Using Positive Behavior Support in the Classroom:

Primary Prevention

Evaluating Effectiveness

Evaluating the Effectiveness of the Class-wide PBS Plan

Compare Scatter Plot DataCollect Pre-implementation and Post-implementation data to evaluate rate of student behavior in targeted settings

Conduct Observations/Complete Rating Scales

Classroom Management Checklist

Scatter plot Data: Sample

DatesTime Activity 2/8 2/9 2/10 2/11 2/12 2/15 2/16 2/17 2/18

8:00 Circle Time

8:30 Choice Stations

9:00 Large Group Math X X X X X X X

9:45 Math Stations X X X X

10:30 Large Group Reading X X X X X X

Observer: Teacher Date: 2/8-2/18 Pre: 2/8-2/12 Post: 2/15-2/18

Target Behaviors: X = 3 or More Students Disrupt Activity

Classroom Management Checklist

Instructions: Using a scale from 1 to 5 (5 = Completely Agree, 3 = Somewhat Agree, 1 = Disagree), rank the extent to which you agree with each statement regarding the current status of, or current practice in, the focus classroom.

A. Physical Setting – The physical classroom setting is organized in a manner that promotes learning and independence, as evidence by:

Pre Post Follow-up

A1. Are the walls, floors, and furniture clean andin good repair?

A2. Is the furniture adjusted to the proper size for the students?

A3. Are rules, routines, and procedures posted in a manner that is easy to see?

A4. Are rules, routines, and procedures posted in a manner that all could read or understand (visuals)?

A5. Are unnecessary and distracting items removed from view and reach?

A6. Are all materials organized and easily accessible?

A7. Do students have secure and adequate spaces for personal storage?

A8. Has furniture been placed to decrease traffic flow challenges?

B. Scheduling – The scheduling of instruction occurs in a manner that optimizes student learning, as evidenced by:

Pre Post Follow-up

B1. Is the daily schedule of activities posted and reviewed regularly?

B2. Are transitions and non-instructional activities posted and regularly reviewed?

B3. Is there a method for posting changes to the schedule?

B4. Does the daily schedule provide each student with regular time periods for independent work, one-to-one instruction, small and large group activities, socialization, and free time?

B5. Does each student spend most of his/her time engaged in active learning activities, with little or no unstructured downtime?

B6. Are students given opportunities to demonstrate or learn new choice making skills?

C. Classroom Discipline Plan – Plan demonstrates responsiveness to problem behaviors, as evidenced by:

Pre Post Follow-up

C1. Are classroom rules positively stated?

C2. Is the number of rules limited to no more than 5?

C3. Are the rules worded in observable and measurable terms?

C4. Are the rules posted on a chart that is large enough for all to see?

C5. Are the rules written in words that all can read and /or illustrated with graphics or icons?

C6. What are the criteria used for earning reinforcers?

C7. Is specific behavioral praise provided at a rate of 4 positives to every 1 corrective statement?

C8. Are reinforcers (verbal, nonverbal, items, activities) available to all that earn them?

C9. Are reinforcers varied and individualized?

C. Classroom Discipline Plan Continued…

Pre Post Follow-up

C10. Are reinforcement opportunities posted?

C11. Are the consequences for rule violation sequential?

C12. Are the consequences for rule violation explained and reviewed regularly?

C13. Are the consequences delivered in a calm, matter-of-fact manner?

C14. Are the students reminded of their choices in a calm, positive manner prior to escalation in behavior?

C15. Are consequences delivered consistently and in a timely manner?

Ways to Use the Classroom Management Checklist

Self-Assessment

Peer Review

Mentor Observations

Pre-Service Courses

Administrative Evaluations

What about “those” kids?(who don’t respond to effective class-wide PBS plans)

Secondary PreventionSmall group work on social skillsCheck in/Check outBehavior contracts

Tertiary PreventionForm a teamThink in terms of function (gain/avoid)Teach replacement skillsAlter/modify triggersIndividualize incentives/consequences