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POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS (PBIS) Evidence-based Classroom Management. Online Webinar. Adapted From…. Brandi Simonsen, PhD. www.pbis.org. www.cber.org. Agenda. Evidence Based Practices for Improved Learning Outcomes - PowerPoint PPT Presentation
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POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS
(PBIS)Evidence-based Classroom
Management
1
Online Webinar
Adapted From….
www.pbis.org
www.cber.org
Brandi Simonsen, PhD
Agenda
Evidence Based Practices for Improved Learning Outcomes
• Enhancing learning within a Multi-Tier System of Supports
• Critical Features of Classroom Management Procedures and Routines
• Wrap-up
SWPBSSystems
Classroom
Non-classroom Family
Student
School-
wide
Academic Learning Time
There is no doubt that academic learning time–the amount of time that students are
actively, successfully, and productively engaged in learning–is a strongdeterminant of achievement.
Why Focus on Classroom Management?
• Increases instructional time by preventing problem behavior.
• Frees teachers from correcting misbehavior• Improves classroom climate• Creates shared ownership of the classroom• Develops self-discipline
What “kind” of students can display problematic behavior?
All students can display problematic behavior
This is not a special education issue. It is an education issue.
Regular Ed Special EdALL
6 Critical Features ofEvidence-based
Classroom Management
Evidence Based Practices: Classroom Management
1. Maximize structure in your classroom. 2. Establish and teach expectations.3. Actively engage students in observable ways.4. Establish a continuum of strategies to
acknowledge appropriate behavior.5. Establish a continuum of strategies to respond to
inappropriate behavior.
6. Use self reflection and behavior data to progress monitor and problem solve
Evidence Based Practices: Classroom Management
1. Maximize structure in your classroom. 2. Establish and teach expectations.3. Actively engage students in observable ways.4. Establish a continuum of strategies to
acknowledge appropriate behavior.5. Establish a continuum of strategies to respond to
inappropriate behavior.
6. Use self reflection and behavior data to progress monitor and problem solve
Maximize structure
• Develop Predictable Routines– Teacher routines– Student routines
• Design environment to (a) elicit appropriate behavior and (b) minimize crowding and distraction:– Arrange furniture to allow easy traffic flow.– Ensure adequate supervision of all areas.– Designate staff & student areas.– Seating arrangements (groups, carpet, etc.)
Sample Routines• Morning Arrival• Homework Drop Box• Attendance• Lunch Count• Morning Meeting• Work Settings
-independent-group-instructional
• Transitions• End of Day
Sample Environmental Structures
After Today
• Get together with a colleague and identify 3 examples of what routines exist that allow for uninterrupted learning time
• Discuss what routines might need to be added in order to maximize time for learning
Questions
What resonates for you at this time?
Evidence Based Practices: Classroom Management
1. Maximize structure in your classroom. 2. Establish and teach expectations.3. Actively engage students in observable ways.4. Establish a continuum of strategies to
acknowledge appropriate behavior.5. Establish a continuum of strategies to respond to
inappropriate behavior.
6. Use self reflection and behavior data to progress monitor and problem solve
5 P’s of Teaching Expectations
6th P Teacher Planning
Vermont PBIS Universal Training
• Establish 3-5 Positively Stated Expectations-Connected to School Wide Expectations
• Make Visible
• Teach what they look and sound like-Expectations Matrix-Lesson Plans (games, role play, etc)
Behavioral expectationsPre-Teach
Vermont PBIS Universal Training
Teaching Matrix
SETTING
All Settings Hallways Playgrounds Cafeteria
Library/Computer
LabAssembly Bus
Respect Ourselves
Be on task.Give your best effort.
Be prepared.
Walk. Have a plan.
Eat all your food.Select healthy foods.
Study, read,
compute.
Sit in one spot.
Watch for your stop.
Respect Others
Be kind.Hands/feet
to self.Help/share with others.
Use normal voice
volume.Walk to right.
Play safe.Include others.
Share equipment.
Practice good table manners
Whisper.Return books.
Listen/watch.Use
appropriate applause.
Use a quiet voice.
Stay in your seat.
Respect Property
Recycle.Clean up after self.
Pick up litter.
Maintain physical space.
Use equipment properly.
Put litter in garbage can.
Replace trays &
utensils.Clean up
eating area.
Push in chairs.Treat books
carefully.
Pick up.Treat chairs
appropriately.
Wipe your feet.Sit
appropriately.
Expe
ctati
ons
expectation/
social skill
setting
behavior examples
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PROCEDURES FOR MONITORING & EVALUATING
Social Skills Lesson Plan
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• During classroom routines-Morning Arrival-Work Times-Asking for help-Transitions
Behavioral expectationsPractice
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Strategies for Encouraging Positive BehaviorVisual RemindersPre-correctionsProvide Choice
Strategies for Discouraging Problem BehaviorRe-directRe-teach
Conference
Behavioral expectationsPrompt
• Frequent: Ratio of 6 positives to every negative
• Authentic: Connect directly to expectations
• During Routines: Morning Meeting, Independent Work, etc
Acknowledging Expected BehaviorPositively
Reinforce
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Vermont PBIS Universal Training
Students’ Behavior in Natural Setting
Progress Monitor
Active Supervision:• Allows for provision of immediate learning assistance• Increases student engagement• Reduces inappropriate behavior; increases appropriate
behavior• Provides knowledge of students’ use of expectations• Allows for encouragement of those using expectations
or appropriate behavior• Allows for timely correction of social behavioral errors• Builds positive adult-student relationships
Active Supervision:
While moving and scanning, you will also want to address any inappropriate behavior quickly and calmly, using the continuum of strategies including: 1) ignore/ attend/praise, 2) redirects, 3) reteaching,
4) providing choice, or 5) a student conference.
Active Supervision:
Greeting Students:
1. State name2. Give one positive statement3. Give explicit instruction
• Collect data– Are the expectations being followed?– Have negative behaviors decreased?
• If not:• who is making errors?• where are the errors occurring?• what kind of errors are being made?
• Summarize data (look for patterns)
• Use data to make decisions– Do environmental structures need to be made– Is the instruction effective or does it need to be redesigned?
Students’ Behavior in Natural Setting
Progress Monitor
• What will the first few weeks of school look like?• What systems will you develop to prevent
problem behavior from occurring?• How will you respond when problem behavior
does occur?• How will you collect data on student
performance? -academic/behavioral
Behavioral expectationsPlanning
Evidence Based Practices: Classroom Management
1. Maximize structure in your classroom. 2. Establish and teach expectations.3. Actively engage students in observable ways.4. Establish a continuum of strategies to
acknowledge appropriate behavior.5. Establish a continuum of strategies to respond to
inappropriate behavior.
6. Use self reflection and behavior data to progress monitor and problem solve
WE LEARN:10% of what we read20% of what we hear30% of what we see50% of what we both see and hear70% of what is discussed with others80% of what we experience personally95% of what we TEACH to others
William Glasser
Vermont PBIS Universal Training
Evidence based practices that promote active engagement
Explicit Instruction
Differentiated Instruction
Computer Assisted Instruction
Class-wide Peer Tutoring
Regular Feedback
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Actively engage
Provide high rates of opportunities to respond
Create opportunities for emotional connection to curriculum
Link engagement with outcome objectives
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After Today
• Meet with a colleague or with your team to discuss what you currently do to ensure engaged time (e.g., practices to ensure that students are on task, responding frequently, and producing quality work matched to their ability)?
MO SW-PBS 325
Questions
What resonates for you at this time?
Evidence Based Practices: Classroom Management
1. Maximize structure in your classroom. 2. Establish and teach expectations.3. Actively engage students in observable ways.4. Establish a continuum of strategies to
acknowledge appropriate behavior.5. Establish a continuum of strategies to respond to
inappropriate behavior.
6. Use self reflection and behavior data to progress monitor and problem solve
Acknowledge appropriate behavior
• Specific and Contingent Praise
• Group Contingencies
• Behavior Contracts
• Token Economies
Vermont PBIS Universal Training
Evidence Based Practices: Classroom Management
1. Maximize structure in your classroom. 2. Establish and teach expectations.3. Actively engage students in observable ways.4. Establish a continuum of strategies to
acknowledge appropriate behavior.5. Establish a continuum of strategies to respond to
inappropriate behavior.
6. Use self reflection and behavior data to progress monitor and problem solve
Respond to inappropriate behavior
• Error Corrections
• Differential Reinforcement
• Planned ignoring
• Response Cost
• Time out from reinforcement
Vermont PBIS Universal Training
Evidence Based Practices: Classroom Management
1. Maximize structure in your classroom. 2. Establish and teach expectations.3. Actively engage students in observable ways.4. Establish a continuum of strategies to
acknowledge appropriate behavior.5. Establish a continuum of strategies to respond to
inappropriate behavior.
6. Use self reflection and behavior data to progress monitor and problem solve
Types of Data
• Observations• Number of Positive Acknowledgements
received• Office Discipline Referrals• Academic Grades
Vermont PBIS Universal Training
7rPositive Behavior SupportClassroom Management:Self-Assessment Revised
Brandi Simonsen, Sarah Fairbanks, Amy Briesch, & George Sugai
Center on Positive Behavioral Interventions and SupportsUniversity of Connecticut
Version: April 7, 2006
To help teachers self-evaluate…
Vermont PBIS Universal Training
Classroom Management Practice Rating
1. I have arranged my classroom to minimize crowding and distraction Yes No
2. I have maximized structure and predictability in my classroom (e.g., explicit classroom routines, specific directions, etc.).
Yes No
3. I have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (or rules).
Yes No
4. I provided more frequent acknowledgement for appropriate behaviors than inappropriate behaviors (See top of page).
Yes No
5. I provided each student with multiple opportunities to respond and participate during instruction.
Yes No
6. My instruction actively engaged students in observable ways (e.g., writing, verbalizing) Yes No
7. I actively supervised my classroom (e.g., moving, scanning) during instruction. Yes No
8. I ignored or provided quick, direct, explicit reprimands/redirections in response to inappropriate behavior.
Yes No
9. I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g., class point systems, praise, etc.).
Yes No
10. In general, I have provided specific feedback in response to social and academic behavior errors and correct responses.
Yes No
Overall classroom management score:
10-8 “yes” = “Super” 7-5 “yes” = “So-So” <5 “yes” = “Improvement Needed”# Yes___
1. Actively supervise & precorrect2. Maximize active engagement3. Maximize opportunities to respond4. High rates of positive interactions
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Questions