SWPBS Workbook 1

School-wide Positive Behavior Support

Getting Started Workbook1

Center on Positive Behavioral Interventions and Supports

University of Oregon & Connecticut

Ver. Mar 12 2013

1 This document is supported in part by the OSEP Center on Positive Behavioral Interventions and Supports (http://pbis.org). The Center is supported by a grant from the Office of Special Education Programs, US Department of Education (H326S98003). Opinions expressed herein are those of the authors and do not necessarily reflect the position of the US Department of Education, and such endorsements should not be inferred.

SWPBS Workbook 2

School-Wide Positive Behavior Support

OSEP Center on Positive Behavioral Interventions and Supports2

University of Oregon & Connecticut

www.pbis.org

The OSEP Center on Positive Behavioral Interventions and Supports is grateful to the students, educators, administrators, families, support providers, researchers, and teacher trainers who have worked tirelessly to improve educational outcomes for all students and who have contributed to our understanding of the critical practices and systems of school-wide positive behavior support.

These training materials have been developed to assist schools in their efforts to improve school climate and school-wide positive behavior support for all students. An individual personal copy may be made without permission and by citing Center on PBIS as source. Multiple copy photocopying, use, and/or sale of these materials are forbidden without expressed written permission by the OSEP Center on Positive Behavioral Interventions and Supports. For additional information about use of these materials, contact the Center at www.pbis.org.

2 The Center is supported by a grant from the Office of Special Education Programs, US Department of Education (H326S980003). Opinions expressed herein are those of the authors and do not necessarily reflect the position of the US Department of Education, and such endorsements should not be inferred.

SWPBS Workbook 3

How Should I Use this Workbook?

What is the Purpose of this Workbook?

To provide implementers of a School-wide Positive Behavior Support (SWPBS) approach with supplemental, user-friendly information to support on-going training and implementation.

Who Should Use this Workbook?

Trainers, Coaches, Facilitators – to support efforts to implement SWPBS at the school level

Coordinators and Administrators – to provide an overview of and reference to the content and process of SWPBS to others

School and District Implementation Leadership Teams – to support and guide development, implementation, and monitoring of SWPBS implementation

How is this Workbook Organized?

Each chapter generally has the following organizational features:

Organizing introduction (green) that provides rationale, definitions, “big ideas,” etc.

Implementation guidelines (blue) that are used to support training, self-assessment, and action planning.

Generic activity worksheets (yellow) that guide contextualized implementation and product development.

Generic action planning (red) that structures commitments to follow-up activities and tasks.

The Table of Contents serves as a summary and roadmap to the organization of the content and process of SWPBS. Generally, the chapter sequence approximates the typical order in which SWPBS trainers, coordinators, and coaches guide School Leadership Teams through the practices and processes of SWPBS.

Appendices include (a) tools and instruments, (b) supporting stand-alone information and activities, and (c) materials referenced in workbook sections.

SWPBS Workbook 4

Table of Contents

Page Chapter

5 Appendices Description

7 1 – Overview of School-Wide Positive Behavior Support

What is SWPBS?

Why not “get tough” with problem behavior?

What principles guide implementer use of SWPBS?

What operational elements define SWPBS?

What evidence-based behavioral interventions are included in SWPBS?

What is the school-wide continuum of behavior support? o Multi-tiered systems of support o Practices and systems by prevention tier o Developing a SW continuum of PBS

What is the SWPBS team-based implementation process? o Basic action planning

43 2 – Getting Started with School-Wide Positive Behavior Support

Primary prevention tier

Step 1 – Establish team membership Conducting leadership team meetings worksheet

Step 2 – Develop brief statement of behavior purpose

Step 3 – Identify positive school-wide behavior expectations

Step 4 – Develop procedures for teaching school-wide expectations

Step 5 – Develop procedures for teaching classroom-wide behavior expectations

Step 6 – Develop continuum of procedures for encouraging and strengthening student use of school-wide behavior expectations

Step 7 – Develop continuum of procedures for discouraging student behavior violations of school-wide behavior expectations

Step 8 – Develop data-based procedures for monitoring implementation of SWPBS (primary tier)

77 3 – SWPBS Practices and Systems in Non-Classroom Settings

86 4 – Classroom Management Practices and Systems

Appendices

SWPBS Workbook 5

Appendix Description

A School-Wide PBS Implementation Example

An example of one school’s implementation of SWPBS is provided: leadership team, behavior purpose statement, school-wide and classroom-wide behavioral expectations, teaching matrices, encouragement procedures, behavior expectation violation procedures, and progress monitoring and data systems

B Committee/Group/Team Self-Assessment and Action Planning

This standalone activity gives leadership teams a structure for identifying what behavioral initiatives, programs, and interventions are in place, and evaluating how SWPBS fits with these efforts. The specific goal is to develop an effective, efficient, and relevant continuum of positive behavior support practices and processes for all students

C Effective Behavior Support Self-Assessment Survey

This self-assessment is used by leadership teams to determine staff perceptions about the status of the social and behavioral climate of the school. Perceptions about supports for school-wide, classroom, non-classroom, and individual students are assessed. All school staff are usually included.

D Team Implementation Checklist (TIC)

Leadership teams and coaches use this self-assessment to monitor their initial and on-going SWPBS implementation. As such, leadership teams self-manage their implementation efforts.

E SWPBS Team Monthly Planning Guide

This organizational tool is used by leadership teams, coaches, coordinators teams to supplement their review and action planning efforts, especially at the beginning and end of the school year. Emphasis is on first year implementation of primary intervention tier of SWPBS.

The purpose of this guide is to give SWPBS leadership teams a supplemental organizational tool for reviewing and planning their implementation activities. A self-assessment is provided to guide teams in their action planning

F Detention and Suspension: Frequently Asked Questions

This FAQ has been developed to provide a general summary of the implementation considerations and features of detention and suspension consequences. A question/answer format is used.

SWPBS Workbook 6

G Functional Assessment and Behavior Support Plan Checklists

Two self-assessment checklists are provided to enable review of the components and processes of completing a functional behavioral assessment and developing a behavioral intervention plan.

H Functional Assessment Checklists for Teachers and Staff

The FACTS is an instrument used to guide the completion of a functional behavioral assessment and facilitate the development of a behavior intervention plan.

I Emergency Prevention and Response

This primer provides general guidelines and considerations for being prepared, preventing, and responding to crises and emergency situations.

J Teaching Social Skills A basic and general lesson plan and examples for teaching social behavior are provided.

K SWPBS and RtI A brief overview of the similar and different features of school-wide positive behavior support and responsiveness to intervention.

L Selected References These references provide additional and supporting information for the contents of this workbook.

M Data-based Decision Making and Office Discipline Referrals

Guidelines and examples for establishing efficient and effective data-based decision making systems. Emphasis is on formalizing and enhancing office disciplinary procedures.

N Restraint and Seclusion Considerations and SWPBS

Guidelines and considerations for the appropriate and ethical use of restraint and seclusion in the context of the implementation of SWPBS.

O Planning for the Beginning/Ending of the School Year

Worksheet to guide planning for the beginning and end of the school year in a SWPBS school.

SWPBS Workbook 7

CHAPTER 1

Overview of School-Wide Positive Behavior Supports

SWPBS Workbook 8

SWPBS Message

Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, &

durable for all students

(Zins & Ponti, 1990)

What is SWPBS?

School-Wide Positive Behavior Supports (SWPBS) provides an organizational approach or framework for improving the social behavior climate of the schools and supporting or enhancing the impact of academic instruction on achievement and increasing proactive (positive/preventive) management.

SWPBS Workbook 9

The SWPBS approach or framework is comprised of evidence-based behavioral interventions and practices that can be implemented by real users to effectively address and support the socially and educationally important behavioral needs of students and their families.

SWPBS has its conceptual foundations in

Behavioral Theory - Behavior is learned, lawful, and malleable

Applied Behavior Analysis - Behavioral theory, principles, and practices are applied to socially important observable behaviors in the applied settings in which they are observed

Positive Behavior Support – Behavioral supports are considered in the larger context of improving quality of life

SWPBS Workbook 10

Why “Not Get Tough” with Problem Behavior?

When students display problem behavior that is unresponsive to our typical consequences or interventions, we often get stern or “tough” to see if the student’s behavior will eventually improve. For many students this level of consequence works because the student has strong alternative ways of responding that access success without having to use the problem behavior.

The problem behavior of some students continues to be unresponsive, and we get “tougher” to get the student’s attention, make a clear statement or point about the behavior, and minimize the likelihood of future occurrences. A few students respond to this level of consequence but the improvement is often not long lasting.

So, the problem behavior of a few students continues to be observed, and we resort to further intensifying the presumed aversiveness of our responses to force “compliance” and a halt to the problem behavior.

SWPBS Workbook 11

See below for example of “Get Tough” Sequence

“GET TOUGH” BEHAVIOR RESPONSE

Initial problem behavior

Given initial “aversive” consequence, e.g.,

Say “no.”

Remove “privilege

Send to “think seat”

Behavior of many students improve; however, for some their problem behavior continues

Further occurrences of

problem behavior

Give additional and more “aversive” consequence, e.g.,

Scream “NO!” louder

Move closer and point finger

Complete office discipline referral

Threaten and establish bottom line

Send to in-school detention

Behavior of a few more students improve; however, for a few individual students, their behavior continues

Continued occurrences

and increasing intensity of

problem behavior

Increase intensity, frequency, and duration of “aversive” consequences, e.g.,

Establish and enforce zero tolerance policies

Increase monitoring and security

Physically assist or intervene

Give out of school suspension

Behavior escalates in intensity, frequency, and duration to levels that severely interfere with teaching and learning

SWPBS Workbook 12

Why do we get tougher when student’s behavior does not improve? Because we…

1. Assume the student is inherently bad, and stubborn behaviors require much more intensive consequences.

2. Assume the student must “learn” to take responsibility for their own behavior, and prove that they deserve to be part of the classroom or group.

3. Assume aversive consequences “teach” the student to behave better.

4. The behavior of some students does improve….albeit short-lived; so, we get temporary relief.

5. Learn “tougher” consequences remove the student with irritating behavior which brings relief in the immediate environment, and the student’s behavior will be better “tomorrow.”

6. Experience an initial improvement in problem behavior, when the student responds.

So, what’s wrong with a get tough approach? The research is clear that if the only thing we do is get tough and tougher when students display problem behavior,

1. Environments of control are fostered

2. Antisocial behavior is triggered and reinforced

3. Shared accountability is shifted away from school and to the student, family, and/or community

4. Child/youth-adult relationships are devalued and put at risk

5. Link between academic achievement and social behavior programming is weakened

So, what should we do? The science on human behavior has taught us that students….

1. Are not born with bad (or good) behavior

2. Do not learn through the sole use of “aversive” consequences

3. Learn better ways of behaving by being taught social skills directly and receiving positive feedback about what they are doing correctly or appropriately.

SWPBS Workbook 13

In addition, results from research on the prevention of youth violence consistently

indicates that preventing the development and occurrence of violent and behavior is associated

with the following:

Youth Violence Prevention Sample Sources

• Positive, predictable school-wide climate

• High rates of academic & social success

• Formal social skills instruction

• Positive active supervision & reinforcement

• Positive adult role models

• Multi-component, multi-year school-family-community effort

• Surgeon General’s Report on Youth Violence (2001)

• Coordinated Social Emotional & Learning (Greenberg et al., 2003)

• Center for Study & Prevention of Violence (2006)

• White House Conference on School Violence (2006)

SWPBS Workbook 14

What Principles Guide Implementer Use of SWPBS?

Implementers of SWPBS use the following principles to guide their decisions and actions:

1. Use data to guide decision making

2. Establish school discipline as instrument for academic and behavior success

3. Make decisions that are linked to important and measurable outcomes

4. Utilize research-validated practices, interventions, and strategies

5. Emphasize an instructional approach to behavior management

6. Emphasize prevention

7. Integrate initiatives, programs, interventions that have common outcomes

8. Adapt products, activities, actions, etc. to align with cultural and contextual characteristics of local environment (e.g., family, neighborhood, community)

9. Build and sustain a continuum of behavior support

10. Consider and implement school-wide practices and systems for all students, all staff, and all settings

11. Evaluate continuously

12. Coordinate efforts with a school-wide leadership team

SWPBS Workbook 15

What Operational Elements Define SWPBS?

Effective, efficient, and relevant school-wide discipline is based on a balance of four key and interactive elements:

SYSTEM

S

PRACTICES

DATA

OUTCOMES

Vincent, Randall,

Cartledge, Tobin, &

Swain-Bradway 2011;

Sugai, O’Keeffe, &

Fallon, 2012

Supporting Important Culturally

Equitable Academic & Social

Behavior Competence

Supporting Culturally Relevant Evidence-based Interventions

Supporting Culturally

Knowledgeable

Staff Behavior

Supporting Culturally Valid

Decision

Making

SWPBS Workbook 16

DATA: What do we currently see and know?

Data-based decision making guides selection and modification of curricula and practices, evaluation of progress, and enhancement of systems. These data must be culturally valid to enable good decisions.

OUTCOMES: What do we want to see?

Clearly specified outcomes are related to academic achievement and social competence. These outcomes must be culturally equitable for the students for whom they are expected.

PRACTICES: What practice could effectively, efficiently, and relevantly achieve what we want to see?

Evidenced-based practices have a high probability of outcome achievement for students. These practices must be culturally relevant to the students who experience them.

SYSTEMS: What needs to be in place to support (a) practice adoption that is informed and (b) full implementation that is contextualized, accurate, and sustainable?

Systems support adult adoption, high fidelity implementation, and sustained use of effective practices. Systems must be culturally knowledgeable about the data, outcomes, practices, and students and their families.

SWPBS Workbook 17

What Evidence-based Behavioral Interventions are Included in SWPBS?

SWPBS emphasizes selection and implementation of the most appropriate, effective, efficient, and relevant practices and interventions that match the needs, resources, and competence of users. These practices and interventions are organized in five SWPBS subsystems:

SUBSYSTEMS PRACTICES, PROCESSES, AND SYSTEMS FOR……

School-wide All students and staff members, across all settings

Classroom Settings in which delivery of instruction is emphasized

Non-classroom Settings and contexts in which the emphasis is on supervision and monitoring, not instruction (e.g., sporting events, assemblies, lunchrooms, hallways, buses, field trips, etc.).

Student Individual students whose behaviors are not responsive to school-wide or primary tier prevention (secondary/tertiary tiers)

Family Engaging and supporting family participation in the activities and access to resources of the school.

SWPBS Workbook 18

Behavioral Interventions and Practices Sc

ho

ol-

Wid

e

1. Leadership team

2. Common behavior purpose & approach to discipline

3. Clear set of positive expectations & behaviors

4. Procedures for teaching expected behavior school-wide & classroom-wide

5. Continuum of procedures for encouraging expected behavior

6. Continuum of procedures for discouraging inappropriate behavior

7. Procedures for on-going data-based monitoring & evaluation

Cla

ssro

om

-Wid

e

1. All school-wide above.

2. Maximum structure & predictability (e.g., routines, environment)

3. Positively stated expectations posted, taught, reviewed, prompted, & supervised

4. Maximum engagement through high rates of opportunities to respond, delivery of evidence-based instructional curriculum & practices

5. Continuum of strategies to acknowledge displays of appropriate behavior , including contingent & specific praise, group contingencies, behavior contracts, token economies

6. Continuum of strategies for responding to inappropriate behavior, including specific, contingent, brief corrections for academic and social behavior errors, differential reinforcement of other behavior, planned ignoring, response cost, and time out.

No

n-C

lass

roo

m

Sett

ings

1. Positive expectations & routines taught & encouraged/acknowledged

2. Active supervision by all staff, emphasizing scanning, moving, & interacting

3. Pre-corrections, prompts, & reminders

4. Positive reinforcement

Ind

ivid

ual

Stu

den

t 1. Behavioral competence at school & district levels

2. Function-based behavior support planning

3. Team- & data-based decision making

4. Comprehensive person-centered planning & wraparound processes

5. Targeted social skills & self-management instruction

6. Individualized instructional & curricular accommodations

SWPBS Workbook 19

Fam

ily

Enga

gem

ent 1. Continuum of positive behavior support for all families

2. Frequent, regular, & positive contacts, communications, & acknowledgements

3. Formal & active participation & involvement as equal partners

4. Access to system of integrated school & community resources

SWPBS Workbook 20

What is the PBS School-wide Continuum of Behavior Support?3

A relatively small proportion of students (1-15%) have learning histories that cause general school-wide interventions to be ineffective (i.e., behavior not responsive), and these students require additional specialized and individualized interventions. Thus, school-wide discipline systems should not be abandoned because the behaviors of these students are unresponsive.

Instead, schools should think of school-wide discipline systems as being important foundations for

1. Supporting the majority of students

2. Preventing the development of chronic problem behavior for students with high risk backgrounds and learning histories

3. Identifying (screening) and providing more specialized and individualized behavior supports for students with high intensity, difficult-to-change problem behaviors.

3 Also referred to as “RtI” or Responsiveness-to-Intervention

SWPBS Workbook 21

The three tiered prevention logic organizes practices and systems along a continuum of increasing intensity and/or complexity. Student behavior responsiveness to intervention is used to match intervention intensity. Although the continuum is dynamic and blended, the three tiers are generally described as follows:

Prevention Tier

Description General Response

Criteria

Primary (Universal)

Practices and systems for all students and staff implemented across all settings.

Behaviors of 70-90% of students

Secondary (Targeted)

More intensive and specialized practices and systems for students whose behaviors have been documented as not responsive at the primary tier, and generally provided in a common or standardized manner in small student groupings, which provide more regular supervision, monitoring, interactions, corrective feedback, and positive reinforcement with and by adults and peers.

Behaviors of 10-30% of students

Tertiary (Intensive)

Most intensive and specialized practices and systems for students whose behaviors have been documented as not responsive at the primary or secondary tiers, and generally are highly individualized to the specific needs and strengths of an individual student. Family and community involvement is increased.

Behaviors of 1-10% of students

SWPBS Workbook 22

The following figure illustrates this important concept:

The following figure illustrates the an “applied” continuum of support in which sequencing and integration of practices and supports varies by setting (e.g., elementary v. middle v. high school; alternative programming; rural v. urban) and individual student strengths and needs:

Primary Prevention:

School-/Classroom-

Wide Systems for

All Students,

Staff, & Settings

Secondary Prevention:

Specialized Group

Systems for Students

with At-Risk Behavior

Tertiary Prevention:

Specialized

Individualized

Systems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OF

SCHOOL-WIDE

INSTRUCTIONAL &

POSITIVE BEHAVIOR

SUPPORT

SWPBS Workbook 23

How does SWPBS Relate to Multi-Tiered Systems of Support?

“Multi-tiered Systems of Support” (MTSS) is derived from “Responsiveness-to-Intervention” (RtI), and has been described as an approach for establishing and redesigning teaching and learning environments so that they are effective, efficient, relevant, and durable for all students, families, and educators. Specifically, MTSS is shaped by six defining characteristics4:

4 Brown-Chidsey & Steege, 2005; Christ, Burns, & Ysseldyke, 2005; Fuchs & Deschler, 2007; Fuchs & Fuchs, 2007; Fuchs, Mock, Morgan, & Young, 2003; Gresham, 2005; Gresham et al., 2005; Kame’enui, 2007; National Association of State Directors of Special Education, 2006; Severson, Walker, Hope-Doolittle, Kratochwill, & Gresham, 2007; Sugai, 2007

SWPBS Workbook 24

RtI Feature Description

1. Universal screening

Learner performance and progress should be reviewed on a regular basis and in a systematic manner to identify students who are (a) making adequate progress, (b) at some risk of failure if not provided extra assistance, or (c) at high risk of failure if not provided specialized supports.

2. Data-based decision making and problem solving

Information that directly reflects student learning based on measurable and relevant learning criteria and outcomes should be used to guide decisions regarding instructional effectiveness, student responsiveness, and intervention adaptations and modifications

3. Continuous progress monitoring

Student progress should be assessed on a frequent and regular basis to identify adequate or inadequate growth trends and support timely instructional decisions.

4. Team-based Implementation

Practice and system implementation is coordinated and lead by a group of individuals who represent the school and community (e.g., students, family members, general and special educators, specialists).

5. Continuum of evidence-based interventions

An integrated and sequenced curriculum should be available such that a (a) core curriculum is provided for all students, (b) modification of this core is arranged for students who are identified as nonresponsive, and (c) specialized and intensive curriculum is developed for students whose performance is deemed nonresponsive to the modified core. Elements of this continuum must have empirical evidence to support efficacy (intervention is linked to outcome), effectiveness (intervention outcomes are achievable and replicable in applied settings), relevant (intervention can be implemented by natural implementers and with high fidelity), and durable (intervention implementation is sustainable and student outcomes are durable).

6. Implementation fidelity

Team-based structures and procedures are in place to ensure and coordinate appropriate adoption and accurate and sustained implementation of the full continuum of intervention practices.

SWPBS Workbook 25

Practices and Systems by Prevention Tier and SWPBS Working Elements

Prevention Tier

Primary Secondary Tertiary

SWP

BS

Wo

rkin

g El

eme

nts

Dat

a

Office discipline referrals (ODR)

EBS Self-Assessment

SET

Benchmarks of Quality

School Safety Survey

Academic performance

Curriculum based measurement

Office disciplinary referrals

Points earned token economy

Academic competence

Curriculum based measurement

FACTS

FACTS

FBA

Academic competence

Curriculum based measurement

Ou

tco

me

s ~80% of students with 0-1 major ODR

~1/500 students/day

~15% of students with 2-5 major ODR

Individualized academic and behavior objectives

~5% of students with >6 major ODR

Pra

ctic

es

Teach and encourage small number of school-wide behavioral expectations and behaviors

Continuum of consequences for violations of behavior expectations

Active supervision

Effective classroom management

Universal screening

Group social skills instruction

Daily performance feedback

Self-management instruction

At least hourly positive reinforcement

Family engagement

Function-based Individualized behavior support plan

Targeted social skills instruction

Academic accommodations and supports

Family participation

Syst

em

s

SW leadership team

Formative data- and team-based decision making and action planning

High priority

Active administrator involvement

Behavioral competence

Weekly program review

Team based coordination and decision making

Direct link to school-wide primary tier prevention system

Specialized behavioral competence

Team-based coordination and decision making

Daily

SWPBS Workbook 26

The development of a SW continuum of requires a careful consideration of local context (features and data), desired outcomes (data, priority needs, etc.), evidence-based practices, and systems capacities and supports.

To enhance efficiency and relevance, the following steps for selecting practices within a school-wide continuum of positive behavior supports should be considered:

Steps for Selecting Practices within a School-Wide Continuum of Positive Behavior Support

Step 1: Identify what practices (e.g., interventions, programs, strategies) are available at each prevention tier. (See Practices Evaluation Chart)

Step 2: Evaluate each practice against the following evaluation criteria

Evidence-based – Does experimental research evidence exist to support the selection and use of a practice to achieve desired outcome?

Outcome Data – Are relevant data collected to measure effectiveness?

Non-Responder Decision Rule – Are data-based rules available and used to modify intervention for students who do not respond to practice?

Implementation Fidelity – Are data collected to assess and improve accuracy of practice implementation?

Effectiveness – Have data demonstrated that practice is effective in achieving desired outcomes?

Step 3: Based on the above results, decide whether to (a) eliminate or discontinue, (b) integrate with other practices, (c) modify and continue or integrate, or (d) sustain as is.

Step 4: Based on the above results, do new or different practices need to be considered and adopted to complete the continuum?

Identify outcome that needs to be achieved.

Evaluate practices that have experimental evidence of their effectiveness and are likely to produce desired outcome.

Insert new practice into Practices Evaluation Chart

Step 5: Complete display of continuum of behavior support practices (see following Continuum of School-wide Behavior Support triangle continuum)

Developing a School-wide Continuum of Positive Behavior Support

SWPBS Workbook 27

Practices Evaluation Chart

5 Yes ? No 6 Eliminate, Modify, Integrate, Sustain

Practices

Evaluation

Evidence-Based?

Outcome Data

Collected?

Non-Responder Decision Rule?

Implem. Fidelity

Assessed? Effective? Decision

Pre

ven

tio

n T

ier

Pri

mar

y

Y ? N5 Y ? N Y ? N Y ? N Y ? N E I M S6

Y ? N Y ? N Y ? N Y ? N Y ? N E I M S

Y ? N Y ? N Y ? N Y ? N Y ? N E I M S

Y ? N Y ? N Y ? N Y ? N Y ? N E I M S

Y ? N Y ? N Y ? N Y ? N Y ? N E I M S

Seco

nd

ary

Y ? N Y ? N Y ? N Y ? N Y ? N E I M S

Y ? N Y ? N Y ? N Y ? N Y ? N E I M S

Y ? N Y ? N Y ? N Y ? N Y ? N E I M S

Y ? N Y ? N Y ? N Y ? N Y ? N E I M S

Y ? N Y ? N Y ? N Y ? N Y ? N E I M S

Tert

iary

Y ? N Y ? N Y ? N Y ? N Y ? N E I M S

Y ? N Y ? N Y ? N Y ? N Y ? N E I M S

Y ? N Y ? N Y ? N Y ? N Y ? N E I M S

Y ? N Y ? N Y ? N Y ? N Y ? N E I M S

Y ? N Y ? N Y ? N Y ? N Y ? N E I M S

SWPBS Workbook 28

Continuum of School-wide Positive Behavior Support

Continuum of School-wide Positive Behavior Support

Directions: Insert evaluated and selected practices and strategies into this table to establish a continuum of school-wide positive behavior supports.

Tert

iary

Seco

nd

ary

Pri

mar

y

SWPBS Workbook 29

Continuum of School-wide Positive Behavior Support

Directions: Insert evaluated and selected practices and strategies into this table to establish a continuum of school-wide positive behavior supports.

Tert

iary

Seco

nd

ary

Pri

mar

y

SWPBS Workbook 30

Example: Continuum of School-wide Positive Behavior Support

Tert

iary

Function-based support

Wraparound/person-centered planning

Specialized & individualized instruction/intervention

Crisis prevention & intervention

Seco

nd

ary

Check in/out

Targeted social skills training

Peer-based tutoring

Social skills club

Behavioral contracting

Cognitive-behavioral counseling

Pri

mar

y

Teaching & rewarding positive school-wide behavioral expectations

Proactive school-wide discipline

Effective academic instruction/curriculum

Parent engagement

Active supervision

SWPBS Workbook 31

What is the SWPBS Team-Based Implementation Process?

SWPBS implementation process or approach is premised on the finding that sporadic one-time or occasional high intensity training events are ineffective and inefficient at achieving system or organization-wide implementation of an intervention or practice that is sustainable and accurate. Typical school in-service or professional development events are more likely to be “train-and-hope” (Stokes and Baer, 1977) events:

In contrast, the SWPBS approach adopts a continuous multi-component, multi-year organizational approach. The features of the general team based implementation process are summarized in the following:

Agreements

Team

Data-based

Action Plan

ImplementationEvaluation

SWPBS Workbook 32

When engaged in the general SWPBS implementation steps, consider the following guidelines:

Guidelines

Form

Tea

m

Yes No ? 1. Adequate representation

Yes No ? 2. Active administrator membership and involvement

Yes No ? 3. Efficient means for communications within team and with faculty as a

whole

Yes No ? 4. Capacity for on-going data-based decision making

Yes No ? 5. Priority and status among committees and initiatives

Yes No ? 6. Behavioral capacity on team

Esta

blis

h A

gre

em

en

ts

Yes No ? 1. Commitment to 3-4 years of priority implementation

Yes No ? 2. Use of 3-tiered prevention logic and continuum

Yes No ? 3. Administrator participation and membership

Yes No ? 4. On-going coaching and facilitation supports

Yes No ?

5. Dedicated resources and time

6. Agreement about operating procedures for roles, agenda, meeting times, action planning, etc.

Yes No ? 7. Top three school-wide initiatives based on need

Dat

a-b

ased

Act

ion

Pla

n Yes No ? 1. Regular self-assessment

Yes No ? 2. Review and use of existing discipline data

Yes No ? 3. Multiple subsystems of evidence-based behavioral interventions

Yes No ? 4. Team-based decision making and action planning

Yes No ? 5. Efficient system of data input, storage, and summarization

SWPBS Workbook 33

De

velo

p P

roce

du

res

and

Su

pp

ort

s fo

r Im

ple

me

nta

tio

n A

ctio

n P

lan

wit

h F

idel

ity

and

Du

rab

ility

Yes No ? 1. Emphasis on evidence based practices and interventions

Yes No ? 2. Active administrator participation

Yes No ? 3. Continuous staff involvement in planning

Yes No ? 4. Efficient and effective support for staff training and implementation

Yes No ? 5. Continuous monitoring of fidelity of implementation and progress

Yes No ? 6. Regular and effective staff acknowledgements for participation and

accomplishments

Yes No ? 7. Team coordinated and managed implementation

Co

nti

nu

ou

s Ev

alu

atio

n F

ide

lity

of

Imp

lem

en

tati

on

an

d

Ou

tco

me

Pro

gre

ss

Yes No ? 1. Team- and data-based decision making and planning

Yes No ? 2. Relevant and measurable outcome indicators

Yes No ? 3. Efficient input, storage, and retrieval of data

Yes No ? 4. Effective, efficient, and informative visual displays

Yes No ? 5. Regular data review

Yes No ? 6. Continuous monitoring of fidelity of implementation and progress

SWPBS Workbook 34

Basic Action Planning

Action planning is a process of organizing and using resources to enable individuals to engage in activities designed to achieve specific and important outcomes. The process is guided by the following principles:

The action planning process can be facilitated by considering the following questions:

Facilitating Questions

Question Notes

1. What need (problem, issue, concern, etc.) are we trying to address?

2. What evidence do we have to confirm, understand, characterize, etc. the need?

3. What factors seem to be contributing to the need?

Process Principles

1. Align with district goals.

2. Focus on measurable outcomes.

3. Base and adjust decisions on data and local characteristics.

4. Give priority to evidence-based programs.

5. Invest in building sustainable implementation supports.

6. Consider effectiveness, efficiency, relevance, and efficacy in decision making

SWPBS Workbook 35

4. How high of a priority is addressing this need?

5. What would the solution (data, strategy, policy, etc.) look like to address the need?

6. What existing activities also are addressing this need?

7. What would we see if we have been successful in addressing this need in 3 months, 1 year, 2 years, etc.?

8. What would a 1-3 year action plan look like to address this need?

9. What factors ($, roadblocks, agreements, capacity, leadership, etc.) need to be considered to support and maximize the successful implementation of this action plan?

SWPBS Workbook 36

The following flowchart has been designed to improve decisions related to selection and use of instructional and behavioral interventions.

Identify practice

that addresses

need/problem

Is practice

research

based?

Specify features of

need/problem

Is evidence of

effectiveness

available?

Can practice

be adapted?

Implement &

monitor effects

Consider another

practiceNo No

Yes

Yes

No

Is adequate

progress

observed?

No

Yes

Improve efficiency

& sustainability of

practice

implementation

Review questions

& data on regular

basis

Does problem

exist?Yes

No

Yes

Start

SWPBS Workbook 37

Generic Action Planning Worksheet – Example #1

Action Plan Outcome (measurable, achievable, priority):

Due Date:

Activity Persons Due Outcome Notes

1.

SWPBS Workbook 38

GENERAL PLANNING WORKSHEET – Example #2

Planning Questions Planning

1. What did we propose to accomplish?

2. What have we done so far? Data?

3. How much have we accomplished? Are we satisfied?

4. What do we need to accomplish next?

5. What do we need to do next?

What Who When

1.

2.

3.

4.

5.

6.

7.

8.

9.

SWPBS Workbook 39

PBIS Action Planning

EXAMPLE of Initial Planning and Implementation

GSugai Feb 13, 2013

Goal: Teaching SW Expectations for all kids on Sep 1-2

Evaluation: >80% of students will describe expected behavior for specific setting (Oct 1)

Implementation Planning: PBIS School Leadership Team

Implementation Support: PBIS School Coach

Activity & Outcome Implementation Preparation & (Due Date) Who

1. Review/establish PBIS school-wide leadership team

Specify coach (___/___/___)

Describe PBIS rationale to school staff (___/___/___)

Describe team membership to staff (___/___/___)

Develop meeting schedule (___/___/___)

GS, MF, BS, EF, GM, HH

2. Refine/develop SW PBIS “behavior” purpose statement

Write/revise draft statement (___/___/___)

Secure staff/faculty support (___/___/___)

Publish in handbooks (___/___/___)

EF, GM, LS

3. Refine/define 3-5 school-wide behavioral expectations

Specify culturally and developmentally appropriate labels (___/___/___)

Develop rationale for selection (___/___/___)

Develop mutually exclusive definitions (___/___/___)

Present to staff for approval (___/___/___)

Work w/ students to develop posters (___/___/___)

EF, GM, LS

4. Refine/develop & teach teaching matrix

Specify school contexts or setting (___/___/___)

Specify positive behavioral expectation examples for each setting and context (___/___/___)

Develop one-page teaching matrix w/ all elements (___/___/___)

Present to staff for approval (___/___/___)

Develop schedule for using the teaching matrix over the school year (___/___/___)

Develop procedures for prompting staff to teach expectations (___/___/___)

GS, GM, LS

SWPBS Workbook 40

5. Refine/develop & implement acknowledgement system

Develop developmentally and culturally appropriate acknowledgements for students who display of behavior expectations (___/___/___)

Develop procedures for using acknowledgement system (___/___/___)

Present to staff for approval (___/___/___)

Develop procedures for prompting staff to use acknowledgement system (___/___/___)

GM, MF, EF

6. Refine & implement rule violation procedures

Review and revise current rule violating behaviors, definitions and procedures (___/___/___)

Review and revise procedures and implementation fidelity of classroom versus office managed problem behaviors (___/___/___)

Present to staff for approval (___/___/___)

GM, MF, EF

7. Refine/develop & implement data systems for continuous progress monitoring

Review current discipline data management system Present to staff for approval (___/___/___)

Review SWIS readiness requirements and sample definitions and forms Present to staff for approval (___/___/___)

Develop presentation to school staff for approval (___/___/___)

Secure SWIS licensure (___/___/___)

EF, LS, GS

SWPBS Workbook 41

Actions Needed for

Using SWPBS Basic Information and Concepts

Action Person(s) Date

1.

2.

3.

4.

5.

6.

7.

8.

SWPBS Workbook 42

CHAPTER 2

Getting Started with School-Wide Positive Behavior Supports

SWPBS Workbook 43

GETTING STARTED WITH SWPBS:

PRIMARY PREVENTION TIER

In the following sections, planning steps for getting started with the implementation of SWPBS are described. Examples of outcomes for each step are provided in the Appendices.

Guidelines

Yes No ?7 STEP 1 - Establish Leadership Team Membership

Yes No ? STEP 2 - Develop Brief Statement of Behavior Purpose

Yes No ? STEP 3 - Identify Positive School-wide Behavioral Expectations

Yes No ? STEP 4 - Develop Procedures for Teaching School-wide Behavior Expectations

Yes No ? STEP 5 - Develop Procedures for Teaching Classroom-wide Behavioral Expectations

Yes No ? STEP 6 - Develop Continuum of Procedures for Encouraging and Strengthening Student Use of School-wide Behavior Expectations

Yes No ? STEP 7 - Develop Continuum of Procedures for Discouraging Student Behavior Violations of School-wide Behavior Expectations

Yes No ? STEP 8 - Develop Data-based Procedures for Monitoring Implementation of SWPBS (Primary Tier)

Descriptions for each step (pink) include

Guidelines (blue) for improving the completion of each step

Sample worksheets (yellow) for completing each step

Action planning (red) forms to organize and manage “next activities”

7 Uncertain, unknown, more information needed

SWPBS Workbook 44

STEP 1 - Establish Team Membership

When establishing a school-wide PBS leadership team, consider the following guidelines:

Guidelines

Yes No ?8 1. Representative of demographics of school and community

Yes No ? 2. 1-2 individuals with behavior/classroom management competence

Yes No ? 3. Administrator active member

Yes No ? 4. Schedule for presenting to whole staff at least monthly

Yes No ? 5. Schedule for team meetings at least monthly

Yes No ? 6. Integration with other behavior related initiatives and programs

Yes No ? 7. Appropriate priority relative to school and district goals

Yes No ? 8. Rules and agreements established regarding voting, confidentiality and privacy, conflict/problem solving, record-keeping, etc.

Yes No ? 9. Schedule for annual self-assessments

EBS Self-Assessment Survey

Review Office Discipline Referrals

Benchmarks of Quality

School-wide Evaluation Tool

Yes No ? 10. Coaching support (school and/or district/region)

8 ? = uncertain, unknown, more information needed

SWPBS Workbook 45

Team Profile and Agreements

School

Name: ___________________________ Level: El, Md/Jr, Sr, other_________

City: _____________________________ State: ________________________

District: __________________________

Team Member Name by Role

Principal: _______________________ Teacher: ______________________

Teacher: _______________________ Teacher: ______________________

Teacher: _______________________ Teacher: ______________________

Counselor: _____________________ Parent: _______________________

Classified: ______________________ Classified9: _____________________

Special Educator: ________________ Student10: _______________________

Other: _________________________ Other: ________________________

Other: _________________________ Other: ________________________

Coaching

Name: ________________________ Email: ________________________

Contact Telephone: ______________

Agreements for Getting Started

Dates for next two team meetings: ______________ ________________

Date for next presentation to whole staff: ______________

Date for completion of EBS Self-Assessment Survey: ________________

Date for collection and summarization of office discipline data: ______________

Date for completion/review of action plan: ______________

9 Representatives from non-classroom settings (e.g., office staff, cafeteria and hallway supervisor, bus driver, school resource officer, custodian, community member) 10 Students are recommended particularly for secondary level school teams.

SWPBS Workbook 46

Conducting Leadership Meetings Worksheet

How did we do?

Preparing

H M L na11

Review agreements/tasks from previous minutes

H M L na Identify/review/develop agenda items

H M L na Invite/remind/prepare participants

H M L na Prepare/review materials

H M L na Check/confirm logistics (e.g., room, location, time)

H M L na Other:

Beginning

H M L na Acknowledge/introduce participants

H M L na Review purpose

H M L na Review/assign roles

H M L na Review/modify agenda items (e.g., discussion, decision, information)

H M L na Assign # of minutes for each agenda item

H M L na Set/review meeting rules/routines (Routines below)

H M L na Other:

Conducting

H M L na Follow agenda items

H M L na Stay within timelines

H M L na Follow/review rules/routines

H M L na Restate/review/remind of purpose/outcomes

11 H = high, M = medium, L = low, na = not applicable

SWPBS Workbook 47

H M L na Other:

Concluding

H M L na Review purpose

H M L na Review/summarize agreements/products/assignments

H M L na Review/evaluate extent to which agenda items addressed

H M L na Review new agenda items

H M L na Review compliance with rules/routines

H M L na Acknowledge/reinforce participation/actions/outcomes

H M L na Indicate next meeting date/time/place

H M L na Other:

Following-Up

H M L na Distribute minutes

H M L na Complete agreements/products/assignments

H M L na Contact/remind participants

H M L na Prepare for next agenda

H M L na Other:

Other Notes/Observations

SWPBS Workbook 48

Routines for Conducting Effective and Efficient Meetings

1. How are decisions made?

2. How are problems/conflicts/disagreements resolved and processed?

3. How are roles/responsibilities (e.g., leadership, facilitation, recording minutes, reporting) assigned and conducted?

4. How is participation encouraged and reinforced?

SWPBS Workbook 49

Actions Needed for

Establishing Team Membership and Agreements

Action Person(s) Date

1.

2.

3.

4.

5.

6.

7.

8.

SWPBS Workbook 50

STEP 2 - Develop Brief Statement of Behavior Purpose

Each school has or should develop a brief statement of purpose relative to the development and support of the social and behavioral climate of the school.

When reviewing or developing this purpose statement, consider the following guidelines:

Guidelines

Yes No ? 1. Positively stated

Yes No ? 2. 2-3 sentences in length

Yes No ? 3. Supportive of academic achievement

Yes No ? 4. Contextually/culturally appropriate (e.g., age, level, language)

Yes No ? 5. Comprehensive in scope (school-wide – ALL students, staff, and settings)

Yes No ? 6. Agreement by >80% faculty and staff

Yes No ? 7. Communicated to stakeholders (e.g., families, community members, district administrators)

Yes No ? 8. Included in school publications (e.g., handbook, posters, newsletters)

School-wide Behavior Purpose Statement

SWPBS Workbook 51

Actions Needed for

Developing Brief Statement of Behavior Purpose

Action Person(s) Date

1.

2.

3.

4.

5.

6.

7.

8.

SWPBS Workbook 52

STEP 3 - Identify Positive School-wide Behavior Expectations

When identifying 3-5 positive school-wide behavior expectations (a.k.a., rules, character traits, values), consider the following guidelines:

Guidelines

Yes No ? 1. Linked to social culture of school (e.g., community, mascot).

Yes No ? 2. Considerate of social skills and rules that already exists.

Yes No ? 3. 3-5 in number

Yes No ? 4. 1-3 words per expectation

Yes No ? 5. Positively stated

Yes No ? 6. Supportive of academic achievement

Yes No ? 7. Comprehensive in scope (school-wide – ALL students, staff, and settings)

Yes No ? 8. Mutually exclusive (minimal overlap)

Yes No ? 9. Contextually/culturally appropriate (e.g., age, level, language)

Yes No ? 10. Agreement by >80% faculty and staff

Yes No ? 11. Communicated to stakeholders (e.g., families, community members, district administrators)

Yes No ? 12. Included in school publications (e.g., handbook, posters, newsletters)

SWPBS Workbook 53

School-wide Behavior Expectations

1.

2.

3.

4.

5.

SWPBS Workbook 54

Actions Needed for

Identifying Positive School Wide Behavior Expectations

Action Person(s) Date

1.

2.

3.

4.

5.

6.

7.

8.

SWPBS Workbook 55

STEP 4 - Develop Procedures for Teaching School-wide Behavior Expectations

Teach Social Behavior Like Academic Skills

A frequent misrule is that social behavior is learned and encouraged through the use of aversive consequences (especially, for errors). However, these types of consequences do little to promote desired social skills, except to signal that an error has occurred.

“A behavior is a behavior” regardless of whether it is an academic or a social skill. As such, whether teaching an academic skill or concept, a social skill, or a character trait, the basic instructional process is the same. The following figure illustrates those basic instructional steps, beginning with “define the skill.”

DEFINE

Simply

MODEL

PRACTICE

In Setting

ADJUST for

Efficiency

MONITOR &

ACKNOWLEDGE

Continuously

Like academic skills that have been learned initially, social skills must be practiced regularly and acknowledged/reinforced frequently for mastery, sustained use, and generalized applications to be realized. If a student has a firmly learned problem behavior, then formally and continually prompting, practicing, and reinforcing the desired alternative becomes especially important and necessary.

SWPBS Workbook 56

Teaching

Matrix

SETTING

All

SettingsHallways Playgrounds Cafeteria

Library/

Computer

LabAssembly Bus

Respect

Ourselves

Be on task.

Give your

best effort.

Be

prepared.

Walk. Have a plan.

Eat all your

food.

Select

healthy

foods.

Study,

read,

compute.

Sit in one

spot.

Watch for

your stop.

Respect

Others

Be kind.

Hands/feet

to self.

Help/share

with

others.

Use normal

voice

volume.

Walk to

right.

Play safe.

Include

others.

Share

equipment.

Practice

good table

manners

Whisper.

Return

books.

Listen/watch.

Use

appropriate

applause.

Use a quiet

voice.

Stay in your

seat.

Respect

Property

Recycle.

Clean up

after self.

Pick up

litter.

Maintain

physical

space.

Use

equipment

properly.

Put litter in

garbage can.

Replace

trays &

utensils.

Clean up

eating area.

Push in

chairs.

Treat

books

carefully.

Pick up.

Treat chairs

appropriately.

Wipe your

feet.

Sit

appropriately.

Exp

ecta

tio

ns

SWPBS Workbook 57

ROUTINE/SETTING

ClassroomCafeteria Common Area Hallways Parking Lot

Library &

Computer LabActivities

RU

LE

/EX

PE

CT

AT

ION

Respect

Responsibility

Community

High School Example

SWPBS Workbook 58

RAH – Athletics

RAH Practice Competitions Eligibility Lettering Team Travel

Respect Listen to coaches

directions; push

yourself and

encourage

teammates to excel.

Show positive

sportsmanship;

Solve problems in

mature manner;

Positive inter-

actions with refs,

umps, etc.

Show up on time

for every practice

and competition.

Show up on time

for every practice

and competition;

Compete x%.

Take care of your

own possessions

and litter; be where

you are directed to

be.

Achievement Set example in the

classroom and in

the playing field as

a true achiever.

Set and reach for

both individual and

team goals;

encourage your

teammates.

Earn passing

grades; Attend

school regularly;

only excused

absences

Demonstrate

academic

excellence.

Complete your

assignments missed

for team travel.

Honor Demonstrate good

sportsmanship and

team spirit.

Suit up in clean

uniforms; Win with

honor and integrity;

Represent your

school with good

conduct.

Show team pride in

and out of the

school. Stay out of

trouble – set a good

example for others.

Suit up for any

competitions you

are not playing.

Show team honor.

Cheer for

teammates.

Remember you are

acting on behalf of

the school at all

times and

demonstrate team

honor/pride.

‘

SWPBS Workbook 59

Teaching Matrix Activity

Classroom Lunchroom Bus Hallway Assembly

Respect Others

• Use inside voice• ________

• Eat your own food•__________

• Stay in your seat•_________

• Stay to right• _________

• Arrive on time to speaker•__________

Respect Environment & Property

• Recycle paper•_________

• Return trays•__________

• Keep feet on floor•__________

• Put trash in cans•_________

• Take litter with you•__________

Respect Yourself

• Do your best•__________

• Wash your hands•__________

• Be at stop on time•__________

• Use your words•__________

• Listen to speaker•__________

Respect Learning

• Have materials ready•__________

• Eat balanced diet•__________

• Go directly from bus to class•__________

• Go directly to class•__________

• Discuss topic in class w/ others•__________

SWPBS Workbook 60

The following worksheet provides a task analysis of the main steps involved in developing a teaching matrix for school-wide behavior expectations:

Date Completed

Implementation Worksheet

Develop and list on the Teaching Matrix 3-5 positively stated rules or expectations that support the school’s mission/purpose. These rules should use common and few words (e.g., Respect Others, Respect Yourself, Respect Property), and should apply to all students and staff members.

Identify and list on the Teaching Matrix all school setting or classroom contexts in which rules are expected

For each rule or expectation, provide at least two positively stated, observable behavioral indicators or examples (e.g., Walk with hands and feet to self, return lunch tray to kitchen) for each setting

Develop a standard lesson plan for teaching each expectation (e.g., Cool Tool).

Develop a schedule for presenting each lesson plan.

Develop a procedure for prompting, pre-correcting, and encouraging appropriate displays of expectations.

Develop a procedure for proactively correcting errors in displays of expectations.

Develop system for determining the extent to which students (a) have acquired the rule or expectation and (b) are using the expectation in natural school settings or classroom contexts.

SWPBS Workbook 61

When developing lesson plans for teaching school-wide behavior expectations, consider the following guidelines:

Guidelines

Yes No ? 1. Considerate of main school settings and contexts (e.g., classroom, common areas, hallways, cafeteria, bus)

Yes No ? 2. Considerate of lessons that already exists.

Yes No ? 3. Specification of 2-3 positive observable behavior examples for each expectation and each setting/context.

Yes No ? 4. Teach social behavior like academic skills.

Yes No ? 5. Involvement by staff, students, families in development

Yes No ? 6. Contextually/culturally appropriate (e.g., age, level, language)

Yes No ? 7. Schedule for initial instruction in natural and typical contexts

Yes No ? 8. Schedule for regular review, practice, and follow-up instruction

Yes No ? 9. Prompts, reminders, or pre-corrections for display of behaviors in natural contexts and settings

Yes No ? 10. Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts and settings

Yes No ? 11. Procedures for providing instruction to new faculty, staff, students

Yes No ? 12. Procedures for informing others (e.g. families, community, district administrators, substitute teachers & staff)

Yes No ? 13. Agreement by >80% faculty and staff

Yes No ? 14. Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching

Yes No ? 15. Procedures in place for identifying and supporting students whose behaviors do not respond to teaching school-wide behavior expectations

Yes No ? 16. Included in school publications (e.g., handbooks)

SWPBS Workbook 62

School-Wide Teaching Matrix

Typical Settings/ Contexts

School-Wide Behavior Expectations

1. 2. 3. 4. 5.

SWPBS Workbook 63

Actions Needed for

Developing Plan for Teaching School-wide Behavior Expectations

Action Person(s) Date

1.

2.

3.

4.

5.

6.

7.

8.

SWPBS Workbook 64

STEP 5 - Develop Procedures for Teaching Classroom-wide Behavior Expectations

When developing lesson plan for teaching classroom-wide behavior expectations, the school leadership team’s goal is to increase consistency between school-wide and classroom-wide expectations and procedures. However, individual teachers should fit examples, activities, etc. to the context of their individual classrooms, students, and routines.

Guidelines

Yes No ? 1. School-wide action plan for classroom management practices and procedures based on results from Classroom Self-Assessment

Yes No ? 2. Definitions and processes for responding to classroom versus office-managed (minor) or administrator-managed (major) violations of behavior expectations.

Yes No ? 3. Teaching matrix, procedures, and schedules developed for teaching school-wide behavior expectations in typical classroom contexts and routines.

Yes No ? 4. Data system in place to monitor office discipline referral from classrooms

Yes No ? 5. Procedures in place for obtaining behavior support for students whose behaviors are not responsive to classroom-wide management

Yes No ? 6. Prompts (reminders and pre-corrections) for display of behaviors in natural

contexts and routines

Yes No ? 7. Feedback (corrections and positive acknowledgements) for displays of behaviors

in natural contexts and routines

Yes No ? 8. Involvement by staff, students, and families in development

Yes No ? 9. Contextually/culturally appropriate (e.g., age, level, language)

Yes No ? 10. Schedule for initial instruction

Yes No ? 11. Schedule for regular review, practice, follow-up instruction

Yes No ? 12. Agreement by >80% faculty and staff

Yes No ? 13. Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching

Yes No ? 14. Included in school publications (e.g., handbooks)

SWPBS Workbook 65

Classroom-Wide Teaching Matrix

Typical Contexts/ Routines

Classroom-Wide Behavior Expectations

1. 2. 3. 4. 5.

SWPBS Workbook 66

Actions Needed for

Developing Plan for Teaching Classroom-wide Behavior Expectations

Action Person(s) Date

1.

2.

3.

4.

5.

6.

7.

8.

SWPBS Workbook 67

STEP 6 - Develop Continuum of Procedures for Encouraging and Strengthening Student Use of School-wide Behavior Expectations

When developing continuum of procedures for encouraging and strengthening student use of school-wide behavior expectations, consider the following guidelines:

Guidelines

Yes No ? 1. Easy and quick form of acknowledgement (e.g., object, event) for all staff members to use.

Yes No ? 2. Considerate of strategies/processes that already exists.

Yes No ? 3. Contextually appropriate name for acknowledgements

Yes No ? 4. Culturally, developmentally, contextually appropriate/relevant form of acknowledgement

Yes No ? 5. Back- or follow-up acknowledgements

Yes No ? 6. Schedule for daily, weekly, monthly, quarterly feedback to students and staff

Yes No ? 7. Use by all staff (e.g., office, security, supervisors, bus drivers)

Yes No ? 8. Schedule for initial introduction of acknowledgements.

Yes No ? 9. Schedule for regular boosters or re-implementation of acknowledgements

Yes No ? 10. Procedures for providing orientation to new faculty, staff, students

Yes No ? 11. Procedures for informing others (e.g. families, community, district administrators, substitute teachers & staff)

Yes No ? 12. Procedures in place for identifying and supporting students whose behaviors do not respond to school-wide acknowledgements

Yes No ? 13. Agreement by >80% faculty and staff

Yes No ? 14. Included in school publications (e.g., handbooks)

Yes No ? 15. Instructions and practice on how to pair acknowledgements with positive social acknowledgements

Yes No ? 16. Means for keeping track of number of acknowledgements versus number of disciplinary or corrective actions for violations of behavior expectations.

Yes No ? 17. Schedule and procedures for regular review and enhancement of acknowledgements.

SWPBS Workbook 68

Acknowledgements Worksheet

Consideration Type of Acknowledgement

What

When

By Whom

How Often

How Many

Where

SWPBS Workbook 69

Actions Needed for

Developing Continuum of Procedures for Encouraging and Strengthening Student Use of School-wide Behavior Expectations

Action Person(s) Date

1.

2.

3.

4.

5.

6.

7.

8.

SWPBS Workbook 70

STEP 7 - Develop Continuum of Procedures for Discouraging Student Behavior Violations of School-wide Behavior Expectations

When developing procedures for discouraging violations of school-wide behavior expectations, consider the following guidelines:

Guidelines

1. Specification of Definitions for Violations of School-wide Behavior Expectations

Yes No ? a. Contextually appropriate labels/names

Yes No ? b. Definitions represent continuum of severity (e.g., minor, major, illegal)

Yes No ? c. Definitions comprehensive in scope (school-wide)

Yes No ? d. Definitions in measurable terms

Yes No ? e. Mutually exclusive (minimal overlap)

2. Specification of Procedures for Processing Violations of School-wide Behavior Expectations

Yes No ? a. Agreement regarding office staff versus teacher/staff responsibilities

Yes No ? b. Office discipline form for tracking discipline events that specifies the following:

Who violated rule (name, grade)

Who observed and responded to the violation of behavior expectations

When (day, time) the violation of behavior expectation occurred

Where the violation of behavior expectation occurred

Who else was involved in the problem situation

What was the possible motivation or purpose of the problem behavior

What school-wide behavior expectation was violated

Yes No ? c. Agreement regarding options for continuum of consequences

Yes No ? d. Data decision rules for intervention and support selection

SWPBS Workbook 71

3. Implementation of Procedures

Yes No ? a. Use by all staff (e.g., office, security, supervisors, bus drivers)

Yes No ? b. Schedule for teaching to students and staff members

Yes No ? c. Schedule for regular review of use and effectiveness

Yes No ? d. Procedures for providing orientation to new faculty, staff, students

Yes No ? e. Procedures for informing others (e.g. families, community, district administrators, substitute teachers & staff)

Yes No ? f. Agreement by >80% faculty and staff

Yes No ? g. Included in school publications (e.g., handbooks)

Yes No ? h. Means for keeping track of number of acknowledgements versus number of disciplinary or corrective actions for violations of behavior expectations.

Yes No ? i. Schedule and procedures for regular review and enhancement of acknowledgements.

Yes No ? j. Schedule for daily, weekly, monthly, quarterly feedback to students and staff

Yes No ? k. Included in school publications (e.g., handbook, posters, newsletters)

Yes No ? l. Procedures in place for identifying and supporting students whose behaviors do not respond to school-wide continuum of consequences for violations of behavior expectations.

• Pre-referral intervention or behavior support team

• Data-decision rule for initiating positive behavior support (e.g., 3 office discipline referrals for major rule violating infraction)

• Precorrection intervention to prevent future occurrences of problem behavior

• Formal procedures for teaching, practicing, and reinforcing positively prosocial behaviors to replace problem behavior

• Adult mentor/advocate

SWPBS Workbook 72

Behavior Expectation Violations

Level

I. II. III. IV.

Name/Label

Definition

Examples

Procedures

SWPBS Workbook 73

Actions Needed for

Developing Continuum of Procedures for Discouraging Student Behavior Violations of School-wide Rules

Action Person(s) Date

1.

2.

3.

4.

5.

6.

7.

8.

SWPBS Workbook 74

STEP 8 - Develop Data-based Procedures for Monitoring Implementation of SWPBS

Establishment of a data system is preceded by determination of what questions you want to answer. To guide this process, four steps should be considered:

Steps for Selecting Practices within a School-Wide Continuum of Positive Behavior Support

Step 1: Develop evaluation questions.

What do you want to know?

Step 2: Identify indicators or measures for answering each question.

What information can be collected?

Step 3: Develop methods and schedules for collecting and analyzing indicators.

How and when should this information be gathered?

Step 4: Make decisions and action plan from analysis of indicators.

How was the question answered and what should be done next?

To ensure the effective, efficient, relevant, and sustained implementation of a school-wide discipline system, school staff members must receive information that is accurate, timely, and easily available to guide decision making. In general, a record keeping and decision making system must have (a) structures and routines for data collection, (b) mechanisms for data entry, storage, and manipulation, and (c) procedures and routines for review and analysis of data. In general, record keeping and data decision making systems must be effective, efficient, and relevant. A readily available source of information about the disciplinary climate of a school is the office discipline system.

After a specific question has been answered and a specific outcome is determined, a practice or intervention must be selected to achieve that outcome. In general, an evidence-based practice should be identified. However, if an evidence-based practice is not identified, a promising practice can be carefully considered. See decision-making flowchart described previously.

SWPBS Workbook 75

Data and Evaluation Worksheet

Evaluation Question Who needs the information?

When do they need the information?

Data Indicators & Sources

Data Collection Methods & Schedule

1.

2.

3.

4.

5.

6.

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Guidelines

1. General data collection procedures

Yes No ? a. Data collection procedures that are integrated into typical routines (e.g., office discipline referrals, attendance rolls, behavior incident reports).

Yes No ? b. Data collection procedures regularly checked for accuracy of use

Yes No ? c. Data collection limited to information that answers important student, classroom, and school questions

Yes No ? d. Structures and routines for staff members to receive weekly/monthly data reports about the status of school-wide discipline

Yes No ? e. Decision rules for guiding data analysis and actions

Yes No ? f. Schedule for daily, weekly, monthly, quarterly feedback to students and staff

Yes No ? g. Data system managed by 2-3 staff members

Yes No ? h. No more than 1% of time each day for managing data system.

Yes No ? i. Efficient, timely, and graphic displays of data

2. Office discipline referral procedures

Yes No ? a. Agreed upon definitions of violations of behavior expectations organized in a

continuum of increasing intensity (see Step 7).

Yes No ? b. A form for documenting noteworthy behavior incidents (e.g., office discipline

referral form, behavior incident report)

Yes No ? c. School-wide procedures for processing or responding to violations of behavior

expectations.

Yes No ? d. Efficient and user-friendly procedures for inputting and storing information

Yes No ? e. Efficient and user-friendly procedures for summarizing and analyzing

information.

Yes No ? f. Efficient and user-friendly procedures for producing visual displays of the data.

Yes No ? g. Procedures for presenting data to staff on routine basis.

Yes No ? h. Procedures for making decisions and developing actions based on the data.

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Actions Needed for

Developing Data-based Procedures for Monitoring Implementation of SWPBS

Action Person(s) Date

1.

2.

3.

4.

5.

6.

7.

8.

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CHAPTER 3

SWPBS Practices and Systems in Non-Classroom Settings

SWPBS Workbook 79

Problematic Non-Classroom Settings

Development and implementation of a formal, consistent, and continuous system of SWPBS in non-classroom settings is important because behavior success (or failure) in those settings can carry-over into the classroom, and vice versa. Consider the following examples:

Non-Classroom Behavior Examples Strategy?

1. An elementary school principal found that over 45% of their behavior incident reports were coming from the playground.

2. High school assistant principal reports that over 2/3 of behavior incident reports come from “four corners.”

3. A middle school secretary reported that she was getting at least one neighborhood complaint daily about student behavior on and off school grounds.

4. A high school nurse lamented that “too many students were asking to use her restroom” during class transitions.

5. At least 2 times/month, police are called to settle arguments by parents and their children in parking lot.

6. Dean of Students has made a request to the district school board to cancel all after school dances and pep rallies because student behavior is unruly, disrespectful, and unmanageable.

7. Cafeteria staff have filed a complaint to the school administration because transitions into and out of the lunchroom are “plagued” by student misbehavior and staff shouting and complaining.

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Definitions and Intervention Considerations

Non-classroom settings are characterized as particular times or places where supervision is emphasized, and where instruction is not available as a behavior management tool.

– Cafeteria, hallways, playgrounds, bathrooms – Buses & bus loading zones, parking lots – Study halls, library, “free time” – Assemblies, sporting events, dances

Compare and Contrast Classroom v. Non-classroom Settings

Classrooms are… V. Non-classroom settings are…

Teacher directed V. Student focused

Instructionally focused V. Socially focused

Small # of predictable students

V. Large # of unpredictable students

Basic Management Considerations Basic Management Practices

Physical/environmental arrangements

Routines and expectations

Staff behavior and practices

Student behavior

Teach directly expected behaviors and routines in context

Actively supervise (scan, move, interact)

Pre-correct and remind

Positively reinforce expected behavior

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When establishing a plan for implementing practices and systems in non-classroom settings, consider the following guidelines:

Guidelines

Yes No ? 1. Implementation is school-wide by all staff

Yes No ? 2. School-wide behavior expectations taught in context

Yes No ? 3. Administrator active member

Yes No ? 4. Context-specific expectations and routines taught directly and early in school year/term

Yes No ? 5. Regular opportunities for review, practice, & positive reinforcement

Yes No ? 6. Team –based review, action planning, and implementation coordination

Yes No ? 7. Data-based progress monitoring and action planning

Yes No ? 8. Regular review of accuracy of intervention implementation

Self-Assessment of Non-Classroom Setting Practices

The following self-assessment has been developed for teams and for multiple purposes: (a) exposure to best practice, (b) determination of current practice, (c) teaching of best practice, and (d) evaluation of changes in practice.

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Supervision Self-Assessment12

Name______________________________ Date_____________

Setting □ Hallway □ Entrance □ Cafeteria

□ Playground □ Other_________________

Time Start_________

Time End _________

Tally each Positive Student Contacts

Total #

Ratio13 of Positives to Negatives: _____: 1 Tally each Negative Student Contacts

Total #

1. Did I have at least 4 positive for 1 negative student contacts? Yes No

2. Did I move throughout the area I was supervising? Yes No

3. Did I frequently scan the area I was supervising? Yes No

4. Did I positively interact with most of the students in the area? Yes No

5. Did I handle most minor violations of behavior expectations quickly and quietly?

Yes No

6. Did I follow school procedures for handling major violations of behavior expectations?

Yes No

7. Do I know our school-wide behavior expectations (positively stated rules)?

Yes No

8. Did I positively acknowledge at least 5 different students for displaying our school-wide behavior expectations

Yes No

Overall active supervision score:

7-8 “yes” = “Super Supervision”

5-6 “yes” = “So-So Supervision”

<5 “yes” = “Improvement Needed”

# Yes______

12 Draft 3-10-04 Sugai 13 To calculate, divide # positives by # of negatives.

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Action Planning

The purposes of this assessment are to (a) determine the extent to which effective non-classroom management practices are in place and (b) develop an action plan for enhancement/maintenance based on this information. This assessment and action plan can be completed as a “self-assessment” or by an observer.

1. Pick a typical non-classroom setting14 that has a specific learning outcome/objective.

2. During the activity, count number of positive and negative student contacts that occur during the activity.

3. After the activity,

a. Sum the number of positive and negative contacts and calculate the ratio of positive to negative contacts.

b. Assess whether each non-classroom management practice was evident.

c. Sum the number of “yes” to determine overall classroom management score.

d. Based on your score, develop an action plan for enhancement/maintenance.

Action Plan

# Current Level of Performance Enhancement/Maintenance Strategies15

14 Setting or activity in which academic instruction or teacher/staff-directed activities are not available to engage students (e.g., cafeteria, playground, common areas, bus, hallways, parking lots, assemblies, sporting events). 15 What? When? How? By When?

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Actions Needed for

Establishing and Implementing Non-Classroom Practices and Systems

Action Person(s) Date

1.

2.

3.

4.

5.

6.

7.

8.

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Selected Supporting Non-Classroom References

Colvin, G., Kame’enui, E.J., & Sugai. G. (1993). School-wide and classroom management: Reconceptualizing the integration and management of students with behavior problems in general education. Education and Treatment of Children, 16, 361-381.

Colvin, G., Sugai, G., Good, R., & Lee, Y. (1997). Effect of active supervision and precorrection on transition behaviors of elementary students. School Psychology Quarterly, 12, 344-363.

Colvin, G., Sugai, G., & Patching, B. (1993). Pre-correction: An instructional approach for managing predictable problem behaviors. Intervention in School and Clinic, 28, 143-150.

DePry, R. I., & Sugai, G. (2002). The effect of active supervision and precorrection on minor behavioral incidents in a sixth grade general education classroom. Journal of Behavioral Education, 11, 255-267.

Franzen, K., & Kamps, D. (2008). The utilization and effects of positive behavior support strategies on an urban school playground. Journal of Positive Behavior Interventions, 3, 150-161.

Haydon, T., & Scott, T. M. (2008). Using common sense in common settings: Active supervision and precorrection in the morning gym. Intervention in School and Clinic, 43, 283-290.

Heck, A., Collins, J., & Peterson, L. (2001). Decreasing children’s risk taking on the playground. Journal of Applied Behavior Analysis, 34, 349-352.

Kartub, D., Taylor-Greene, S., March, R.E., & Horner, R.H. (2000). Reducing hallway noise: A systems approach. Journal of Positive Behavior Interventions, 2(3), 179-182.

Leedy, A., Bates, P., & Safran, S. P. (2004). Bridging the research-to-practice gap: Improving hallway behavior using positive behavior supports. Behavioral Disorders, 19, 130-139.

Lewis, T. J., Colvin, G., & Sugai, G. (2000). The effects of pre-correction and active supervision on the recess behavior of elementary school students. Education and Treatment of Children, 23, 109-121.

Lewis, T. J., & Garrison-Harrell, L. (1999). Effective behavior support: Designing setting specific interventions. Effective School Practices, 17, 38-46.

Lewis, T. J., Powers, L. J., Kelk, M. J., & Newcomer, L. L. (2002). Reducing problem behaviors on the playground: An investigation of the application of school-wide positive behavior and supports. Psychology in the Schools, 39, 181-190.

Lewis, T. J., Sugai, G., & Colvin, G. (1998). Reducing problem behavior through a school-wide system of effective behavioral support: Investigation of a school-wide scoal skills training program and contextual interventions. School Psychology Review, 27, 446-459.

Nelson, J. R., Colvin, G., & Smith, D. J. (1996). The effects of setting clear standards on students’ social behavior in common areas of the school. The Journal of At-Risk Issues, Summer/Fall, 10-17.

Putnam, R. F., Handler, M. W., Ramirez-Platt, C. M., & Luiselli, J. K. (2003). Improving student bus-riding behavior through a whole-school intervention. Journal of Applied Behavior Analysis, 36, 583-589.

Todd, A., Haugen, L., Anderson, K., & Spriggs, M. (2002). Teaching recess: Low-cost efforts producing effective results. Journal of Positive Behavior Interventions, 4(1), 46-52.

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CHAPTER 4

Classroom Management Practices and Systems

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Effective Classroom Management Practices

Maximizing academic achievement is directly linked to academic engagement. In turn, academic engagement is linked to (a) effective curriculum, (b) effective delivery of curriculum (instruction), and (c) effective classroom management. More importantly, accurate and sustained use of effective management practices is related to having comprehensive and effective support systems, including SWPBS.

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Although a review of the literature on effective classroom management practices does not reveal a definitive list of evidence based practices, a “short-list” of recommended best practices emerges from over 50 years of descriptive and evaluation research:

Classroom Management Practice

Description

1. Minimize crowding and distraction

Design environment to elicit appropriate behavior:

o Arrange furniture to allow easy traffic flow.

o Ensure adequate supervision of all areas.

o Designate staff & student areas.

o Seating arrangements (classrooms, cafeteria, etc.)

2. Maximize structure & predictability

Teacher routines: volunteers, communications, movement, planning, grading, etc.

Student routines: personal needs, transitions, working in groups, independent work, instruction, getting materials, homework, etc.

3. State, teach, review & reinforce positively stated expectations

Establish behavioral expectations/rules.

Teach rules in context of routines.

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

Monitor students’ behavior in natural context & provide specific feedback.

Evaluate effect of instruction - review data, make decisions, & follow up.

4. Provide more acknowledgements for appropriate than inappropriate behavior

Maintain at least 4 to 1

Interact positively once every 5 minutes

Follow correction for violation of behavior expectations with positive reinforcement for rule following

5. Maximize varied opportunities to respond

Vary individual v. group responding

Vary response type

o Oral, written, gestural

Increase participatory instruction

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o Questioning, materials

6. Maximize Active Engagement

Vary format

o Written, choral, gestures

Specify observable engagements

Link engagement with outcome objectives

7. Actively & Continuously Supervise

Move

Scan

Interact

Remind/pre-correct

Positively acknowledge

8. Respond to Inappropriate Behavior Quickly, Positively, & Directly

Respond efficiently

Attend to students who are displaying appropriate behavior

Follow school procedures for major problem behaviors objectively & anticipate next occurrence

9. Establish Multiple Strategies for Acknowledging Appropriate Behavior

Social, tangible, activity, etc.

Frequent v. infrequent

Predictably v. unpredictably

Immediate v. delayed

10. Generally Provide Specific Feedback for Errors & Corrects

Provide contingently

Always indicate correct behaviors

Link to context

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When establishing a plan for implementing practices and systems in classroom settings, consider the following guidelines:

Guidelines

Yes No ? 1. Academic achievement is linked to social success, active engagement, and

effective teaching

Yes No ? 2. Good teaching is used as a behavior management strategy

Yes No ? 3. Behavior management is used as an instructional management strategy

Yes No ? 4. The three-tiered prevention logic is applied to the classroom context

Yes No ? 5. Classroom management is linked to school-wide behavior support

Yes No ? 6. Typical classroom routines have been taught, practiced, and reinforced

regularly

Yes No ? 7. School-wide support systems are used to sustain effective classroom

management strategies

Yes No ? 8. Data-based progress monitoring and action planning

Yes No ? 9. Regular review of accuracy of intervention implementation

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Classroom Management Self-Assessment

Teacher__________________________ Rater_______________________ Date___________

Instructional Activity Time Start_______

Time End _______

Tally each Positive Student Contacts Total # Tally each Negative Student Contacts Total #

Ratio16 of Positives to Negatives: _____ to 1

Classroom Management Practice Rating

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

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

Yes No

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

Yes No

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

Yes No

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

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

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

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

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

10. 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____

16 To calculate, divide # positives by # of negatives.

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Action Planning

The purposes of this assessment are to (a) determine the extent to which effective general classroom management practices are in place and (b) develop an action plan for enhancement/maintenance based on this information. This assessment and action plan can be completed as a “self-assessment” or by an observer.

1. Pick a teacher-led/directed activity that has a specific learning outcome/objective.

2. During the activity, count number of positive and negative student contacts that occur during the activity.

3. After the activity,

a. Sum the number of positive and negative contacts and calculate the ratio of positive to negative contacts.

b. Assess whether each classroom management practice was evident.

c. Sum the number of “yes” to determine overall classroom management score.

d. Based on your score, develop an action plan for enhancement/maintenance.

Action Plan

# Current Level of Performance Enhancement/Maintenance Strategies17

17 What? When? How? By When?

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Classroom Routine Lesson Plan

ROUTINE

#1 #2 #3

What does routine look/sound like?

Where/when should routine be used?

When will routine be taught and for how long?

How and when will routine be practiced?

How will learning be confirmed?

How, where, and how often will displays of routine be acknowledged?

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Actions Needed for

Establishing and Implementing Classroom Management Practices and Systems

Action Person(s) Date

1.

2.

3.

4.

5.

6.

7.

8.

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Selected Supporting Classroom References

Colvin, G., & Lazar, M. (1997). The effective elementary classroom: Managing for success. Longmont, CO: Sopris West.

Colvin, G., Sugai, G., & Patching, W. (1993). Pre-correction: An instructional strategy for managing predictable behavior problems. Intervention in School and Clinic, 28, 143-150.

Darch, C. B., & Kameenui, E. J. (2003). Instructional classroom management: A proactive approach to behavior management. (2nd ed.). White Plains, NY: Longman.

Evertson, C. M., & Weinstein C. S. (2006). Handbook of classroom management: Research, practice, and contemporary issues. Mahwah, NJ: Erlbaum.

Jones, V. F. & Jones, L. S. (2001). Comprehensive classroom management: Creating communities of support and solving problems (6th ed.). Boston: Allyn & Bacon.

Kameenui, E. J., & Carnine, D. W. (2002). Effective teaching strategies that accommodate diverse learners (2nd ed.). Upper Saddle River, NJ: Merrill.

Latham, G. I. (1997). Behind the schoolhouse door: Eight skills every teacher should have. Utah State University.

Latham, G. (1992). Interacting with at-risk children: The positive position. Principal, 72(1), 26-30.

Martella, R. C., Nelson, J. R., & Marchand-Martella, N. E. (2003). Managing disruptive behaviors in the schools: A schoolwide, classroom, and individualized social learning approach. Boston, MA: Allyn & Bacon.

Paine, S. C., Radicchi, J., Rosellini, L. C., Deutchman, L., & Darch, C. B. (1983). Structuring your classroom for academic success. Champaign, IL: Research Press.

Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31, 351-380.

Wehby, J. H., & Lane, K. L. (2009). Proactive instructional strategies for classroom management. In A. Akin-Little, S. G. Little, M. A. Bray, & T. J. Kehle (Eds). Behavioral interventions in schools: Evidence-based positive strategies (pp. 141-156). Washington DC: American Psychological Association.