1. Consequences for Problem Behavior
Rob Horner, Rhonda Nese
University of Oregon

2. Maximizing Your Session Participation
Work with your team
Consider 4 questions:
Where are we in our implementation?
What do I hope to learn?
What did I learn?
What will I do with what I learned?

3. Objectives Define six elements of an effective discipline system
Define four functions of negative consequences
Define strategies for disseminating consequence standards across faculty, students, and families.
Define data sources needed to build and sustain
Outcomes: Operational definitions of problem behavior Formal rule for what results in an office referral
Flow chart (or organizational tool) defining flow of
discipline decisions
Content of data to be collected about discipline
decisions.

4. “Discipline” Defined Latin: disciplina – teaching, learning
1. Instruction
2. training that corrects, molds, or perfects the mental faculties or moral character.
3. A rule, or system of rules, governing conduct.
4. Punishment

5. Discipline System Impact
Increase consistency across schools.
Make school a predictable, consistent, positive environment for students.
Discipline always starts with teaching, prompting and acknowledging positive behavior
School-wide implications
Individual student implications

6. Discipline Assumptions and Functions.
Delivering negative consequences for problem behavior is a necessary but insufficient strategy for reducing problem behavior.
Always define, teach and acknowledge what you want before you focus on negative consequences
Use negative consequences to achieve the following four functions:
Prevent a problem behavior from being rewarded
Prevent a problem behavior from escalating
Prevent a problem behavior from interrupting instruction for others
Provide a teaching opportunity (“this behavior is NOT being respectful”)

7. Six Elements of a School Discipline System
1. Policy and Logic
2. Problem Behavior
Definitions
3. Discipline Referral
Form
4. Guidelines for
responding to
problem behavior
5. Data System
6. Decision-making
Process

8. 1. Discipline Policy Purposes of Discipline Policy
Promote positive behavior and reduce problem behavior
Comply with federal and state law
Coordinate behavior support efforts
Ensure safe and effective environments
Get students access to needed supports

9. Discipline Policy Critical Elements Define purpose Define roles
Define process for addressing problem behavior
Define “rule” for office managed vs staff managed problem behavior.
Define data collection expectations

11. OBSERVE PROBLEM BEHAVIOR
What type of behavior is it?
COMPLETE OFFICE REFERRAL
Conference with Student
Notify Parent
ADMINISTER APPROPRIATE CLASSROOM BASED CONSEQUENCES
TEACHER MANAGED
Calling Out
Dress Code
Electronic Devices
Food/Drink
Language
Lateness
Minor Dishonesty
Preparedness
Put Down
Throwing
Tone/Attitude
Touching
Work Refusal
OFFICE MANAGED
Aggressive Behavior
Bullying/Harassment
Chronic/Repetitive Minor Infractions
Drugs/Alcohol
Fighting
Gambling
Major Dishonesty
Physical Aggression/Contact
Truancy
Vandalism
Weapons
PROBLEM SOLVE WITH STUDENT
Did behavior resolve? NO
WRITE MIR
Reinforce Expectations
Track Behavior
YES
Refer to ‘Office Managed Behaviors’
Have there been ≥3 MIR’s for similar behavior?
Document interventions
ADMINSTRATIVE RESPONSE
Administrator investigates written report.
Student conduct record is consulted
Administrator determines consequence.
Administrative staff provides feedback to staff.
MINOR INCIDENT REPORTS
Used only after classroom interventions have not met with success.
Take concrete action to correct behavior (e.g detention, reflective writing, etc.)
Corrective actions correspond to demonstrated behavior where possible.
Administered with student knowledge.

12. General Procedure for Dealing with Problem Behaviors
Observe problem
behavior
Problem solve
Determine
consequence
Follow procedure
documented
File necessary
documentation
Send
referral to
office
Follow
through with
consequences
procedure
Write referral &
Escort student to office
Follow up
with student
within a
week Is
major?
Does
student
have 3? NO
YES
Find a place to talk with student(s)
Ensure safety

13. Your Task
Determine if a formal policy exists. If needed, what steps are needed to have one developed?
Build a plan for developing a one-page flow chart defining expectations for teacher-managed versus office managed behavioral incidents.
Ensure process so all current and new faculty receive orientation to policy

14. 2. Definitions for problem behavior developed and taught
Descriptions need to be:
Operational
Observable and countable
Exhaustive
All problem behaviors are covered (include an “other”)
Mutually Exclusive
One problem behavior only goes in one category
Simple
Use the smallest number of categories possible
Useful for decision-making
Consider organizing by “levels” to help staff link type of problem behavior to level of consequence

15. Activity: What behavior?
Use SWIS definitions
Observe video and select which behavior applies.
Rayette
Eddie B2
Shane
Devin

16. 3. Discipline referral form
Examples
Readiness
Critical Features
Requires less than 1 min to complete
Minimal use of written text
Relevant information
Who (name, grade, gender) (students/adult)
What (problem behavior)
Where (location)
When (what time of day
With whom (who else was involved)
Why (why does this keep happening)
Details
Administrative Decision

17. Activity: Compare
Determine if your ODR form has the relevant information.

18. 4. Guidelines for responding to problem behavior
Standards
School-wide standard for when problem behavior results in an office referral versus classroom management
Level System
Major versus minor problem behaviors?
Level I, Level II, Level III
Defined
Intervention options
Measurement expectations

19. Purposes of delivering ODR
Interrupt problem behavior
Prevent escalation
Teach discrimination about what is acceptable
“This is not being respectful”
Minimize likelihood that problem behavior will be rewarded.
Allow education to continue for others
Safety
Access to instruction

20. Common Guidelines for “minor” versus “major”
Teachers have the authority to manage problem behavior in class (or with a partner)
Detention, In-school suspension
Think-time
Time out (define Time out)
Use an office referral if a problem behavior (a) interferes with on-going education of others, (b) threatens safety, or (c) is of a severity requiring more extended intervention (e.g. more than 1 min).
Note that in-class interventions may also be included in the on-going data collection system… and are useful for decision-making

21. Think Time (Dr. Ron Nelson)
Used for students who engage in attention-maintained problem behavior in the classroom.
Major goal is to reduce reward for problem behavior
Relies on two teachers collaborating
Establish an open desk in each room
Build a “problem solving form”
What did you do?
What could you have done differently?
How will you handle this situation in the future?
Teach the “think time” routine
Maintain data on application of Think Time
Complete an Office Discipline Referral form.

22. ODR, Suspension, Detention not a “treatment intervention”
Never rely on ODR, Suspension, or Detention alone to change behavior.
For substantive behavior change incorporate:
(a) assessment (to individualize support),
(b) instruction on appropriate behavior,
(c) on-going acknowledgement of appropriate behavior.

23. How to deliver an ODR, or Detention
Stop or redirect problem behavior
Non-emotional voice tone
2 second pause (if possible)
Label problem behavior
Define what is NOT happening (respect)
Deliver consequence
Clarify behavioral choices, and your expectation for the student.

24. 5. Data System for Consequences
Efficient entry of data into database
Continuous, secure, confidential access to data for decision-making
Summary a presentation to faculty at least monthly

25. 5. Data System for Consequences
Efficient system to summarize and report the data

26. 5. Data System for Consequences
Efficient system to summarize and report the data

27. 6. Using Data for Decision-making
Fidelity Data
Are we doing what we said
Impact Data
Do students know the positive expectations
What do we learn from behavioral errors
How often are problems occurring
What are the problem behaviors
Who is performing the behaviors
Where are problem behaviors most and least likely
When are problem behaviors most and least likely
When they occur what is maintaining repetition of problem behavior

29. Summary Policy Problem behavior definitions Discipline referral form
School-wide standards for delivering discipline
System to collect and summarize data
Team process to use data for decision-making (problem solving)

30. Communication/ Roll Out Plan
Students
Faculty
Families
Expectations
Recognition System
Consequence System
Data System

31. Communication/ Roll Out Plan
Students
Faculty
Families
Expectations
Fall teaching plan
Booster events
All teach in Fall
Newsletter
Family Night
Student check
Recognition System
Tokens per student
Classroom
Whole school?
Faculty meeting ?
Consequence System
Flow chart
Data System
N/A
PBIS Team
Annual report

32. Building Effective Consequence Systems in Schools:
Example from Oregon

33. Example: OR Middle School
~600 students enrolled
86% free/reduced lunch
42% non-White
14% ELL
23% IEP
New to PBIS: 70% new staff & admin

34. Consequence System: Tasks
Define Classroom vs. Office-managed problem behaviors
Develop a flowchart for addressing problem behaviors
Gather input from all staff, edit flowchart if needed
Disseminate information across staff, students, and families

36. Staff Managed Behaviors Office Managed Behaviors
Tardiness (on 3rd tardy, enter student into Response System)
Non-compliance with staff direction
Classroom disruption
Bullying
Inappropriate language
Failure to serve teacher assigned reflection
Unprepared for class
Leaving the classroom without permission
Skipping class
Inappropriate hallway behavior
Inappropriate computer use
Inappropriate locker behavior
Dress code violation
Throwing objects
Eating/drinking in class
Academic dishonesty
Sleeping in class
Carrying backpack
Electronic devices/cell phones (visible and/or on)
Office Managed Behaviors
Bomb Threat/False Alarm
Possession of a Weapon/Explosive Device
Threats of bringing/using Weapons
Fighting/Physical Aggression
Physical Assault/Harassment
Intimidation
Sexual Harassment/Sexual Offense
Loitering
Theft/Burglary
Verbal Abuse and/or Threat of Violence
Inappropriate Bus Behavior
Failure to Identify Oneself
Truancy
Vandalism/ Property Damage
False Fire Alarm or Arson
Possession/Distribution/Use of OTC Medication, Controlled Substance, Tobacco, or Alcohol
Leaving the Classroom without Permission
Forgery/Extortion
Gambling
Chronic Violation of Teacher Managed Behaviors
Possession/Use of Imitation Weapons
Possession/Use of Imitation Drugs
Possession of Drug Paraphernalia

37. Tardy

38. Behaviors from Referral Form
Used problem behaviors from SWIS
Already operationally defined
Can describe what the problem “looks like” during staff training
Behaviors the staff had already agreed were either a minor or a major

41. Classroom Managed Strategies No? Yes! Level 1 Referral
Minor behavior
Disrespect
Defiance/non-compliance
Disruption
Physical contact/aggression
Tardy
Strategies
Re-teach of appropriate behavior
Request change in behavior
Invitation to self-correct
Modify assignment
Teacher proximity or visual prompt
Student reflection (Think Sheet)
Mini-conference with student
Break in hallway
No?
(pick one)
Yes!
Level 1 Referral
Fill out referral
Teacher chooses consequences (LD, ASD, apology, etc.)
Did the behavior change?
Reinforce appropriate behavior and praise

42. Gathered Feedback, and…
Teachers wanted to be able to contact parents before a referral was written
Believed that a parent contact could serve as a “strategy” for some students
Wanted to keep parents in the loop, especially for ongoing problem behaviors

44. Understanding Office Managed Behaviors
Sending a kid out of class should be a BIG DEAL:
Missed instructional time
Consumes a great deal of admin time
May change the student-teacher relationship
Relinquishing authority over classroom behaviors and consequences (what message does it send to the student)
When to use:
When all classroom strategies have been tried
When contact with a parent has been made
When it is endangering others
When others end up missing instructional time

48. Communication/ Roll Out Plan
Consequence System
Students
Flowchart walk-through in all classes
Flowchart posted on classroom walls
Flowchart included in day planners
Staff
Training on flowchart during staff in-service
Check-ins at staff meetings, after data review
Refresher after holiday break
Families
PBIS brief on school website
Flowchart shown and discussed at Back to School Night
PBIS information packet sent home