Maryland Coach’s MeetingDec. 8, 2009
Dr. Patti HershfeldtJohns Hopkins University
Bloomberg School of Public Health Center for Prevention of Violence Protection
Positive Behavioral Interventions & Supports (PBIS)
Whole-school universal preventive intervention
Applies behavioral, social learning, organizational behavioral theories
Targets general populationRequires a shift from punitive to preventive
Horner, R. H., Sugai, G., Todd, A. W., & Lewis-Palmer, T. (2005). School-wide positive behavior support. In L. Bambara & L. Kern (Eds.), Individualized supports for students with problem behaviors: Designing positive behavior plans (pp. 359-390). New York: Guilford Press.
Big IdeaWe often assume green zone green zone is in place
everywhereBut what about the classroom?How is PBIS being used in the classroom to
prevent yellow zone behaviors?By fortifying the green zone, we can reduce
need for yellow zone
Today’s Questions• How important is classroom
management?
• How do we determine the needs in the classroom? How can teachers ‘grow the green’?
Classroom behavior support practices blend with school-wide systems
As a team, how will you work to make all classrooms effective settings?
As a coach, how can you support classroom teachers in the development of effective classroom settings?
Question #1
How important is classroom management?
What the Research Says about Classroom Management
Linked with positive student outcomes (academic and behavior)
Increased risk of preventing more serious problems among at-risk kids
Supports all students in the prevention of possible current and future behavior problems.
Strong management signals to kids that the class is a safe place to learn.
Well managed classrooms are rated as having more positive climates.
(Aber et al., 1998; Mitchell, Bradshaw & Leaf, 2009)
What the Research says about Classroom ManagementGreater student engagement (Morrison, 1979)
Friendlier peer interactions and helpful behaviors, more attentive, less aggression (Susman, Husten-Stein & Friedrich-Coffer, 1980).
Teachers experience greater efficacy (Woolfolk, 2002)
Increased student achievementCreative and flexible instructional deliveryTeacher longevity
Evidence based practices in classroom management Maximize structure in your classroom.
Routines, Environment Post, teach, review, monitor, and reinforce
a small number of positively stated expectations.
Teaching matrix for the classroom Actively engage students in observable
ways. Think beyond the worksheet
Establish a continuum of strategies to acknowledge appropriate behavior.
Contingent and specific Establish a continuum of strategies to
respond to inappropriate behavior. Error correction, planned ignoring, time away from
activity
(Simonsen, Fairbanks, Briesch, & Myers Sugai, in preparation)
“Good instruction and effective classroom management are often viewed as two entirely separate entities when, in fact, without good instruction, you are making classroom management much more difficult”
-Wendy Reinke
How do we determine the needs in the classroom? How can we help teachers ‘grow the green’?
Question #2
Data is your friend
Use Data to Examine Classroom SystemHow do you know PBIS is in place?Collect data
Are rules being followed?If there are errors,
who is making them? where are the errors occurring? what kind of errors are being made?
Summarize data (look for patterns)Use data to make decisions
Resources on Classroom Management
CHAMPs: A proactive and positive approach to classroom management
Sprick, R. Garrison, M., & Howard, L. (1998). Pacific Northwest Publishing.
Coaching Classroom Management: Strategies and Tolls for Administrators and Coaches
Sprick, R., Knight, J., Reinke, W.M., & McKale, T. (2006). Pacific Northwest Publishing.
Classroom Check-upA consultation model designed to increase
behavior managementConduct observationsAssess critical classroom variables
Positive to negatives Number of disruptions per 5 minutes Percent of on-task kids
Provide feedbackCollaboratively design individualized intervention
plan Teachers self-monitor/ and are receive ongoing
feedback and support
(Reinke et al., 2008)
Classroom Check-Up Observation Form Step 1Opportunities to respondCorrect academic responsesDisruptionsRatio of Interactions
Specific praiseGeneral praiseReprimands
Classroom Check-Up Observation Form Step 2
For the next 5 minutes, focus on a different student every 5 seconds.
Record a “+” symbol to indicate on-task or engaged behavior and a “–” symbol to indicate off-task behavior. When each student has been observed, begin the progression again.
Continue until 5 minutes has elapsed.
1+
2+
3+
4-
5+
6+
7+
8+
9+
10+
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14+
15-
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20-
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25-
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32-
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37-
38-
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42-
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46+
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51++
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60+
Divide the number of on-task (+) marks by the total number of marks (60). Time on task (academic engagement) =__________ percent.
44 /60 = 73%
Sample
CCU Feedback FormCalculate your data/talliesFill into the feedback columns (by looking at
the benchmarks)Choose ONE goal!Watch your students succeed!
A few notesThese are determined by ideal research conditionsSpecial education considerations
Classroom Management: Self AssessmentClassroom Management Practice Rating
1. I have arranged my classroom to minimize crowding and distraction Yes No
1. I have maximized structure and predictability in my classroom (e.g., explicit classroom routines, specific directions, etc.).
Yes No
1. I have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (or rules).
Yes No
1. I provided more frequent acknowledgement for appropriate behaviors than inappropriate behaviors (See top of page).
Yes No
1. I provided each student with multiple opportunities to respond and participate during instruction. Yes No
1. My instruction actively engaged students in observable ways (e.g., writing, verbalizing) Yes No
1. I actively supervised my classroom (e.g., moving, scanning) during instruction. Yes No
1. I ignored or provided quick, direct, explicit reprimands/redirections in response to inappropriate behavior. Yes No
1. I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g., class point systems, praise, etc.). Yes No
1. In general, I have provided specific feedback in response to social and academic behavior errors and correct responses. Yes No
Overall classroom management score:
10-8 “yes” = “Super”
7-5 “yes” = “So-So”
<5 “yes” = “Improvement Needed”
# Yes________
Simonsen, Sugai, Fairbanks, & Briesch, 2006http://www.pbis.org/pbis_resource_detail_page.aspx?Type=4&PBIS_ResourceID=174
What did the student do ?(Be specificMeasurable /observableWhat, when, who, )
How do I feel? What do I usually do?What do I say?What do I look like/sound like?
As a result, what does the student do?
What is maintaining the behavior?Why is it happening?
Student shoved his book on the floor in the direction of his neighbors feet when I asked the class to begin working independently on their math assignments
I feel startled at first and then I get anxious
I usually send him to the office to conference w/the principal. I tell him, “Go straight there – do not pass go…”
He spends the remainder of math class waiting for the principal to see him.
AvTI believe he escaping to the office to avoid independent work in math.
Adapted from Cooperative Discipline- Linda Albert-
AA =Access adult attention; AP =Access peer attention; AC =access to choice; AI =Access to item; AvP = Avoid peer attention; AvA =Avoid adult attention; AvT = avoid task
Staff Response Form
Increasing Positive Interactions1 (negative) to 3 (positives)
Remind yourself of the “debt”
Specific vs. general praise
Identify specific times to provide praiseBefore certain lessons – your reminder
During transitions – students’ reminder
Increasing Positive InteractionsUse individual conferences to provide
specific praise“Search” for reinforceable behaviorsReduce attention to misbehavior and
increase time rewarding positive behaviorsIncrease positive interactions and use
noncontingent positives
Decreasing Negative InteractionsDetermine if aspects of the environment
(physical setting, schedule, organization, social situation) are contributing
Use “pre-corrections” to prevent the misbehavior
Praise other students for doing things the “right way”
Strategies for InterveningProximity
Adult presence and supervisionGentle verbal reprimand
Short, very brief disruption, clearState positive rather than negative (accusative)
DiscussionMost effective if discreet and occurs later
If not, you leave class waiting; misbehaving student can get rewarded; student will likely be defensive; your own frustration
Strategies for Intervening (cont)
Family ContactBe objective and descriptive, not judgmental Suggest that family discuss the situation later and
communicate expectations Don’t imply child should be punished
Create partnership with parent to support child
HumorBest when used selectively with older studentsAvoid sarcasm, embarrassing, or making joke of
child or situation
Strategies for Intervening (cont)
Praise someone elseDescriptive praise, but avoid embarrassmentBest for younger children who are eager to please
RestitutionRepair damage but don’t hold grudgeReparation is not punishment
Use sincerityHow their behavior is affecting others (& you)Keep emotions in check
Response cost……a procedure in which a specific amount ofavailable reinforcers is contingently withdrawn following a response in an attempt to decreasebehavior. Response cost is often used with
tokeneconomy programs. The response cost must beless than the total amount of number of
reinforcersavailable (i.e., never go in the hole). Response cost procedures are often referred to as “fines.”
Response Cost-AKA The Chart!Top 5 cautions when using ‘the chart’5. Be sure to build in forgiveness4. Never let a student get ‘in the hole’3. Teach the behavior 2. Better to climb for positive behaviors (not really response cost)
1. PBIS Standards of Practice Techniques that do not cause pain or
humiliation or deprive the individual of basic needs
(2007). PBS standards of practice: Individual level. Available for download fromhttp://apbs.org/whatsnew.html#standards_of_practice.
The KeyBehavior is functionallyrelated tothe teachingenvironment.
As a team, how will you work to make all classrooms effective settings?
As a coach, how can you support classroom teachers in the development of effective classroom settings?
Question #3
The coach-teacher relationshipConsultation and feedback can be effective in increasing effective teaching practices (Sheridan & Welch, 1996)
Conduct observations of each otherTeacher teams
Invite feedback (during challenges)
The coach-teacher relationshipIs there a system in place for teachers to ask
for help? Through the PBIS team? ‘Request for assistance’
Do teachers know about the system? Is it clear to the teacher that coaching is non-
evaluative?Is it clear to the teacher that the coach-
teacher relationship is confidential?
The coach-teacher relationshipCommunicate effectivelyListen more…
Develop inner silenceClarifyCommunicate your understandingPractice listening
4 Types of MisbehaviorAwareness AbilityAttention-SeekingPurposeful/Habitual
4 Types of MisbehaviorAwareness
Truly unaware that behavior is problematicDefensive, argumentative
What to do:Provide feedbackDevelop a signal to cue the student about the
misbehaviorDevelop a self-monitoring and evaluation
strategy
4 Types of Misbehavior (cont.)Ability
Lacks ability or knowledge about how to behave
What to do:Explore psychological or constitutional factorsHave capacity for insight?
If yes: Conduct lessons to develop skills and knowledge about appropriate behavior Model, reinforce, and provide feedback
If no: Make accommodations
4 Types of Misbehavior (cont.)Attention-Seeking
Engages in behavior to satisfy (unconscious) need for attention Chronic blurting out, excessive helplessness,
tattling, minor disruptions
What to do:Be careful about reinforcing the “problem behavior”Planned ignoringProvide attention and reinforce positive behavior
4 Types of Misbehavior (cont.)
Purposeful/Habitual Escape/avoidancePower/dominanceCompeting reinforcers (substitution)
What to do:Analyze purpose of behaviorMeet needs in positive wayCalmly and consistently implement pre-
planned corrective consequences
On-Line ResourcesPBIS
http://www.PBISMaryland.orghttp://www.PBIS.orghttp://www.pbisillinois.org/
Interventions Central http://www.interventioncentral.org
JHU Center for the Prevention of Youth Violence http://www.jhsph.edu/PreventYouthViolence/Research/index.html
BooksCoaching Classroom Management:
Strategies and Tolls for Administrators and CoachesSprick, R., Knight, J., Reinke, W.M., & McKale, T. (2006).
Pacific Northwest Publishing. Handbook of School-Based Interventions:
Resolving Student Problems and Promoting Healthy Educational EnvironmentsJeffrey Cohen & Marian C. Fish (1993). Jossey-Bass
CHAMPs: A proactive and positive approach to classroom management Sprick, R. Garrison, M., & Howard, L. (1998). Pacific
Northwest Publishing.