1. Flint Simonsen, Ph.D. Whitworth University
Diverse Strategies for Diverse Needs: Classroom Management When One Size Does Not Fit All Students
Flint Simonsen, Ph.D.
Whitworth University

2. Roadmap Practical framework for: Sorting intervention options
Understanding
2. Predicting
Changing behavior
Sorting intervention options
Problem-solving when things don’t work

4. What seems to be the problem?
What seems to be the problem?

5. “Get Tough” is the Norm
Exclusion is the most common response for conduct disordered youth (Lane & Murakami, 1987)
Punishing problem behaviors without a school-wide system of support is associated with increased (a) aggression, (b) vandalism, (c) truancy, (d) tardiness, and (e) dropping out (Mayer, 1995; Mayer & Sulzer-Azaroff, 1991)

6. Reactive Responses are Predictable
When we experience aversive situations, we select interventions that produce immediate relief and:
Remove students
Remove ourselves
Modify physical environments
Assign responsibility for change to students and/or others
SAY: The coercive cycle has been described and verified by Patterson, Reid and colleagues. Negative reinforcement is a powerful mechanism.
Basically, teachers increase the intensity of their responses to problem behavior to halt the problem behavior which is causing them great discomfort and angst. Even though the problem behavior doesn’t change, by removing the student (e.g., sending them from room and/or to the office) they are removing this aversive condition. In the behavioral world, we say that the teachers’ behaviors have been reinforced by the removal or avoidance of an aversive condition.
This situation is predictable and serious because we are likely to use the same strategy again to remove ourselves or the student from this aversive situation.

7. When behavior doesn’t improve, we “Get Tougher!”
SAY: When large numbers of students don’t respond to consequences, or problems occur systemically, “more severe” consequences are put in place to affect the problem behaviors. Our assumption is that by getting tougher, students will eventually “get it” and stop doing the problem behaviors. If they don’t, we remove the student because they are unresponsive to our efforts.
Again we are shaped into thinking that if the students’ behavior doesn’t improve, we can solve the problem by removing the student, which does make the situation less unpleasant.

8. What can we do?

9. Positive Behavioral Interventions and Supports (PBIS)
PBIS refers to the application of positive behavioral interventions and systems to achieve socially important behavior change.
Proactive and preventative rather than reactive and punitive interventions

11. Let’s start at the top (RED).

12. The Secret About Problem Behavior…
Problem behavior is not a problem for students!

13. Behavior NEVER Occurs in a Vacuum
Behavior happens in contexts
Many factors influence problem behaviors
The most important factors are in the IMMEDIATE context or environment

14. Behavior and the Environment
Behavior and the Environment B A C
Antecedent
Behavior
Consequence
Passage of Time

15. Three Functions of Behavior
Problem Behavior
Escape/Avoid
Social
Activity
Peer
Adult
Obtain
Tangible
Automatic

16. Think about “Problem Behavior” as Communication
What are you trying to tell me?
“What do you want?”
How can I teach you new “language” that others can recognize and understand?

17. One More Essential Consideration
Two types of problems:
Can’t Do
Teach, Remind, Practice
Won’t Do
Motivate, Encouragement and Discouragement

18. Now let’s build the base (GREEN).

19. School-wide Discipline
Level 1
School-wide Discipline

20. School-wide Discipline
1. Identify a common purpose and approach to discipline 2. Define a clear set of positive expectations and behaviors 3. Implement procedures for teaching expected behavior 4. Differentiate supports from a continuum of procedures for encouraging expected behavior 5. Differentiate supports from a continuum of procedures for discouraging inappropriate behavior 6. Implement procedures for on-going monitoring and evaluation

21. What does PBIS mean in the classroom?

23. Evidence Based Practices in Classroom Management
Maximize structure in your classroom.
Define, teach, review, monitor a small number of positively stated expectations.
Establish a continuum of strategies to acknowledge appropriate behavior.
Establish a continuum of strategies to respond to inappropriate behavior.
Actively engage students in observable ways.
(Simonsen, Fairbanks, Briesch, Myers, & Sugai, accepted)

24. Assess Your Current Status…

25. Make a Plan Write down what the adult will do when students:
Write down what the adult will do when students:
(a) behave appropriately
(b) engage in minor problem behaviors
(c) engage in major problem behaviors
*Only use strategies proven to be effective!

26. 2. Define & Teach Expectations
Understand purpose:
Clarify means of communication
Use consistent communication
Teach and review for all students, staff, and settings:
Articulate Matrix
Establishes guidelines:
Keep to five or fewer
State positively
Use common and few words

27. Classroom Routines Starting the day
put personal belongings in designated areas
turn in homework
put instructional materials in desks
sharpen pencils & gather necessary material for class
be seated & ready to start class by 8:30
Entering the classroom
enter the room quietly
use a conversational or ‘inside voice’
keep hands, feet, objects to self
walk
move directly to desk or assigned area
sit quietly & be ready for class
Working independently
select area to work
have materials ready
work without talking
raise hand to ask for help
keep working or wait quietly for assistance when the teacher is helping someone else
move quietly around the room when necessary
put materials away when finished
begin next activity when finished
Asking for help
always try by yourself first
use the classroom signal for getting assistance
keep working if you can or wait quietly
remember the teacher has other students that may also need help
Taking care of personal needs
follow the class signal for letting the teacher know you have a private concern
let the teacher know if you need immediate help or if you can wait a while
try to speak to the teacher privately & quietly if you do not want other students involved
Completing & returning homework
collect your work to take home
complete work, get parent signature when needed
bring work back to school
return work to homework basket

28. Teaching Academics & Behaviors
DEFINE
Simply
MODEL
PRACTICE
In Setting
ADJUST for
Efficiency
MONITOR &
ACKNOWLEDGE
Continuously 28

29. 3. Catch ‘em being good (4:1) (Acknowledge expected behavior)
3. Catch ‘em being good (4:1) (Acknowledge expected behavior)
Reinforcement is feedback
Respond immediately
Give information
Different kids have different preferences.
Students will always find a way to get what they want.

30. 3. Strategies for Classroom Reinforcement
Specific and Contingent Praise
Group Contingencies
Group celebration based on group OR individual behavior
Token Economies
Points
“Good Behavior Game”
Class Dojo
Behavior Contracts
IF you do… THEN you get
4 TO 1

31. 4. Discourage Problem Behavior
Clearly define problem and context
Wearing hats in class, excessive tardies, disruptive acts during transitions
Anticipate problem behavior and provide precorrection as a preventive strategy
For identified risk times or settings
Implement consistent procedures
All staff, settings, minor behaviors
Provide ongoing teaching opportunities
Focus on appropriate expectation

32. Continuum of Possible Responses
Acknowledge students exhibiting expected behavior
Secure attention and redirect students to expected behavior
Provide choice between expected behavior and staff-managed consequence
Deliver staff-managed consequence
Deliver office-managed consequence

33. 4. Additional strategies to respond to inappropriate behavior
Beyond the basics, build a menu:
CHAMPs: A proactive and positive approach to classroom management
Teacher’s encyclopedia of behavior management
Managing the cycle of acting-out behaviors

34. 5. Strategies for Student Engagement
Direct Instruction
Skills groupings
Computer Assisted Instruction
Class-wide Peer Tutoring
Guided notes
Response Cards

35. Yes but… What if it doesn’t work
Yes but… What if it doesn’t work? Think Functionally then move students to Tier 2 or Tier 3.

36. Adopt an “Instructional Approach” to Behavior Management
IF a student has a reading problem?
IF a student has a math problem?
IF a student has a behavior problem?
Most important question:
What do I want this student to do INSTEAD OF problem behavior…
Then Teach and Reinforce.

37. Summary Statement Points, grades, questions, more work. Do work w/o
Desired
Alternative
Typical
Consequence
Summary Statement
Points,
grades,
questions,
more work.
Do work
w/o
complaints.
Setting Events
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences
Noncompliance,
profanity,
physical
aggression,
Lack of peer
contact in 30
minutes.
Do difficult
math
assignment.
Avoid task,
remove from
class.
Acceptable
Alternative
Ask for
break,
ask for
help.

38. Teach and Reinforce Pick replacement behavior Teach
Pick replacement behavior
Teach
Provide reinforcement for functionally equivalent alternative behavior
Student gets (consequence) what he/she wants for doing (behavior) what you want.

39. Big Ideas Teaching matters in the lives of children
Teaching matters in the lives of children
Think Functionally about problem behaviors.
Have a plan and follow it consistently
Use proactive and preventative interventions rather than reactive and punitive interventions
Catch kids doing what you want them to do.
NEVER GIVE UP!

40. pbiswashington.pbworks.com flintsimonsen@centurylink.net
P. O. Box 602
Cheney, WA 99004