1. PBIS Classroom Management Provide Specific Praise for Behavior
Pass out stickers at all the tables. Set a timer and tell the participants that every time the timer goes off they have 30 seconds to give behavior specific praise to someone at their table. Practice makes perfect so this is an
excellent way to give everyone practice at the same time.

2. Classroom Management Practices
Arrange orderly physical environment
Define, Teach, Acknowledge Rules and Expectations
Define, Teach Classroom Routines
Employ Active Supervision
Provide Specific Praise for Behavior
Continuum of Response Strategies for Inappropriate Behaviors)
Class-Wide Group Contingency
Provide Multiple Opportunities to Respond
We want your teachers to have effective strategies that they are all using consistently. Tier I features are implemented within classrooms and are consistent with school-wide systems.
(The classroom is a critical aspect of Tier I training and includes 8 key components. These strategies maximize classroom management to allow for instructional time and less teacher stress!
**Components 1 & 4 are about setting up the physical environment to minimize distractions for students, to use the physical space of the classroom as an assistant in managing student bodies and behaviors, and also how we can have a positive impact on students engagement by moving around the classroom and having brief interactions with students.
**Components 2, 3, 5, 7 are about efficient teaching of those common classroom routines, how to do it efficiently and not over and over again, and how to provide feedback to encourage students follow those routines. Praise connected to specific behaviors is more powerful than generic praise. Group feedback, and rewards can be powerful motivators too.
**Components #7 and 8 are about providing adequate level of practice for the behaviors you want to see, and how to effectively, quickly redirect these misbehaviors so they are less likely to turn into bigger behaviors.)
Adapted from MO Classroom PBIS

3. Materials Needed for Module
We suggest you begin this module by doing the “Toss me Some Feedback” activity (slide 2). Make sure to read the trainer notes for materials needed, setting up the game etc… If you are short on time skip slide 2 and perhaps do the activity at a later date.
Chart Paper/Markers
Stickers – See Trainer Notes
Behavior Specific Praise Activity Sheet- Cut and place strips on table before training begins
Classroom Snapshot: Provide Specific Praise for Behavior
Action Plan template
Optional videos (help teachers connect to how they may already use specific praise as part of an instructional process)
Trainer Notes:
Throughout this module have participants practice using BSP by having them give people at their table a sticker when they have added to the discussion, had a great idea, been a good participant etc…

4. Classroom Practice: Provide Specific Praise for Behavior
We will use the same process with action planning around data, practices, and systems for each classroom practice …
4 Elements guide the systematic implementation of PBIS---Outcomes, Data, Practices and Systems
Outcomes - First, the school sets measureable and achievable outcomes related to social competence and academic achievement that are embraced by all staff and families.
Practices - Once the desired outcomes are established, the school identifies practices (what we do for students) that are supported with educationally relevant evidence. These practices should be based on the school’s needs, be relevant, effective and efficient. They are based upon the principles of applied behavior analysis, are research based, and embrace a positive, proactive and instructional philosophy.
Data – Next, information or data (how we make decisions) is used to identify the status of current practice, support the need for change, and evaluate the impact of interventions or practices (e.g., records of behavioral incidents, attendance, staff and student perceptions)
Systems – Finally the school formally puts a system (what we do to support adults, e.g. personnel, funding, policies, training) into place to ensure that the accurate implementation of the practices can and does occur.

5. Activity: Toss Me Some Feedback
This activity brings a staff together to explore the importance of giving and receiving feedback/support in order to achieve successful outcomes.
Watch the following demonstration and be prepared to share your thoughts.
Did anyone notice any difference in performance and see any improvements between the 3 rounds?
In our school, do we sometimes simply watch or do we offer to help each other (and our students) and accept help from others?
When we do offer and accept help, what makes this process effective? What would make it more effective?
How can we ensure the feedback we give to our students is effective?
Activity information found on Mindshift website
Materials needed for this activity are a blindfold, volunteer, basket/garbage can, team members. Meet with PBIS team beforehand and explain the activity to them.
Blindfold volunteer and let him/her know more directions will be forthcoming
Round 1: No Talking. Blindfolded volunteer is given a ball and asked to make 3 baskets with no input or coaching from anyone in the room.
Round 2: This time one team member can coach the blindfolded volunteer by saying either “yeah” or “nay” but nothing else, as the volunteer tries again to make 3 baskets.
Round 3: All team members can coach the blindfolded volunteer by providing helpful information as he/she attempts to make 3 baskets with extensive feedback from the team.
Once the demonstration is finished ask the blindfolded volunteer: What was challenging for you in Round 1 when you were receiving no feedback? How did you overcome the lack of support? Ask team members how they felt to just watch.
Then ask the volunteer what was challenging for you in Round 2 when you received minimum feedback? Ask team members how they felt giving very little feedback.
Now ask the volunteer how was Round 3 different? How did it feel to receive feedback? Ask the team how it felt to be able to give feedback.
Follow up by having the staff discuss the questions on the slide. Relate the activity as much as possible to student feedback and how it could effect students’ attitudes, behavior and efforts.

6. Definition: Behavior Specific Praise Statements
A behavior-specific praise statement is verbal/written feedback that is descriptive, specific, and delivered contingent upon student demonstration of expected behavior in a ratio of 4:1.
To be effective a Behavior Specific Praise Statement needs to identify the student/group; describe and acknowledge the rule/behavior being recognized; be immediate and always be linked to the school-wide expectation(s).
Often times teachers feel they have given positive praise because they have said “Good Job”, but it is important to point out it is not specific enough. Students want/need to know their appropriate behavior has been recognized especially if it comes right after a re-teaching event. Take time to emphasize what these look like in the classroom/school:
Descriptive and specific : Identifies and defines both the student and behavior being recognized
Behavior-contingent: student accurately displays desired behavior, which is linked to the school-wide expectations
Frequency: Behavior-specific praise statements delivered 4 times as often as error correction. Use more often when introducing or teaching a new behavior

7. Rationale
Contingent praise is associated with increases in a variety of behavioral and academic skills
(Partin, Robertson, Maggin, Oliver, & Wehby, 2010)
Behavior specific praise has an impact in both special and general education settings
(Ferguson & Houghton, 1992; Sutherland, Wehby & Copeland, 2000)
When we focus our praise on positive actions, we support a sense of competence and autonomy that helps students develop real self-esteem (Davis, 2007)
Teacher praise has been supported as among one of the most empirically sound teacher competencies (Maag, 2001)

8. Specific Positive Feedback
With behavior specific praise (positive feedback) you are recognizing attainment of specified performance criteria, effort or successes at tasks that are difficult for the child. To ensure continued use, behavior specific praise is essential.
General praise or commonly used phrases such as “good job,” though important for a pleasant classroom, are inadequate for building and sustaining desired behavior.

9. Benefits of Behavior Specific Praise
Helps adults and students focus on positive social behaviors and actions.
It is the most powerful behavior change tool teachers have in their repertoire.
Increases the likelihood students will use the recognized behaviors and skills in the future.
Decreases inappropriate behavior and therefore, reduces the need for correction.
Enhances self-esteem and helps build internal focus of control.

10. Activity: Behavior Specific Praise
Let’s practice using behavior specific praise.
There are behavior statements on your table.
Please take one
Read over the statement
Change the wording to a Behavior Specific Praise
statement
Share your response with your shoulder partner
If time have a few participants share how they reworded the statements. Discuss how rephrasing the statement could be powerful for the student/group.

11. How to Use Behavior Specific Praise Statements
Immediate/High frequency/Predictable/Tangible
Delivered at a high rate for a short period while teaching
new behaviors or responding to problem behavior
Name behavior and tie back to classroom expectation
Intermittent/Unexpected
Brings “surprise” attention to certain behaviors or at scheduled intervals
Use to maintain a taught behavior

12. How Does 4 to 1 Happen? All teachers are expected to:
Interact in a friendly, supportive manner at all times with students, parents, guests and colleagues
Initiate positive interactions by:
making eye contact
smiling, nodding, winking
being welcoming
offering a greeting
asking if assistance is required
providing positive feedback regarding appropriate student behavior
maintaining an attitude of respect and support, even when correcting student behavior
Staff members feel they do this practice with little difficulty, but not all teachers are using the 4:1 rule or giving “specific” praise. Remind all staff members that saying “good job” over and over again does not change behavior. The statement must be specific to related to the behavior. Give the participants 1 minute to give out 3 stickers, using a behavior specific praise statement each time. This is an activity, which can be repeated, as often as needed throughout the school year.
4 Positives to 1 Negative
Students should experience predominately positive interactions (ratio of 4 positives for every negative) in the classroom.
Positive Interactions=Behaviorally specific feedback as to what the student did right (contingent)
Smile, nod, wink, greeting, attention, hand shake, high five (non-contingent)
Negative Interactions=Non-specific behavioral correction
Ignoring student behavior (appropriate or inappropriate)

13. Activity: Table Discussion
Does everyone at our school use the 4:1 rule?
If so, is it done on a daily basis and is it being done well?
If not, what can we ALL do as a school to ensure it is happening all the time?
This is a good staff discussion activity. Have a brainstorming session and ask for someone to record all the ideas. Perhaps either keep the list posted in the meeting room or send out an with the ideas listed. Ask for any/all comments regarding each idea, then the team determines which idea(s) will be implemented as soon as possible throughout the school.

16. Wrap-up and Questions
Please take a few minutes to add items from this training to your action plan.
What questions do you have?
Share with us:
What is one thing you are taking away?
What is one thing you need more information about?