1. Using Positive Behavior Support in the Classroom: Primary Prevention
Evaluating Effectiveness

2. Evaluating the Effectiveness of the Class-wide PBS Plan
Compare Scatter Plot Data
Collect Pre-implementation and Post-implementation data to evaluate rate of student behavior in targeted settings
Conduct Observations/Complete Rating Scales
Classroom Management Checklist

3. Scatter plot Data: Sample
Observer: Teacher Date: 2/8-2/18 Pre: 2/8-2/12 Post: 2/15-2/18
Target Behaviors: X = 3 or More Students Disrupt Activity
Dates
Time Activity
2/8 2/ /10 2/ / / / / /18
8: Circle Time
8: Choice Stations
9: Large Group Math X X X X X X X
9: Math Stations X X X X
10:30 Large Group Reading X X X X X X

4. Classroom Management Checklist
Instructions: Using a scale from 1 to 5 (5 = Completely Agree, 3 = Somewhat Agree, 1 = Disagree), rank the extent to which you agree with each statement regarding the current status of, or current practice in, the focus classroom.

5. A. Physical Setting – The physical classroom setting is organized in a manner that promotes learning and independence, as evidence by:
Pre
Post
Follow-up
A1.
Are the walls, floors, and furniture clean and
in good repair?
A2.
Is the furniture adjusted to the proper size for
the students?
A3.
Are rules, routines, and procedures posted in
a manner that is easy to see?
A4.
a manner that all could read or understand
(visuals)?
A5.
Are unnecessary and distracting items
removed from view and reach?
A6.
Are all materials organized and easily
accessible?
A7.
Do students have secure and adequate
spaces for personal storage?
A8.
Has furniture been placed to decrease
traffic flow challenges?

6. B. Scheduling – The scheduling of instruction occurs in a manner that optimizes student learning, as evidenced by:
Pre
Post
Follow-up
B1.
Is the daily schedule of activities posted and
reviewed regularly?
B2.
Are transitions and non-instructional activities
posted and regularly reviewed?
B3.
Is there a method for posting changes to the
schedule?
B4.
Does the daily schedule provide each student
with regular time periods for independent work,
one-to-one instruction, small and large group
activities, socialization, and free time?
B5.
Does each student spend most of his/her time
engaged in active learning activities, with little
or no unstructured downtime?
B6.
Are students given opportunities to demonstrate
or learn new choice making skills?

7. C. Classroom Discipline Plan – Plan demonstrates responsiveness to problem behaviors, as evidenced by:
Pre
Post
Follow-up
C1.
Are classroom rules positively stated?
C2.
Is the number of rules limited to no more than 5?
C3.
Are the rules worded in observable and
measurable terms?
C4.
Are the rules posted on a chart that is large
enough for all to see?
C5.
Are the rules written in words that all can read
and /or illustrated with graphics or icons?
C6.
What are the criteria used for earning
reinforcers?
C7.
Is specific behavioral praise provided at a rate
of 4 positives to every 1 corrective statement?
C8.
Are reinforcers (verbal, nonverbal, items,
activities) available to all that earn them?
C9.
Are reinforcers varied and individualized?

8. C. Classroom Discipline Plan Continued…
Pre
Post
Follow-up
C10.
Are reinforcement opportunities posted?
C11.
Are the consequences for rule violation
sequential?
C12.
explained and reviewed regularly?
C13.
Are the consequences delivered in a calm,
matter-of-fact manner?
C14.
Are the students reminded of their choices in a
calm, positive manner prior to escalation in
behavior?
C15.
Are consequences delivered consistently and
in a timely manner?

9. Ways to Use the Classroom Management Checklist
Self-Assessment
Peer Review
Mentor Observations
Pre-Service Courses
Administrative Evaluations

10. What about “those” kids
What about “those” kids? (who don’t respond to effective class-wide PBS plans)
Secondary Prevention
Small group work on social skills
Check in/Check out
Behavior contracts
Tertiary Prevention
Form a team
Think in terms of function (gain/avoid)
Teach replacement skills
Alter/modify triggers
Individualize incentives/consequences