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. Basic Steps 1.Focus on what you want students to do “instead” (replacement behaviors) 2.Look for patterns of behavior that suggest “functional relationships” 3.Teach replacement behavior and provide multiple opportunities to practice 4.Deliver high rates of positive feedback/same similar outcome as problem behavior when students display replacement behavior

3. 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, 25- 40.

4. Study Basics Subject: – Seven years old – Identified with EBD and ADHD Setting – General education 2 nd 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

5. “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

6. “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)

9. PBIS T ECHNICAL B RIEF ON C LASSROOM PBIS S TRATEGIES Simonsen, Freeman, Goodman, Mitchell, Swain-Bradway, Flannery, Sugai, George, & Putnam (2015)

11. Classroom Foundations Effectively Design The Environment – Physical set up – Climate Develop & Teach Classroom Routines Define, Teach & Post 3-5 Expectations

12. 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

13. Use Proactive and Positive CWPBIS Practices Consistently Opportunities to Respond Prompts & Active Supervision Acknowledge behavior mastery with specific positive feedback

14. OTR Whole Group Verbal Response Choral responding Strategy for reviewing or memorizing information Students repeat information in unison when teacher prompts

15. OTR 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

16. OTR 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.

17. Addressing Minor Problem Behavior Use brief, contingent, specific error correction – An informative statement, typically provided by the teacher, that is given when an undesired behavior occurs, states the observed behavior, and tells the student exactly what they should do in the future Delivered in a brief, concise, calm, and respectful manner, typically in private. Pair with specific contingent praise after the student engages in appropriate behavior Disengage at end of error correction and redirection—avoid “power struggles”

18. “Learning Errors” How are you going to prevent it from happening again? 1.Minors addressed quickly and quietly/privately 2.School wide procedures for majors are followed 3.Upon “return,” debrief and plan to prevent 1.What does student need? 2.What can we do to help?

19. 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")

20. “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

21. Problem Behaviors Becoming Chronic Function-Based Strategies Classroom Problem Solving Process

22. 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

23. 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

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

28. Essential 1.Classroom expectations & rules defined and taught (all use school-wide, create classroom examples) 2.Procedures & routines defined and taught 3.Continuum of strategies to acknowledge appropriate behavior in place and used with high frequency (4:1) 4.Continuum of strategies to respond to inappropriate behavior in place and used per established school-wide procedure 5.Students are actively supervised (pre-corrects and positive feedback) 6.Students are given multiple opportunities to respond (OTR) to promote high rates of academic engagement 7.Activity sequence promotes optimal instruction time and student engaged time 8.Instruction is differentiated based on student need

29. Typical School Day 17%Direct Instruction 33%Seatwork 20%Transitions 30%Discipline & Other Non-Instructional Activities MO SW-PBS Cotton, 1995; Walberg, 1988 324

30. 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?

31. 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. MO SW-PBS 93

32. List problem behaviors in your classroom List replacement behavior (what we want kids to do instead) List schoolwide expectations Categorize rules within schoolwide expectations Activity: Classroom Rule Writing Activity Option 1

35. Accommodations ies-cars.org

36. Need for Appropriate Accommodations Approximately 85% of secondary students with EBD have at least one class in the general education setting. Help students: – access grade level materials – access instruction – improve classroom performance. Prevent students from falling farther behind academically and potentially dropping out.

37. Academic Services, Supports, and Modifications for Students with EBD (Wagner et al., 2006) SupportsPercentage of Students ElementaryMiddleHigh More time to take tests72.872.675.6 Tests read to students45.640.026.5 Modified tests43.746.324.2 More time to complete assignments66.567.354.2 Modified assignments47.941.420.8 Modified grading standards37.327.314.5 Slower-paced instruction51.046.519.0 Peer tutoring17.010.58.2 Adult tutoring15.38.47.6 Learning strategies/study skills33.036.527.5

38. Accommodations vs. Modifications Changes to how academic content is presented or assessed – Accommodations do not change what the student is expected to master – Modifications change what the student is expected to master

39. Purpose of Guide Facilitate selection of one or more accommodations that are matched to the student’s specific academic or behavioral needs – Increase the match between a particular student’s difficulty and an appropriate accommodation. – Match testing accommodations to instructional accommodations

40. Accommodations Guide Model

47. CASE STUDY

48. Participant Description Externalizing behaviors Low academic abilities – 3 rd Grade academic functioning General education co-taught History class Teacher selected interventions (based on feasibility) – Accommodations – Positive Teacher/Student Interactions

49. Model Implementation Step #1: Collect three samples of student work demonstrating frequent errors or low grades. Identify accommodations provided in IEP

53. Student IEP Accommodations Testing: – Alternative setting – Extended time for completion – Read test to student (if requested) Assignments and Instruction: – Lower difficulty level-shorten assignments – Provided structured time to organize materials – Frequent reminders of rules – Check often for understanding/review – Extended time for oral responses – Extended time for written responses – Maintain assignment notebook – Bathroom break first 5 mins. of class, unless emergency – Use lined paper for written assignments – Assist or provide notes and study guides – Extended to create assignments (1 ½ weeks or as agreed upon w/ teacher)

54. Step #2: Identify general indicators of concern – Writing, specifically difficulty organizing writing “Couldn’t complete short answer” – Attention to detail “Chose wrong answers on multiple choice and selected obviously wrong answers” – Planning and time management “Ran out of time to complete the test even when given multiple class periods”

55. Step # 3 Identify accommodations matched to student’s needs – Writing: Difficulty Organizing Writing Graphic Organizers – Attention to Detail Assign a Peer Partner Use Graphic Organizers Chunk Large Assignments into Smaller Tasks – Planning and Time Management Chunk Large Assignments into Smaller Tasks Graphic Organizers

56. Step # 4: Coordinate accommodations Model Accommodations Writing: Difficulty Organizing Writing – Graphic Organizers Attention to Detail – Assign a Peer Partner – Use Graphic Organizers – Chunk Large Assignments into Smaller Tasks Planning and Time Management – Chunk Large Assignments into Smaller Tasks – Graphic Organizers IEP Accommodations Testing- – Alternative Setting – Extended time for completion – Read test to student (if requested) Assignments and Instruction- – Lower Difficulty Level-Shorten Assignments – Provided Structured Time to Organize Materials – Frequent Reminders of Rules – Check often for understanding/review – Extended time for Oral Responses – Extended time for Written Responses – Maintain Assignment Notebook – Bathroom Break first 5 mins. Of class, unless emergency – Use lined paper for written assignments – Assist or Provide Notes and Study Guides – Extended to create assignments (1 ½ weeks or as agreed upon w/ Teacher)

57. Step #5: Meet with the student for input and preferences – Student agreed with teachers concerns. – Student agreed to all suggested accommodations. – Student requested: A different seat with less distractions during independent work. Materials if he forgot to bring them.

58. Step #6: List accommodations to be implemented and evaluated. Prioritize Determine instruction or testing Define and describe conditions: 1) Use graphic organizers (I/T) All in class work, Teacher-created or pre-made organizers. 1) Change seat to reduce distractions (I/T) Student and teacher will meet to discuss alternative seat, can be changed if student does demonstrate classroom expectations. 1) Materials be given to student if forgotten (e.g. pencil) (I/T) Student must request material at the start of the class and give teacher collateral for the return of material at the end of the class period. 2) Assign a peer partner (I) All in-class work with a teacher chosen partner. 3) Chunk large assignments into smaller tasks (I) All in class assignments spanning multiple class periods with a teacher-created checklist of completed tasks.

59. Step #7: Teach the accommodations – Assign a peer partner What are the appropriate behaviors of working with a peer? What noise level can you work with a peer? What does helping vs. doing look like? – Use graphic organizers How do I use graphic organizers (5 paragraph outline, flow chart, venn diagram, checklist, etc.)? – Chunk large assignments into smaller tasks How do I use a checklist? How do I manage my time? – Change seat to reduce distractions How do I transition? When is it appropriate to move? – Materials given to student if forgotten (e.g. pencil) How do I know what materials I need? What is appropriate collateral?

60. Step #8: Examine at least three samples of student work/tests to determine if there is a change in the performance trend – Class Grade Increased from a 24% to a 77% – Highest class grade he had received since beginning high school!

61. Active Engagement Percentage of Time Data Observation Periods BaselineGraphic Organizers Change Seat Materials Given Peer Partner Chunking Assignments Graphic Organizers Change Seat outside classroom Materials Given Peer Partner Chunking Assignments