1. VTPBiS Classroom Behavior Practice Coaching: Intensive Focus on Practices and Systems
Brandi Simonsen

2. Objectives As a result of attending this training, you will be able to
Present the context in which positive classroom behavioral support (PCBS) practices are implemented.
Train critical positive classroom behavior support (PCBS) practices.
Implement the key elements of effective professional development and implementation systems to support staff.
Describe the VT Classroom Behavior Practice Coaching Model

3. Overview of Materials Classroom Management Practice Checklist
Supporting and Responding to Student Behavior
PBIS Technical Brief on Systems to Support Teachers’ Implementation of Positive Classroom Behavior Support
Self- Assessme nt of Systems to Support PCBS
Action Plan

4. Where do we start?
As a result of attending this training, you will be able to
Present the context in which positive classroom behavioral support (PCBS) practices are implemented.
Train critical positive classroom behavior support (PCBS) practices.
Implement the key elements of effective professional development and implementation systems to support staff.
Describe the VT Classroom Behavior Practice Coaching Model

5. (Gest & Gest, 2005; Stronge, Ward and Grant, 2011)
Goal of Teaching
Student Achievement
Classroom Management
Good Teaching
Our goal is not compliance it is student achievement BOTH good instruction and good behavior management are needed.
Behavior problems disrupt learning Engaging learning prevents behavior problems
(Gest & Gest, 2005; Stronge, Ward and Grant, 2011)

6. United States, we have a problem!
12% of public school teachers leave within their first 2 years
50% leave within the first 5 years
(Boyd, Grossman, Ing, Lankford, Loeb, & Wyckoff, 2011; DeAngelis, & Presley, 2011; Feng, 2006; Henke, Zahn, & Carroll, 2001; Ingersoll, 2001; Ingersol, Merril, May, 2012; Johnson & Birkeland, 2003; Ingersoll & Smith, 2003; Kaiser & National Center for Educational Statistics, 2011; Kukla-Acevedo, 2009; Luekens, Lyter, Fox, & Changler, 2004; Smith & Ingersoll, 2004; Torres, 2012; Zabel & Zabel, 2002)

7. Why do teachers leave? Most consistently listed factors:
Lack of pedagogical training
School environment
Poor student behavior and motivation
Teachers consistently report:
Inadequate pre-service training on classroom management and
Lack of support and training for handling student behaviors
Teachers typically receive little pre- or in-service training in classroom management
(Begeny & Martens, 2006; Freeman, Simonsen, Briere, & MacSuga, in press; Markow, Moessner, & Horowitz, 2006; Special Education Elementary Longitudinal Study, 2001, 2002, 2004; Wei, Darling-Hammond, & Adomson, 2010)
Multi-component training packages (didactic training + coaching + performance feedback + etc.) result in desired behavior change, especially when trained skills are effective
(Abbott et al., 1998; Hiralall & Martens, 1998; Madsen, Becker, & Thomas, 1968; Simonsen, MacSuga-Gage, Briere, Freeman, & Sugai, in preparation; The Metropolitan Area Child Study Research Group & Gorman-Smith, 2003;
(Boyd, Grossman, Ing, Lankford, Loeb, & Wyckoff, 2011; Chesley & Jordan, 2012; Feng, 2006; Halford, 1998; Henke, Zahn, & Carroll, 2001; Ingersoll, 2001; Ingersol, Merril, May, 2012; Johnson & Birkeland, 2003; Kukla-Acevedo, 2009; Lane, Wehby, & Barton-Arwood, 2005; Luekens, Lyter, Fox, & Changler, 2004; Stough, 2006; Torres, 2012; Zabel & Zabel, 2002)
Supporting teachers in classroom PBIS is critical
for our teachers, schools, and our state!

8. What about the kids?
Students benefit when teachers implement evidence-based PCBS practices.1
Unfortunately, we’re not there yet.
Teachers implement PCBS practices at lower rates than desired.2
Students with challenging behavior experience even less praise, fewer opportunities to respond, more reprimands, and more negative or coercive interactions.3
1 (Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008)
2 (Reinke, Herman, & Stormont, 2012; Scott, Alter, & Hirn, 2011)
3 (e.g., Carr, Taylor & Robinson, 1991; Kauffman & Brigham, 2009; Scott et al., 2011; Sutherland & Oswald, 2005)

9. So we know what the “it” is.
We know a bit about what’s likely to work: Evidence-based practices in classroom management
Maximize structure in your classroom.
Post, teach, review, monitor, and reinforce a small number of positively stated expectations.
Actively engage students in observable ways.
Establish a continuum of strategies to acknowledge appropriate behavior.
Establish a continuum of strategies to respond to inappropriate behavior.
So we know what the “it” is.
(Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008)

10. But we don’t seem to be doing “it”
Specific Praise
General Praise
OTR
Corrective/Reprimand
Reinke et al. (2012)1
0.13
0.43
1.43
0.67
Scott et al. (2011)2
0.06 (overall positive)
0.57
0.07
Hirn & Scott (2014)3
0.03 (overall positive)
0.47 Group
0.06 Indiv.
0.08
Pas et al. (2015)4
0.12 (approval)
0.93
0.27
Scott, T. M., Alter, P. J., & Hirn, R. (2011). An examination of typical classroom context and instruction for students with and with­ out behavioral disorders. Education and Treatment of Children, 34,
Calculated rate from Pas et al. by taking mean counts and dividing by 15 min. AND, for Pas, Corrective/Reprimand = (disapproval + reactive)
1 Based on observations of 33 elementary teachers in schools implementing PBIS with fidelity
2 Based on > 1000 observations of elementary and high school teachers in schools not identified as implementing PBIS
3 Based on 827 observations of high school teachers
4 Based on observations of 1262 high school teachers prior to PBIS implementation

11. Why aren’t we doing “it”? What do we know from the empirical literature?
Teachers typically receive little pre- or in-service training in classroom management
(Begeny & Martens, 2006; Freeman, Simonsen, Briere, & MacSuga, in press; Markow, Moessner, & Horowitz, 2006; Special Education Elementary Longitudinal Study, 2001, 2002, 2004; Wei, Darling-Hammond, & Adomson, 2010)
Multi-component training packages (didactic training + coaching + performance feedback + etc.) result in desired behavior change, especially when trained skills are effective
(Abbott et al., 1998; Hiralall & Martens, 1998; Madsen, Becker, & Thomas, 1968; Freeman et al., in preparation; The Metropolitan Area Child Study Research Group & Gorman-Smith, 2003; Rollins et al., 1974)

12. *Categories not mutually exclusive (Freeman, Simonsen, et al., 2016)

13. We can do this!
We need to support teachers implementation of evidence based classroom management practices….. and we can!
We know what evidence based classroom management practices look like.
We have a science to support implementation.
We have tools to describe and illustrate what implementing evidence based classroom management “looks like.”
So, what are we waiting for?

14. Let’s get started!
As a result of attending this training, you will be able to
Present the context in which positive classroom behavioral support (PCBS) practices are implemented.
Train critical positive classroom behavior support (PCBS) practices.
Implement the key elements of effective professional development and implementation systems to support staff.
Describe the VT Classroom Behavior Practice Coaching Model

15. Acknowledgements for this Session (Co-authors of Supporting and Responding to Student Behavior):
Brandi Simonsen
Brigid Flannery
Jennifer Freeman
George Sugai
Steve Goodman
Heather George
Barbara Mitchell
Bob Putnam
Jessica Swain-Bradway
Renee Bradley et al. (OSEP)

17. Interactive Map of Core Features

18. Self-Assessment

19. Decision Making Chart

20. Tables with Definitions, Examples, Non-Examples, and Resources

21. Additional Tools

22. Scenarios to Illustrate Implementation

23. What needs to be in place?
The effects of CPBIS strategies are maximized by
implementing within a school-wide multi-tiered behavioral framework (MTBF)…like PBIS;
directly linking classroom and school-wide expectations and systems;
merging CPBIS strategies with effective instructional design, curriculum, and delivery; and
using classroom-based data to guide decision making
But...you can implement CPBIS even if your school does not yet have a MTBF in place.

24. PCBS Practices Decision-making Guide:
3 Key Questions
Are the foundations of effective PCBS in place?
Are proactive and positive PCBS practices implemented consistently?
Do data indicate that students are still engaging in problem behavior?

25. Decision-making Guide: 3 Key Questions
Are the foundations of effective PCBS in place? + +
Effectively design the physical environment of the classroom
Develop & teach predictable classroom routines.
Post, define, & teach 3-5 positive classroom expectations.
Are proactive and positive PCBS practices implemented consistently?
Elementary Example:
Establish routines and procedures for:
Arrival and dismissal
Transitions between activities
Accessing help
What to do after work is completed
Elementary Example:
Poster of Be Safe, Kind, & Ready
Matrix to define for each classroom routine.
Teach engaging lessons for each expectation
Elementary Example:
Plan layout according to the type of activity (e.g., tables for centers, separate desks for independent work, circle area for group instruction)
HS Example:
Consider routines and procedures for:
Turning in work
Accessing materials
Making up missed work
Transitions/interruptions
HS Example:
Plan layout according to the type of activity (e.g., “U” or circle for discussion, forward facing for group instruction)
HS Example:
Student-created poster of Citizenship, Achievement, & Grit
Engage students in developing the matrix and teaching each lesson using video, etc.
Non-Example:
Assuming students will already know your expectations
Having more than 5 expectations
Listing only behaviors you do NOT want from students
Non-Example:
Assuming students automatically know routines & procedures without instruction and feedback
Non-Example:
Disorderly, messy, unclean, and/or visually unappealing environment
Include brief Elem, HS examples and non examples (1 of each)
Do data indicate that students are still engaging in problem behavior?

26. Turn and Talk:
Review the critical features and topics we just discussed.
Describe each key to your partner as you would to a teacher you are supporting.
Identify questions or areas for clarification.
Be prepared to discuss.

27. Decision-making Guide: 3 Key Questions
Are the foundations of effective PCBS in place? + +
Provide high rates of varied opportunities to respond.
Use prompts and active supervision.
Acknowledge behavior with specific praise & other strategies.
Are proactive and positive PCBS practices implemented consistently?
Elementary Example:
Before students begin seatwork, provide a reminder about how to access help and materials, if needed.
Poster of expected behaviors.
Elementary Example:
During educator-directed instruction, a student raises her hand. The educator says, “Thank you for raising your hand.”
Elementary Example:
While students are working independently in centers scan and move around the classroom, checking in with students.
Elementary Example:
Individual or small group: Student names on sticks in a jar. As questions are posed, a student name is drawn.
Choral: All students recite letter sounds.
HS Example:
While monitoring students, move around the area, interact with students and observe behaviors of individuals and the group.
HS Example:
The teacher quietly states, “I really appreciate how you facilitated your group discussion. Peers had many ideas, and you managed it well.”
HS Example:
Individual or small group: I just showed you how to do #1, I am going to start #2. Second row, help explain my steps.
Nonverbal: Clickers to respond a, b, or c.
HS Example:
Review of group activity participation rubric prior to the start of group work.
Sign above the homework (HW) basket with checklist for handing in HW.
Non-Example:
“Thank you for trying to act like a human.” (This, at best, is sarcasm, not genuine praise.)
Non-Example:
A teacher provides a 20-minute lesson without asking any questions or prompting any student responses.
Non-Example:
Sitting or standing where you cannot see the entire room / space. Such as with your back to the group or behind your desk.
Non-Example:
While teaching a lesson, a student calls out and the educator states, “Instead of calling out, I would like you to raise your hand.”
Do data indicate that students are still engaging in problem behavior?

28. Other Strategies to Acknowledge
Elementary Example:
HS Example:
Non-example
Behavior Contract
Class Constitution signed by all
Integrity Pledge signed by all
Zero Tolerance Acknowledgement
Group Contingency
“If all students will hand in homework #2 by the due date, next Friday we will play State Bingo instead of a formal test review.”
“If we generate 5 questions that are examples of ‘Synthesis’ by 2:15, you may sit where you would like for the last 20 mins of class.”
Making the goal unattainable or undeliverable, or singling out a student for failing to meet goal.
Token Economy
“Group 2, you were all respectful during your discussion, and each of you earned a “star buck” to use in the school-wide store.”
“Alyiah, you were very respectful when your peer came in and asked for space. You’ve earned 10 bonus points toward your behavior goal.”
Providing points or tokens without (a) specific praise or (b) demonstrated behaviors
Preview but don’t train

29. Turn and Talk:
Review the critical features and topics we just discussed.
Describe each key to your partner as you would to a teacher you are supporting.
Identify questions or areas for clarification.
Be prepared to discuss.

30. Decision-making Guide: 3 Key Questions
Are students still engaging in problem behavior?
Are behaviors minor or major expectation violations?
Use brief, specific error correction & other strategies
How many students are involved (many or few)?
Review, adjust & intensify CWPBIS. Ask for help!
Request additional (tier 2 & 3) support for students.
Well done! Monitor outcomes and adjust as needed
Are the foundations of effective PCBS in place?
Yes No
Are proactive and positive PCBS practices implemented consistently?
Minor
Major
Talk through at least one scenario AFTER this
Use brief, specific error correction & other strategies
Do data indicate that students are still engaging in problem behavior?
Many
Few

31. Use brief, specific error correction & other strategies
Elementary Example:
After a student calls out in class the teacher responds, “Please raise your hand before calling out your answer”
HS Example:
After student plays with lab equipment inappropriately, teacher responds, “Please don’t play with lab equipment, keep it on the table.”
Non-Example:
Shouting, “No!” (This is not calm, neutral, or specific.)
A 5-min conversation about what the student was thinking. (This is not brief.)
Talk through at least one scenario AFTER this
Use brief, specific error correction & other strategies

32. Other Strategies to Respond
Elementary Example:
HS Example:
Non-example
Planned Ignoring
During a whole group activity, James shouts the teachers’ name to get her attention. The teacher ignores the callouts and proceeds with the activity.
During a lecture, Jen interrupts the teacher and loudly asks her question. The teacher ignores Jen until she quietly raises her hand.
A student is loudly criticizing a peer, resulting in other students laughing at the targeted peer. The teacher does nothing.
Differential SR
In the same scenario above, the teacher ignores James’ callouts, but immediately calls on and praises James when he raises his hand, “That’s how we show respect! Nice hand raise.” (DRA)
“If we can make it through this discussion without inappropriate language, you can listen to music during your independent work time at the end of class.” (DRO)
The teacher reprimands students each time they engage in problem behavior and ignore appropriate behavior.
Preview but don’t train

33. Other Strategies to Respond
Elementary Example:
HS Example:
Non-example
Response Cost
When a student talks out, the teacher pulls the student aside, provides a quiet specific error correction, and removes a marble from his/her jar on the teacher’s desk.
When a student engages in disrespectful language, the teacher privately provides feedback and removes a point from the student’s point card.
The teacher publicly flips a card (from green to red) to signal the student has lost privileges. When asked why, the teacher states, “you know what you did.”
Time Out from SR
After throwing a game piece at a peer, the teacher removes the game from the student, asks her to return to her desk, and reviews expectations before allowing her to resume activities.
When a student disrupt a preferred art class, the teacher asks the student to “take 5” to review the expectations in art. The student re-joins the class after restating expectations.
Sending the student from a difficult, disliked class to in-school suspension, which is facilitated by a preferred adult and often attended by preferred peers for the remainder of the day.
Preview but don’t train

34. Turn and Talk:
Review the critical features and topics we just discussed.
Describe each key to your partner as you would to a teacher you are supporting.
Identify questions or areas for clarification.
Be prepared to discuss.

35. PCBS Practices Decision-making Guide:
3 Key Questions
Are the foundations of effective PCBS in place?
Are proactive and positive PCBS practices implemented consistently?
Do data indicate that students are still engaging in problem behavior?
So, how are you (or a teacher you know) implementing PCBS?

36. Complete Classroom Management Practices Checklist
Complete checklist for your own classroom or a classroom with which you are familiar.
Identify and be ready to discuss areas for support.

37. Now, turning our attention to supporting teachers.
As a result of attending this training, you will be able to
Present the context in which positive classroom behavioral support (PCBS) practices are implemented.
Train critical positive classroom behavior support (PCBS) practices.
Implement the key elements of effective professional development and implementation systems to support staff.
Describe the VT Classroom Behavior Practice Coaching Model

38. What is implementation?
Implementation is “…specified set of activities designed to put into practice an activity or program of known dimensions” (Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005, p. 5)
It’s what we do.
Implementation outcomes include “changes in…
“…adult professional behavior”
“…organizational structures and cultures…to support the changes in adult professional behavior”
“…relationships to consumers, stakeholders, …and systems partners” (Fixsen et al., 2005, p. 12)
Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M. & Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. Tampa, FL: University
of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231).

39. Isn’t there science to guide implementation?
Translated into our language (based on theirs)…
Begin with an “it” (evidence-based practice [EBP] or program; aka “source” or “best example”)
Identify the “who” (individuals who work to implement with fidelity; aka “purveyors”)
Identify the “where” (individuals and organizations that will adopt the EBP; aka “destination”)
Determine “how”: train, prompt, and use data (performance feedback; aka “feedback mechanism” or information flow)
Consider context (aka “influence”)
Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M. & Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. Tampa, FL: University
of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231).
(Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005, p.12)

40. Isn’t there science to guide implementation?
Context
It:
EBP
Who:
Implementation “Supporters”
How:
Train, prompt, use data
Where:
Teacher / Classroom
“New Way”
“Old Way”
Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M. & Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. Tampa, FL: University
of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231).
(Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005, p.12)

41. This is one way to start organizing our implementation supports
Context
It:
EBP
Who:
Implementation “Supporters”
How:
Train, prompt, use data
Where:
Teacher / Classroom
We know what these are!
We know where!
But…
Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M. & Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. Tampa, FL: University
of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231). ? ?
Expert
Self
How often?
Who needs what?
Peer
On what?
(Adapted from Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005, p.12)

42. We can’t afford to do everything, but we can’t afford to do nothing...
We think there’s a lot in between!
NOTHING
BUT, how do we organize all of this?
EVERYTHING
No Training or Support Provided
Every teacher receives coaching and performance feedback
“Sit and Get” training delivered in isolation
Didactic training + reminders
Didactic training + reminders + periodic check-ins
PLUS Self-management supports

43. Turn and Talk:
Review the critical features and topics we just discussed.
Describe each key to your partner as you would to a teacher you are supporting.
Identify questions or areas for clarification.
Be prepared to discuss.

44. PBIS Technical Brief on Systems to Support Teachers’ Implementation of Positive Classroom Behavior Support

45. Acknowledgements for this Session (Co-authors of PBIS Technical Brief on Systems to Support Teachers’ Implementation of Positive Classroom Behavior Support):
Jennifer Freeman
Jessica Swain-Bradway
Brandi Simonsen
Kathleen Lane
Steve Goodman
Jeff Sprague
Barbara Mitchell
Bob Putnam
Heather George

46. PCBS Systems Action Planning Guide:
3 Key Questions
Are the foundational systems in place to support PCBS practice implementation by all staff?
Do all staff know what PCBS practices to implement and if they’re doing it accurately?
Do data indicate that staff are implementing PCBS practices effectively?

47. PCBS Systems Action Planning Guide:
3 Key Questions
Are the foundational systems in place to support PCBS practice implementation by all staff?
PCPS implementation is a clear school and district priority
School and district resources are available to support PCBS implementation
School and district teams have considered alignment and integration of PCBS with other district priorities and initiatives + +
Do all staff know what PCBS practices to implement and if they’re doing it accurately?
Examples:
Dedicated time for training
Dedicated time for coaching functions
Regular data review
Celebration or recognition of staff implementation
Examples:
District and school administrators have communicated a clear priority for PCBS implementation.
Examples:
Implementation of PCBS connected to clear need in building
Implementation of PCBS connected to academic instruction
PCBS strategies adapted to ensure classroom contextual and cultural fit
Non-Examples:
Data demonstrating need are not regularly shared
Academic strategies taught in isolation
Training on practices not connected to why it is important in the school
Non-Examples:
No practices are prioritized for implementation, identified strategies lack evidence of effectiveness, and/or priority practices are not effectively disseminated among all staff.
Non-Examples:
No dedicated time or resources
Data not shared or not used in problem solving
Staff recognition not available or used to celebrate PCBS implementation
Do data indicate that staff are implementing PCBS practices effectively?

48. Turn and Talk:
Review the critical features and topics we just discussed.
Describe each key to your partner as you would to a teacher you are supporting.
Identify questions or areas for clarification.
Be prepared to discuss.

49. PCBS Systems Action Planning Guide:
3 Key Questions
Are the foundational systems in place to support PCBS practice implementation by all staff?
Clear expectations and explicit training about practices that should be implemented by all staff.
Coaching and/or regularly available performance feedback on the use of PCBS practices? +
Do all staff know what PCBS practices to implement and if they’re doing it accurately?
Examples:
Prompts and reminders
Supportive data-based feedback
Supports may be delivered by
Coach/mentor
Peer/peer team
Self
Examples:
Clearly stated outcomes
Explicit (model, lead, test) approach
Job-embedded
Linked to school data
Delivered in various contexts and connected to practice
Non-Examples:
Data delivered in punitive evaluative fashion
Feedback delayed or not data-based
Non-Examples:
PD focuses only on theory and assumes educators will discover practices
Full-day intensive training with no follow-up
Short trainings not connected to larger need, structure, etc.
Does your school provide additional supports for new teachers? Is there a plan for addressing staff turnover? Is there a way to intensify coaching supports in your school?
Do data indicate that staff are implementing PCBS practices effectively?

50. See Systems Brief

51. Turn and Talk:
Review the critical features and topics we just discussed.
Describe each key to your partner as you would to a teacher you are supporting.
Identify questions or areas for clarification.
Be prepared to discuss.

52. PCBS Systems Action Planning Guide:
3 Key Questions
Are staff implementing PCBS with fidelity?
Well done! Monitor outcomes and adjust as needed
Determine the number of classrooms needing support (many or a few)
Review and adjust universal support
Determine type and severity of implementation changes (minor or major)
Provide supplemental support to small groups of staff needing support
Consider individualized supports and other strategies for staff members needing intensified support.
Yes No
Are the foundational systems in place to support PCBS practice implementation by all staff?
Minor
Major
Do all staff know what PCBS practices to implement and if they’re doing it accurately?
Many
Few
Do data indicate that staff are implementing PCBS practices effectively?
What data do we use to drive decision making?

53. See Systems Brief

54. Turn and Talk:
Review the critical features and topics we just discussed.
Describe each key to your partner as you would to a teacher you are supporting.
Identify questions or areas for clarification.
Be prepared to discuss.

55. Multi-tiered Framework of Professional Development Support
Intensive PD: Data-driven Consultation
Tier 2
Targeted PD: Self-Management with Peer or Coaching Supports
Tier 1
Universal PD: Training & Self-Management
Progress Monitoring
Walk-through, Student Data Review, Teacher Collected Data
Universal Screening
Walk-through & Student Data Review
How can we approach intensifying our supports
for educators implementing PCBS?
(adapted from Simonsen, MasSuga, Briere, Freeman, Myers, Scott, & Sugai, 2013)

56. See Systems Brief

57. Complete Classroom Systems Assessment
Complete checklist for your own school or a school with which you are familiar.
Identify and be ready to discuss areas for support.

58. Multi-tiered Framework of Professional Development Support
EXAMPLES
Tier 3
Intensive PD: Data-driven Consultation
Tier 2
Targeted PD: Self-Management with Peer or Coaching Supports
Tier 1
Universal PD: Training & Self-Management
Progress Monitoring
Walk-through, Student Data Review, Teacher Collected Data
Universal Screening
Walk-through & Student Data Review
Self-management may be ONE way to approach this!
(adapted from Simonsen, MasSuga, Briere, Freeman, Myers, Scott, & Sugai, 2013)

59. Self Management: A promising component of effective and efficient PD support
Self-management: Individuals manage their own behavior in the same manner as they manage anyone else’s—“through the manipulation of variables of which behavior is a function” (Skiner, 1953, p. 228).
Self-manipulation of antecedents
Engaging in other (self-management) behaviors to affect probability of target behaviors
Self-monitoring and self-evaluation
Self-manipulation of consequences (e.g., self-reinforcement)
Self-management interventions
are related to desired behavior changes in adults who are obese, have asthma, have depression, and experience insomnia
(Caplin & Creer, 2001; Creer, Caplin, & Holroyd, 2005; Creti, Libman, Bailes, & Frichman, 2005; Ngamvitroj & Kang, 2007Donaldson & Norman, 2009; Rokke, Tomhave, & Jocic, 2000)
result in better instructional decisions
(Allinder, Bolling, Oats, &Gagnon, 2000; Liberty, Heller, & D’Huyvetters, 1986)
result in increases in teachers’ use of praise
(Keller, Brady, & Taylor, 2005; Sutherland & Wehby, 2001; Workman, Watson, & Helton, 1982).

60. What does our initial research on self-management indicate?
Across three studies, we’ve found that self-management with coaching prompts resulted in desired initial increases in specific classroom management skills across teachers. We are still working to enhance maintenance and generalization of effects.
(Simonsen, Freeman, Dooley, Maddock, & Kern, 2017)
Teachers…
Set a goal (criterion for self-reinforcement)
Self-monitored daily
Entered data into an Excel Spreadsheet, which automatically graphed daily praise rates relative to goal
Self-evaluated and self-reinforced
Received weekly prompts to use specific praise and submit data
What did you say?
Show you the data?
OK!

61. We’ve now tested the targeted-PD approach with:
…more teachers: 16 Teachers across two schools
…more skills:
specific praise,
prompts for social behavior, and
academic opportunities to respond (OTRs)
…a group experimental design: counter-balanced interrupted time series design
Randomly assigned to one of two cohorts
Collected data before and after each skill-focused training
…and we’ve now replicated again with natural implementers
Let’s walk through what that actually looked like
JEN STARTS HERE

62. What does our initial research on self-management indicate?
Across four studies, we’ve found that self-management with coaching prompts resulted in desired initial increases in specific classroom management skills across teachers. We are still working to enhance maintenance and generalization of effects.
(Simonsen, Freeman, Dooley, Maddock, & Kern, in preparation)
Let’s go into a little more detail…
See classroom tab of nepbis.org for copies of the training scripts, prompts, and spreadsheets we’ve developed for tracking
praise,
prompts, and
opportunities to respond.

63. Supporting Teachers with Targeted PD

64. Implementing Targeted Professional Development (PD)
Targeted PD may work as tier 1 or 2 PD support for teachers.
May be facilitated by a school-based behavior coach, instructional coach, or other school leader with behavioral expertise.

65. Targeted PD Includes Brief didactic training (1:1 or group setting)
Teacher/staff self-management:
Daily self-monitoring during brief (15 min) sample of instruction
Daily self-evaluation (entering data, determining if goal was met)
Self-reinforcement (celebrating on days when goal is met)
Weekly reminders re: skill use and self- management strategies (by behavior coach)
Periodic (e.g., bi-weekly) “fidelity monitoring” of skill use and self-management (by behavior coach)

66. Didactic Training Scripted training that provides:
Definition of skill
Rational for using the skill
Examples/non-examples of the skill
Activity to apply the skill in the natural context
Definition of self-management
Instruction in self-management (i.e., how to self-monitor, enter data, self-evaluate, and self-reinforce)
See example for specific praise in your handout and previewed next.

67. Presentation Example: Specific Praise

68. Presentation: Specific Praise
Definition
Rationale
Examples
Critical features

69. Definitions What is specific and contingent praise?
“Specific, contingent praise is a positive statement, typically provided by the teacher, when a desired behavior occurs (contingent) to inform students specifically what they did well.”
(Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008)

70. Rationale Why provide contingent praise?
Delivering contingent praise for
academic behavior increased participants’
(a) correct responses (Sutherland & Wehby, 2001),
(b) work productivity and accuracy (Craft, Alber, & Heward, 1998; Wolford, Heward, & Alber, 2001),
(c) language and math performance on class work (Roca & Gross, 1996), and
(d) academic performance (Good, Eller, Spangler, & Stone, 1981).
appropriate social behavior increased participants’
(a) on-task behavior (Ferguson, & Houghton, 1992),
(b) student attention (Broden, Bruce, Mitchell, Carter, & Hall, 1970),
(c) compliance (Wilcox, Newman, & Pitchford, 1988),
(d) positive self-referent statements (Phillips, 1984), and
(e) cooperative play (Serbin, Tonick, & Sternglanz, 1977).
Paraphrase supporting studies…something like:
“Praise is associated in increases in desired academic and social behaviors, as you can read from the specific skills included in the above studies.”
(Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008)

71. Rationale Why provide specific praise?
Increasing the number of behavior specific praise statements was associated with an increase in on-task behavior (Sutherland, Wehby, & Copeland, 2000).
Providing contingent praise in conjunction with either establishing classroom rules in isolation (Becker, Madsen, & Arnold, 1967) or classroom rules paired with ignoring inappropriate behavior (Yawkey, 1971) was associated with increased appropriate classroom behavior.
Paraphrase supporting studies…something like:
“Specific praise is ideal, and combining praise with other strategies is also effective.”
“Now, we’re going to turn to a quick activity to make sure we can all identify good examples of specific praise. If it’s a good example, show a thumbs up, and if it’s not an example show thumbs down.”
Bottom line, research indicates is a good idea!
(Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008)

72. Examples & Non-examples Is this specific praise?
Quick activity to check our understanding of specific praise.
If the scenario on the ppt is an example of specific praise, give us a “thumbs up.”
If the scenario is NOT an example of specific praise, give us a “thumbs down.”
“Now, we’re going to turn to a quick activity to make sure we can all identify good examples of specific praise. If it’s a good example, show a thumbs up, and if it’s not an example show thumbs down.”

73. Examples & Non-examples Is this specific praise?
During educator-directed instruction, a student raises her hand. The educator says, “Thank you for raising your hand.”
“Now, we’re going to turn to a quick activity to make sure we can all identify good examples of specific praise. If it’s a good example, show a thumbs up, and if it’s not an example show thumbs down.”
It’s a positive verbal statement that occurs immediately after and specifically names the expected behavior.

74. Examples & Non-examples Is this specific praise?
During educator-directed instruction, students are talking over the educator. The educator rolls his eyes and says, “Gee, thanks for listening.”
Why?
This is sarcasm, not specific praise.

75. Examples & Non-examples Is this specific praise?
A student enters the class during educator-directed instruction; the student quietly walks to his seat. The educator walks over to the student and whispers, “Thank you for coming in the room quietly.”
It’s a positive verbal statement that occurs immediately after and specifically names the expected behavior.

76. Examples & Non-examples Is this specific praise?
A student enters the class during educator-directed instruction; the student quietly walks to his seat. The educator gives the student a “thumbs up” to recognize the quiet entry.
Why?
This is general and non-verbal.

77. Examples & Non-examples Is this specific praise?
During educator-directed instruction, one student is poking and attempting to talk with another student, who responds by showing the class “quiet symbol.” The educator immediately looks at the second student, gives a “thumbs up sign,” and mouths (moves lips without sound), “Thank you for paying attention.”
It’s a positive verbal statement that occurs immediately after and specifically names the expected behavior.

78. Examples & Non-examples Is this specific praise?
During educator-directed instruction, one student is poking and attempting to talk with another student, who responds by showing the class “quiet symbol.” About 1 min later, the educator looks at a second student, smiles, and says “good job.”
Why?
This is general, and not clearly contingent.

79. Examples & Non-examples Is this specific praise?
After an educator points to the consonant blend /th/, which is underlined in the word “through,” and says, “What sound?” a student responds by correctly pronouncing /th/. The educator says, “Nice pronunciation.”
It’s a positive verbal statement that occurs immediately after and specifically names the expected behavior.

80. Examples & Non-examples Is this specific praise?
During a direct instruction lesson, the educator points to the consonant blend /th/, which is underlined in the word “though,” and says, “What sound?”
Why?
This is an opportunity to respond.

81. Critical Features So, what is specific praise?
Verbal statement (i.e., not look or gesture)
Deliver immediately after the behavior
Specifically state the desired behavior demonstrated
If you use other rewards, remember to pair specific praise
with other rewards (e.g., delivery of tokens or points).

82. Activity: Specific Praise How will you use specific praise in your classroom?
In your handout, write three (or more) specific praise statements that you will use during educator-directed instruction to recognize appropriate social behavior.

83. Developing Self-Management How will you increase the likelihood that you will deliver specific praise for appropriate social behavior?
Definition of self-management
Description of self-management for this skill
Review/discussion of materials needed to implement
Practice using strategies  

84. Definitions What is self-management?
According to Skinner (1953), we manage our own behavior in the same manner as we manage anyone else’s—“through the manipulation of variables of which behavior is a function” (p. 228).
Self-management is engaging in one response (the self-management behavior) that affects the probability of a subsequent behavior (the target or desired behavior).
For example, keeping a “to do” list (self-management behavior) may increase the likelihood that you “do” the things on your list (target behaviors).
Paraphrase definition…something like:
“With self-management, we manage our own behavior as we would someone else’s. In other words, we do one behavior to make it more likely that another behavior will occur. For example, we keep a to do list to increase the probability of doing things on our list.”

85. Develop Self-management Plan
See example for specific praise in your handout.

86. Use Self-management Self-monitor
Use spreadsheet to enter data and self-evaluate
Self-reinforce
See examples on “classrooms” tab at nepbis.org.

87. Weekly Email Reminders
Brief reminders about praise and skill use.
For example:
Remember, specific praise is contingent (delivered immediately after the behavior), specific (names the desired behavior exhibited), and positive.
‘Nice hand raise’ and ‘Thank you for actively listening’ are examples of brief specific praise statements.
Keep on counting, graphing, reviewing your data, and reinforcing yourself when you meet your goal!

88. Multi-tiered Framework of Professional Development Support
EXAMPLES
Tier 3
Intensive PD: Data-driven Consultation
Tier 2
Targeted PD: Self-Management with Peer or Coaching Supports
Tier 1
Universal PD: Training & Self-Management
Progress Monitoring
Walk-through, Student Data Review, Teacher Collected Data
Universal Screening
Walk-through & Student Data Review
Coaching/Mentoring may be ANOTHER way to approach this!
Self-management may be ONE way to approach this!
(adapted from Simonsen, MasSuga, Briere, Freeman, Myers, Scott, & Sugai, 2013)

89. What about other approaches?
Consultation approaches may provide intensive supports for new or in-service teachers.
(Briere, Simonsen, Myers, & Sugai, 2015; MacSuga & Simonsen, 2011)
Another Research Example…
Don Briere explored the effects of within-school consultation (self-monitoring + structured weekly meetings) on the specific praise rates of 3 new (induction) elementary school teachers

90. Multi-tiered Framework of Professional Development Support
EXAMPLES
Tier 3
Intensive PD: Data-driven Consultation
Tier 2
Targeted PD: Self-Management with Peer or Coaching Supports
Tier 1
Universal PD: Training & Self-Management
Progress Monitoring
Walk-through, Student Data Review, Teacher Collected Data
Universal Screening
Walk-through & Student Data Review
Peer Supports may be ANOTHER way to approach this!
Self-management, coaching, and/or mentoring may be ways to approach this!
(adapted from Simonsen, MasSuga, Briere, Freeman, Myers, Scott, & Sugai, 2013)

91. Draft Action Plan to Support Classroom Behavior Practice
Over the course of this spring, you will work with your school leadership team to develop your school’s framework to support PCBS implementation.
Begin to draft strategies that you will put in place to support ALL educators (add to your school’s action plan or used provided template).
Consider ALL elements of the systems framework (see your self assessment of systems) and identify potential self, peer, coach, and/or mentor delivered supports.
This should be developed with your team, so you’re just identifying potential strategies.

92. So…what are we going to do?
As a result of attending this training, you will be able to
Present the context in which positive classroom behavioral support (PCBS) practices are implemented.
Train critical positive classroom behavior support (PCBS) practices.
Implement the key elements of effective professional development and implementation systems to support staff.
Describe the VT Classroom Behavior Practice Coaching Model

93. VT Behavior Practice Coaching Overview of Training
Overview Webinar (Jan 5)
Full Day Training (Jan 20, Today)
Practices
Systems
2-3 Webinars (TBD)
On-going E-Consultation via Discussion Board and

94. VT Behavior Practice Coaching Expectations and Timelines
Develop Multi-Tiered Framework for Supporting Educators’ Implementation
Work with leadership team to develop detailed action plan
Collect pre-implementation (baseline) data Spring 2017
Implement starting Fall 2017
Collect on-going implementation data

95. VT Behavior Practice Coaching Overview of Evaluation
Existing Data
Classroom Office Discipline Referrals (ODR)
Classroom Item on Tiered Fidelity Inventory (TFI)
Checklists During Training
Classroom Management Assessment (CMA)
Classroom Systems Assessment (CSA)
Possible Additional Sources of Data
School Climate Survey

96. Quick Recap
As a result of attending this training, you should now be able to:
Present the context in which positive classroom behavioral support (PCBS) practices are implemented.
Train critical positive classroom behavior support (PCBS) practices.
Implement the key elements of effective professional development and implementation systems to support staff.
Describe the VT Classroom Behavior Practice Coaching Model

97. PCBS Practices Decision-making Guide: 3 Key ?s
Are the foundations of effective PCBS in place? + +
Effectively design the physical environment of the classroom
Develop & teach predictable classroom routines.
Post, define, & teach 3-5 positive classroom expectations.
Are proactive and positive PCBS practices implemented consistently? + +
Provide high rates of varied opportunities to respond.
Use prompts and active supervision.
Acknowledge behavior with specific praise & other strategies.
Do data indicate that students are still engaging in problem behavior?

98. Do data indicate that students are still engaging in problem behavior?
Are students still engaging in problem behavior?
Are behaviors minor or major expectation violations?
Use brief, specific error correction & other strategies
How many students are involved (many or few)?
Review, adjust & intensify CWPBIS. Ask for help!
Request additional (tier 2 & 3) support for students.
Well done! Monitor outcomes and adjust as needed
Yes No
Minor
Major
Do data indicate that students are still engaging in problem behavior?
Many
Few

99. PCBS Systems Action Planning Guide:
3 Key Questions
Are the foundational systems in place to support PCBS practice implementation by all staff?
PCPS implementation is a clear school and district priority
School and district resources are available to support PCBS implementation
School and district teams have considered alignment and integration of PCBS with other district priorities and initiatives + +
Do all staff know what PCBS practices to implement and if they’re doing it accurately?
Clear expectations and explicit training about practices that should be implemented by all staff
Coaching and/or regularly available performance feedback on the use of PCBS practices +
Do data indicate that staff are implementing PCBS practices effectively?

100. Are staff implementing PCBS with fidelity?
Well done! Monitor outcomes and adjust as needed
Determine the number of classrooms needing support (many or a few)
Review and adjust universal support
Determine type and severity of implementation changes (minor or major)
Provide supplemental support to small groups of staff needing support
Consider individualized supports and other strategies for staff members needing intensified support.
Yes No
Minor
Major
Many
Few
Do data indicate that staff are implementing PCBS practices effectively?

101. Thank you!