Identify problem behavior. – Identify expected behavior. – Reteach if necessary. – Provide feedback. Reinforce as soon as appropriate behavior is displayed.

11. Error correction, continued One thing to think about: “No, stop, don’t” statements are conditioned punishers. Other considerations: – Use a confident voice. – Explicitly state consequences. – Deliver error corrections discreetly whenever possible. Simonsen & Myers, 2015

12. What does responding to inappropriate behavior look like? Watch how this teacher responds to inappropriate behavior and uses strategies to increase the likelihood of appropriate behavior: https://drive.google.com/file/d/0B- N7fjZRjVZNYUpEZV9YWUtXRUU/view?usp=sh aringhttps://drive.google.com/file/d/0B- N7fjZRjVZNYUpEZV9YWUtXRUU/view?usp=sh aring What strategies do you see?

13. Differential reinforcement You can actually use reinforcement to decrease inappropriate behavior. Differential reinforcement is traditionally used at the individual student level (rather than at the classwide level). There are different types of differential reinforcement. Simonsen & Myers, 2015

14. Differential reinforcement of lower rates of behavior Differential reinforcement of lower rates of behavior (DRL) can be used for behaviors that are appropriate—even desired—at low levels but are inappropriate when done too frequently. – Examples? For DRL, you need to collect baseline data and then establish a target level of behavior. Should you be transparent with students? Simonsen & Myers, 2015

15. Differential reinforcement of other behaviors Differential reinforcement of other behaviors (DRO) means reinforcing zero occurrences of the target behavior. For example: – “Sam, if you don’t talk to Francis for the next 15 minutes, you earn a star coupon.” What are some pros and cons of DRO? Simonsen & Myers, 2015

16. Differential reinforcement of alternative behaviors Differential reinforcement of alternative behaviors (DRA) is something you are already doing. In DRA, you reinforce behaviors that take the place of the problem behavior. – You reward Sam for not talking to Francis (DRO), and you also reward him for finishing his work independently (DRA). You already know how to teach and prompt for appropriate behavior, so DRA should be easily implemented. Simonsen & Myers, 2015

17. Planned ignoring Do you remember our previous discussion of extinction? Extinction can be considered planned ignoring when applied to behaviors that function to gain attention. If you intend to withhold reinforcement for a behavior that functions to obtain attention, it is critical to teach and reinforce a more appropriate behavior that also functions to obtain attention. Simonsen & Myers, 2015

18. Planned ignoring Remember, planned ignoring should be used only for behaviors that function to obtain attention. Remember, you must remove all attention contingent on the problem behavior. Be sure you can withstand the extinction burst. Use planned ignoring judiciously and carefully. Simonsen & Myers, 2015

19. Overcorrection Overcorrection is a behavior-reduction procedure that includes training in appropriate behavior. – Appropriate behavior is taught through an “exaggeration of experience.” – Student rectifies a behavior error followed by extended practice of the appropriate behavior. There are two types: – Restitutional overcorrection – Positive-practice overcorrection Alberto & Troutman, 2013

20. Restitutional overcorrection In restitutional overcorrection, a student who has disturbed the environment must return the environment to its original condition and then some. – For example: Michael throws a spitball. Simple correction: – “Michael, pick that up and throw it in the trash.” Restitutional overcorrection: – “Michael, pick that up and throw it in the trash, and pick up all the other papers on the floor, too.” Alberto & Troutman, 2013

21. Positive-practice overcorrection With positive-practice overcorrection, the student who has engaged in inappropriate behavior is required to engage in overly correct practice of the appropriate behavior. – For example: The class runs when lining up. Simple correction: – The teacher has students return to their seats and walk to line up. Positive-practice overcorrection: – The teacher has students practice lining up appropriately several times. Alberto & Troutman, 2013

22. Response cost With response cost, a stimulus is taken away contingent on an inappropriate behavior. What are some of the potential issues with response cost? In a response cost system, you should establish fines and contingencies up front and ensure that they are followed consistently. Simonsen & Myers, 2015

23. Time-out from reinforcement Time-out from reinforcement can be nonexclusionary or exclusionary. In nonexclusionary time out, the student remains in the educational environment but is denied access to the activity or to reinforcement. – Contingent observation: “Sit and watch.” – Time-out lasts for a specific amount of time. Simonsen & Myers, 2015

24. Time-out from reinforcement In exclusionary time-out, the student is removed from the activity altogether. Remember, the student must be removed from an environment that is reinforcing. Exclusionary time-out requires removal from the instructional environment. Using time-out effectively can be challenging and resource-intensive. Simonsen & Myers, 2015

25. Considerations when responding to problem behavior Punishment cannot be used in isolation; we also must teach and reinforce the appropriate behaviors that we expect from our students. We cannot assume that traditional punishments will reduce problem behaviors. Frequent use of punishment can lead to a hostile learning environment. Simonsen & Myers, 2015

26. Considerations when responding to problem behavior Ensure that guardians are aware of your strategies for responding to problem behavior. Be objective and use observable, measurable language when stating which behaviors will result in consequences. Consider developing a chart to help you (and anyone else who comes into your room) respond consistently to problem behaviors. Simonsen & Myers, 2015

27. Student engages in behavior that does not meet classroom expectations. First determine if the behavior constitutes a major or minor rule violation. If it is a major offense (as defined in the school handbook), the student is sent to the office with an office discipline referral. If it is a minor offense (as defined in the school handbook and classroom rules), the teacher follows the following steps. Ask: is this an initial offense? If yes, determine type of error. If it’s an acquisition error (i.e., student doesn’t have skill), reteach the appropriate behavior. If it’s a fluency error (i.e., student has skill but doesn’t use it consistently), provide opportunities to practice and receive feedback on the appropriate behavior. If it’s a maintenance error (i.e., student has skill but did not use it after some time elapses), provide a brief reminder of the appropriate behavior and reinforce instances of the appropriate behavior. If it’s a generalization error (i.e., student has skill but does not use it in certain settings or with certain people), provide practice and reinforcement in other settings and with other people. Also, identify possible setting events. Intervene accordingly (e.g., alter available reinforcement; remove antecedents that occasion problem behavior). If no: Reteach appropriate behavior as necessary according to phases of learning. Remind student of consequences: Student receives one warning that specifically states the inappropriate behavior, the consequence for continuing with the inappropriate behavior, and the appropriate behavior that should occur. If student continues to engage in inappropriate behavior, we:  Employ a function-based consequence (e.g., remove him or her from peer group if behavior functions to obtain peer attention or have student make up missed work during recess or after school if behavior functions to escape work).  Withhold reinforcement (e.g., tokens from the classroom reinforcement system) for a specified amount of time.  Alert guardians if student does not respond to initial consequence (and follow up with report of appropriate behavior as soon as possible). Should there be a consequence? Office- or classroom-managed? Should you reteach? If you are administering a consequence, how will it be implemented? Is it an initial offense?

28. Last words on responding to problem behavior Spend most of your time preventing problem behavior from occurring. Always think about what you can change to decrease the likelihood of inappropriate behaviors. Be predictable and consistent. Look for opportunities for reinforcement. Always consider the function of the problem behavior.

29. What does responding to inappropriate behavior look like? Watch how this teacher responds to inappropriate behavior and uses strategies to increase the likelihood of appropriate behavior: https://drive.google.com/file/d/0B- N7fjZRjVZNZkdBa25hTklkQWM/view?usp=sha ringhttps://drive.google.com/file/d/0B- N7fjZRjVZNZkdBa25hTklkQWM/view?usp=sha ring What strategies do you see?

30. Thinking about data collection Remember, your focus should be on increasing appropriate behaviors rather than decreasing inappropriate behaviors. What are some student and teacher behaviors that would be relevant in responding to inappropriate behaviors? – Teacher rate of error correction – Students’ behavioral errors – Others? You could use one of your Data Collection Plan templates to focus on one of these behaviors. – Remember, you’d want to see a decrease in these behaviors.

31. Consequence Flow Chart Activity Locate the Consequence Flow Chart Activity in the activity handout. Use the flow chart provided to sketch your continuum of responses to problem behavior. You will have 15 minutes to complete this task.

32. Summary: EBP in CWPBIS What all teachers should be doing in the classroom 1.Maximize structure. 2.Identify, define, and teach expectations. 3.Increase academic engagement. 4.Establish a continuum of supports to encourage appropriate behavior. 5.Establish a continuum of supports to discourage inappropriate behavior.

33. Application: What does CWPBIS look like in action?

34. Scenarios Read the following scenarios and determine: – What you perceive to be the most pressing problem(s) at hand – What strategies you would suggest to the teacher and your rationale for doing so Remember to think about the “big five” that we covered today as you think about potential solutions: – Has the teacher maximized structure? – Are the expectations established and taught? – Are the students academically engaged? – Are appropriate behaviors being reinforced? – Are inappropriate behaviors being discouraged? Be prepared to share!

35. Getting personal A teacher tells you that her students have begun to call her by her first name (e.g., she asks them to hand in their homework, and they say, “Okay, Diane,” and giggle). She is not sure what to do. What is the issue? What would you suggest to this teacher?

36. What’d you say? You are observing a student in a classroom. While you are in there, inconspicuously watching your student, you notice that several students are giggling over something in the back of the room. As the teacher goes back there, the giggling stops and the kids disperse. The teacher asks what the students were doing, and they say, “Nothing.” One student looks upset. Afterward, you ask the teacher about the incident, and he says, “Oh, that happens at least once a day.” What is the issue? What would you suggest to this teacher?

37. Who cares? A teacher is concerned about a student who does no work. When the teacher asks the student why, the student says, “I don’t care.” He is failing and in danger of being held back, but he says he doesn’t care about that, either. During class, he either sits with his head down or talks to a few other students. What is the issue? What would you suggest to this teacher?

38. They’re all gonna laugh at you While a teacher is passing out papers, a student yells, “This class is stupid.” All the other students begin laughing. The teacher says, “That’s enough,” but they just keep laughing and talking to one another. It gets very loud. When asked, the teacher says, sadly, that this is common behavior in that class. What is the issue? What would you suggest to this teacher?