Classroom Management Webinar Series...Classroom Management Webinar Series Date 4:00-6:00 PM Session...

2/9/2012

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Pennsylvania Training and Technical Assistance Network

Classroom Management

Webinar Series

Responding to Inappropriate Behaviors

February 7, 2012


PaTTAN’s Mission

The mission of the Pennsylvania Training and Technical Assistance

Network (PaTTAN) is to support the efforts and initiatives of the Bureau of Special Education, and to build the capacity of local educational agencies to serve students who

receive special education services.

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PDE’s Commitment to Least Restrictive Environment (LRE)

Our goal for each child is to ensure Individualized Education Program (IEP) teams begin with the general education setting with the use of

Supplementary Aids and Services before considering a more

restrictive environment.


Webinar Series

Date 4:00-6:00 PM

Session Title

September 13, 2011 Structure and Predictability

October 11, 2011 Post, Teach, Review, Monitor and Reinforce Expectations

November 15, 2011 Actively Engage Students in Observable Ways

December 13, 2011 Contingent Praise and Group Contingencies

January 10, 2012 Token Economy Systems and Behavior Contracting

February 7, 2012 Responding to Inappropriate Behaviors

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Act 48 and Instructional Hours Verification

• Throughout the presentation, there will be five multiple

choice questions for you to answer

• The letters that correspond to the correct answers are

needed for the VERIFICATION CODE – RECORD THE

LETTERS FOR EACH CORRECT ANSWER ON A PAPER.

Those letters, in order, make up the verification code.

• EMAIL the VERIFICATION CODE to [email protected] by

close of business on Friday, February 10, 2012

• Include your name, employer and PPID (if applicable) in the email

• In the subject of the email indicate WEB CREDIT

• You will receive an email confirmation notifying you that your

email was received

• Allow 30 days for the processing of act 48 and instructional hours



needed for the VERIFICATION CODE.

• ANSWERS

_____ _____ _____ _____ _____


close of business on Friday, February 10, 2012.




email was received


mailto:[email protected]


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Goals for this Session

• Participants will describe multiple behavior

reduction strategies from least to most

intrusive

• Participants will describe types of

misbehavior and the responses to those

behaviors

Evidence-Based Practices

1. Maximize structure

2. Post, teach, review, monitor, and reinforce a small

number of positively stated expectations

3. Active engagement

4. Acknowledge appropriate behaviors

5. Establish continuum of strategies to respond to

inappropriate behavior

Evidence-based Practices in Classroom Management: Considerations for Research to Practice

Simonsen, Brandi; Fairbanks, Sarah; Briesch, Amy; Myers, Diane; Sugai, George Aug 1, 2008 Education

& Treatment of Children

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Resources

Evidence-based Practices in Classroom Management:

Considerations for Research to Practice. Simonsen, Brandi; Fairbanks, Sarah; Briesch, Amy; Myers, Diane; Sugai,

George. Aug 1, 2008 Education & Treatment of Children.

PaTTAN Publications

Teacher’s Desk reference; Practical Information for

PA Teachers – Classroom Management

Instructional Practices for an Effective Classroom

Website http://www.pattan.net/category/Educational%20Initiatives/Behavior


Prevention

Effective Instruction

Intervention

http://www.pattan.net/category/Educational Initiatives/Behavior

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Effective Classroom Management

Prevention80%

Intervention20%

Maximize Structure and Predictability

Post, Teach, Review, Monitor and Reinforce Expectations

Actively Engage Students in Observable Ways

Use a Continuum

of Strategies to Acknowledge

Appropriate

Behavior

Use a Continuum of Strategies to Respond to Inappropriate Behavior

Basic Beliefs

• The way a setting is structured has huge

impact on behavior and attitude

• Many rely too heavily on punitive practices

• The goal of classroom management is to

develop a classroom of students who are

responsible, motivated, and highly engaged in

meaningful tasks 12

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Pervasiveness of Problem Behavior

• In the last 6 months, how many of you have __?

– Robbed a bank

– Broke into a house that wasn’t yours

– Used the internet at work for personal reasons

– Told a lie

– Driven over the speed limit

14

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Plan to Respond to Misbehavior

Important concepts:

• Being prepared for misbehavior reduces

annoyance and frustration

• Correction procedures are only effective if

they reduce the future occurrence of

misbehavior

• Most chronic misbehavior serves a purpose

Plan to Respond to Misbehavior

• Establish consequences that fit the nature of

the problem, but are as mild as possible

• Implement consequences calmly and

consistently

• Ideally, consequences should be implemented

immediately in the setting in which the

infraction occurs

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THE FUNCTION OF

BEHAVIOR

The A-B-C’s of Behavior

Antecedent Behavior Consequence

A C

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B

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A B C

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Anything that an individual DOES

•Can be SEEN or HEARD

•Is MEASUREABLE



A B C

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Any event that happens BEFORE a

behavior

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Antecedent*

Pay close attention to:

• The activity

• The adult(s)

• The peer(s)

• The location/environment

• The demand or request

*“Nothing” is not an option! 21



A B C

22

Any event that occurs AFTER a

behavior

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Consequence*

Pay attention to:

• What the adult does

– Gives a verbal reprimand

– Keeps the student in for recess

– Sends to timeout

– Ignores the behavior

• What the other students do

– Laugh at the student

– Imitate the student

– Ignore the student

* “Nothing”

is not

an option!

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Consequences Any event that follows a behavior

Reinforcement: a consequence that

results in increasing or maintaining the

future rate of the behavior it follows

Punishment: a consequence that results

in decreasing the future rate of the

behavior it follows

24

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Consequence

• Reinforcement

• Punishment

We can tell whether the consequence is reinforcing

or punishing only by its effect on future occurrences

of the behavior

NOT

by our intent!!

Function of Behavior

• To obtain something

• To escape/avoid something

Attention/social

interaction Materials/

activity Sensory

stimulation

Attention/social

interaction Materials/

activity Sensory

stimulation

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Why determine the function?

Because we know: – Challenging behaviors serve a function

– Challenging behaviors are context related

– Effective behavior reduction and punishment

strategies are based on an understanding of the

individual and the ABC’s (and F’s) of the behavior

Why determine the function?

• Short term solution

– Modify or eliminate the antecedents to the

behavior

– Eliminate or minimize the consequences that are

maintaining the behavior of concern

• Long term solution

– Remediate skill deficits

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TYPES OF MISBEHAVIOR

Types of Misbehavior

• Think of a student that you know who

displays some challenging behaviors.

• Write down what that behavior looks/sounds

like (be specific)

Behavior: ____________________________

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Awareness Type Ability Type

Attention-Seeking Type Escape-Avoidance Type

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Awareness Type

Definition:

Unaware that the behavior is

a problem

Example of Student

Behavior:

• “What up, Dawg?

• Touching others

Adult Response: • Provide feedback

• Develop a signal to cue student

about misbehavior

• Teach self-monitoring strategy

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Ability Type

Definition:

Lacks ability or knowledge

on how to behave

Example of Student

Behavior:

• Student with tic disorder

Adult Response:

• Determine ability to

acquire skill

• If yes, teach

• If no, make

accommodations

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Attention Seeking

Behavior

Definition: Student engages in misbehavior to

gain attention from peers and/or

adults

Example of Student

Behavior: • Calling out

• Cursing

• Asking questions

Adult Response: • Provide attention in the

absence of the problem

behavior

• Reinforce positive behavior

• Be careful about reinforcing

the “problem behavior”

• Planned ignoring

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Escape/Avoidance Type

Definition:

Student engages in behaviors

that release him/her from a

perceived aversive situation

or person

Example of Student

Behavior: • Calling out

• Cursing

• Talking back

• Refusals

Adult Response: • Meet needs in more

appropriate manner

• Pre-planned corrective

consequences

• Intervene at the antecedent

level

• Teach a replacement behavior

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Types of Behavior

• Think about the student’s behavior that you

described earlier.

• What type of behavior is it?

___________________________________

• How might you now respond?

___________________________________ 36

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A CONTINUUM OF

STRATEGIES

Responding to Inappropriate Behavior

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• Continuum

– Range of evidence-based strategies

– Decrease the likelihood of inappropriate behavior

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Behavior Reduction

Techniques

• Brief, contingent, &

specific error

correction

• Performance feedback

• Differential

reinforcement

• Planned ignoring

Punishment

Techniques

• Response cost

• Time out from

reinforcement


Punishment Behavior Reduction

Techniques

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Guidelines for Behavior Reduction and

Punishment Techniques

• Least aversive

• Data-based decision making

• Functional assessment

• Use of instructional and reinforcement

strategies

• Procedural Safeguards

• Plan for oversight

Brief, Contingent & Specific Error Correction

• Informative statement

• When an undesired behavior occurs

(contingent)

• States the observed behavior

• Informs what should be done in the future

• CONCISE

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Brief, Contingent, & Specific Error Correction

• More effective when quiet or discreet as

opposed to loud (O’Leary & Becker, 1968)

• Brief: 1 – 2 phrases more effective than 2 or

more phrases (Abromowitz, O’Leary, & Futtersak, 1988)

• Consistent – superior when delivered

consistently (Acker & O’Leary, 1988)


• Example

“Robert, you’re blurting out the answers before my

signal. You need to respond with the class on my

signal.”

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• Non-Example

– “Robert, I don’t know what makes you think that

you’re so special that you can call out whenever

you’d like. In my class we respond all together.

Do you need to have some practice during

recess?”


• “Kara, you’re out of you assigned area.

• You need to stay in your area or get

permission to work elsewhere.”

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True or False? The following statement meets

the criterion for brief, contingent & specific

error correction:

“Russell, you’re tapping your pencil loudly on

the desk. You need to keep your body quiet.”

Performance Feedback

• Provide students with data about target

behavior

• Teacher specifies

– Target behavioral criterion

– Reward if criterion is met

• Can be used to track positive behaviors

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• Been shown to increase appropriate behavior (Winett & Vachon, 1974)

• Publically posting feedback (along with other

strategies) showed

– Decreases in target behavior (Brantley & Webster, 1993)

– Decreases in classroom transition times (Yarbrough,

Skinner, Lee & Lemmons, 2004)

– Increases in prosocial and academic behavior

(Kastelen, Nickel, & McLaughlin, 1984) and writing (Van Houten & McKillop,

1977)


• Examples

– Transition time

– Call outs during a class period

– Complete (or incomplete) homework assignments

– Correct responses on independent work

– Number of words read correctly in a minute

– Number of complete sentences written in a given

amount of time

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Differential Reinforcement

• Positive reductive procedures

• Relies on REINFORCEMENT to decrease or

eliminate behavior

Differential Reinforcement

• Differential Reinforcement

– Of Incompatible Behavior (DRI)

– Of Alternative Behavior (DRA)

– Of Lower Rates of Behavior (DRL)

– Of Other Behaviors (DRO)

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Differential Reinforcement of Incompatible

Behavior (DRI)

• Systematically reinforce appropriate behaviors

incompatible with the challenging behavior

• Impossible to do the challenging behavior

simultaneously with the appropriate

alternative

DRI

• Mr. Jimenez uses DRI when he awards points

to students who are in their assigned areas

rather than walking around the room.

• Ms. McArdle gives tokens to students when

they walk down the hallway with their arms at

their sides as opposed to touching the walls

or other students.

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DRI

Inappropriate

Behavior

Incompatible Alternatives

Shoving, hitting,

Keeping hands and feet to

self/Keeping hands in pockets

Blurting out Responding on cue/Raising hand

Cursing

Saying “Darn!”, “I don’t like …”/

Keeping quiet

Putting head down

on desk Tracking the speaker

Running Walking

Differential Reinforcement of Alternative

Behavior (DRA)

• Systematically reinforce socially appropriate

behaviors that serve the same function as the


• Withhold reinforcement for inappropriate

behavior

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Differential Reinforcement of Alternative

Behavior (DRA)

• Replacement behaviors must

– Serve the same function as the inappropriate

behavior

– Be easy to perform

– Result in reinforcement that is equally frequent

and intense as that gotten from inappropriate

behavior

DRA

• Replacement behavior should address possible

communicative functions of inappropriate

behavior

• May have to teach the replacement behavior

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DRA

Problem

Behavior

Possible

Function

Alternative

Replacement

Screaming Gain adult

attention

Asking for help

Cursing Escape activity Take a break

Scratching self Gain adult

attention

Engage adult in

conversation

Guidelines for DRI and DRA

• Define

– inappropriate behavior

– replacement behavior

• Teach replacement behavior (if necessary)

• Reinforce alternative behavior – (CRF IRF)

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Guidelines for DRI and DRA (cont’d)

• If inappropriate behavior continues

– Withhold all reinforcement (extinction)

– Consider use of MILD punisher

Differential Reinforcement of Lower Rates of

Behavior (DRL)

• Reinforce a student for meeting a

predetermined criterion for the number of

behaviors that are allowed

• After a few successful sessions at one

criterion level,

– Gradually lower criterion OR

– Increase time between reinforcement

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DRL

• Allows student to control behavior over time

• Suitable for mild disruptive behavior

DRL

• Three types of DRL

– Full Session

– Interval Session

– Changing Criterion DRL

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DRL

Full Session Interval

Session

Changing

Criterion

Entire

time/session

Break session

into equal

parts

Criteria for

success is

systematically

lowered over

time

DRL

• Full Session DRL

– Criterion for acceptable levels of behavior is set

– Criterion applies to duration of session

• Class period

• Entire day

• Recess

• Independent work time

• Time on the bus

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DRL

• Interval DRL

– Divide the session into equal parts

– During each session, reinforcement is provided

when the behavior is less than or equal to the

criterion

– Consider using with high levels of mildly disruptive

behavior

DRL

• Interval DRL example

– 40 minute session

– Baseline of inappropriate behavior = 30

– 30 behaviors/40 minutes = .75 behaviors per

minute

– Divide session into equal parts (5 minutes)

– .75 x 5 minutes = 3.75 behaviors per interval

– Set criterion at or near baseline (3 or 4 per

interval)

– Each interval behaviors are equal to or less than

criterion, student earns reinforcer

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DRL

• Changing Criterion DRL

– Criterion is gradually lowered across sessions

until target is reached

DRL

• Changing Criterion DRL example

– Student makes many errors on independent work

due to rushing (has ability)

– Baseline over 3 days = 29 errors on average

– First criterion set at 25 or fewer errors

– Reinforcement provided for meeting criterion

– Must meet criterion for 3 consecutive days before

lowered

– Each criterion lowered by 5

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DRL

• Guidelines

– Define inappropriate behavior

– Gather baseline for current levels

– Determine the final target criterion level

– Determine type of DRL

• How long intervals should be?

• Duration of initial criterion must be met before

changing (interval or criterion)?

• How much of the criterion will change?

– Continue to collect data

Differential Reinforcement of Other Behaviors

(DRO)

• Reinforcement is contingent on the absence of

a particular behavior or class of behaviors at

the end of an interval

• Can be used for severely inappropriate,

dangerous, or disruptive behaviors

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DRO

• Cautions of DRO

– Student earns reinforcement for the absence of

target behavior DESPITE other behaviors that

were demonstrated during the interval

– Does not teach an appropriate replacement

behavior to meet the function of the


Which type of DR

Danny is a 7th grade student in your class. He

has a long history of mild disruptive behavior in

school. He has been calling out inappropriate

comments (i.e. not related to the topic) during

class. Over three consecutive days Danny’s

inappropriate call outs averaged 28 in a 40

minute class period. You’ve decided to try

differential reinforcement (DR). Which type of

DR procedure do you think would be best for

this situation?

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Planned Ignoring

Systematically withhold attention from a student

when he or she performs the undesired

behavior

Planned Ignoring

• Strategy to use to address ATTENTION

SEEKING behaviors

• Use with mildly disruptive behaviors

• Ignoring the BEHAVIOR, not the CHILD

76

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Planned Ignoring (with Pivoting)

• Student displays low level problem behavior

• Teacher ignores the BEHAVIOR – both verbally and

non-verbally

• Teacher provides praise to nearby students displaying

appropriate behaviors

• Identified student performs appropriate or desired

behavior – provide IMMEDIATE praise/attention

77

Planned Ignoring (with Pivoting)

• Important Considerations:

– May observe brief increase in disruptive behavior

called a “burst”

– May observe greater diversity of inappropriate

behaviors

– Must be ready to continue to ignore the

disruptive behavior

78

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Punishment Techniques

Before implementing punishment techniques…

Rules & procedures clear and have been taught?

Classroom promote positive learning environment

(teacher-student relationship)?

Is the function of the behavior known?

Enough reinforcement provided?

Student actively and successfully engaged?

Curricular & instructional materials appropriate?

Does student have the required skills?

Interventions applied correctly & consistently

Response Cost

• A reinforcer is removed contingent upon the

student engaging in undesired behavior

• Prominent form of punishment in society

– Library fines

– Traffic tickets

– Late payment penalties

– Docked pay

– Loss of yardage in football

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Response Cost

• Easily used in conjunction with a token

economy system

• Tends to produce rapid reductions in

behavior

• Students discriminate appropriate and

inappropriate behaviors

• Shown to produce long-term changes in

behavior

What if I do… What if I don’t

10 minutes computer time Verbal reprimand

Homework pass Lose 5 minutes free time

15 minutes additional recess Call to parent/guardian

Coupon for school store Referral to the Principal

What if Chart

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Response Cost

Guidelines

• Identify target behavior that will cost students

reinforcers (tokens)

• Student has ongoing access to reinforcers or

tokens

• Determine the cost for each inappropriate

behavior

• Ensure easy removal of reinforcers or tokens

Response Cost

Guidelines (continued)

• Only remove reinforcers or tokens for

predetermined target behaviors

• Explain the program to student(s) and any

adults using the program – CONSISTENCY is

key

• Monitor the behaviors targeted for reduction

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Time Out from Reinforcement

Student is denied access to reinforcers for a

predetermined period of time

– Time out is a procedure, NOT a place


Time Out from

Reinforcement

• Nothing is removed

• Students may NOT EARN

tokens/reinforcers

• Keeps previously earned

tokens/reinforcers

Response Cost

• Previously earned

tokens/reinforcers are

removed

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• Three types

– Non-exclusionary time-out

– Exclusionary time-out

– Seclusionary time-out


Non-

exclusionary

Exclusionary Seclusionary

• Reinforcement is

withheld

• Student remains

in instructional

setting

• Remove student

from instructional

activity to

another area in

OR out of the

classroom setting

• Student is

removed to a

designated time-

out room for

total isolation of

the student

• Minimal loss of

instructional time

for both student

and teacher

• Requires more

time

• May result in loss

of instructional

time

• Only used for

dangerous

behaviors

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Guidelines

• Adhere to guidelines of punishment

techniques

• Always start with least intrusive form

• Use brief time-out periods



• Determine how time-out will end

– Contingent on duration of appropriate behavior

– Contingent on duration of time-out

– Contingent on duration of time-out and

appropriate behavior

• Teach the time-out procedure prior to

implementation

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• Simply tell the student to go to time-out &

avoid explanations (You taught the procedure)

• When time is finished, tell student “Time-out

is over,” & direct student to return to activity

• Use data to track occurrence of problem

behavior

GENERAL

CONSIDERATIONS


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“I've come to the frightening conclusion that I

am the decisive element in the classroom. It's

my daily mood that makes the weather. As a

teacher, I possess a tremendous power to

make a child's life miserable or joyous. I can

be a tool of torture or an instrument of

inspiration. I can humiliate or humor, hurt or

heal. In all situations, it is my response that

decides whether a crisis will be escalated or

de-escalated and a child humanized or de-

humanized.”

Haim Ginott

93

• They can’t get your goat if they don’t know

where your goat is tied up.

94

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Basic Beliefs

• The way a setting is structured has huge

impact on behavior and attitude.

• Many rely too heavily on punitive practices.

• The goal of classroom management is to

develop a classroom of students who are

responsible, motivated, and highly engaged in

meaningful tasks. 95

“If a child doesn’t know how to read, we teach.”

“If a child doesn’t know how to swim, we teach.”

“If a child doesn’t know how to multiply, we teach.”

“If a child doesn’t know how to drive, we teach.”

“If a child doesn’t know how to behave, we…

…teach? …punish?”

“Why can’t we finish the last sentence as

automatically as we do the others?”

(Herner, 1998)

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The Behavior-Instruction Connection

Response to Errors

Academic Problems

• Assume error was accidental

• Assume the student has

learned the wrong way

• Assume student has been

taught (inadvertently) the

wrong way

• Diagnose the problem and

adjust instruction

• Provide assistance (model-

lead-test)

• Provide practice

• Assume student has learned

the skill and will perform

correctly in the future

Behavioral Problems

•Assume error was deliberate

•Assume the student refuses to

cooperate

•Assume student knows what is

right and has been told often

enough

•Provide negative consequence

•Practice not required

•Provide more negative

consequences; withdraw student

from normal context

•Assume student will make the

right choice and behave in the

future

Responding to Misbehavior

• When you treat student misbehavior as an

instructional opportunity, you give students

the chance to learn from their mistakes.

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Until we have

• defined,

• taught,

• modeled,

• practiced,

• reinforced and

• re-taught,

it is unethical for adults to punish……… Rob Horner

Consider this…

http://www.pattan.net

2/9/2012

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needed for the VERIFICATION CODE.

• ANSWERS

_____ _____ _____ _____ _____


close of business on Friday, February 10, 2012




email was received



2/9/2012

54

Session Evaluation

• Complete the Training Evaluation and Assessment of Learning Outcomes

• The link to the electronic evaluation is: http://www.zoomerang.com/Survey/WEB22EMX4ECFXG

• We appreciate your honest feedback

Contact Information www.pattan.net

Dennis Cullen

[email protected]

Phone # 610-265-7321

ext. 7232

Commonwealth of Pennsylvania

Tom Corbett, Governor

Pennsylvania Department of Education

Ronald J. Tomalis, Secretary

Dr. Carolyn Dumaresq, Deputy Secretary

Office for Elementary and Secondary Education

John J. Tommasini, Director

Bureau of Special Education

Patricia Hozella, Assistant Director

Bureau of Special Education

108

http://www.zoomerang.com/Survey/WEB22EMX4ECFXG


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