Classroom Systems of Positive Behavioral Interventions & Supports
description
Transcript of Classroom Systems of Positive Behavioral Interventions & Supports
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Classroom Systemsof
Positive Behavioral Interventions & Supports
Idaho SWPBIS Training Institute
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PurposeTo describe the implementation of a systems approach to classroom behavior and instructional management
Critical featuresSteps and effective practicesSupporting teachers
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SAS Classroom Systems
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Objectives• Focus on classroom component of
PBIS – how to support teachers• Describe current status of
classrooms (student-teacher interactions)
• Discuss several types of teacher support
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Universal Positive Behavior Support for the
ClassroomRead through the handout and mark:
Got it. I know, understand, and/or agree with this.
This is really important or interesting.
I don’t understand this, or this does not make sense to me.
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Basic RuleDesign the structure and functions of classrooms to increase predictability and to accommodate individual and collective needs of students
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What is needed?• A clear model with steps for teaming and
problem solving• Access to the right information at the
right time in the right format• A formal process a group of people can
use to build and implement solutions
Horner et al. (2010)
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Guiding Principles• Teach and manage social behaviors
directly and proactively (positively and preventively)…like teaching reading, math, physics, music, etc.
• Integrate social and academic management strategies within and across curricula
• Maximize academic success to increase social behavior success
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Prerequisites• Appropriate and relevant curriculum
o Meets needso Perceived as important
• Appropriate goals and curricula that are fair, functional, and meaningfulo Avoid frustration, dissatisfaction, confusion,
rebellion, etc.
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Common Mistakes• Assuming students know what is expected of
themAbsence of clear rulesVaguely stated rules
• Punishing students for failure to exhibit a behavior that they do not know how to do
• Increasing instructional minutes will not make up for ineffective instruction
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So what can be done?• Classroom organization• Instructional management• Behavior management• On-going teacher support
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Classroom Organization
• Physical environment• Student and teacher routines• Transitions• Attention-getting signal• Climate
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Considerations• How many students will you have in the room at
one time?• What kinds of activities will be taking place in
your classroom?• Where should students be seated?• How will you regulate
movement/supervise/interact?• What should my classroom look like?
o Wall space, storage, lighting, etc.• How will you teach students roles and
procedures with other staff for consistency?
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Physical Environment• Seating/furniture arrangement• Traffic patterns• Materials/supplies• Student areas (e.g., small group, break,
time-out)• Teacher areas (e.g., desk, materials)• Problem features (e.g., unsupervisable
areas, dangerous items/equipment)
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Physical Environment• Create an orderly learning
environment that sets the stage for orderly behavior
• Create a pleasant climate for you and your students
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Classroom Organization
Design areas for specific activities• Whole class instruction• Small group instruction• Rug activities• Quiet reading area• Free choice games and activities• Computers
Anita Archer
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Classroom Organization
Arrange space so that:• Students face the teacher without turning around• Teacher has close proximity to students• Students can interact with partner and/or team• Teacher can see all areas of room• Teacher can easily monitor all areas• Teacher and students can move easily around room• Teacher can access necessary instructional materials• Students can access necessary materials
Anita Archer
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Paired Rows
Anita Archer
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Slanted Rows
Anita Archer
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Slanted Tables
Anita Archer
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Double U
Anita Archer
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Double E
Anita Archer
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Checklist
Evaluating the Physical Organization of the Classroom:
Setting the Stage
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Routines• Increase predictability and consistency• Both teacher and student routines• Build into environment/prompts
o “Stack and Rack”• Consider “common” routines
o Lining upo Restroom breakso Preparing for worko Transitions between activities
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RoutinesIn classes where routines and
procedures are clearly delineated and taught during the initial weeks of school, appropriate behavior is much more likely to occur.
Predictability predicts ability!
Anita Archer
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Routines• Determine situations where a routine or
procedure is needed• For each situation, determine a
routine/procedure thatPromotes self-responsibilityDoesn’t require teacher involvementIs effective and efficientCan be used consistently
Anita Archer
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Routines•Document routines/procedures•Teach most important routines procedures•Review routines/procedures
Anita Archer
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Student Routines• Start/end of day• Transitions• Personal needs (e.g., bathroom, pencil
sharpening)• Working in groups and independently• Special events• Materials and equipment• Homework and assignments• Personal belongings
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Teacher Routines• Planning and implementing instruction• Classroom movement (circulation)• Working with assistants, volunteers,
student teachers• Communications
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Example Routines & Procedures
Checklist: “Situation Requiring a Classroom Routine or Procedure”
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Classroom Routines
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Classroom Routines• What are 3 routines common across
classrooms in your school?• Complete the Classroom Routines
Matrix for your classroom.• What is a PROCESS you might use
with your faculty to define and share effective examples?
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Efficient Transitions•Teach signal and routine•Practice in natural context•Precorrect in problem situations•Monitor continuously•Positively reinforce contingently
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Attention-getting Cue/Rule
•Select cue that is effective, efficient, and relevant•Apply consistently•Positively reinforce contingently
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Classroom Climate• Develop plan before school starts• Determine expectations• Teach expectations directly• Use first weeks of school to establish
•Expectations and behavior/routines•Climate (laugh, smile, accept student ideas)
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Active Student RespondingAvailable Time
Allocated Time
Instructional TimeTime on task
Opportunity to Respond
Active Student RespondingAdapted from Heward, 1994
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Available Time
Allocated Time
Instructional TimeTime on task
Opportunity to Respond
Active Student Responding
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Classroom Goals & Rules
Students are more likely to exhibit desired behaviors when expectations are clear.
What you expect = What you get
Anita Archer
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Classroom Goals• With grade level team or school faculty,
establish goals you would like children to reach
• Goals reflect values you hold for students• Goals are more global than rules• Analogy
o Goal – Drives should be courteouso Rules – Speed limit 65
Anita Archer
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Classroom GoalsExample Goals:• Respect others• Be responsible• Do your best work• Cooperate with others
Anita Archer
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Generic Instructional Approach
• Defineo Operation definitions of what will be taught
• Observable and measurable
• Teacho Identify and explain ruleo Model/demonstrate relevant exampleso Arrange structured practice, role play, behavioral
rehearsal• Remind
o Precorrect or prompt rule immediately prior to entering natural context
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Classroom RulesRules for Rules:• Are fewer in number• State desired behavior• Are short and simple• List observable behaviors• Begin with a verb• Clearly define behaviors
Anita Archer
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Classroom RulesExample Rules:• Arrive on time• Bring school materials only• Follow directions• Participate in activities• Work during work sessions• Use language appropriate to school and work-
place
Anita Archer
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Classroom Rules• Introduce rules• Teach lessons on individual rules• Review rules• Post rules• Act as if you expect desired behaviors
Anita Archer
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Generic Instructional Approach
• Monitoro Supervise independent application in natural contexto Provide feedback (positive reinforcement and
corrections)o Collect data
• Evaluateo Examine effect of instruction (i.e., review data, make
decisions, follow up)
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Behavior Management Basics
• Use continuum of strategies to encourage expectationso Teach expected behavioro Increase opportunities for academic and social successo Provide positive feedback more often than corrections
and reprimands (e.g., 5 to 1)• Move from tangible to social reinforcement• Move from external to self-managed reinforcement• Individualize reinforcement
o Use continuum of strategies to discourage/correct inappropriate behaviors
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Characteristics of Effective Praise
• Good praise follows the “if-then” ruleo Make sure students are doing exactly what you want
them to be doingo Praise them within 1 or 2 seconds after the behavior
occurso If it is an on-going behavior, praise during the behavior
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Systems Support• Shift to school-based teams rather than
relying on “outside experts”• As with SWPBIS the systems guide the
implementation of effective practices• Link classroom management practices to
SWPBIS• Use data for decision-making
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School Status and Commitment
• Complete the Classroom Settings section of the Staff Survey
• Summarize the results• Add items to action plan as needed• Prepare to report out on status of
system and planned activities
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Classroom SettingsAdditional Tools:• PBIS Resource: Classroom
Checklists, Effective Classroom Plan, Environmental Inventory Checklist
• Classroom Management: Self-Assessment