Children who struggle to
meet academic goals are
more likely to present
behavioral challenges.
Children with behavioral
challenges are more
likely to have difficulty
in meeting academic
goals.
(Hinshaw, 1992;
Walker, Ramsey &
Gresham, 2004)
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
The cyclical relationship between
reading and behavior can
impact the outcome of
10 million (17.5%)of the nation’s children,
who will encounter reading problems
the first three years of their education.
(National Reading Panel, 2004)
The
cyclical OF
CONTINUUM
relationship
between
SCHOOL-WIDE
&
readingINSTRUCTIONAL
and behavior can
POSITIVE
BEHAVIOR
impact
the outcome
of
SUPPORT
10 million
(17.5%)
~5%
~15%
of the nation’s children,
Prevention:
who willPrimary
encounter
reading
School-/Classroomproblems
Wide Systems for
the first All
three
years of
Students,
theirStaff,
education.
& Settings
National Reading Panel, 2004
~80% of Students
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Academic Behavior
Support Support
Intensive
•
•
•
•
Alterable variables
Individualized intervention plan
Progress monitoring
Student Study Team support
Targeted
•
•
•
Flexible, instructional grouping aligned
with specific skill and need for support
Progress monitoring
Data-based teams
School-wide
•
•
•
Universal screening
Evidence-based core curricula
Effective instructional strategies
Intensive
•
•
•
6+ ODRs
Full Functional Behavioral Assessment
(FBA)
Wrap-around services
Targeted
•
•
•
•
•
2-5 ODRs
Simple FBA
Group systems for efficient and flexible
intervention programming
Continuous progress monitoring
Data-based teams
School-wide
•
•
•
Consistent expectations taught to everyone
Prevention via social skills instruction
Office Discipline Referrals (ODRs)
Academic Learning Time: Typical School
1170
- 65
= 1105
- 270
= 835
- 209
= 626
- 157
= 469
- 94
= 375
School Year (6.5 hours x 180 days)
Absenteeism (1 day/month x 10 months)
Attendance Time (Time in School)
Non-instructional time (1.5 hrs./day for recess, lunch, etc)
Allocated Time (Time scheduled for teaching)
(25% of allocated time for administration,
transition, discipline-15 minutes/hour)
Instructional time (time actually teaching)
Time off task (Engaged 75% of time)
Engaged Time (On task)
Unsuccessful Engaged Time (Success Rate 80%)
Academic Learning Time
Efficiency Rating = 32%
Education Resources Inc., 2005
The Difference: Typical vs. Effective Schools
•
Decrease Transitions and Behavior Issues
75% to 85% = 84
more hours
• 15 minutes vs. 9 minutes/hour
• Teaching expectations, teaching transitions, managing appropriate and
inappropriate behavior efficiently
• Increase Time-On-task
– 75% vs. 90% = 86
more hours
• Management of groups, participation, pacing
• Success Rate
– 80% vs. 90% = 30 more hours
• Appropriate placement, effective teaching
• So what?
– 200 hours more academic learning time
(575 vs. 375)
– 53% more without increasing school year
– 95 more days in school (4-5 more months of school!)
1-7% of your students can
consume up to 70% of
your time and energy.
The Critical Elements
 Establish rules.
 Clarify your expectations.
(How does it look?)
 Create lesson plans & teach.
 Design feedback &
reinforcement system.
 Collect data.
Is this working?
Machine
vs.
Smorgasbord
Teach kids what you want,
and pay more attention to them
when they are doing it
than when they are not.
Rules vs. Procedures
• Rules establish expectations for behavior
• Procedures establish “how things get done”
Student Expectation Matrix
BE
SAFE
Everywhere,
All the Time
Cooperative
Learning
Groups
Centers
BE
RESPECTFUL
BE
RESPONSIBLE
State the Obvious
Student Expectation Matrix
BE
SAFE
Everywhere Walk
All the
Time
BE
RESPECTFUL
Keep yourself to
yourself.
Use indoor voices.
Cooperativ Use
Talk only about the
e Learning equipment work.
Groups
as intended. Talk our problems.
Be considerate of
other’s feelings.
BE
RESPONSIBLE
Clean up after
yourself.
Everyone
participates.
Raise your
hands when
everyone has
the same
question.
Then what?
• How is it going to get taught?
• When?
• What if there are still problems?
SAFE
-Keep yourself to
yourself.
RESPECTFUL
-Distribute work fairly
-Talk out issues
- Raise your hands only
when everyone has the
same question.
RESPONSIBLE
-Talk only about the
work
-Everyone
contributes
REASON THE EXPECTATIONS ARE IMPORTANT: Everyone will be able to get to
their work done easier and quicker, and everyone will learn more.
TEACHING EXAMPLES AND NON-EXAMPLES
Demonstrate with students.
Example:
1. Demonstrate raising your hands
when everyone has the same
question.
2. Show how to distribute work
fairly.
4. Have someone show how to
remind other to stay on topic.
Non-Example:
3. Demonstrate what it looks like
for someone to avoid work and not
contribute.
Co-operative Groups
1. Talk only about the work.
2. Everyone must participate and
contribute.
3. Work tasks should be distributed
fairly.
4. Talk out issues, be considerate of
other’s feelings.
5. Raise your hands only if everyone
has the same question.
Then…
spend more of your time focused
on what is going right.
Train yourself to look for it…
Reinforcement Ideas
•
•
•
•
•
Token Economy
Tickets for a drawing
Consider Cumulative Rewards
Change it up – NOTHING works forever
Cheap/Easy prizes – lots of ideas on
http://pbssouthernoregon.blogspot.com/
(Click on February entries.)
Bigger isn’t better.
Intermittent random reinforcement is most
effective in changing behavior.
Create systems in which the smallest
efforts give you greatest impact.
Don’t forget to
provide frequent
non-contingent
attention.
Collecting Data
• Out of class/Official discipline referrals
• Behavior Log
• Focus on frequency – collect data
occasionally on specific students
• Video taping
• Peer observations – collect data on your
positive/negative interactions
Classroom Behavior
Disruption
Morning
Work
Reading
Block
Math
Afternoon
Work
Off Task
Blurting Out
Other
Classroom Behavior
Disruption
Morning
Work
Reading
Block
Math
Afternoon
Work
Off Task
Blurting Out
Other
Ideas for creative reteaching?
• Videos
• Mini lessons with individuals/small groups
– Reteach vs. Punishment
– What was the outcome?
• Pantomime
• Other ideas?
Behavior expectations should be
clear and tell kids what TO do.
Any squishy rules need
to be defined by
examples and nonexamples
YOU have to teach it
over several times in the
first two weeks.
Teachers are expected to reach
unattainable goals with
inadequate tools. The miracle
is that at times they
accomplish this goal.
Dr. Hiam Ginott
You are the single
most important factor
in student success.
Contact Information
Kathy Helgeson
Southern Oregon ESD
541-601-2453
kathy_helgeson@soesd.k12.or.us
Reference & Additional
Resources
• www. pbis.org
• www.lookiris.org
• The Teacher’s Encyclopedia of Behavior
Management – 100 Problems/500 Plans
Randy Sprick, Ph.D. & Lisa M. Howard, M.S.
• Cheap/Easy prizes – lots of ideas on
http://pbssouthernoregon.blogspot.com/
(Click on February entries.)