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Positive Behavior Support in the Classroom. Cynthia M. Anderson University of Oregon. Overview. Rationale for Classroom interventions FBA of a classroom Universal classroom interventions Building capacity for classroom PBS. Well-Managed Classroom. - PowerPoint PPT Presentation
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POSITIVE BEHAVIOR SUPPORTIN THE CLASSROOM
Cynthia M. Anderson
University of Oregon
OVERVIEW
Rationale for Classroom interventions FBA of a classroom Universal classroom interventions Building capacity for classroom PBS
WELL-MANAGED CLASSROOM
Students are deeply involved in their work Students know what is expected of them and
are generally successful There is relatively little wasted time,
confusion, or disruption The climate of the classroom is work-
oriented, but relaxed and pleasant
Practices
Data
System
FBA IN A CLASSROOM—WHY ASSESS?
Identify: Goals—what does the teacher want to achieve? Goals for students
Identify expectations, rules, and routines Design a functional environment Identify potential barriers to success
Systems needing more support Problem areas to target
ASSESSING CLASSROOMS Environment Adults
Instructional behavior Interactions with other adults, with students
Students Academic behavior Social behavior
Classroom Assessment Tool
Classroom Self- Assessment
USING DATA FOR DECISION-MAKING Do the data give good picture of
classroom? Do you need more information?
What are the primary areas of need?
Develop goals
OVERVIEW
Rationale for Classroom interventions FBA of a classroom Universal classroom interventions Building capacity for classroom PBS
UNIVERSAL INTERVENTIONS IN THE CLASSROOM Foundations
Expectations and rules Acknowledgement Systems Strategies for responding to problem behavior
Systems to “tune up” Curriculum Instructional techniques Setting/physical environment
UNIVERSAL SUPPORTS
Foundations Expectations and rules
RATIONALE FOR RULES IN CLASSROOMS
Provides Structure Consistency Positive climate
Allow teacher to maintain positive environment & focus on academics
Legal, ethical, and professional accountability
GENERAL CLASSROOM RULES
Linked to school-wide program Relevant for YOUR classroom
What are problem routines, settings? What behaviors would you like to see more of?
Positively stated & succinct Observable behaviors Posted in public, easily seen place
GENERAL CLASSROOM RULES Linked to school-wide program Positively stated & succinct (3-5) Observable behaviors Posted in public, easily seen place Taught and re-taught frequently Enforced consistently
Teaching Matrix
RULES FOR ROUTINES: ESTABLISH A PREDICTABLE ENVIRONMENT
Identify routines How to enter class and begin to work How to predict the schedule for the day What to do if you do not have materials What to do if you need help What to do if you need to go to the bathroom What to do if you are handing in late material What to do if someone is bothering you How to determine if you are doing well in class
Establish signals for correct behavior Teach effective transitions
DESIGNING CLASSROOM ROUTINES
RoutineRoutine What do What do you you expect?expect?
What is What is the the signal?signal?
How will How will you teach you teach it?it?
Entering Entering ClassClass
Enter, sit Enter, sit down, start down, start workwork
Instruction Instruction on boardon board
Examples & Examples & non-non-examplesexamples
Obtaining Obtaining class class attentionattention
Teacher’s Teacher’s hand in the hand in the airair
Getting Getting Help during Help during seat workseat work
Orient to Orient to teacher, teacher, be quietbe quiet
Explain Explain rule, rule, demonstrademonstratete
Raise Raise hand, keep hand, keep lips lips sealed, sealed, wait for wait for teacherteacher
Students Students working working on taskon task
Explain Explain rule, rule, students students demonstrademonstrate te examples examples and non-and non-examplesexamples
EXAMPLE: PLANNING FOR TRANSITIONS
Steps for Effective Transitions1. Teach transition rules2. Establish predictable transitions3. Minimize frequency of transitions
UNIVERSAL SUPPORTS
Foundations Expectations and rules Acknowledgement Systems Strategies for responding to problem behavior
Systems to “tune up” Curriculum Instructional techniques Setting/physical environment
ACKNOWLEDGEMENT SYSTEMS
Increase pro-social behavior Focus staff and student attention on desired
behaviors Foster a positive climate Increase time spent on academics
ACKNOWLEDGEMENT: FORMAL VS. INFORMAL
Formal Acknowledgement Linked to SWPBS Independent system
Informal Acknowledgement—CRITICAL Frequency Use to “turn situation around”
ACKNOWLEDGEMENT TIPS
Simple systems are best High frequency in new systems Acknowledgement should be contingent on
behavior Avoid threats and response cost Avoid removing opportunity for
acknowledgement
ACKNOWLEDGEMENT SYSTEMS Whole-class Small group Individual student
ACKNOWLEDGEMENT SYSTEMS Whole-class
Best for Discrete activities Situations when each instance of correct behavior can
be acknowledged Embed within other systems
Examples
ACKNOWLEDGEMENT SYSTEMS Whole-class Small group- “teams”
“Work bursts”Considerations
Group makeup Timing of activities Acknowledgements
Examples
SAMPLE: CLASSROOM GAME
Pre-planning Specify rules Group versus individual acknowledgement Determine rewards How rewards will be distributed Timing
SAMPLE: CLASSROOM GAME
MugglesMuggles GryffindorGryffindor HufflepuffHufflepuff RavenclaRavenclaww
SAMPLE: CLASSROOM GAME
Game winners Group game
Team member picks from grab bag, throws beanbag at board, etc.
Teacher’s choice Small prize for all team members
SWPBS tickets Tangibles Intangibles
SYSTEMS Whole-class Small group Individual student
Acknowledgement contingent only on that student’s behavior
AdvantagesCan individualizeAllows for acknowledgements to be tailored for
studentLimitations
Less opportunity for student influenceCan be difficult to implement consistently while
teaching
SAMPLE PROGRAM Monthly Tim earns tokens (Bronco
Bucks) throughout the school day from all staff members that he can spend once a month to purchase items at the school store.
9-Weeks For each dollar Tim spends at the store, his name is entered in a drawing for a chance to win a bicycle.
Random Occasionally, other incentives such as student dances, jean day, etc. are introduced randomly. Students gain admittance by using “Bronco Bucks”.
Daily If Tim earns 2 “Bronco Bucks” he can participate in the review game/get a
positive note sent home
Weekly Everyone that received 2 (or other set #) daily rewards during the week receives a preferred activity time at the end of the week
Monthly If the entire class reaches their goal of earning a specified amount of “Bronco Bucks” by the end of the month, the class gets to watch a movie
9-Weeks There is a competition between all of Mr. Smith’s classes. The class earning the
highest number of “Bronco Bucks” earns a pizza/ice cream party
ALIGNING WITH SWPBS SYSTEM
Expectations match school’s Using school-wide acknowledgement tokens?
If using school-wide tokens Students can receive rewards in class for earning
tokens Continue collecting tokens for use in the school-
wide reward system Consider use of supplemental rewards for
academic achievement/participation
UNIVERSAL SUPPORTS Foundations
Expectations and rules Acknowledgement Systems Effective classroom layout Strategies for responding to problem behavior
Systems to “tune up” Curriculum Instructional techniques Setting/physical environment
TRADITIONAL STRATEGIES USED FOR DEALING WITH PROBLEM BEHAVIOR
Time out Demerit or fine Detention Writing assignment Deprivation of some reward
WHY HAVEN’T THE TRADITIONAL STRATEGIES BEEN EFFECTIVE?
Practices without the… Systems
System for defining and teaching expectations and rules
System for responding to errorsAcknowledgement system
DataExpected behavior definedMonitor student behaviorMonitor student/teacher interaction
EFFECTIVE CONSEQUENCES FOR MISBEHAVIOR REQUIRE A SYSTEM
Applied consistently Immediate feedback Pre-determined plan for major, minor, repeat
violations Linked to context
Requires a plan developedBEFORE the problem occurs for
Major, minor, and repeatedproblems
REASONABLE AND LOGICAL STRATEGIES
Student BehaviorStudent Behavior Illogical Illogical StrategiesStrategies
Logical StrategiesLogical Strategies
Chews GumChews Gum Teacher sends Teacher sends student to the student to the officeoffice
??????
Turns in a sloppy Turns in a sloppy paperpaper
Teacher refuses Teacher refuses the paperthe paper
??????
Walks in noisilyWalks in noisily Teacher ignores Teacher ignores behaviorbehavior
??????
REASONABLE AND LOGICAL STRATEGIES
Student BehaviorStudent Behavior Illogical Illogical StrategiesStrategies
Logical StrategiesLogical Strategies
Chews GumChews Gum Teacher sends Teacher sends student to the student to the officeoffice
Dispose of gum, Dispose of gum, writes paper on writes paper on the issuethe issue
Turns in a Turns in a sloppy papersloppy paper
Teacher refuses Teacher refuses the paperthe paper
Redoes the Redoes the paperpaper
Walks in noisilyWalks in noisily Teacher ignores Teacher ignores behaviorbehavior
Walks in again Walks in again quietlyquietly
REASONABLE AND LOGICAL STRATEGIES
Student BehaviorStudent Behavior Illogical Illogical StrategiesStrategies
Logical StrategiesLogical Strategies
Passes paper in Passes paper in incorrectlyincorrectly
Teacher deducts Teacher deducts 10 points10 points
??????
Arrives lateArrives late Teacher sends Teacher sends student to the student to the officeoffice
??????
Does not bring Does not bring text book or text book or pencilpencil
Student sits at Student sits at their desk their desk without a pencil without a pencil or textbookor textbook
??????
REASONABLE AND LOGICAL STRATEGIES
Student BehaviorStudent Behavior Illogical Illogical StrategiesStrategies
Logical StrategiesLogical Strategies
Passes paper in Passes paper in incorrectlyincorrectly
Teacher deducts 10 Teacher deducts 10 pointspoints
Passes paper in Passes paper in again correctlyagain correctly
Arrives lateArrives late Teacher sends Teacher sends student to the officestudent to the office
Misses instruction Misses instruction and has to get help and has to get help from a peerfrom a peer
Does not bring text Does not bring text book or pencilbook or pencil
Student sits at their Student sits at their desk without a desk without a pencil or textbookpencil or textbook
Student has to Student has to borrow one from the borrow one from the teacher for .50 teacher for .50 cents (classroom cents (classroom money)money)
STRATEGIES: TIPS FOR TEACHERS Avoid stopping lesson to respond to student
misbehavior Use immediate consequences when feasible
Pick your battles
UNIVERSAL SUPPORTS
Foundations Expectations and rules Acknowledgement Systems Strategies for responding to problem behavior
Systems to “tune up” Curriculum Instructional techniques Setting/physical environment
OVERVIEW
Rationale for Classroom interventions FBA of a classroom Universal classroom interventions Building capacity for classroom PBS
SWPBS TEAM AND CLASSROOMS
Clear delineation of office-managed versus classroom-managed problems
Training on effective teaching and behavior support strategies Preventive and educative Acknowledge pro-social behavior & explicitly teach Consequences: include opportunity to practice Planned a-priori and documented
Access to evidence-based strategies Materials for implementing interventions Secondary and tertiary interventions that are (a)
evidence based and (b) have contextual fit
NEXT STEPS: BUILD THE SYSTEM
Resources Training Materials Technical support
System for implementation Identify need Build action plan Develop plan for implementation
Teacher AP Team AP
Practices
Data
System
WS Assess.
UNIVERSITY OF OREGON SCHOOL PSYCHOLOGY
Cynthia M. Anderson, [email protected]
YOUR CLASSROOM VISION1. What do you want your classroom to look like?2. What should it feel like to a class member?3. What do you want your students to accomplish?4. What do you want to accomplish?5. What should a visitor see? 6. How would you like a visitor to summarize your
classroom? Would they say this now?
WELL-MANAGED CLASSROOM
Students are deeply involved in their work Students know what is expected of them and
are generally successful There is relatively little wasted time,
confusion, or disruption The climate of the classroom is work-
oriented, but relaxed and pleasant
Mr. Jones’ Mr. Jones’ ClassClass
Mrs. Lee’s Mrs. Lee’s Class Class
Be SafeBe Safe Sit with your Sit with your chair on all 4 legschair on all 4 legs
WalkWalk
Be Be ResponsibleResponsible
Bring your Bring your materials to class materials to class each dayeach day
Bring your Bring your homework every homework every dayday
Be Be RespectfulRespectful
Keep your hands Keep your hands and feet to and feet to yourselfyourself
Use appropriate Use appropriate languagelanguage
Talk when it is Talk when it is your turn to talkyour turn to talk
Ask if it is “OK” Ask if it is “OK” to borrow an to borrow an itemitem
Classroom-Classroom-widewide
ArrivalArrival ComputersComputers
Be SafeBe Safe Follow Follow directions the directions the first timefirst timeKeep hands, Keep hands, feet, and objects feet, and objects to yourselfto yourself
Be in your Be in your seat when the seat when the bell ringsbell rings
One person One person per computer per computer stationstationHands off Hands off electric cords electric cords and power and power supplysupply
Be Be RespectfRespectfulul
Raise your Raise your hand before hand before speaking & speaking & when you need when you need helphelpListen when Listen when others are others are talkingtalkingUse inside Use inside voicevoice
Use indoor Use indoor voice when voice when talking before talking before the bellthe bellLips are Lips are sealed when sealed when the bell ringsthe bell rings
Wait your Wait your turnturn10 minutes 10 minutes per station per station when someone when someone is waitingis waiting
Be Be ResponsiResponsibleble
Have materials Have materials ready before ready before activities beginactivities begin
Bring your Bring your homework, homework, pencil, and pencil, and paperpaper
Return to log-Return to log-in screen when in screen when you are you are finishedfinishedTake all Take all materials with materials with youyou