1. Positive Behavior Support in the Classroom
Tim Lewis, Ph.D.
University of Missouri
OSEP Center on Positive Behavioral Interventions and Supports
pbis.org

2. Starting Point…. Educators cannot “make” students learn or behave
Educators can create environments to increase the likelihood students learn and behave
Environments that increase the likelihood are guided by a core curriculum and implemented with consistency and fidelity

3. Positive Behavior Support Social Competence & Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
DATA
SYSTEMS
PRACTICES
Supporting
Student Behavior

4. Designing School-Wide Systems for Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
Individual Students
Assessment-based
High Intensity
Intensive, Individual Interventions
Individual Students
Assessment-based
Intense, durable procedures
1-5%
1-5%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
5-10%
5-10%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
Universal Interventions
All students
Preventive, proactive
80-90%
Universal Interventions
All settings, all students
Preventive, proactive
80-90%

5. Continuum of Supports Intensive Targeted Universal Math Science
Spanish
NOTICE GREEN GOES IS FOR “ALL”
Soc skills
Reading
Horses

6. Essential Features at the School Level
Teams of educators within the school (administrator)
Data-based decision making
Instructional Focus
Teach & Practice
Acknowledge student mastery of social skills
Positive Feedback
Readiness across Tiers (universals always a priority)

7. Universal School-Wide Features
Clearly define expected behaviors (Rules)
All Settings
Classrooms
Procedures for teaching & practicing expected behaviors
Procedures for encouraging expected behaviors
Procedures for discouraging problem behaviors
Procedures for data-based decision making
Family Awareness and Involvement

8. The Challenge
Students spend majority of their school day in the classroom
Majority of “discipline problems” originate in the classroom and often result in removal from instruction
Remaining engaged in instruction essential to student academic and social success
“Culture” of education often reinforces ineffective practices and creates barriers to implementing effective practices

9. Basic Steps
Focus on what you want students to do “instead” (replacement behaviors)
Look for patterns of behavior that suggest “functional relationships”
Teach replacement behavior and provide multiple opportunities to practice
Deliver high rates of positive feedback/same similar outcome as problem behavior when students display replacement behavior

10. Setting up the Environment
Establishing expectations (Kameenui & Simmons, 1990):
What do I want my classroom to look like?
How do I want children to treat me as a person?
How do I want children to treat one another?
What kind of information or values do I want to communicate to students about being an adult, an educator, a woman or a man in today's society?
How do I want children to remember me when the last day of school ends and I am no longer part of their daily lives?
How can I change my instruction to help pupils develop the skills I am trying to teach?
Bottom line = ask yourself if students have pre-requisite and requisite skills to succeed based on each of your answers – if not, teach and practice

11. Essential
Classroom expectations & rules defined and taught (all use school-wide, create classroom examples)
Procedures & routines defined and taught
Continuum of strategies to acknowledge appropriate behavior in place and used with high frequency (4:1)
Continuum of strategies to respond to inappropriate behavior in place and used per established school-wide procedure
Students are actively supervised (pre-corrects and positive feedback)
Students are given multiple opportunities to respond (OTR) to promote high rates of academic engagement
Activity sequence promotes optimal instruction time and student engaged time
Instruction is differentiated based on student need

12. Routines
Make smooth, rapid transitions between activities throughout the class period or school day
Teach/practice transition behaviors
Establish predictable schedules - illustrate with icons, time, etc.
Schedule non-instruction time
administration time
personal time

13. Routines Clear set-up and instructions Student directed activities
Whole group activities
Independent activities

14. Routines Transitions a) Clear expectations for student behavior
b) Clear expectations for staff behavior
c) Avoid interfering activities
d) Smooth set up and implementation
e) Consistent routines
f) Acknowledgment of student mastery

15. Routines Student directed activities Small group
Teach group roles & responsibilities
Group leader - insures all have say/turn
Material manager - gets materials & distributes
Group recorder - writes up outcome

16. Routines Small group Teach group processes {"problem solving"}
a) Define the task
b) Brainstorm ideas
c) Choose an idea
d) Determine what is required to implement the idea
e) Implement the idea
f) Evaluate the outcome

17. Routines Independent work What materials/areas?
Minimal movement in classroom

18. Increasing Opportunities to Respond
Encourages everyone to become involved in learning.
Increases rates of responses of all learners.
Increases attainment of material presented.
Allows reluctant learners a secured environment to practice.
Decreases inappropriate or off task behavior.
Just read

19. Whole Group Oral Response
Choral responding
Strategy for reviewing or memorizing information
Students repeat information in unison when teacher prompts
Teach students the signal for whole group response and when they are going to respond in unison
An example of when you might use this in the classroom
Studying states and capitals
Missouri Jefferson City
Arkansas Little Rock
Kansas Topeka
Ill.

20. Whole Group Written Response
Written responses should be short (not more than one item)
A verbal signal to indicate completion should be given (e.g. put your pencils down and look up when you are finished)
Materials to use could include: Paper, whiteboards, iPads
Good for math problems
22x2=
Spelling words
States and capitals

21. Small Groups / Partners
Used to give everyone a chance to:
Express thoughts.
Answer a question.
Verbally participate when there could be a variety of answers.
Answers can be shared with other groups or whole group.
Answers can be written on smartboard by the teacher and presented to group.
Think of example of classroom use…

22. Challenge: How to Insure All Staff Are Using Effective Practices

23. Systems Teach Brief in-service, single topic focus
Practice (performance feedback)
Peer coaching
Principal “walk through”
Direct observation / data collection 23

24. Effective Classroom Practices: Mini Modules
MO SW-PBS
pbismissouri.org
Center for PBS
College of Education
University of Missouri

26. Typical School Day
17% Direct Instruction 33% Seatwork 20% Transitions 30% Discipline & Other Non-Instructional Activities
Note to Presenter: See page 324 in the MO SW-PBS Team Workbook for further explanation of academic learning time.
When the amount of time spent in various classroom activities was researched only 17% was spent in instruction and 33% in seatwork.
Transitions take 20% of the school day. The typical elementary classroom loses 7-10 minutes each transition from one subject to another; with a typical day including at least 10 transitions, 70 minutes are lost each day; almost one day per week lost to transitions alone.
Unfortunately discipline and other non-instructional activities such as taking attendance, announcements, etc, accounted for 30% of the school day.
Think about your typical day and the time you spend in various activities. How does it compare to these statistics?
Why is this information relevant to us? (discipline takes away from time to teach academic curriculum)
Conclusion: We want to implement effective classroom practices to prevent and decrease interruptions caused by discipline problems and increase the amount of time we have to teach.
Cotton, 1995; Walberg, 1988
MO SW-PBS
324

27. Discussion: Importance of expectations & behaviors?
Pair Up
2-Minute Frenzy – Discuss:
How has clarifying schoolwide/non-classroom setting behaviors/rules impacted student behavior in our school?
Why do you think it is important to clarify classroom behaviors/rules?
Take 2 minutes and talk to someone near you.
Discuss the impact of schoolwide and non-classroom behaviors/rules in your building.
Talk about how this relates to classroom behaviors/rules.

28. Guidelines for Writing Classroom Behaviors or Rules
Consistent with school-wide expectations O = Observable; behaviors that we can see. M = Measureable–we could actually count the occurrence of the behavior. P = Positively stated–things to do to be successful. U = Understandable–student-friendly language. A = Always applicable.
Classroom expectations and behaviors or rules must be consistent with schoolwide expectations and rules. School rules are in effect in the classroom. What we identify as classroom rules are additional, extra or specific to the classroom setting – anything not already covered by the schoolwide rules that you want in effect in your classroom.
To enhance the effectiveness of classroom behaviors/rules, 5 guidelines need to be considered.
Classroom rules need to be written in observable measurable terms. Observable means, “I can see it”
Classroom behaviors/rules also need to be written in Measurable terms. Measurable means, “I can count it”
Third, just as we do with schoolwide and non-classroom behavior/rules… classroom rules should be positively stated. Positively stated rules encourage the desired behavior. This means telling students what we want them TO do.
Fourth, classroom rules need to be understandable. Rules are stated so students clearly understand what is meant. Vocabulary should be consistent with student’s grade and/or ability level (ie “use school appropriate language” might be ok at the middle school level, but perhaps is not understandable for a kindergarten classroom)
The last guideline for writing classroom rules is…Always applicable. Rules should be based on problems which typically occur and they should not vary or change within the same setting.
MO SW-PBS 93

29. Activity: Classroom Rule Writing Activity Option 1
List problem behaviors in your classroom
List replacement behavior (what we want kids to do instead)
List schoolwide expectations
Categorize rules within schoolwide expectations
This activity is for schools who have NOT identified classroom expectations/rules as a column on their matrix. If your school has not addressed classroom rules in any way, you should do this activity… You will need two handouts: 1) Rules Writing Worksheet Example 2) Rules Writing Activity Classroom Rules Worksheet
If your school has identified CLASSROOM expectations/rules that apply to all classrooms in the building, then you will skip Activity Option 1 and complete Activity Option 2 instead.
For Activity Option 1…
First, look at handout Rules Writing Worksheet Example. This can be used as an example while you complete your own rules on handout entitled Rules Writing Activity Classroom Rules Worksheet
Next, using handout Rules Writing Activity Classroom Rules Worksheet, list your schoolwide expectations (safe, respectful, ready)
Then list problem behaviors in your classroom. The behaviors that take time away from learning.
After you have listed problem behaviors, identify the replacement behaviors or what you want students to do instead of the problem behavior.
Remember the guidelines we shared earlier,
Observable
Measureable
Positively stated
Understandable
Always applicable – Something the teacher will consistently enforce
Finally, categorize your replacement behaviors/positively stated rules into your schoolwide expectations. It is important to make that connection.
Give participants minutes to work on this activity. Discuss when finished.

32. How are you going to prevent it from happening again?
“Learning Errors”
How are you going to prevent it from happening again?
Minors addressed quickly and quietly/privately
School wide procedures for majors are followed
Upon “return,” debrief and plan to prevent
What does student need?
What can we do to help?

33. Learning Errors Simple Error Correction (skill in repertoire?)
a) Signal an error has occurred (refer to rules, "We respect others in this room and that means not using put downs")
b) Ask for an alternative appropriate response ("How can you show respect and still get your point across?")
c) Provide an opportunity to practice the skill and provide verbal feedback ("That's much better, thank you for showing respect towards others")

34. “Appropriate” Responses to Learning Errors
If student removed from learning environment, create opportunities to teach/practice replacement behaviors
Natural consequences (is it “punishment” from the student’s perspective)
Changes within and across environments to promote appropriate behavior

35. A Classroom Example…
Stichter, J. P., Lewis, T. J., Johnson, N., & Trussell, R. (2004). Toward a structural assessment: Analyzing the merits of an assessment tool for a student with E/BD. Assessment for Effective Intervention, 30,

36. Study Basics Subject: Setting Concern Seven years old
Identified with EBD and ADHD
Setting
General education 2nd grade classroom with 19 other students
One licensed teacher and one student teacher
Concern
Student exhibits high rates of off-task
Student shouts out answers and questions and comments at high rates and often inappropriate

37. “Function of Behavior”
Descriptive (interviews and teacher reported ABC/ Scatterplot data)
Function identified as Attention
Significant antecedents: multiple step direction and group settings
Very High rates of both problem behaviors reported/ inconsistency in accuracy of data collection

38. “Environment Assessment”
Significant variables:
clarity of expectations & directions
consistency of expectations
accessibility of class schedules
lack of enforced procedures (especially regarding to hand raising and verbalizations or entire class)

41. Connecting Universal and Advanced Tiers of Support

42. Tier II/III Support Process
Step 1 – Insure Universals, including Classroom, in place
Step 2 – Student Identification Process
Decision Rules
Referral
Screen
Step 3 Classroom Problem Solving Team
Classroom supports (function-based)
Progress monitor
Step 4 - Tier II/III supports
Non-responders to classroom supports
Match function of student behavior to intervention
Step 5 - Evaluate Process

43. Step 1. Universals In Place
Specific Focus on Classroom
Review of essential features
Implementation Plan

44. Classroom Quiz
1. When the teacher , most students stop and listen.
Yes Sometimes No
2. When class starts, the teacher has everything ready.
3. Before we start a new activity, the teacher reminds us what we are supposed to do.
4. When we are asked to work by ourselves, all students work quietly and do what they are supposed to do.
5. I often finish my work and do not know what I should be doing while others are still working.
6. Our classroom rules are:

45. 2. Identifying students Current data Teacher Referral Screening
Confidence in numbers
Consistency across data points
Teacher Referral
Screening
Approximately 10% of total students

46. Data Decision Rules Office Discipline Referral (ODR)
Major
Minor
Time out of Instruction
Buddy Room
Safe Seats
“Discipline” Room

47. RRKS TOC (front side) RRKS – Time Out of Class Code: _____
Student: _________________________ Date:______________________
Incident Time: ____________________# of min. out of rm.: __________
Teacher: _______________________Subject: ____________________
What did you do/not do that got you sent out of class? ________________________________________________________________________________________________________________________
Circle the RRKS expectation that was not followed:
Respect Responsible Kind Safe
What will you do differently next time?______________________________________

48. RRKS TOC (back side) Processing Checklist: Processing data & time:
Review with the student reason he/she was sent out.
Teach & practice replacement behavior.
Provide positive reinforcement for replacement behavior.
Check the setting in which the behavior occurred.
Whole group instruction
Small group instruction
Individual work
Working with peers
Alone
1-on-1 instruction
Interacting with peers
Other: Please identify below
Minor List: Circle the appropriate code
(MDD)
Defiance/Disrespect/Non-compliance
(MDS) Disruption
(MI)
Inappropriate Verbal Language
( MO) Other
(MPC) Phys. Contact
(MP) Property Misuse

49. Other Strategies to Identify Students
Teacher Referral
Questions to discuss:
Who completes
When
What data must be used/cited
Focus on externalizing and internalizing
Screening (pbismissouri.org)
What instrument
Schedule

51. 3. Classroom Problem Solving
Grade level / combinations
Once a week focus of meeting = social behavior concerns when decision rule met
Standard problem solving steps

52. Classroom Problem Solving
Process leader
Classroom teachers, Specialist teachers
Tier II/III Team partner
School Psychologist, Counselor, Administrator
Process
Data-based decision making
Guiding questions
Function-based intervention
Teach replacement
Environmental alterations / supports
Monitor progress

53. Classroom Problem Solving Process
Develop intervention based on function of behavior
Environment changes
Student skills to teach/practice/reinforce
Monitor progress
Same data that brought them to your attention
Problem and Appropriate behavior
Teacher observations

57. Classroom Problem Solving