Managing Student Behaviour

http://behavioursupports.wikispaces.com*must be in presentation mode to follow links

Creating an Environment of Respect and Rapport

Key Elements to a Positive Functional Classroom

Positive Behaviour Intervention and Support (PBIS)

Tier 1 (Universal Interventions)

Tiered Intervention Framework available on the Special Education Portal

Tier 2

Tier 3

Data Drives Decision Making Process

Individualized PBIS Plans

Tier 1 – Start with Philosophy

1. You control your actions

2. Your philosophy informs your actions

Dr. Ross Greene Video, Kids Do Well if They Can (4:33)

Relationship! Relationship! Relationship!

“I didn’t realize the power of hello…”

Evidence-Based Classroom Management

1. Maximize structure in your classroom.

2. Post, teach, review, monitor, and reinforce a small number of positively stated expectations.

3. Actively engage students in observable ways.

4. Establish a continuum of strategies to acknowledge appropriate behaviour.

5. Establish a continuum of strategies to respond to inappropriate behaviour.

Source/More Information: Simonsen et al. (2008)Related: Classroom Management Self-Assessment Tool

Maximize structure in your classroom.

Develop Predictable Routines:• Teacher routines: volunteers, communications, movement,

planning, grading, etc.• Student routines: personal needs, transitions, working in groups,

independent work, instruction, getting materials, homework, etc.

Design Environment:• Arrange furniture to allow easy traffic flow.• Ensure adequate supervision in all areas.• Designate staff and student areas.• Seating arrangements (groups, carpet, etc.)

Post, teach, review, monitor, and reinforce a small number of positively stated expectations.

• Establish behavioural expectations/rules.• Teach rules in context of routines.• Prompt or remind students of rule prior to

entering natural context.• Monitor students' behaviour in natural

context & provide specific feedback.• Evaluate effect of instruction - review data,

make decisions, & follow up.

Establish behavioural expectations…

• A small number (i.e., 3-5) of positively stated expectations.

• Publicly post the expectations.

• Should match School Wide Expectations.

Activity

Teach rules in context of routines…

• Operationally define what the rules look like across all the routines and settings in your school.

• One way to do this is in a matrix format.

Matrix Example

Activity

Teach rules in context of routines…

Teach expectations directly. • Define rule in operational terms-tell students what the rule

looks like within routine.• Provide students with examples and non-examples of rule-

following within routine.

Actively involve students in lesson-game, role- play, etc. to check for their understanding.

Provide opportunities to practice rule following behavior in the natural setting.

Prompt or remind students of rule prior to entering natural context.

• Use pre-corrections, which include "verbal reminders, behavioral rehearsals, or demonstrations of rule-following or socially appropriate behaviors that are presented in or before settings were problem behavior is likely" (Colvin, Sugai, Good, Lee, 1997).

“The single most dynamic influence on the brain’s chemistry may be positive feedback, which is essential for the development of good self-concept . . . ”

Robert Sylwester, Emeritus Professor of Education,University of Oregon

Monitor students' behaviour in natural context & provide specific feedback.

Active Supervision (Colvin, Sugai, Good, Lee, 1997):• Move around• Look around (Scan)• Interact with students

Provide reinforcement and specific praise to students who are following rules.

Catch errors early and provide specific, corrective feedback to students who are not following rules (think about how you would correct an academic error).

Praise should be…

• Contingent: occur immediately following desired behaviour.

• Specific: tell learner exactly what they are doing correctly and continue to do in the future.

"Good job" (not very specific)"I like how you are showing that you’re listening by looking at me" (specific)

Striking a balance:

We want our proactive measures to heavily outweigh our reactive strategies, though we need both.

Proactive vs Reactive

Reacting to a crisis

1. Be empathic.• Whether or not you think their feelings are justified,

those feelings are real to the other person. Pay attention to them.

2. Clarify messages.• What are the feelings behind the facts? Ask reflective

questions and use both silence and restatements.

Source/More Information: www.crisisprevention.com

3. Respect personal space.• Stand at least 1.5 to 3 feet from an acting-out person.

Invading personal space tends to increase the individual’s anxiety.

4. Be aware of your body position.• Standing eye-to-eye sends a challenging message.• Standing one leg-length away and at an angle off to the

side is less likely to escalate the individual.

Source/More Information: www.crisisprevention.com

5. Ignore challenging questions.• Redirect the attention to the issue at hand. Answering

challenging questions often results in a power struggle.

6. Permit verbal venting when possible.• Allow the individual to release as much energy as possible

by venting verbally. If you cannot allow this, state directives and reasonable limits during lulls in the venting process.

Source/More Information: www.crisisprevention.com

7. Set and enforce reasonable limits.• State limits and directives clearly and concisely. When setting

limits, offer choices and consequences to the acting-out individual.

8. Keep your nonverbal cues nonthreatening.• The more an individual loses control, the less your words are

heard. Be aware of your gestures, facial expressions, movements, and tone.

Source/More Information: www.crisisprevention.com

9. Avoid overreacting.• Remain calm, rational, and professional. Your response will

directly affect the person’s behavior.• Remember step 1 to continue to empathize.

10. Use physical techniques only as a last resort.• Use the least restrictive method of intervention possible. Physical

techniques should be used only when individuals are a danger to themselves or others.

• Physical interventions should be used only by competent/trained staff. Any physical intervention may be dangerous.

Copy of Ten Tips for Crisis Prevention

Source/More Information: www.crisisprevention.com

Key Messages

Kids do well if they can.

You control your actions.

Your philosophy informs your actions.

Your words and your body language matter.

In a crisis, your body language matters more.

Learning - Brain Research

• 50% Dynamic seating• 30% Standing• 20% Moving

Sites of InterestDr. Ross Greene:

www.livesinthebalance.org

www.lostatschool.org

www.ccps.info

Self-Regulation:

www.zonesofregulation.com

www.5pointscale.com

www.alertprogram.com

Social Thinking/Social Stories:

www.socialthinking.com; http://jillkuzma.wordpress.com/

https://www.thegraycenter.org/social-stories

Crisis Prevention Institute:

www.crisisprevention.com

PBIS:

www.pbisworld.com; www.pbis.org; www.interventioncentral.org

Templates for making PBIS Plans and other PBIS Materials are available on the Special Education Portal

Resources of Interest

Most available through the Central Resource Center