1. Using Positive Behavior Support in the Classroom: Primary Prevention
Guidelines for Setting up a Classroom Prevention System

2. Guidelines for Classroom Rules
LIMIT TO 3 – 5
STATED POSITIVELY
MAKE THEM REALISTIC
MAKE THEM UNDERSTANDABLE - STATED SIMPLY & BEHAVIORALLY/USE ICONS/ETC.
POST THEM
TEACH THEM
REINFORCE THEM
8. REVIEW AND PERIODICALLY UPDATE

3. Establish a Continuum of Consequences
Consequences for rule violations
Using corrective feedback
Tell student what is wrong and what to do instead
Use only if it changes behavior
Use calmly and consistently
Severity of consequence matches
severity of behavior/infraction
Problem: Overuse may increase problem behavior!
Again, consequences for positive and negative behavior should be developed by the teacher and by the classroom. Corrective feedback is often useful in describing what was wrong and what to do instead. For example I statements describing what is wrong and how it made you feel then provide alternatives.
Corrective feedback should not be overused with students in that it tends to become a punitive and unpleasant experience which may prompt more challenging behavior. In addition, it should only be utilized if it changes behavior. If corrective feedback has to be given two times on Monday and increases throughout the week until it has to be provided ten times on Friday, it is obvious that it is somehow reinforcing that child’s behavior. Stop using this approach. Even though it may appear as if this corrective feedback should not be reinforcing, sometimes what we think is a reinforcer for one student may not be for another student. Finally, corrective feedback should be used in a calm and consistent manner. It should not be delivered only to one student. One student should not be singled out above other students and the delivery of that feedback should be done in a positive way, in a low or neutral tone of voice and without any sort of disrespectful statements attached to it. .

4. Use of Positive Reinforcement (“catch them being good”)
Consistency
Immediate reinforcement for new skills
Delayed reinforcement for established skills
Pair Tangibles with Praise
Vary the type of reinforcement available
More reinforcement early, less later
Reinforce more often early, less later
Contingent and Non-Contingent

5. Teaching Rules/Procedures in the Classroom: Involving Students
Teacher defines the general parameters
Students develop rules with each other
Students vote on negotiable rules
Students develop rules with the teacher