1. Integration of SWPBIS and PWPBIS into the Classroom
Kristen N. Salamone, M.Ed.

2. Learner Outcomes The learner will be able to:
Identify Classroom expectations
Identify Classroom Management Protocols
Access and Utilize the Classroom Management: An Administrator’s Toolkit
Identify common classroom errors and misconceptions

3. Activity Explore the Classroom Management Self-Assessment
This assessment should be based on your classroom (or instructional area)
Identify how you can bring this back to your buildings to improve Classroom Management
Share within small groups
Positive thoughts?
Concerns?
Share out with whole group
How can this help?
What problems could come about?

4. Classroom Management Protocols
Minimize crowding and distraction
Maximize structure and predictability
State, teach, review and reinforce positively stated expectations
Provide more acknowledgements for appropriate than inappropriate behavior
Maximize varied opportunities to respond
Maximize active engagement
Actively and continuously supervise
Respond to inappropriate behavior quickly, positively and directly
Establish multiple strategies for acknowledging appropriate behavior
Generally provide specific feedback for errors and corrects

5. Minimize crowding and distraction
Design environment to elicit appropriate behavior:
Furniture
Supervision
Staff and Student areas
Seating arrangements

6. Maximize structure and predictability
Teacher Routines
Volunteers
Communications
Movement
Planning
Grading
Student Routines
Personal needs
Transitions
Working in groups, independently, with partners
Instruction
Getting materials
Homework

7. State, teach, review and reinforce positively stated expectations
Establish behavioral expectations/rules
Teach rules in context of routines
Prompt or remind students of rules prior to entering natural context
Monitor students’ behavior in natural context and provide specific feedback
Evaluate effect of instruction- review data, make decisions and follow up

8. Provide more acknowledgements for appropriate than inappropriate behavior
Maintain at least 5 to 1
Interact positively once every 5 minutes
Follow correction for violation of behavior expectations with positive reinforcement for rule following

9. Maximize varied opportunities to respond
Vary individual vs. group responding
Vary response type
Oral
Written
Gestural
Increase participatory instruction
Questioning
Materials

10. Maximize active engagement
Vary format
Written
Choral
Gestures
Specify observable engagements
Link engagement with outcome objectives

11. Actively and continuously supervise
Move
Scan
Interact
Remind/Pre-correct
Positively Acknowledge

12. Respond to inappropriate behavior quickly, positively and directly
Respond efficiently
Attend to students who are displaying appropriate behavior
Follow school procedures for major problem behaviors objectively and anticipate next occurrence

13. Establish multiple strategies for acknowledging appropriate behavior
Social, tangible, activity, etc.
Frequent vs. Infrequent
Predictability vs. Unpredictability
Immediate vs. Delayed

14. Generally provide specific feedback for errors and corrects
Provide contingently
Always indicate correct behaviors
Link to context

15. How Do I Provide Classroom Management PD with little to no time?
Classroom Management: An Administrators Toolkit
Module 1: Maximize Classroom Structure
Module 2: Classroom Rules
Module 3: Actively Engage Students in Observable Ways
Module 4: Use a Continuum of Strategies to Acknowledge Appropriate Behavior
Module 5: Use a Continuum of Strategies to Respond to Inappropriate Behavior
Supporting Teachers: Making Connections to the Framework of Teaching

16. Linking your Classroom Acknowledgement Systems to SWPBIS and PW-PBIS
Expectations
Classroom expectations mirror school-wide and program-wide expectations
Referral Process
Minors and majors consistent throughout classrooms and non-classroom areas
Classroom Based Reinforcement Systems
Large Group
Small Group
Individual

17. Activity: Define Classroom Expectations
Using the Classroom Expectations matrix, define your classroom or instructional area expectations
Decide if you want to identify instructional areas or define blanket expectations
List the SWPBIS or PWPBIS expectations on the top of the matrix
Define what they look like, sound like, etc. in the space provided
Share with a partner
Feedback?

18. Classroom Based Reinforcement Systems
Large Group Reinforcement Systems
Group Contingencies
Token Economy
Golden Plunger, Golden Dustpan, Golden Eraser
Others?
Individual Reinforcement Systems
FBA/BIP/PBSP
Differential Reinforcement
DRO (Differential Reinforcement of Other Behavior)
DRA (Differential Reinforcement of Alternate Behaviors)
DRI (Differential Reinforcement of Incompatible Behaviors)
DRC (Differential Reinforcement of Communicative Behaviors)
DRO- reinforcing the absence of a behavior (reinforcing ANY OTHER behavior than the targeted behavior)
DRA- reinforcing an alternate behavior (specified behavior)
DRI- reinforcing an incompatible behavior with targeted behavior
DRC- Functional Communication Training, reinforcing communicative behavior and ignoring targeted behavior

19. Common Errors and Misconceptions
Using the SWPBIS and PWPBIS as a classroom management system
Using token rewards to increase or decrease behavior specifically in the classroom
Reinforce high behavior kids using school wide system on a standalone basis
Cost-Response
To consequence a negative behavior by taking away something earned through the SWPBIS or PWPBIS system
Lack of referrals for students identified as potential Tier 2/3
Teaching SWPBIS and PWPBIS expectations does not cover routines and expectations
Shaped through punishment and yelling rather than teaching and modeling

20. References
Colvin, Geoff (2010). Classroom Strategies. Sugai, George (2009). Responding to Non-Responsive Behavior: Basic Practices and Systems.

21. Contact Information
Kristen Salamone TaC Consultant BVIU ext Carrie Frohnapfel TaC Consultant AIU To obtain a copy of today’s materials, please visit: