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The Center for Community Engagement at Arkansas State University

Positive Behavioral Interventions & Supports: Responding to Inappropriate Behavior

Tier I Module 6 Handbook

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This PBIS Tier I Handbook was created to accompany the online video module RTI

Arkansas: Preparing for PBIS (IAC17034) or the online video module titled

Responding to Inappropriate Behavior (located on A-state PBIS website at

http://cce.astate.edu/pbis/getting-started/). These online modules are best

supported when used in conjunction with live PBIS Tier I training workshops. This

handbook will guide teams as they work through the implementation process.

Much of the material for this handbook is taken or copied directly

from (or based on) the resources and work of

Michigan's Integrated Behavior and Learning Support Initiative

(https://miblsi.org/)

Missouri Schoolwide Positive Behavior Support (http://pbismissouri.org/)

OSEP Technical Assistance Center for PBIS (www.pbis.org)

Individual Schools, School Districts, or States, as referenced throughout

the Handbook

Note: “LINK:” Denotes an item/document/template that is conveniently

hyperlinked to a page on either our website (http://cce.astate.edu/pbis), or

another website.

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Table of Contents

Positive Behavioral Interventions and Supports Responding to Inappropriate Behavior

Tier I Module 6 Handbook

Responding to Inappropriate Behavior

CONTENT Page

Why develop consistent responses to inappropriate behavior?

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Example of T-chart 5 T-chart template 6

Office discipline referral forms 7-14 Example of procedural flowchart 15

Procedural flowchart template 16

Examples of responses and strategies 17-20 Discussion questions 21

Resources 22

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Why develop consistent practices & appropriate consequences

to respond to problem behaviors?

What teachers told us they wanted:

For their school as a whole group to be consistent To have consistency throughout the building To be on the same page through whole building To have the same rules for classrooms and activities-everywhere To be on the same page as everyone

“Unfortunately, most of the practical techniques used by teachers to respond to acting-out children are only of limited effectiveness and some, such as reprimands,

arguing, and escalated hostile interactions, can actually strengthen the behavior they are intended to suppress

or terminate.”

Hill Walker, 2000

When you treat student misbehavior as an instructional opportunity, you give students the chance to learn from their mistakes.

- Randy Sprick,

Safe and Civil Schools

- PBIS Implementation Survey from one Arkansas Elementary School 2014

Taken from Michigan’s Integrated Behavior and Learning Support Initiative: https://miblsi.org/training-materials/ppsc/training-sequence#schools

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Example of T-Chart

Adapted from Milwaukee Public Schools: http://mps.milwaukee.k12.wi.us/en/Families/Family-Services/Intervention---PBIS/PBIS.htm

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LINK: T-Chart of Behavior

http://cce.astate.edu/pbis/tier-i-resources/

TEACHER MANAGED

BEHAVIORS

OFFICE MANAGED

BEHAVIORS

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What should an Office Discipline Referral Form contain?

Student involved

Grade of student involved

What was the problem behavior

Description of incident

When it happened (date AND time of day)

Location where it happened

Others that were involved

Perceived motivation behind behavior

Referring staff

Action taken

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LINK: SWIS Office Referral Form Example 1

Minor Referral

Staff Managed

Major Referral

Administrator Managed

Entered into SWIS: Yes No

Referral ID: __ __ __ __ __ __ __ __

Student:

Grade: 6 7 8

Referring Staff:

Date:

Time:

Location: Classroom Hallway Playground Cafeteria Bus Gym Office Restroom

Commons Library Music Room Off-Campus Art Room Bus Loading Zone Computer Lab

Assembly/Field Trip Parking Lot

Minor Problem Behavior: Disrespect Defiance Disruption Physical Contact/Physical Aggression

Tardy Inappropriate Language Property Misuse Dress Code Violation Technology Violation

Major Problem Behavior: Defiance/Non-Compliance Physical Aggression Disruption Disrespect

Inappropriate Language Tardy Skip Class Bullying Fighting Inappropriate Location Truancy

Forgery/Theft/Plagiarism Technology Lying/Cheating Dress Code Violation

Inappropriate Display of Affection Gang Affiliation Display Bomb Threat/False Alarm Arson

Use/Possession of (circle one): Tobacco Drugs *Weapons Combustibles Alcohol

*If a weapon was involved, please note the weapon type/size: _________________________________________________

Harassment (circle type): Gender Ethnicity Sexual Race Religion Disability Physical Characteristics

Perceived Motivation: Obtain Peer Attention Obtain Adult Attention Obtain Item/Activity

Avoid Peer(s) Avoid Adult Avoid Task/Activity

Others Involved: None Peers Teacher Staff Substitute Other Unknown

Action Taken: Alternative Placement Time Out/Detention Conference with Student Loss of Privilege

Time in Office Individualized Instruction Additional Attendance/Saturday School Bus Suspension

Restitution Community Service Other Action Taken Parent Contact (contact type: ______________________)

In-School Suspension ( ½ day increments): ___.___ days Out-of-School Suspension: ( ½ day increments): ___.___ days

Expulsion

Notes: _______________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

Taken from https://www.pbisapps.org/Pages/Default.aspx

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Show Respect

Make good decisions

Solve problems

SWIS Demo School Referral form Descriptions

Minor vs. Major Behavior Clarifications

Referral

form

Example 2

Date: ______________ Time: ____________ Referring Staff: ______________________________

Student: _____________________________ IEP 504 Class: _____________ Grade: _____

Location:

Classroom Gym Music Room Special Event/ Assembly/ Field Trip

Hallway/Breezeway Office Off-Campus Parking Lot

Playground Bathroom/Restroom Art Room Locker Room

Cafeteria Common Area

Bus Loading Zone Vocational Room

Bus Library Computer Lab Other:

Notes:

Problem Behaviors (check the most intrusive): Please Refer to the Referral Form Descriptions for clarification on minor vs. major referrals

Minors (Teacher Managed): Major (Office Managed):

Disrespect Disrespect (Blatant or Excessive, Defiance, Leaving Assigned Area, Forgery, Ongoing Pattern)

Disruption Disruption (Yelling excessively, Pattern of Teacher not being able to teach or children learn, excessive tardy)

Dress Code Dress Code (Ongoing Pattern, Gang Related)

Inappropriate Language Inappropriate Language (Blatant or Excessive, Severe Bullying – Verbal, Harassment, Intimidation)

Property Damage/Misuse Property Damage/Misuse (Excessive, Permanent, Vandalism)

Physical Contact Physical Contact (Fighting/Repeated Physical Aggression, Loss of Control Out of Anger, Intent to Harm)

Technology Violation Technology Violation (Accessing “off limit”, inappropriate websites, bullying/harassment on school equipment)

Other: Other:

Notes:

Possible Motivation: Teacher or Staff Member Follow-Up Decisions (check the most serious): Avoid Adult(s) Time Out (Give a break, Sensory Accommodation)

Avoid Peer(s) Conference with Student (Problem-Solving, Class Meeting, Mediated Student Conversation)

Avoid Task(s)/Activities/Sensory Instruction (Teach Correct Behavior, Reteach, Behavior Plan Implemented w/ Fidelity)

Obtain Adult(s) Parent (Contact, Conference)

Obtain Peer(s) Other (RESET Opportunity, Modify Environment/Expectations)

Obtain Task(s)/Activities/Sensory Other:

Others Directly Involved:

None Unknown Peer(s) Substitute: Staff Member:

Administrative Decision (if referred to Dean’s office):

Time Out (Detention, Time in Office) Loss of Privilege(s)

Conference with Student (Problem-Solving, Mediation) In-School Suspension:

Restitution (Apology, Community Service) Out of School Suspension:

Parent (Contact, Conference) Other:

Instruction (Teach Correct Behavior, Reteach, Restorative Solution)

Notes:

Taken from https://www.pbisapps.org/Pages/Default.aspx

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SWIS Office Referral Form Example 3 WHITE COPY: To the Office YELLOW COPY: To Homeroom Teacher

SWIS Office Discipline Referral Form

Student ______________________ Grade ___ Staff ___________________ Date _______ Time ___:___

Location

Classroom Cafeteria Restroom A B C Library

Hallway East West Bus Loading Zone Common areas Special Event/Field Trip

Playground Gym Other: __________________________________________

Problem Behaviors Circle the most intrusive. Check one to three secondary behaviors if applicable. MINOR MAJOR

Defiance/ disrespect/ non-compliance

Defiance/ insubordination/ non-compliance

Bullying Tobacco

Fighting Drugs

Disruption Disruption Technology violation Gang Display

Disrespect Disrespect Inappropriate location/ out of bounds area

Weapons

Knife : < 6”

Knife : > 6”

gun

other: __________

Physical contact Physical aggression

Tardy Tardy Skipping Truancy

Inappropriate lang. Abusive lang./ inappr. lang./ profanity

Forgery/ theft/ plagiarism

Property misuse

Dress code Harassment

disability race

ethnicity religion

gender sexual

physical other

Inappropriate display of affection

Bomb threat/ false alarm

Technology

Other: _________________ Lying/ cheating Arson

Dress code Property damage

Other: ____________________________________________

Possible Motivation

Obtain Peer Attention Obtain Items/ activities Obtain Adult Attention Other

Avoid Peer Attention Avoid Tasks/ activities Avoid Adult Attention Unknown

Others involved:

None Peers Teacher Staff Substitute Unknown Other: _______________________

Restraint/ Seclusion: None Restraint Seclusion Restraint & Seclusion

Action(s) Taken Circle the most severe. Check one to three secondary behaviors, if applicable.

Time out/ detention Out-of-sch. Susp. ____ days Additional attendance Expulsion ____ days

Confer. w/ student Parent contact Bus suspension Alternative Placement

In-sch. susp. ____ days Time in office Restitution Action Pending

Loss of privileges Individual instruction Community service Other: ______________

Notes: Taken from https://www.pbisapps.org/Pages/Default.aspx

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SWIS Office Referral Form Example 4

Office Referral Form

Minor Problem Behavior Major Problem Behavior Possible Motivation

Defiance

Disruption

Disrespect

Physical Contact

Tardy

Inappropriate Language

Property Misuse

Dress Code

Electronic/Tech. Violation

Other __________________________

Defiance

Disruption

Disrespect

Abusive Language

Harassment

Fighting

Electronic/Tech. Violation

Property Damage

Lying/ Cheating

Dress Code

Inappropriate Display of Affection

Other _________________________

Get:

Peer Attention

Adult Attention

Item/Activity

Avoid

Peer Attention

Adult Attention

Item/Activity

Action Taken

Time Out/Detention

Conference with Student

Loss of Privileges

Parent Contact

Individualized Instruction

In-School Suspension (_______hours/days)

Out-of-School Suspension (_______hours/days)

Action Pending

Other _________________________________________

Others involved in incident: None Teacher Substitute Unknown

Peers Staff Other _________________________

Other Comments:

I need to talk to the students’ teacher I need to talk to the administrator

Parent Signature: ___________________________________________ Date: ___________________

Name: ___________________________________________________

Date: _____________________ Time: _________________

Teacher: ____________________________________________

Grade: K 1 2 3 4 5

Referring Staff: ______________________________________

Location

Classroom Hallway

Playground Cafeteria

Bathroom Library

Other ________________________________

Taken from https://www.pbisapps.org/Pages/Default.aspx

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SWIS Office Referral Form Example 5 Major Office Discipline Referral Form

Name: Grade: Date:

Referring Staff: Time of incident:

Others involved: No One Peers Teacher Staff Substitute Unknown

Check 1-2 behaviors as applicable. Circle the primary behavior.

Major Problem Behavior: Location: Perceived Motivation

Defiance/Disrespect Classrooms Attention from peers

Physical Aggression Hall Attention from adults

Disruption Playground Obtain item/activity

Abusive Language Cafeteria Avoid peers

Tardy Bathroom Avoid adults

Harassment Bus Loading Zone Avoid work/activity

Fighting Commons Don’t know

Electronic Violation Don’t know

Other: _______________________

Dress Code

Other: _______________________

Other: ______________________

*Please avoid using “don’t know” or “other” whenever possible. Thanks. ~PBIS Team

Action(s) Taken:

Time Out/Detention Conference w/ student In-School Susp. _____ days

Loss of Privilege(s): ____________________________________ Out-of-School Susp. ____ days

Parent Contact

Other: ___________________________________________________________

What happened?

Follow up Agreement

Name:

Date:

1. What rule(s) did you break? (Circle) Be Safe Be Respectful Be Responsible 2. What will you do differently next time? (Continue on back as needed)

Student Signature: Adult Signature:

Taken from https://www.pbisapps.org/Pages/Default.aspx

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SWIS Office Referral Form Example 6

School Name: __________________________________ Incident Type: ____Minor ____Major

Student Name: ________________________________ Student #:________________ M / F Grade:______

Date:_____/_____/_____ Time:______:______ Reported by:___________________ Incident #:___________

Incident Site ___(01) Classroom ___(05) Office ___(09) Restroom ___(12) Bus Loading ___(14) Off Campus

___(02) Playground ___(06) Hllwy/Brzwy ___(10) Gym ___(15) On Bus ___Other

___(03) Commons ___(08) Cafeteria ___(11) Library ___(13) Parking Lot

Administrative Action ___(01) Time in office ___(21) Comm. Svc:

_______________________ ___(28) Suspension (See Box Below)

___(04) Conference Student ___(22) Restitution ___(30) Bus Suspension ___(05) Conference Parent ___(23) Apology Letter ___(35) Expulsion recommendation

___(12) Privilege Loss ___(26) Reteach Rule ___Other__________________________________

___(18) Detention on ____/____/____

Truancy filed: ____District _____County

Explanation of action taken: ___________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________

Date Action assigned: ____/____/____ Assigned by: ________________________________________________ Parent contacted Y / N Phone #:_____________________ Date: ____/____/____ Time:______:______

Incident/Offense Type Motivation Previous Action by Staff Major Minor ___(01) Avoid adults ___ Verbal reprimand/warn. ___(01) ___(58) Inappropriate Language ___(02) Avoid peers ___ Parent contact

___(03) ___(59) Fighting ___(03) Avoid task/activity ___ Student conference ___(07) ___(60) Disrespect/Non-

compliance ___(04) Obtain adult attn. ___Parent Conference

___(09) Cheating ___(05) Obtain peer attn. ___ Detention ___(22) Bullying/Harassment ___(06) Obtain items/activities ___Referral ___(65) Teasing/Name calling ___(30) ___Other_______________________ ___(23) ___(61) Disruption ___Other__________________________ ___(24) Tardy/Attendance Members Involved ___(32) ___(63) Theft ___Staff ___None ___(50) ___(62) Vandalism ___Peers ___Unknown ___(38)Tobacco ___(39)Alcohol ___(40)Drugs ___Guest Teacher

___(53)Weapon: Type______________________________

___(57) ___(70) Other

Incident Description:

Taken from https://www.pbisapps.org/Pages/Default.aspx

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Notice of Suspension from School

___ In-School ___ Out-of-School # of days:_______________

Beginning Date:_____/_____/_____ Return Date:_____/_____/_____ *____ Conference required return to school

Students are not allowed on district grounds during their suspension. It is the responsibility of the student, parent, or guardian to request assigned work.

Student Signature:______________________________________ School Official Signature:_________________________________

Taken from https://www.pbisapps.org/Pages/Default.aspx

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Example of a flowchart

Taken from Michigan’s Integrated Behavior and Learning Support Initiative: https://miblsi.org/training-materials/ppsc/training-sequence#schools

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LINK: http://cce.astate.edu/pbis/tier-i-resources/

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Example: Responding to Problem Behavior (Create consistency in behavior definitions & responses to behavior)

Level Behaviors Minors & Majors

Examples such as: Intensity Adult Interactions Documentation

Level 1 • Refusal to follow directions • Scowling • Crossing arms • Pouting

Behavior is confined only to the focus student.

• Ignore • Proximity • Nonverbal signals

No documentation required

Level 2 • Slamming textbook closed • Dropping book on the floor • Name calling • Using inappropriate language

Behavior disrupts others in the student’s immediate area

• Proximity • Redirect • Reteach • Provide Choice

Record as a minor

Level 3 • Throwing objects • Yelling • Open defiance of teacher

directions • Leaving the classroom

Behavior disrupts everyone in the class.

• Proximity, Redirect, Reteach, Provide Choice

• Student Conference • May include a

consequence to decrease behavior (refer to menu)

• Provide environmental supports

• Increase prevention strategies

These behaviors may require an office interaction.

Level 4 • Throwing objects • Yelling • Open defiance of school

personnel’s directions • Leaving school campus

Behavior disrupts other classrooms or common areas of the school.

• Assess child’s level of escalation.

• Use response strategies to de-escalate.

These behaviors do require an office referral. Consider restitution Make home contact

Level 5 • Display of weapons • Assault on others

Behavior causes or threatens to cause physical injury to student or others.

Implement the safety plan immediately (Ex: Assess safety of all involved parties to determine to remove student or class)

Automatic office referral Restitution Home contact

LINK: http://pbismissouri.org/teams/discouraging-inappropriate-behavior/

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Strategies to Manage Minor Behaviors

Strategy Explanation Example

Proximity Every teacher knows how effective it is to stand near a student who is having difficulty. This technique is the strategic placement/movement by the teacher in order to encourage positive behavior. The teacher is a source of support and strength and helps the student to control his impulses by proximity.

When Alan is off task or talking, the teacher continues to teach the group while, at the same time, moving toward Alan or even standing next to him for a moment. Once Alan brings his behavior in line, brief specific feedback will help to maintain the desired behavior, “Thanks, Alan for showing respect with your attention.”

Signal Non-verbal Cue

Teachers have a variety of signals that communicate to the student what is expected. These non-verbal techniques include such things as eye contact, hand gestures, a card system, picture cues, etc. Such simple cues suggest that the teacher is aware of the student’s behavior and is prepared to intervene if the behavior continues. This works best when the teacher has a relationship with the student(s) and the non- verbal cues have already been taught to the group.

When Sarah begins talking to her neighbor, the teacher glances in her direction and holds the look until she is again quiet and attending. The teacher then praises Sarah for her attention.

The group of students is getting restless. The teacher uses her hand signal to regain their attention, then praises the group and reminds them of the expectations for independent work time.

Ignore/Attend/Praise This technique is based on the power of praise or specific positive feedback. The teacher praises an appropriately behaving student in proximity to the inappropriately behaving student. The praise serves as an indirect prompt for the misbehaving student and reinforcement for the one behaving appropriately. When the student exhibits the appropriate behavior, attention and praise is then provided.

James is off-task during independent work time. The teacher briefly ignores James, and specifically praises a student nearby who is on task, “Good work Larry. You are working right away on your assignment.”

When James begins to get back to work, the teacher then, immediately praises him: “Thanks, James for being on task, you’ll be sure to get your work done.”

Restitution “Involves having the student compensate for any damage that is a result of his/her actions. Restitution is required to repair any damage done, restore the environment to its original condition, or make amends to persons who were affected by the behavior (Scheuermann & Hall, 2012; p. 453)

“Marco, you left trash on the floor in the restroom. Please go back and put the trash in the trashcan.”

“Mary you were disrespectful to other student’s work on the bulletin board. You need to help pin the work back up on the bulletin board.”

Taken from Michigan’s Integrated Behavior and Learning Support Initiative: https://miblsi.org/training-materials/ppsc/training-sequence#schools

Originally from: http://pbismissouri.org/wp-content/uploads/2015/11/Tier-1_2016_Ch.-6.pdf

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Strategy Explanation Example Re-Direct This strategy employs a very brief, clearly

and privately stated verbal reminder of the expected behavior. A re-direct includes a specific restatement of the schoolwide, non-classroom or classroom rule/procedure. A redirect emphasizes the “what” of the behavior instead of the “why.”

“Jason, please begin your writing assignment.” (Later) “Nice job being responsible, Jason, you have begun your assignment.”

Re-Teach Re-teaching builds on the re-direct above and re-teaches the specific expectation in question and reminds of the procedures or routine for doing so. It capitalizes on the teachable moment to review the expectation more thoroughly yet briefly. As in all instruction, you label the skill, teach and show, and give the student the immediate opportunity to practice demonstrating the behavior. Once the student uses the appropriate behavior, specific positive feedback should follow.

“Jason, you need to be responsible by being on-task. That means your desk is clear of everything but your book and notebook, you begin working right away, continue working until done, and if you need help, you raise your hand. (Pause) Nice job being responsible, Jason; it looks like you are ready to work. Let me know if you need help.”

Provide Choice Providing choice can be used when redirects or re-teaching have not worked. This is the statement of two alternatives– the preferred or desired behavior and a less preferred choice. When options are paired in this way, students will often make the preferred choice. Pause after providing the choice, and when the student chooses wisely, provide praise.

“McKenzie, you are asked to get on-task and begin your work or you can finish this task later today during our special activity. I will watch to see if you would rather begin now.” or “Lynn, you can get organized and work here at your seat, or you can work in the quiet area. Which would you prefer?”

Student Conference

This is a lengthier re-teaching or problem solving opportunity when behavior is more frequent or intense. The behavior of concern is discussed, the desired behavior is taught, and a plan is made to ensure the behavior is used in the future. A student conference might include practice.

“B. J., several times today I have reminded you about being on task. When you are given an assignment, you need to…. When you do that you can get done more quickly and move on to things you enjoy more. Tell me what you will do when given an assignment. Let’s practice… How can I help you to do that if you get stuck?” (Then) “Can I get a commitment from you to do that?”

2016-2017 MO SW-PBS Tier 1 Team Workbook

LINK: http://pbismissouri.org/wp-content/uploads/2015/11/Tier-1_2016_Ch.-6.pdf

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Menu for Effectively Responding to Classroom Misbehavior

BEH

AV

IOR

S Mild Misbehaviors Moderate Misbehaviors Severe Misbehaviors Talking out

Off Task

No Materials

No Homework

Delay in following directions

Dress Code Violation

Non-compliance

Disrespect

Defiance

Verbal Aggression

Mild Physical Aggression

Class Disruption

Repeat Offenses

Strong and Repetitive Defiance

Physical Aggression

Sever Verbal Aggression

Severe/Repetitive Class Disruptions

(i.e., Temper Tantrums) * Non-negotiable items from

your school handbook.

RES

PO

NSE

S

Proximity

Change Seating/Location

Verbal Reprimand

Signal/Gesture/Look

Record Misbehavior

Model/Practice Expectation

TEACHING AND PRACTICE OF EXPECTED

BEHAVIOR

Discussion with Student

Planned Feedback

Reference Behavior

Monitor/Feedback Sheet

Social Skill Correction Procedure

Pre-Correction

Humor

Planned Ignoring

Parental Contact

Previous responses plus:

Positive Practice

Conference with Teacher (paired with

Behavior Improvement Form)

Timeout

Time Owed

Loss of Privileges, points, etc.

(Response Cost)

Restitution

TEACHING AND PRACTICE OF EXPECTED

BEAHVIOR

Emotional Reaction (only 2x

a year)

Previous responses plus:

Reference Level System

Individualized Behavior

Intervention Plan

TEACHING AND PRACTICE OF

EXPECTED BEHAVIOR

Parent Involvement

De-Escalation

Interagency Support

Detention

Suspension

Adapted from CHAMPS – Safe & Civil Schools (2006) Taken from Michigan’s Integrated Behavior and Learning Support Initiative: https://miblsi.org/training-materials/ppsc/training-sequence#schools

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DISCUSSION QUESTIONS

1. Does your school currently have a procedure for responding to inappropriate

behavior?

2. What is your current consequence system?

i. Is it effective? How did you determine whether it is effective?

ii. If it is effective, what works well?

3. Does your current discipline referral form include all necessary data fields (who,

what, where, when, why, etc.?) Do you have a form for collecting data on minor

referrals?

4. How will you develop a plan for working collaboratively with staff to define and

categorize problem behaviors?

5. How will you ensure that all staff use consistent strategies for responding to

minor problem behaviors?

6. How will you communicate the information regarding your consequence system

to students and parents/families?

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RESOURCES

PBIS Compendium – Tier I Examples:

http://pbiscompendium.ssd.k12.mo.us/universal-examples

Missouri PBIS website – Discouraging Inappropriate Behavior:

http://pbismissouri.org/wp-content/uploads/2017/06/6.0-MO-SW-PBS-Tier-1-

Workbook-Ch-6-Discouraging.pdf?x30198