2. SCHOOL-WIDE POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORT: ADDRESSING THE BEHAVIOR OF ALL STUDENTS Classroom PBIS: Developing a Continuum of Positive and Negative Consequences KENTUCKY CENTER FOR INSTRUCTIONAL DISCIPLINE

3. 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

4. Training Objectives Understand why corrective strategies are not always effective in correcting misbehavior Identify positive and negative consequences for responding to misbehavior Expand your repertoire of effective strategies

5. Agenda (70 minutes) Opening/Overview (10 minutes) Classroom Snapshot (10 minutes)  Activity #1: Self-Assessment Guidelines for Responding to Misbehavior (10 minutes) Positive and Negative Consequences (15 minutes) Logical Strategies (15 minutes)  Activity #2: Identifying Logical Strategies Summary/Next Steps (10 minutes)

6. Behavior is strengthened or weakened by its consequences

8. Teachers often reinforce the very behaviors that disrupt the class  What the teacher thinks is punishment is actually reinforcing the behavior  In addition, the teacher’s behavior (e.g., sending student to the office) is reinforced because the disruption is removed This is called a negative reinforcement trap Patterson, cited in Maag, 2001

9. Why Strategies Are Sometimes Ineffective Not aligned with behavior expectations and rules Not aligned with function of behavior Student is not being taught replacement behavior The strategy may be used incorrectly or ineffectively The strategy may be overused

10. Activity # 1: Self-Assessment Complete the Developing a Continuum of Consequences Self-Assessment Once the Self-Assessment is completed, do the following  Select one item in each category that you feel is important to classroom management success  Turn to the person beside you and discuss

11. Guidelines for Responding to Behavior Establish positive consequences and negative consequences Preplan responses as much as possible Deliver consequences consistently and immediately Tie back to School-wide Expectations Determine pre-planned responses to rule violations and consistently apply the consequences

12. Classroom Rules The foundation for effective management The extent to which students know the rules and how to follow them is positively correlated with appropriate behavior (Brophy & Good, 1986; Emmer, Evertson, & Anderson, 1980) Starting off the year with clear rules and procedures results in higher levels of appropriate behavior and higher academic performance (Emmer, Evertson, & Anderson, 1980; Evertson & Emmer, 1982)

13. Classroom Rules: Basics Develop classroom rules Tie rules to School-wide Expectations and post prominently in your room Teach the rules – and then monitor and reinforce

14. Schedule for Teaching Rules First Grading Period  Teach classroom rules during first week of school  After first week, review rules 2 to 3 times per week Through Second Grading Period  Review rules once per week Remainder of the Year  Review rules after breaks and as behavior warrants

15. To Sum: For all students: Teach Provide positive consequences For some students: Teach replacement behaviors Provide positive consequences Provide negative consequences

16. The real rules in any classroom are defined by reality – by what the teacher actually permits. -Fred Jones

17. The quickest way to change behavior….in anyone. Research indicates that you can improve behavior by 80% just by pointing out what someone is doing correctly.

18. Examples of Positive Consequences Verbal praise Non-verbals (smile, pat on the back, etc.) Note/phone call home Note to principal Student of the day/hour/week Free time Earned privileges Others????

19. Problem Replacement Tardy Off-task Call outs Mean/unkind comments Failing to follow rules Poor transitions In seat when bell rings On-task Raise hand/get permission Positive comments Follow rules Transition quickly and quietly Replacement Behaviors for Common Classroom Problems

20. Negative Consequences Purpose: to decrease problem behavior Applied in an educative rather than vindictive fashion  Calm, respectful, consistent, immediate, brief May be presented in a hierarchy ranging to lesser to greater intensity Best applied in combination with _______ consequences

21. Examples of Negative Consequences Verbal reprimand Positive practice (on their time) Planned ignoring Conduct mark Time owed Time away from the group Detention Loss of privilege Parent contact Others????

22. Sample Hierarchal Consequences Elementary School Level 1: Whole class reminder Level 2: Individual reminder Level 3: Modification (e.g., change seat) Level 4: Time away in another class Level 5: Parent contact Level 6: Detention Level 7: In-school suspension

23. Sample Hierarchal Consequences Middle/High School Level 1: Who class reminder Level 2: Individual reminder Level 3: “See me” (conference) Level 4: Detention Level 5: Parent contact Level 6: In-school suspension

24. Activity 2:Reasonable and Logical Strategies Student BehaviorIllogical StrategiesLogical Strategies Chews GumTeacher sends student to the office ??? Turns in paper sloppy Teacher refuses the paper ??? Walks in noisyTeacher ignores behavior ???

25. Reasonable and Logical Strategies Student BehaviorIllogical StrategiesLogical Strategies Chews GumTeacher sends student to the office Dispose of gum, conduct mark? Turns in paper sloppy Teacher refuses the paper Redoes the paper Walks in noisyTeacher ignores behavior Walks in again quietly

26. Activity 2:Reasonable and Logical Strategies Student BehaviorIllogical StrategiesLogical Strategies Rolls eyes at teacher Writes a referral to the office ??? Partially completes homework Student gets an F??? Does not bring text book or pencil Student sits at their desk without a pencil or textbook ???

27. Reasonable and Logical Strategies Student BehaviorIllogical StrategiesLogical Strategies Rolls eyes at teacherWrites a referral to the office Student demonstrates respectful response Partially completes homework Student gets an FHomework is completed on student’s time Does not bring text book or pencil Student sits at their desk without a pencil or textbook Student has to borrow one from the teacher for.50 cents (classroom money)

28. Activity 3: Goal Setting Complete the Developing a Continuum of Consequences worksheet and identify:  A practice you will start using  A practice you will stop using  A practice you will continue using

29. Post-Assessment When prompted via email, complete Developing a Continuum of Consequences Self-Assessment Compare pre- and post-scores; discussion will occur during faculty meeting Post-assessment will occur in approximately 4 weeks

30. References Brophy, J. & Good, T. (1986). Teacher behavior and student achievement. In M. Wittrock (Ed.), Handbook of Research on Teaching. New York: Macmillan, pp. 328- 375. Emmer, E.T., Evertson, C.M., & Anderson, L.M. (1980). Effective classroom management at the beginning of the school year. The Elementary School Journal, 80, 219-231. Evertson, C., & Emmer, E. (1982). Preventive classroom management. In D. Duke (Ed.), Helping teachers manage classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. Maag, J. (2001). Rewarded by punishment: Reflections on the disuse of positive reinforcement in schools. The Council for Exceptional Children, 67, 173-186. Shores, R.E., Gunter, P.L., & Jack, S.L. (1993). Classroom management strategies: Are they setting events for coercion? Behavioral Disorders, 18, 92-102. 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. 351-380.