Maryland Coach’s MeetingDec. 8, 2009

Dr. Patti HershfeldtJohns Hopkins University

Bloomberg School of Public Health Center for Prevention of Violence Protection

Positive Behavioral Interventions & Supports (PBIS)

Whole-school universal preventive intervention

Applies behavioral, social learning, organizational behavioral theories

Targets general populationRequires a shift from punitive to preventive

Horner, R. H., Sugai, G., Todd, A. W., & Lewis-Palmer, T. (2005). School-wide positive behavior support. In L. Bambara & L. Kern (Eds.), Individualized supports for students with problem behaviors: Designing positive behavior plans (pp. 359-390). New York: Guilford Press.

Big IdeaWe often assume green zone green zone is in place

everywhereBut what about the classroom?How is PBIS being used in the classroom to

prevent yellow zone behaviors?By fortifying the green zone, we can reduce

need for yellow zone

Today’s Questions• How important is classroom

management?

• How do we determine the needs in the classroom? How can teachers ‘grow the green’?

Classroom behavior support practices blend with school-wide systems

As a team, how will you work to make all classrooms effective settings?

As a coach, how can you support classroom teachers in the development of effective classroom settings?

Question #1

How important is classroom management?

What the Research Says about Classroom Management

Linked with positive student outcomes (academic and behavior)

Increased risk of preventing more serious problems among at-risk kids

Supports all students in the prevention of possible current and future behavior problems.

Strong management signals to kids that the class is a safe place to learn.

Well managed classrooms are rated as having more positive climates.

(Aber et al., 1998; Mitchell, Bradshaw & Leaf, 2009)

What the Research says about Classroom ManagementGreater student engagement (Morrison, 1979)

Friendlier peer interactions and helpful behaviors, more attentive, less aggression (Susman, Husten-Stein & Friedrich-Coffer, 1980).

Teachers experience greater efficacy (Woolfolk, 2002)

Increased student achievementCreative and flexible instructional deliveryTeacher longevity

Evidence based practices in classroom management Maximize structure in your classroom.

Routines, Environment Post, teach, review, monitor, and reinforce

a small number of positively stated expectations.

Teaching matrix for the classroom Actively engage students in observable

ways. Think beyond the worksheet

Establish a continuum of strategies to acknowledge appropriate behavior.

Contingent and specific Establish a continuum of strategies to

respond to inappropriate behavior. Error correction, planned ignoring, time away from

activity

(Simonsen, Fairbanks, Briesch, & Myers Sugai, in preparation)

“Good instruction and effective classroom management are often viewed as two entirely separate entities when, in fact, without good instruction, you are making classroom management much more difficult”

-Wendy Reinke

How do we determine the needs in the classroom? How can we help teachers ‘grow the green’?

Question #2

Data is your friend

Use Data to Examine Classroom SystemHow do you know PBIS is in place?Collect data

Are rules being followed?If there are errors,

who is making them? where are the errors occurring? what kind of errors are being made?

Summarize data (look for patterns)Use data to make decisions

Resources on Classroom Management

CHAMPs: A proactive and positive approach to classroom management

Sprick, R. Garrison, M., & Howard, L. (1998). Pacific Northwest Publishing.

Coaching Classroom Management: Strategies and Tolls for Administrators and Coaches

Sprick, R., Knight, J., Reinke, W.M., & McKale, T. (2006). Pacific Northwest Publishing.

Classroom Check-upA consultation model designed to increase

behavior managementConduct observationsAssess critical classroom variables

Positive to negatives Number of disruptions per 5 minutes Percent of on-task kids

Provide feedbackCollaboratively design individualized intervention

plan Teachers self-monitor/ and are receive ongoing

feedback and support

(Reinke et al., 2008)

Classroom Check-Up Observation Form Step 1Opportunities to respondCorrect academic responsesDisruptionsRatio of Interactions

Specific praiseGeneral praiseReprimands

Classroom Check-Up Observation Form Step 2

For the next 5 minutes, focus on a different student every 5 seconds.

Record a “+” symbol to indicate on-task or engaged behavior and a “–” symbol to indicate off-task behavior. When each student has been observed, begin the progression again.

Continue until 5 minutes has elapsed.

1+

2+

3+

4-

5+

6+

7+

8+

9+

10+

11+

12+

13+

14+

15-

16-

17+

18+

19+

20-

21-

22+

23+

24+

25-

26-

27+

28+

29+

30+

31+

32-

33-

34+

35+

36+

37-

38-

39-

40+

41+

42-

43-

44-

45-

46+

47+

48+

49+

50+

51++

52+

53+

54+

55+

56+

57+

58+

59+

60+

Divide the number of on-task (+) marks by the total number of marks (60). Time on task (academic engagement) =__________ percent.

44 /60 = 73%

Sample

CCU Feedback FormCalculate your data/talliesFill into the feedback columns (by looking at

the benchmarks)Choose ONE goal!Watch your students succeed!

A few notesThese are determined by ideal research conditionsSpecial education considerations

Classroom Management: Self AssessmentClassroom Management Practice Rating

1. I have arranged my classroom to minimize crowding and distraction Yes No

1. I have maximized structure and predictability in my classroom (e.g., explicit classroom routines, specific directions, etc.).

Yes No

1. I have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (or rules).

Yes No

1. I provided more frequent acknowledgement for appropriate behaviors than inappropriate behaviors (See top of page).

Yes No

1. I provided each student with multiple opportunities to respond and participate during instruction. Yes No

1. My instruction actively engaged students in observable ways (e.g., writing, verbalizing) Yes No

1. I actively supervised my classroom (e.g., moving, scanning) during instruction. Yes No

1. I ignored or provided quick, direct, explicit reprimands/redirections in response to inappropriate behavior. Yes No

1. I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g., class point systems, praise, etc.). Yes No

1. In general, I have provided specific feedback in response to social and academic behavior errors and correct responses. Yes No

Overall classroom management score:

10-8 “yes” = “Super”

7-5 “yes” = “So-So”

<5 “yes” = “Improvement Needed”

# Yes________

Simonsen, Sugai, Fairbanks, & Briesch, 2006http://www.pbis.org/pbis_resource_detail_page.aspx?Type=4&PBIS_ResourceID=174

What did the student do ?(Be specificMeasurable /observableWhat, when, who, )

How do I feel? What do I usually do?What do I say?What do I look like/sound like?

As a result, what does the student do?

What is maintaining the behavior?Why is it happening?

Student shoved his book on the floor in the direction of his neighbors feet when I asked the class to begin working independently on their math assignments

I feel startled at first and then I get anxious

I usually send him to the office to conference w/the principal. I tell him, “Go straight there – do not pass go…”

He spends the remainder of math class waiting for the principal to see him.

AvTI believe he escaping to the office to avoid independent work in math.

Adapted from Cooperative Discipline- Linda Albert-

AA =Access adult attention; AP =Access peer attention; AC =access to choice; AI =Access to item; AvP = Avoid peer attention; AvA =Avoid adult attention; AvT = avoid task

Staff Response Form

Increasing Positive Interactions1 (negative) to 3 (positives)

Remind yourself of the “debt”

Specific vs. general praise

Identify specific times to provide praiseBefore certain lessons – your reminder

During transitions – students’ reminder

Increasing Positive InteractionsUse individual conferences to provide

specific praise“Search” for reinforceable behaviorsReduce attention to misbehavior and

increase time rewarding positive behaviorsIncrease positive interactions and use

noncontingent positives

Decreasing Negative InteractionsDetermine if aspects of the environment

(physical setting, schedule, organization, social situation) are contributing

Use “pre-corrections” to prevent the misbehavior

Praise other students for doing things the “right way”

Strategies for InterveningProximity

Adult presence and supervisionGentle verbal reprimand

Short, very brief disruption, clearState positive rather than negative (accusative)

DiscussionMost effective if discreet and occurs later

If not, you leave class waiting; misbehaving student can get rewarded; student will likely be defensive; your own frustration

Strategies for Intervening (cont)

Family ContactBe objective and descriptive, not judgmental Suggest that family discuss the situation later and

communicate expectations Don’t imply child should be punished

Create partnership with parent to support child

HumorBest when used selectively with older studentsAvoid sarcasm, embarrassing, or making joke of

child or situation

Strategies for Intervening (cont)

Praise someone elseDescriptive praise, but avoid embarrassmentBest for younger children who are eager to please

RestitutionRepair damage but don’t hold grudgeReparation is not punishment

Use sincerityHow their behavior is affecting others (& you)Keep emotions in check

Response cost……a procedure in which a specific amount ofavailable reinforcers is contingently withdrawn following a response in an attempt to decreasebehavior. Response cost is often used with

tokeneconomy programs. The response cost must beless than the total amount of number of

reinforcersavailable (i.e., never go in the hole). Response cost procedures are often referred to as “fines.”

Response Cost-AKA The Chart!Top 5 cautions when using ‘the chart’5. Be sure to build in forgiveness4. Never let a student get ‘in the hole’3. Teach the behavior 2. Better to climb for positive behaviors (not really response cost)

1. PBIS Standards of Practice Techniques that do not cause pain or

humiliation or deprive the individual of basic needs

(2007). PBS standards of practice: Individual level. Available for download fromhttp://apbs.org/whatsnew.html#standards_of_practice.

The KeyBehavior is functionallyrelated tothe teachingenvironment.

As a team, how will you work to make all classrooms effective settings?

As a coach, how can you support classroom teachers in the development of effective classroom settings?

Question #3

The coach-teacher relationshipConsultation and feedback can be effective in increasing effective teaching practices (Sheridan & Welch, 1996)

Conduct observations of each otherTeacher teams

Invite feedback (during challenges)

The coach-teacher relationshipIs there a system in place for teachers to ask

for help? Through the PBIS team? ‘Request for assistance’

Do teachers know about the system? Is it clear to the teacher that coaching is non-

evaluative?Is it clear to the teacher that the coach-

teacher relationship is confidential?

The coach-teacher relationshipCommunicate effectivelyListen more…

Develop inner silenceClarifyCommunicate your understandingPractice listening

4 Types of MisbehaviorAwareness AbilityAttention-SeekingPurposeful/Habitual

4 Types of MisbehaviorAwareness

Truly unaware that behavior is problematicDefensive, argumentative

What to do:Provide feedbackDevelop a signal to cue the student about the

misbehaviorDevelop a self-monitoring and evaluation

strategy

4 Types of Misbehavior (cont.)Ability

Lacks ability or knowledge about how to behave

What to do:Explore psychological or constitutional factorsHave capacity for insight?

If yes: Conduct lessons to develop skills and knowledge about appropriate behavior Model, reinforce, and provide feedback

If no: Make accommodations

4 Types of Misbehavior (cont.)Attention-Seeking

Engages in behavior to satisfy (unconscious) need for attention Chronic blurting out, excessive helplessness,

tattling, minor disruptions

What to do:Be careful about reinforcing the “problem behavior”Planned ignoringProvide attention and reinforce positive behavior

4 Types of Misbehavior (cont.)

Purposeful/Habitual Escape/avoidancePower/dominanceCompeting reinforcers (substitution)

What to do:Analyze purpose of behaviorMeet needs in positive wayCalmly and consistently implement pre-

planned corrective consequences

On-Line ResourcesPBIS

http://www.PBISMaryland.orghttp://www.PBIS.orghttp://www.pbisillinois.org/

Interventions Central http://www.interventioncentral.org

JHU Center for the Prevention of Youth Violence http://www.jhsph.edu/PreventYouthViolence/Research/index.html

BooksCoaching Classroom Management:

Strategies and Tolls for Administrators and CoachesSprick, R., Knight, J., Reinke, W.M., & McKale, T. (2006).

Pacific Northwest Publishing. Handbook of School-Based Interventions:

Resolving Student Problems and Promoting Healthy Educational EnvironmentsJeffrey Cohen & Marian C. Fish (1993). Jossey-Bass

CHAMPs: A proactive and positive approach to classroom management Sprick, R. Garrison, M., & Howard, L. (1998). Pacific

Northwest Publishing.