AN EVALUATION OF A BEHAVIOR BASED
CLASSROOM MANAGEMENT PLAN
Dr. Lynn Singletary, Crystal Wilkinson, Susie Wilkinson & Scuddy Fontenelle
Session 12 A 10:45 & Session 12B 2:00
PRIMARY LEARNING OBJECTIVES




Learn the Difference Between Traditional Classroom
Management & the Shape Up program.
Learn How Shape Up Fits within the PBIS System.
See What Progress Monitoring of Social Behavior
Looks Like (i.e., objective grading scale, computer
data-based system and change criteria)
Learn the outcomes of our study that investigated the
impact of Shape Up on student on task behavior
THE SITUATION
 Our


schools are more diverse then ever before
Students are exposed to higher levels of stress (i.e.,
environmental, parental, peer, community, national, etc.)
More and more students are entering school lacking school
academic and social skills
 Discipline
continues to be cited year after year
as the number one concern facing educators (Phi
Delta Kappa / Gallup Poll)
 Teacher
Education programs continue to lack
classes in understanding the science of human
behavior
PBIS
School wide
Classroom
Routines
Academic
Behavior
Walking in Halls
Reading
Restroom use
Writing
Behavior Class
Cafeteria use
Math
Shape Up
TRADITIONAL BEHAVIOR MANAGEMENT
Concerned with “managing” students across the day.
 It is a combination of routines and procedures, work
habits, and conduct.
 Grades are subjectively assigned
 Students that are socially challenging are “talked
about” or blamed for their problem behaviors
 Antecedents are the rules
 Consequences are often given at the point of frustration
 Consist of reprimands, redirections, and thousands of
warnings all with the hopes of “fixing the child”

POSITIVE BEHAVIOR SUPPORT


PBS is a decision making framework that guides
selection, integration, and implementation of the best
evidence-based academic and behavioral practices for
improving important academic and behavior
outcomes for all students
views systems, settings, and lack of skill as part of
the “problem”
is long term and provides a support system
(www.PBIS.org)

www.PBIS.org
Shape Up program was developed as a
Tier 1 class-wide approach to shaping
student appropriate social behaviors. The
program employs the use of
behavior class,
behavioral rules,
systematically applied consequences
that increase and or decrease behaviors,
a tracking mechanism, and
progress monitoring of social behaviors.
Academic, Arts, PE
Instruction
Classroom
Management
(Reading, Writing,
Math, Social Studies,
Science, Art, PE, Music)
(Routines and
Procedures)
Shape Up
Behavior Class
(Classroom Rules &
Socially Appropriate
Behavior )
Shape Up is founded on the principles of Behavioral Science
•Behavior is learned
•Behavior comes under the control of environmental
factors
•Behavior can be changed
Shape Up not only prevents problems from occurring but
teaches appropriate social behavior
•First learn the rules (behavior class)
•Second practice rule following behavior
•Third learn prosocial skills
8 COMPONENTS OF SHAPE UP
1 Expectations / Rules of Conduct
Train observable & measurable behaviors
2 Behavior Class
Positive Practice, Social Skills Class
3 Positive & Negative Consequences
Reinforcement Schedules / Incentives / Penalties
4 Daily Tracking System
Accountability
5 Grading Scale
Behavioral Performance Levels
6 Progress Monitoring
Evaluate Progress
7 Shape
Raise Expectations / Change Criteria
(reinforcement schedule, grading scale)
8 Ongoing training and support
Students engaging in disruptive behavior (Intervention)
8 Shape Up
Components
fit within
4 PBS Elements
Systems
Data
1. Expectations/
Rules of Conduct
3. Pos/Negative
Consequences
4. Daily Tracking
5. Grading Scale
6. Progress
Monitoring
7. Shape
Practices
2. Behavior Class
4. Daily Tracking
8. Ongoing Training
and Support
Progress
Monitor
Evaluate
Implement
Next Steps
The Excelyzer©
1.
2.
3.
4.
Enter students names in the first 2 columns
Click on a predefined grading scale or create a custom scale
Type the date
Enter the number of rule violations for each student for each day -either
daily or at the end of the week.
THE STUDY:
WE INVESTIGATED THE EFFECTS OF A BEHAVIORALLYBASED CLASSROOM MANAGEMENT PROGRAM (SHAPE
UP) ON TEACHER AND STUDENT BEHAVIOR.
Single subject multiple baseline across 3 subjects design.
Data collection included:
•Interview information
•direct observation of teachers, and student on and off task behaviors,
•teacher tracker records,
•student conduct cards,
•program implementation (i.e., program integrity),
•progress monitoring data(i.e., Excelyzer©), and
•social validity information.
STUDY PHASES
Baseline: Teacher Developed Classroom
Management Plan
Phase I: Shape Up Plan w/o Feedback
Phase II: Shape Up Plan w/ Feedback
PHASES
•Baseline:
teachers were interviewed and observed to determined
present classroom management strategies and the impact on student
behavior.
•teachers received a 2-hour training on the SU program along with
support to prepare their classrooms for the new plan.
•Consultants supported teachers during student training day
•Phase I: Subsequent observations were conducted to collect
information on the use of Shape Up. Teachers did not receive feedback.
•Phase II: Observations were conducted and teachers were given
feedback about adherence to the program and student on and off task
behaviors.
TEACHER DEMOGRAPHICS
T1
T2
T3
Gender
Female
Female
Female
Education Attained
B.S.
B.S.
B.S.
University Attended
LSU
LSU
LSU
Type of Certification
Grades 1-8
Grades 1-8
Grades 1-6
Years of Experience
15
4
2
Grades Taught
1st, 3rd, & 4th
1st
1st
Present
Teaching Position/
#Students
1st Grade /
23 students
1st Grade /
24 students
1st Grade /
13 students
# Classes in
Psych/Clr.Mgt
1
2
3
TEACHER INTERVIEW:
COMPARE TEACHER MANAGEMENT PLAN TO SHAPE UP PROGRAM
1 Expectations / Rules of Conduct
All had rules & consequences posted
 2-3 observable rules
 What was posted did not match what was tracked

2 Behavior class
All teachers taught rules & routines the first week of school
 Stated used modeling, role play, repetition

3 Positive and Negative consequences

all stated they thought they “gave too many warnings”

All teachers had scheduled & random reinforcement


(scheduled) Fun Friday if earned an A in conduct by Friday
(random) Name on board if caught being good
4 Daily Tracking System

Turned cards or moved a clip for rule violations

All teachers used a paper tracker

What was tracked on paper did not match moved clips or turned cards
5 Grading Scale

All teachers had a daily grading scale (weekly average)

1=A, 2= A-, 3=B, etc.
6 Progress Monitor

Teachers did not have a system of monitoring progress

Tracked violations, gave grade, moved on
7 Shape

All teachers used the same plan all year
8 Ongoing training and support

Students with challenging behaviors were sent to the office,
time out rooms, parents were called, and if very severe –
students were referred to the school psychologist
OBSERVATION DETAILS
 20
minute sessions (AVG 26 sessions)
 10 second intervals
 6 students (3 target & 3 random)
 9 Categories



On-task (engaged in learning)
Off-Passive Off (looking away from task, fidgeting)
Rule Violations




TO- talking out
HF-keeping hands, feet objects to self
A-out of area, appropriate use of furniture Area
Teacher Behavior




P-praise
M- Match = implemented plan as stated or trained
NM- No Match= did nothing
D- Deviate= attended to behavior by redirecting or reprimand
BAR GRAPHS
OBSERVATIONAL DATA ACROSS PHASES
6
students (20 minutes sessions)
 On task
 Off (Passive + Rule Violations)
 Passive Off & Rule Violations
T3 Average On &
Off Task Across
Phases
T2 Average On &
Off Task Across
Phases
T1 Average On &
Off Task Across
Phases
100%
100%
100%
80%
80%
80%
60%
60%
60%
40%
40%
40%
20%
20%
0%
0%
BL
Phase I
ON
Off
Phase II
20%
0%
BL
Phase I
ON
Off
Phase II
BL
Phase I
ON
Off
Phase II
T3 Average
On, Off, & RV
1
T2 Average On,
Off, & RV
1
T1 Average On,
Off, & RV
1
Total
Off
Task
0.8
0.8
0.8
RV
0.6
0.6
0.4
0.4
0.4
0.2
0.2
0.2
0
0
BL
On
Phase I Phase II
Off
RV
Passive
0.6
On
Task
0
BL
Phase I
On
Off
Phase II
RV
BL
Phase I
On
Off
Phase II
RV
T1- AVG Attn. To Student On & Off Task (RV & PO)
1.00
0.90
0.80
0.70
0.60
0.50
0.40
0.30
0.20
0.10
0.00
BL
Tot. Attn. Off Task
Phase I
Ignore/Not Attend
Phase II
Praise
T2- AVG Attn. To Student On & Off Task (RV & PO)
1.00
0.90
0.80
0.70
0.60
0.50
0.40
0.30
0.20
0.10
0.00
BL
Tot. Attn. Off Task
Phase I
Ignore/Not Attend
Praise
T3- AVG Attn. To Student On & Off Task (RV & PO)
1.00
0.90
0.80
0.70
0.60
0.50
0.40
0.30
0.20
0.10
0.00
BL
Tot. Attn. Off Task
Phase I
Ignore/Not Attend
Phase II
Praise
LINE GRAPHS
ON = ON TASK FOR 10 SECONDS
OFF = PASSIVE OFF + RULE VIOLATIONS
T3 Total Students (3 random & 3 target)
1.00
0.90
Baselineteacher
developed plan
Phase 1: Shape
Up w/o feedback
Phase 2: Shape Up with feedback
0.80
0.70
0.60
0.50
0.40
0.30
0.20
0.10
0.00
time time time time time
1
2
3
4
5
time time time time
6
7
8
9
time time time time time time time time time time time time time time time time time
10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
On
Total Off
T2 Total Students (3 random & 3 target)
1
Baseline- teacher developed plan
Phase 2: Shape Up
with feedback
Phase 1: Shape Up
w/o feedback
0.9
0.8
0.7
0.6
0.5
0.4
0.3
0.2
0.1
On
Total Off
time 23
time 22
time 21
time 20
time 19
time 18
time 17
time 16
time 15
time 14
time 13
time 12
time 11
time 10
time 9
time 8
time 7
time 6
time 5
time 4
time 3
time 2
time 1
0
T1 Total Students (3 random & 3 target)
0.90
Phase 1: Shape
Up w/o
feedback
Baseline- teacher developed plan
0.80
Phase 2: Shape Up w/
feedback
0.70
0.60
0.50
0.40
0.30
0.20
0.10
0.00
time time time time time time time time time time time time time time time
1
2
3
4
5
6
7
8
9 10 11 12 13 14 15
On
time time time time time time
16 17 18 19 20 21
Total Off
time time time time time time
22 23 24 25 26 27
LINE GRAPHS
STUDENT RULE VIOLATIONS
Shape Up: T1 Total Rule Violations or Checks Across 31 Days
80
70
60
4 reinforcement time periods
3 reinforcement time periods
50
40
30
20
10
0
1
2
3
4
5
6
7
Grading Scale
0-3 A, 4B, 5C, 6D, 7+F
8
9
10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
Feedback sessions began
80
Shape Up: T3 Total Rule Violations or Checks Across 37 Days
70
60
50
40
30
20
10
0-3A, 4B, 5C, 6-8D, 9+F
0-2A, 3B, 4-5C, 6D, 7+F
0
1
2
3
4
5
6
7
8
9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37
0-3 = Sticker
0-2 = Sticker
Shape Up: T2 Total Rule Violations or Checks Across 36 Days
80
70
60
0-3A, 4B, 5C, 6D, 7+F
50
0-2A, 3B, 4C, 5D, 6+F
40
0-1A, 2B, 3C, 4D, 5+F
30
20
10
0
1
2
3
4
5
6
7
8
9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
3 reinforcement periods
2 reinforcement periods
LIMITATIONS
NEXT STEP
TEACHER SATISFACTION SURVEY
Teacher
Survey
Teacher
1
Total
AVG
Teacher
2
Total
AVG
Teacher
3
Total
AVG
Average
Teacher Survey
per
Survey Total Category
Acceptability
20
21
0.95
15
21
0.71
20
21
0.95
55
63
0.87
Effectiveness
19
21
0.90
17
21
0.81
20
21
0.95
56
63
0.89
Timeliness
14
14
1.00
10
14
0.71
13
14
0.93
37
42
0.88
Training
21
21
1.00
21
21
1.00
21
21
1.00
63
63
1.00
Components/
Materials
33
35
0.94
31
35
0.89
34
35
0.97
98
105
0.93
Satisfaction
14
14
1.00
11
14
0.79
14
14
1.00
39
42
0.93
Totals
121
126 0.96
105
126
0.83
122
126 0.97
348
378
0.92
PRINCIPAL SATISFACTION SURVEY
Principal
Survey
Principal
Principal
1
Total1 AVG1
2
Total2
AVG2
Principal
3
Total3
Average
Principal Survey
per
AVG3
Total
Total Category
Acceptability
18
21
0.86
21
21
1.00
21
21
1.00
60
63
0.95
Effectiveness
16
21
0.76
21
21
1.00
21
21
1.00
58
63
0.92
Timeliness
10
14
0.71
14
14
1.00
14
14
1.00
38
42
0.90
Training
17
21
0.81
21
21
1.00
21
21
1.00
59
63
0.94
Satisfaction
12
14
0.86
14
14
1.00
14
14
1.00
40
42
0.95
Totals
73
91
0.80
91
91
1.00
91
91
1.00
255
273
0.93
Susie
Smith
Total rule violations
Student
Name
6
Morning 8:30 – 11:30
Keep
hands
feet
Objects Talk out
to self
of turn
Voice
level
loud
Keep
hands
walk
stay
feet
in line assigned Objects Talk out
properly
area
to self
of turn




1
2
Afternoon 11:30 – 3:30
3
4
5


Voice
level
loud
walk
stay
in line assigned
properly
area


6
7
8
9
10


Billy
West
4
11
12
13
14
15
16
17
18
19
20
Amy
Samson
0
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
WHY TRACK RULE VIOLATIONS
Why track academic progress? To
determine what students know and
do not know.
Same holds true for social behavior.
*To determine areas of
weakness, lack of training,
environmental issues, academic
skill deficits. . .
Grading System
EXAMPLE:
Schedule of Reinforcement (Within day criteria)
0–3
checks or rule violations = 
4checks
= no sticker
5checks
= 5 minute Time-Out away from group
6checks
= letter to parent and 5 sets of classroom rules for homework
7checks
= letter to parent and 10 sets of classroom rules (same as above)
Daily Grading Scale:
Your daily grade should be based on the total number of checks earned for the day.
For example:
0–3
checks by end of day = A
4
checks
=B
5- 6
checks
=C
7–8
checks
=D
9 or 
checks
=F
How is my behavior?
Super Star
0 – 3 reminders
A
I listened to my Teacher today!
I followed the rules.
I played nicely with my classmates.
I was polite and used my manners.
Very Good
B
4 – 5 reminders
I mostly listen to my Teacher today!
I mostly followed all the rules.
I played nicely with my classmates.
I was polite and used my manners.
Oooppps!
C
6 – 7 reminders
I had trouble following the rules today!
I will try harder tomorrow.
Shaping Rubric
Consequence
action
4th
9 weeks
3rd
9 weeks
2nd
9 weeks
1st
9 weeks








Teacher gives positive & corrective
feedback
Week
1-4
Weeks
5- 9
0 – 2 Super Star
0 – 2 Super Star
3 – 4 Very Good
3 - Very Good
child locates card in box and crosses 5 Ooopps
out a smiley face
6 + Sad Face
4 – 5 Ooopps
Teacher gives positive & corrective
feedback
0 – 3 Super Star
0 – 3 Super Star
4 Very Good
4 Very Good
Child moves card
5 Ooopps
5 Ooopps
6 + Sad Face
0 – 3 Super Star
6 + Sad Face
0 – 3 Super Star
4 Very Good
4 Very Good
5 - 6 Ooopps
5 - 6 Ooopps
7 - 8 + Sad Face
0 – 3 Super Star
7 + Sad Face
0 – 3 Super Star
4 – 5 Very Good
4 Very Good
6 – 7 Ooopps
5 – 7 Ooopps
8 + Sad Face
8 + Sad Face
Teacher gives positive & corrective
feedback
Child moves card
Teacher gives positive & corrective
feedback
Teacher moves card
6 + Sad Face
Please complete evaluations
Dr. Lynn Singletary,
Crystal Wilkinson, Susie
Wilkinson & Scuddy
Fontenelle
Session 12 A 10:45 &
Session 12B 2:00