Connecting the Classroom with SWPBIS:

1. Connecting the Classroom with SWPBIS: Maryland Coach’s Meeting Dec. 8, 2009 Dr. Patti Hershfeldt Johns Hopkins University Bloomberg School of Public Health Center for Prevention of Violence Protection

2. Positive Behavioral Interventions & Supports (PBIS) • Whole-school universal preventive intervention • Applies behavioral, social learning, organizational behavioral theories • Targets general population • Requires 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.

4. Big Idea • We often assume green zone is in place everywhere • But 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

5. 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?

6. Question #1 How important is classroom management?

7. 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)

8. What the Research says about Classroom Management • Greater 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 achievement • Creative and flexible instructional delivery • Teacher longevity

9. 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)

10. “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

11. How do we determine the needs in the classroom? How can we help teachers ‘grow the green’? Question #2

12. Data is your friend

13. Use Data to Examine Classroom System How 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

14. 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.

15. Classroom Check-up • A consultation model designed to increase behavior management • Conduct observations • Assess critical classroom variables • Positive to negatives • Number of disruptions per 5 minutes • Percent of on-task kids • Provide feedback • Collaboratively design individualized intervention plan • Teachers self-monitor/ and are receive ongoing feedback and support (Reinke et al., 2008)

16. Classroom Check-Up Observation Form Step 1 • Opportunities to respond • Correct academic responses • Disruptions • Ratio of Interactions • Specific praise • General praise • Reprimands

19. 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.

20. Divide the number of on-task (+) marks by the total number of marks (60). Time on task (academic engagement) =__________ percent. 44 /60 = 73%

21. Sample

22. CCU Feedback Form • Calculate your data/tallies • Fill into the feedback columns (by looking at the benchmarks) • Choose ONE goal! • Watch your students succeed! • A few notes • These are determined by ideal research conditions • Special education considerations

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

26. Staff Response Form

27. Increasing Positive Interactions • 1 (negative) to 3 (positives) • Remind yourself of the “debt” • Specific vs. general praise • Identify specific times to provide praise • Before certain lessons – your reminder • During transitions – students’ reminder

28. Increasing Positive Interactions • Use individual conferences to provide specific praise • “Search” for reinforceable behaviors • Reduce attention to misbehavior and increase time rewarding positive behaviors • Increase positive interactions and use noncontingent positives

29. Decreasing Negative Interactions • Determine 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”

30. Strategies for Intervening • Proximity • Adult presence and supervision • Gentle verbal reprimand • Short, very brief disruption, clear • State positive rather than negative (accusative) • Discussion • Most 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

31. Strategies for Intervening (cont) • Family Contact • Be 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 • Humor • Best when used selectively with older students • Avoid sarcasm, embarrassing, or making joke of child or situation

32. Strategies for Intervening (cont) • Praise someone else • Descriptive praise, but avoid embarrassment • Best for younger children who are eager to please • Restitution • Repair damage but don’t hold grudge • Reparation is not punishment • Use sincerity • How their behavior is affecting others (& you) • Keep emotions in check

33. Response cost… …a procedure in which a specific amount of available reinforcers is contingently withdrawn following a response in an attempt to decrease behavior. Response cost is often used with token economy programs. The response cost must be less than the total amount of number of reinforcers available (i.e., never go in the hole). Response cost procedures are often referred to as “fines.”

34. Response Cost-AKA The Chart! Top 5 cautions when using ‘the chart’ 5. Be sure to build in forgiveness 4. 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 from http://apbs.org/whatsnew.html#standards_of_practice.

35. The Key Behavior is functionally related to the teaching environment.

36. 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

37. The coach-teacher relationship • Consultation and feedback can be effective in increasing effective teaching practices(Sheridan & Welch, 1996) • Conduct observations of each other • Teacher teams • Invite feedback (during challenges)

38. The coach-teacher relationship • Is 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?

39. The coach-teacher relationship • Communicate effectively • Listen more… • Develop inner silence • Clarify • Communicate your understanding • Practice listening

40. 4 Types of Misbehavior • Awareness • Ability • Attention-Seeking • Purposeful/Habitual

41. 4 Types of Misbehavior • Awareness • Truly unaware that behavior is problematic • Defensive, argumentative • What to do: • Provide feedback • Develop a signal to cue the student about the misbehavior • Develop a self-monitoring and evaluation strategy

42. 4 Types of Misbehavior (cont.) • Ability • Lacks ability or knowledge about how to behave • What to do: • Explore psychological or constitutional factors • Have capacity for insight? • If yes: Conduct lessons to develop skills and knowledge about appropriate behavior • Model, reinforce, and provide feedback • If no: Make accommodations

43. 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 ignoring • Provide attention and reinforce positive behavior

44. 4 Types of Misbehavior (cont.) • Purposeful/Habitual • Escape/avoidance • Power/dominance • Competing reinforcers (substitution) • What to do: • Analyze purpose of behavior • Meet needs in positive way • Calmly and consistently implement pre-planned corrective consequences

45. On-Line Resources • PBIS • http://www.PBISMaryland.org • http://www.PBIS.org • http://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

46. Books • Coaching Classroom Management: Strategies and Tolls for Administrators and Coaches • Sprick, R., Knight, J., Reinke, W.M., & McKale, T. (2006). Pacific Northwest Publishing. • Handbook of School-Based Interventions: Resolving Student Problems and Promoting Healthy Educational Environments • Jeffrey 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.