1. 1 PBS and Classroom Management Geoff Colvin, Ph.D. Adjunct University of Oregon Educational Consultant, Behavior Associates PBS Initiative Department of Education and the Center for Disabilities Studies Delaware, February 18, 2004

2. 2 Classroom Management Systems Module 1: Understanding Perspectives Module 2: Setting-Up your Room Module 3: Teaching Behavioral Expectations Module 4: Establishing Classroom Routines Module 5: Managing Consequences Module 6: Using Pre-Correction Module 7: Correcting Problem Behavior

3. 3 Module One Perspectives

4. 4 Focus Goal is to provide a supportive environment for personal, social and academic growth for students and staff.

5. 5 Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT

6. 6 SYSTEMS DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior School-wide Classroom Systems Support PRACTICES

7. 7 Focus of Classroom Management Systems is Threefold IN ALL CLASSROOMS Incorporate or extend Positive Behavior Support Systems Identify and implement essential classroom management practices Identify and implement critical instructional practices

8. 8 School-wideExpectations School-WideMatrix ClassroomSystems IndividualStudents

9. 9 School-wideMatrix Content Management Management InstructionalManagement BehaviorManagement

10. 10 Module Two Set-Up Details Designing the Physical Space & Developing a Functional Schedule

11. 11 Key Concepts Classroom Design Design room to stimulate learning Design room to accomplish instructional goals and objectives Keep high traffic areas free of congestion Situate high items so that all students can be supervised at all times Make commonly used materials easily accessible Ensure all students can see and hear presentations and displays

12. 12 Designing the Physical Space Procedural Steps Step One, List : a. Features to stimulate learning b. Classroom functions c. Classroom materials d. Student seating arrangement needs

13. 13 Step Two, Design: a. Features to stimulate learning b. Space to accommodate all functions c. Space to ensure access to all materials d,. Student seating arrangement

14. 14 Reflection Module Two: Room Design (1) 1.Does your room provide a stimulating environment for learning? ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ______________________________

15. 15 Reflection Module Two: Room Design 1.Identify the main instructional activities/functions that occur in your room? _____________________________________ _____________________________________ _____________________________________

16. 16 Reflection Module Two: Room Design (2) 2. Does your room accommodate the various instructional functions efficiently ________________________________ ________________________________ ________________________________

17. 17 Reflection Module Two: Room Design (3) 3. Are your materials adequately accessible? ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ______________________________

18. 18 Reflection Module Two: Room Design (4) 4. Are your seating arrangements planned and adequate? ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ______________________________

19. 19 Action Steps: Room Design 1.__________________________________ __________________________________ 2.__________________________________ __________________________________ 3.__________________________________ __________________________________

20. 20 Developing a Functional Schedule Key Ideas A key to ensuring a stable & predictable environment Regard as flexible time management tool for accomplishing learning goals Critical to identify where a teacher can control schedule

21. 21 Scheduling at: Elementary Level: Basically work with what is “left over” from the school-wide scheduling needs. Secondary Level: Typically schedule within blocks (90-120 minutes)

22. 22 Steps in Developing a Schedule Step One: Develop a Master schedule Step Two: Utilize master to develop schedule for: a.First day b.First week c.First month d.Remainder of year

23. 23 Reflection: Schedule (1) 1.What decisions did I use in determining my schedule (parts I control)? ________________________________ ________________________________ ________________________________ ________________________________ ________________________________

24. 24 Reflection: Schedule (2) 2.Does the schedule maximize my priorities (especially re instruction)? ________________________________ ________________________________ ________________________________ ________________________________ ________________________________

25. 25 Reflection: Schedule (3) 3.Does the schedule provide sufficient structure to assist in behavior control?

26. 26 Action Steps: Schedule 1.__________________________________ __________________________________ 2.__________________________________ __________________________________ 3.__________________________________ __________________________________

27. 27 Module Three Teaching Classroom Expectations

28. 28 (Close to Home c Reprinted with permission of Universal Press Syndicate. All rights reserved.)

29. 29 Key Concepts Teaching Classroom Expectations Key Concepts “What you expect is what you get.” Expectations set the stage for learning and behavior control. Expectations need to be taught. Apply standard instructional practices for teaching classroom expectations Extend school-wide expectations to classrooms

30. 30 Procedural Steps Step One Carefully select the classroom expectations. Step Two Systematically teach these expectations

31. 31 Select the Classroom Expectations Guidelines Select functional expectations Explicitly state the expectations Identify three to five expectations Express in positive terms Involve students in process as appropriate Select observable and measurable expectations

32. 32 Sample Classroom Expectations 1.Do your best 2.Be responsible 3.Cooperate 4.Be respectful

33. 33 Teach Expectations A.Elementary students B.Secondary Students

34. 34 Teaching Expectations ELEMENTARY STUDENTS Key research finding: “Children below 4 th grade require a great deal of instruction and practice in classroom rules and procedures…. Effective management in the early grades, is more and instructional than a disciplinary enterprise.” (Cotton, 1990, p.8)

35. 35 Teaching Procedures Use Five Steps for Teaching Expectations 1.Explain 2.Specify student behaviors 3.Practice 4.Monitor 5.Review (Colvin & Lazar, 1997)

36. 36 Sample Lesson Plan

37. 37 Maintenance Plan Once initial teaching has been conducted use these three steps for maintenance Provide 1.Reminders 2.Supervision 3.Feedback Note: These procedures are described and illustrated in the teaching plan for secondary students.

38. 38 Teaching Expectations Secondary Students Key Research Findings: “With older students, researchers have noted that the best results are obtained through vigilantly reminding students about the rules and procedures and monitoring their compliance with them” (Cotton, 1990, p.8). In addition, Colvin, Kameenui & Sugai (1995) found an additional component of providing feedback also assistend in teaching classroom expectations.

39. 39 Use three steps for teaching expectations to secondary students Provide systematic: 1.Reminders 2.Supervision 3.Feedback Note: These same three steps are used to maintain classroom expectations for elementary students following initial teaching. 1.Specialist Teachers (such as Art, Music, Shop, P.E., Lab) would also use these procedures since they have less contact with the students).

40. 40 Reflection: Classroom Expectations 1.Are my classroom expectations consistent with the school-wide expectations?

41. 41 Reflection: Classroom Expectations (2) List my classroom expectations __________________________________ __________________________________ __________________________________

42. 42 Reflection: Classroom Expectations (3) How do I teach my Classroom Expectations?

43. 43 Blank Lesson Plan: Classroom Expectations

44. 44 Action Steps: Classroom Expectations 1.__________________________________ __________________________________ 2.__________________________________ __________________________________ 3.__________________________________ __________________________________

45. 45 Module Four Establishing Classroom Routines

46. 46 Establishing Classroom Routines Key Concepts Routines are specific procedures used for the day to day running of the classroom The goal is for students to follow the routines independently Routines need to be taught. Apply standard instructional practices for teaching classroom routines

47. 47 Steps for Establishing Classroom Routines 1.Understand the benefits 2.Identify needed routines 3.Specify student behaviors for each routine 4.Teach each routine 5.Maintain the routines

48. 48 Sample Routines A.Elementary: Exiting the classroom to another activity such as P.E. or Art Put materials away, clear desk and push chairs in On signal move quietly to doorway Line up facing the door and keep one space between each person Keep hands and feet to self Listen to the teacher and wait for signal to depart

49. 49 Sample Routines B. Secondary: Conducting Quizzes and Tests Put all materials in your desk not needed for quiz Listen carefully to directions (no talking) Raise your hand if you have a question Stay in your seat Complete the quiz without talking Follow directions for completing test (pass papers forward or give them to person collecting) Begin the designated activity following the quiz

50. 50 Sample Routines C. Specialist: Beginning Physical Education Class Students line up at the gym door On signal they enter the gym Students move directly to line on gym floor (basketball court line) Maintain a space, more than one arm’s length Face the teacher On signal begin to jog in place

51. 51 Teach The Routines A.Elementary Teachers use the same five steps used to teach classroom expectations (explain, specify behaviors, practice, monitor and review) B.Secondary Teachers use the same three steps for teaching classroom expectations (remind, supervise and provide feedback) C.Specialist Teachers (use the same three steps-remind, supervise and provide feedback).

52. 52 Maintaining Classroom Routines Use maintenance procedures following initial teaching Maintenance procedures consist of providing a. Reminders b. Supervision c. Feedback Return to initial teaching if frequent reminders occur.

53. 53 Reflection: Classroom Routines 1.What routines do I have? ________________________________ ________________________________ ________________________________

54. 54 Reflection: Classroom Routines (2) 2. How are my routines established? __________________________________ __________________________________ __________________________________

55. 55 Reflection: Classroom Routines (3) 3. What routines do I need to include/firm up? __________________________________ __________________________________ __________________________________ __________________________________ __________________________________

56. 56 Action Steps: Classroom Routines 1.__________________________________ __________________________________ 2.__________________________________ __________________________________ 3.__________________________________ __________________________________

57. 57 Module Five Managing Consequences

58. 58 Managing Consequences Key Points Consequences follow behavior Consequences may be positive or negative Positive consequences are delivered to: 1.Provide immediate feedback that behavior is acceptable or desired 2.Increase likelihood behavior will BE repeated, i.e., reinforced. Negative consequences are delivered to: 1.Provide immediate feedback that behavior is unacceptable 2.Increase likelihood behavior will NOT BE repeated, i.e. punished.

59. 59 Procedures for Using Positive Consequences Deliver at a high rate (especially for younger children and troubled students) Deliver consistently and immediately as possible Emphasize intrinsic versus extrinsic reinforcers

60. 60 Pair reinforcers (follow intrinsic with extrinsic reinforcers) Have some delayed positives (for maintenance & building a longer base of acceptable behavior) Vary reinforcers Maintain consistent criteria for delivery Have some individual, group and whole class reinforcers CAREFULLY EXPLAIN HOW THE SYSTEM WORKS

61. 61 Examples of Positive Consequences Teacher praise Demonstrations of teacher approval Positive feedback Points (leading to privileges and rewards) Contingent use of breaks, privileges

62. 62 Access to special activities Contracts and token economies Mystery awards Public recognition (class-wide and school- wide) Menus (store, list of reinforcers) Various combinations of reinforcers Parent contact

63. 63 Procedures for Using Negative Consequences Deliver negative consequences following occurrence of problem behavior Consequences should be mild More serious consequences usually delivered by administration Follow negative consequences with positive consequences at earliest appropriate opportunity (“fair pair”)

64. 64 Ratio of positive to negative consequences should be at least 2:1 Maintain student’s respect and dignity when administering consequences Understand clearly which behaviors warrant classroom follow-up versus an office referral Ensure familiarity for delivering office referrals Ensure familiarity with crisis or emergency procedures

65. 65 Examples of Negative Consequences Loss of teacher attention and approval Loss of privileges Time out or removal from activity Restitution or make-up service help Isolation Response cost Parent contact and conference

66. 66 Golden Rule for Using Negative Consequences Is there a Silver Bullet? NO But -There is a Golden Rule MILD CONSEQUENCES CONSISTENTLY DELIVERED

67. 67 Reflection: Classroom Consequences 1.What consequences do I use regularly? a.Positives ________________________________ ________________________________ ________________________________ ________________________________ ________________________________

68. 68 Reflection: Classroom Consequences (2) 1.What consequences do I use regularly? b. Negatives ________________________________ ________________________________ ________________________________ ________________________________ ________________________________

69. 69 Reflection: Classroom Consequences (3) a. What is my ratio of positives to negatives? ________________________________ _______________________________ b. How can I change to ratio if need be? ________________________________ ________________________________ ________________________________

70. 70 Reflection: Classroom Consequences (4) 4. How do I fare on the Golden Rule? “Mild consequences consistently delivered” ________________________________ ________________________________ ________________________________ ________________________________ ________________________________

71. 71 Action Steps: Managing Consequences 1.__________________________________ __________________________________ 2.__________________________________ __________________________________ 3.__________________________________ __________________________________

72. 72 Module Six Pre-Correcting Problem Behavior

73. 73 Pre-Correcting Problem Behavior Key Points “Pre-” means before; “-Correct” means after “Pre-Correction” means anticipating problem behavior and intervening beforehand Problem behavior is prevented Expected behavior replaces problem behavior

74. 74 Pre-Correction Steps (Seven) 1.Identify the context (trigger) and predictable problem behavior 2.Specify expected (replacement) behavior 3.Systematically modify the context

75. 75 4. Conduct behavioral rehearsals 5. Provide strong reinforcement for expected behaviors 6. Prompt expected behavior 7. Monitor student behavior

76. 76 Pre-Correction Study Using pre-correction and active supervision to significantly reduce problem behavior during transitions

77. 77 Study: Colvin, G., Sugai, G., Good III, R.H., & Lee, Y. (1997). Using active supervision and pre- correction to improve transition behaviors in an elementary school. School Psychology Quarterly, 12, 344-363.

78. 78 Effect of Supervisor Interactions on Problem Behavior

79. 79 Results of Pre-Correction Study Major Findings: Active supervision combined with pre-correction significantly reduced problems Active supervision defined as: Moving around, looking around and interacting with children Interactions between supervisor and children negatively correlated to high degree (-83%) Actual number of adults present did not affect student behavior (range 1-5) Some students persisted with problem behavior implying they needed a more individualized intervention.

80. 80 Pre-Correction Checklist and Plan TeacherStudent DateClass  1.Context Problem Behavior  2.Expected Behavior  3. Context Modification  4. Behavior Rehearsal  5. Strong Reinforcement  6.Prompts  7. Monitoring Plan

81. 81 Reflection: Module Six Pre-Correction 1.Identify contexts/situations where you know problem behavior will occur. 2.List steps you could take to pre-correct this situation.

82. 82 Action Steps: Managing Consequences 1.__________________________________ __________________________________ 2.__________________________________ __________________________________ 3.__________________________________ __________________________________

83. 83 Module Seven Correcting Problem Behavior

84. 84 Key Points Emphasis in Modules1- 6 is placed on prevention BUT problem behavior may still occur. Why? Procedures are designed to a.Arrest problem behavior b. Ensure correct behavior occurs next time c. Avoid escalation Addressing problem behavior means providing attention which MAY REINFORCE the behavior Controlling for attention is critical The next student behavior is often determined by initial (and subsequent) teacher responses.

85. 85 Problem Behavior Selected 1. Off-task behavior 2. Rule violations 3. Disrespectful behavior 4. Agitation 5. Limit testing 6. Threats and intimidation

86. 86 Off Task Behavior Management Steps 1.Attend to students on task and delay responding to student off task 2.Redirect student to task at hand and do not respond directly to off task behavior 3.Present choice between on task direction and negative consequence 4.Follow through on student choice

87. 87 Rule Violation Management Steps 1.State the rule or expectation 2.Explicitly request the student to “take care of the problem” 3.Present options if needed 4.Follow through

88. 88 Disrespectful Behavior Management Steps 1.Studiously avoid reacting personally (such as shouting, challenging, becoming agitated) 2.Maintain calmness, respect and detachment (Teacher modeling role)

89. 89 3. Pause and focus 4. Focus on the student behavior (“That language…”) 5. Deliver consequence as appropriate

90. 90 Agitation Management Steps Three Steps 1.Re-direct the student to task at hand 2.Recognize signs of agitation 3.Use strategies to reduce agitation

91. 91 Acting out cycle picture

92. 92 Recognizing Signs of Agitation Increases in BehaviorDecreases in Behavior Darting eyes Non-conversational language Busy hands Moves in and out of groups Starts and stopping Moves around room Fidgety Stares into space Subdues language Contains hands Lacks interaction Lacks involvement Withdraws from groups Lacks responding Avoids eye contact

93. 93 Strategies for Reducing Agitation Teacher support and empathy Create space or isolation Provide choices Permit preferred activities (with clear boundaries)

94. 94 Use teacher proximity Provide independent tasks or activities Permit movement (use movement tasks) Use relaxation techniques Use passive activities Involve the student as appropriate

95. 95 Limit Testing Management Steps 1.Pre-Teach the procedures 2.Deliver the following information in a calm matter-of-fact manner a. Present expected behavior and negative consequence as a decision b. Allow few seconds for decision c. Withdraw and attend to other students 3. Follow through based on student decision

96. 96

97. 97 Threats and Intimidation Management Steps Take all threats seriously Student makes threat: 1. Pause, delay responding 2.Disengage, “Just a second.” 3.Depending on student’s state either a. Send for help (use school emergency procedures) b. Make office referral 4. Monitor till help arrives

98. 98 Reflection: Module Seven 1.Identify situations where you may have escalated the problem

99. 99 Reflection: Module Seven (2) 2. Identify strategies that you might adopt to defuse situations.

100. 100 Action Steps: Correcting Problem Behavior 1.__________________________________ __________________________________ 2.__________________________________ __________________________________ 3.__________________________________ __________________________________

101. 101 Additional Products Published by Geoff Colvin Book Colvin, G. & Lazar, M. (1997). The effective elementary classroom: Managing for success. Longmont, CO: Sopris West. Tel: 1-800 547 6747 Videos Colvin, G: Defusing anger & aggression: Safe strategies for secondary school educators. Eugene, OR: Iris Media. Colvin, G. (2001). Managing threats: A school-wide action plan: Eugene, OR: Iris Media. Tel: (541) 485 6450. Book due March 2004 Colvin, G. (In press). Managing the cycle of serious acting-out behavior. Eugene, OR: Behavior Associates. Tel: (541) 485 6450. Video Due April 2004 Colvin, G. (2004). Managing noncompliance and oppositional behavior. Eugene, OR: Behavior Associates Tel: (541) 485 6450

102. 102 geoffcolvin@comcast.net