Establishing Training Capacity for Classroom

ManagementHeather Peshak George, Ph.D.

Kim Herrmann, S.S.P.University of South Florida

Marla DewhirstIllinois PBIS Network

Forum for Change - SWPBS: Integrating Systems for All StudentsOctober 30-31, 2008 – Chicago, IL

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Agenda

• Introduction to Classroom PBS: Team Consultation Guide

• Get to Know the Guide

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Classroom Consultation Guide

• Designed by Florida’s Positive Behavior Support: Response to Intervention for Behavior Project (FLPBS: RtIB)

• For teachers, it allows for classroom consultation without waiting for an “expert” to arrive

• For support staff, it is an effective resource• http://flpbs.fmhi.usf.edu/revision07/second

ary/Classroom%20Consultation%20Guide.pdf

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Classroom Consultation Guide

• Who should use the Guide?

– Individuals supporting classroom teachers– PBS Coaches– Classroom teachers– School-based PBS Team members implementing

Tier 1 PBS on campus• Individual Teacher Support • Team System-Wide Support

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Classroom Consultation Guide

• Purpose of the Guide– Utilize variety of tools to assess

• Environment

• Behavior System

• Curriculum & Instruction

– Use data to identify, assess, & evaluate classrooms in need of support

– Implement a problem-solving process• Determine appropriate interventions

• Evaluate effectiveness

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Getting to Know the Guide

• Organization• Problem-Solving Process• Resources

• Overview– How to use the Guide– Classroom Problem-Solving Process

• Step 1: Identify and Analyze the Problem– Getting Started: Looking at Your School-Wide Data– Looking At Classroom-Level Data– Classroom Assessments– Direct Observation Data– Creating Your Problem Identification Statement, Hypothesis and Goals

• Step 2: Develop the Plan– Completing The Intervention Plan– Using Resources & Tools to Assist in Plan Development

• Teaching Behavior• Reward Systems• Responding to Problem Behavior • Environment• Curriculum and Instruction

• Step 3: Implement the Plan• Step 4: Evaluate the Plan• Worksheets

– Classroom Assessment Tool (CAT)– Analyzing Patterns– Classroom Intervention Plan

Table of Contents

TAB 1

TAB 2

TAB 3TAB 4TAB 5

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Step 1: Identify and Analyze the Problem

Step 2: Develop the Plan

Step 3: Implement the Plan

Step 4: Evaluate the Plan(Response to Intervention)

What do we do about it?

What’s the problem and why is it happening?

How do we do it?

Is it working?

Problem-Solving Process

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Step 1: Identify & Analyze the Problem

• Looking at Class-Wide Data• Office Discipline Referral data

– by time – by motivation – by administrative decision

• Classroom Assessment Tool (CAT) • Positive Environment Checklist (PEC)• Direct Observation

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Who is the Focus?

• Data may be collected on: • entire classroom of students • select individuals within classroom

• Target those select individuals that are responsible for the bulk of incidences

OR

• Target the entire class to obtain more specific information if many students are engaged in problem behavior or to help clarify problem areas

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Analyzing Patterns Worksheet(see slides 12-14)

• Data Gathered

• Problem Identification Statement

• Goal Statement

• Circumstances Behavior is Most/Least Likely

• Possible Function (s) of the Behavior

• Hypothesis Development

Data Gathered

Circumstances Behavior is Most/Least Likely

Problem Identification Statement

Goal

Statement

Possible Functions of Behavior

Hypothesis

Development

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Step 2: Develop the Plan

• With classroom teacher, review and select appropriate interventions based upon hypothesis statement• Read the narrative of each section• Look through the examples/tools• Consider other available resources• Select strategies that are feasible and

agreeable to the teacher

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Intervention Design

• Resource sections in the Guide include:– Teaching Behavior– Reward Systems– Responding to Problem Behavior– Environment– Curriculum and Instruction

• Remember to consider resources available at your school

• Complete the Intervention Plan (see slides 17-18)

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Step 3: Implement the Plan

•Coordinate with everyone involved and decide on a start date

•Be sure those implementing the plan have been trained on it prior to starting

•Record data during implementation & use it to monitor effectiveness of the plan

•Provide regular feedback to teacher

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Step 4: Evaluate the Plan

•Is the plan working?

YES NO•Plan to maintain the intervention (include generalization & fading procedures)

•Modify existing plan or develop a new plan•Consider referring back to problem-solving team if intervention isn’t working

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• Did we meet the intervention goal?– (Review the Goal Statement on the Analyzing

Patterns Worksheet)

• Are there:– decreases in problem behavior?– increases in appropriate behavior?– achievement of broader goals?– durability of behavior change over time?– increases in academic achievement?

Step 4: Evaluate the Plan

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Implementation Fidelity•Implementation monitoring

(Is it really happening?)

•Establish plan for tracking individual and group performance• Daily tally of incidents and rating of task engagement• ODRs for classroom

•Determine schedule for monitoring• Implementation• Outcomes

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Florida’sPositive Behavior Support

Project• Contact: Heather Peshak George, Ph.D. Co-PI & Co-Director

• Phone: (813) 974-6440

• Fax: (813) 974-6115

• Email: flpbs@fmhi.usf.edu

• Website: http://flpbs.fmhi.usf.edu