RESPONDING TO PROBLEM
BEHAVIOR
Effective Consequences
Activity
On the chart paper at your table, make a
list of all the consequences you’ve used
that are effective.
 Be prepared to explain why they are
effective.
 Choose a person to share with the group.

Participant Expectations
Be Responsible
Return promptly from breaks
Be an active participant
Use electronic devices appropriately
Be Respectful
Maintain cell phone etiquette
Listen attentively to others
Limit sidebars and stay on topic
Be Kind
Enter discussions with an open mind
Respond appropriately to others’ ideas
Honor confidentiality
Attention Signal
Please make note of time limits and watch your clocks!
 Trainer will raise his/her hand.
 Finish your thought/comment.
 Participants will raise a hand and wait quietly.
WHY ARE WE HERE?
Rationale
Punitive systems have become widespread,
yet are not exactly a good fit for PBIS
schools.
 Teachers need support to transition from
these systems to tiered systems of
interventions and consequence continuums.

What are Progressive Consequence
Systems?




Systems in which a student’s card (or any object) is
turned, pulled or moved for a problem behavior and
increasing punishments are given at each step
Systems in which a student receives a “strike” or a
“tally” for a problem behavior and a punishment is
assigned for each notation
Can provide a quick way to communicate to a student
that an error has occurred
Usually provides a planned response to the behavior
that allows the teacher to continue with instruction and
move forward as quickly as possible
(Sprick, 2007)
Progressive Consequence Systems and PBIS


There are some significant problems with
progressive consequence systems that make it
difficult to support them as a practice.
PBIS is designed to be a framework that supports
“research-based, best-practices.” Can we say with
certainty that these systems are research and
evidence based best practices that will work to
change behavior over time?
Issue #1: Consistency is Inconsistent!
It is very difficult for teachers to be absolutely
consistent in their own responses to every
behavior and for teachers to be consistent with
each other. It often results in teachers not moving
a card when, according to the rules they should,
or to give too severe a penalty for a repeated
minor behavior. This dilemma between being
overly harsh or overly lenient is confusing for
students to know what the expectations actually
are.
(Sprick, 2007)
Issue #2: Breach of Confidentiality
Often, students do not feel fairly and respectfully
treated by having their challenges publicly
displayed and attention called to their mistakes. If
we look at this practice from the child’s perspective,
we can’t help but wonder how it feels to always
have a red or yellow card by your name. Students
and families are publicly humiliated or
embarrassed.
Would we do this with academic behaviors? “Laura, you
missed that math problem-go flip your card!”
(Sprick, 2007)
Issue #3: Are We Changing Behavior?
There are rarely truly effective, logical
consequences attached to the movement of
the clip or card or the assignment of a strike
or tally. In some cases, the actual moving of
the clip or card is the only consequence to the
student’s behavior. We know that behavior
doesn’t change simply because a strike is
given or a card is flipped.
(Shindler, 2008)
Objectives





Review the components of classroom management
Understand the difference between punishments
and effective consequences
Discuss methods to collect classroom behavior data
that is discrete and maintains confidentiality
Design a tiered system of interventions that
include a continuum of effective consequences at
each tier
Create reinforcement systems that are contingent
upon appropriate behavior
PBIS IN THE CLASSROOM
Management
What is Effective Classroom Management?
Classroom management refers to all of the things that an
educator does to organize students, space, time, and
materials, so that instruction in content and student
learning can take place.
In the four domains of RtI, over which domain do we
have the least amount of control?
Instruction Curriculum Environment Learner
Six Evidence-Based Practices to
Ensure Positive Behavior

It is smart to have a classroom management plan.

Your overall plan should include:

Routines and procedures (structure!)

Classroom expectations (posted and referred to
often)

Methods for teaching expectations

Procedures for encouraging positive behavior

Procedures for responding to problem behavior
(Simonsen, Fairbanks, Briesch, Myers & Sugai, 2008)
RESPONDING TO PROBLEM
BEHAVIOR
Consequences vs. Punishments
Responding to Problem Behavior:
Re-Thinking Consequences




In traditional discipline, the word consequence is often
used to describe a punishment.
A consequence is any thing that occurs after a problem
behavior has occurred (positive or negative).
Effective consequences are those that result in the
problem behavior changing over time.
Ineffective consequences are those that may stop the
behavior temporarily, but result in either no change or
increase of the problem behavior over time.
Responding to Problem Behavior:
The ABCs
Understanding the purpose of behavior
comes from repeated observation of:
A: Antecedent: stimulus before the behavior
B: Behavior: observable and measurable act
C: Consequence: what occurs after the
behavior that serves to maintain or
increase frequency of behavior
Responding to Problem Behavior:
Consequences

Consequences are:
 The
outcome of the behavior
 The
responses of adults and/or peers to the
behavior

Consequences that reinforce behavior
lead to repetition of the behavior.
Responding to Problem Behavior:
Consequences
To understand the consequences of a
behavior, observe what happens in the
environment immediately after the
behavior.
What is the pay-off?
What does the student get?
What does the student avoid?
Responding to Problem Behavior:
Prevention/Teach/Respond


Problem behavior cannot be changed by consequences
alone because consequences only occur after the problem
behavior and the possibility for intervention is reduced.
Effective classroom managers should focus first on
strategies designed to prevent and modify behavior
before it occurs.

Prevention through routines and procedures

Replacement through teaching expectations

Reinforcement of desired behavior through positive responses

Response with effective, logical consequences
Responding to Problem Behavior:
General Guidelines


Even with prevention and teaching strategies in place,
problem behavior will occur and require a consequence.
The following guidelines ensure that consequences are
effective:
 Approach
problem behavior as you would a learning
error
 Plan your responses to typical problems in advance
 Teach students what to do differently
 Match level of intensity to the problem behavior.
 Consider context and student history
 Use the least intrusive intervention first
Responding to Problem Behavior:
Logical Consequences


Logical consequences are those that allow students to learn
from their mistakes while preserving their dignity.
Goals of logical consequences:
 To give children the chance to regain self-control
 To help children recognize the connection between their
actions and the outcomes of their actions
 To allow them to fix problems caused by their misbehavior
and to make amends
 To guide students in avoiding similar problems in the future
 To preserve the dignity of the child and the integrity of the
group
 To keep children safe
(Shindler, 2008)
Responding to Problem Behavior:
Characteristics of Logical Consequences
Respectful

The teacher’s words and tone of voice communicate respect for the student.

The focus is on the behavior rather than on the student’s character.

EX. A child pushes another student and the teacher says, “Stop pushing,” rather
than, “Stop being a bully.”
Relevant

The consequence is directly related to the problem behavior or actions.

EX. A group of children are working together and spend the time talking about
the weekend, rather than working. A logical consequence would be that those
students do not work together for the rest of the day.
Realistic

The consequence must be something the students can reasonably do and that the
teacher can monitor and manage.

EX. A child writes on a desk, he would be asked to clean that desk.
Reworking Consequences:
What’s the Difference?
Logical Consequences
Punishment
Teach
Control
Leave the student with a feeling of control
Leaves the student feeling helpless
Uses thinking words
Uses fighting words
Provides choices within firm limits
Demands compliance
Are given with empathy
Is given with anger
Are tied to the time and place of the
infraction
Is arbitrary
Are similar to what would happen to an
adult in a comparable situation
Is arbitrary
Are never used to get revenge
May be used to get revenge (“He had it
coming”)
Teaches students to take responsibility for
their choices
Results in the student focusing on the adult
delivering the punishment rather than on
their choices.
(Shindler, 2008)
Reworking Consequences:
Adult Language
When giving consequences, language should be
respectful and focused on the behavior, not the student.
The three main types are:



Reinforcing Language: Identifies and affirms specific
behaviors that apply to all students (“I see lots of people
remembering to push in their chairs before we line up.”)
Reminding Language: Offers support and information about
what to do (“Show me…” or “Think about…” or “What will we
need…”)
Redirecting Language : Clear, non-negotiable statement with
instructions (“Use quiet voices,” or, “Hands down until the
speaker is done talking.”)
(Wood, 2013)
Reworking Consequences:
Contrasting Language
Consequence
Punishment Language
Logical Consequence Language
Removal from the “Go to time out until you
group, or time out can behave in group
appropriately!”
“When you act silly in group, it distracts me
from teaching and others from learning.
Would you like to stay with the group or go
to the think time area where it is okay to
make silly noises? It is your decision.”
Stay in classroom
for lunch
“This is the time we have scheduled for math.
Lunch is the time scheduled to talk to your
friends. You can choose to talk now, but the
only other time to finish math is at lunch. It is
your decision.”
“If you don’t stop goofing
around and get your
math done, no lunch for
you!”
(Wood, 2013)
Reworking Consequences:
Effective Consequences Review
28



Teach a new behavior and offer the opportunity to
practice.
Are used immediately or closely following problem
behavior.
Offer a range of options to teachers for classroom
consequences.
Top Three Most Effective Consequences
Based on a survey of US teachers by the
University of Kansas, the top three most effective
consequences are:
Positive Practice
 Restitution/Time Owed
 Reflection

Best Redirection Ever
“What are you doing?”
“What are you supposed to be
doing?”
“Show me you can do that.”
Activity:
Ensuring Effective Consequences


Using the list of consequences
generated by the people at your
table, identify which are “logical.”
Indicate which ones have and which
ones have not been effective in
changing the student’s behavior.
Least Effective Discipline “Strategies”

Punishment

Exclusion

Counseling
Why do you think
these are the least
effective
consequences?
(Gottfredson, 1997; Elliott, Hamburg, & Williams, 1998; Tolan &
Guerra, 1994; Lipsey, 1991, 1992)
RESPONDING TO PROBLEM
BEHAVIOR
Process
Process for Responding to Problem Behavior:
School-wide System Must Be Strong



Before we establish a pyramid of consequences in the
classroom, the school-wide system to respond to problem
behavior must be clear.
The process for responding must be defined, taught, and
agreed upon by staff.
Procedures should be included for addressing:
•
•
•
•
•
Minor issues
Patterns of minors
Major incidents
Crisis situations
Follow up
Process for Responding to Problem
Behavior: Data Collection




Typically, data collection is done by color coding
cards and clips, or by assigning strikes to students.
This type of data is usually publically collected with
no real consequence attached.
In order to design effective interventions, we must
collect accurate, useful data.
This data collection must be done privately,
confidentially, and objectively.
Process for Responding to Problem
Behavior: Patterns of Minor Behaviors




Most progressive consequence systems do not have
a plan to address patterns of minor behaviors.
These patterns need to be addressed before
sending the student to the office.
Minors remain minor behavior regardless of the
frequency of occurrence.
Process for seeking assistance needs to be in place
and taught to staff.
“That kid is always on red.”
Process for Responding to Problem Behavior:
Sample Minor Reporting Form
Vance Minor Behavior Data Collection Form
Teacher Name: _____________________
Track:
Grade:
1
6
2
7
3
4
Minor Behavior Codes:
Location Codes:
Motivation Codes:
Decision Codes:
Others Involved:
1. Inappropriate language
1. Classroom
1. Peer attention
1. Loss of privilege
1. None
2. Physical contact
2. Playground
2. Adult attention
2. Conference w/ student
2. Peers
3. Defiance/disrespect
3. Hallway
3. Obtain items
3. Parent contact
3. Staff
4. Disruption
4. Cafeteria
4. Avoid tasks/activities
4. Time out/reflection
4. Teacher
5. Property misuse
5. Bathroom
5. Avoid peer(s)
5. Other (explain)
5. Substitute
6. Lying
6. Gym
6. Avoid adult(s)
6. Unknown
7. Other (explain)
7. Library
7. Other (explain)
7. Other (explain)
8
8. Assembly
9. Other (explain)
Student Names
Date
Time
Minor
Location
Motivation
Teacher Decision
Others Involved
Activity: Collecting Data



With your tablemates, brainstorm methods to collect
classroom behavior data.
All methods should be confidential and maintain the
dignity of the student.
Record these ideas on the chart paper on your
table.
RESPONDING TO PROBLEM
BEHAVIOR
Tiered Interventions
Tiered Interventions:
Definition



In RtI/PBIS, tiered interventions are the key to
ensuring that we are meeting the needs of all of the
students in our school.
In the classroom, tiered interventions act as a menu
of effective consequences from which we can
choose.
This helps us design supports for children that meet
the functional need of the behavior.
Tiered Interventions:
Definition



In RtI/PBIS, tiered interventions are the key to
ensuring that we are meeting the needs of all of the
students in our school.
In the classroom, tiered interventions act as a menu
of effective consequences from which we can
choose.
This helps us design supports for children that meet
the functional need of the behavior.
Tiered Interventions:
Tier One: Classroom Early Responses


Early responses should be brief and flow seamlessly into instruction.
In many cases, early intervention is enough and doesn’t require follow
up with further consequences.
•
Look: eye contact, a quizzical “you-know-better” facial expression, a stern
look
•
Gesture: a head shake, thumbs down, finger over lips, sign language for
“stop”
•
Move: get in closer proximity to the student
•
Remind: state individual’s name softly and restate the expectation
•
Redirect: eye contact, whispered name, a signal for student to move seat or
change tasks
•
Touch: firm, but friendly hand on the shoulder meant to calm the child
•
Remove: the teacher “pockets” a distracting object or holds it for
safekeeping
Tiered Interventions:
Tier One Example: Kingswood Elementary, Cary, NC
Strategies That Have Worked!
Ignore yelling out and redirect to raise hand
Hold up hand and not make eye contact until child
correctly raises hand; then call on child to reinforce
Post schedule of activities for the day
Change seats
Limit transitions
Have materials ready
Reminder cards
Behavior charts/logs
Preferential seating
Picture cues
Positive redirection, modeling of expectations
Provide choices
Computer passes
Talk time-time to talk to the teacher about anything
Allow student to take a short break (antiseptic bouncing)
Time out-reflection with teacher
Provide with scrap paper or sticky notes to jot down
things to talk to the teacher about
Stress balls
Tiered Intervention:
Tier One Example: Lake Myra Elementary, Wendell, NC
Teach SWIM Matrix
4 to 1 Positive to redirect ratio
SWIM Practice
Non-Contingent attention
Morning Meeting
Earn Back in classroom system
Character Education Assemblies
What have you done to build
relationship?
Classroom Positive Reward System
School-Wide Positive Reward System
Positive Office Referral
Check Physical Space
Review the Daily Schedule
Beginning and Ending Routines
Reviewed transitional issues
100%
of the
Students
Receive
Universal
Strategies
Attention Signals
Developing and teaching expectations and encouraging expected behavior
Pre-corrects
Parent Contact
Buddy Room
Re-Teach SWIM
Student/Teacher conference
Talked to previous teacher
Systematic Study of SWIS data
Tiered Interventions:
Tier One Example:
Vance Elementary, Raleigh, NC
Vance ES PROWL Activities that Work!














Pod vs. Pod for points
PROWL Panther (job that
watches for students
prowling).
Side A & B groups – earn
tickets
Ticket raffle at end of week
Set ticket goals
PROWLer of month/week
PROWL expectation reminders
(pre-corrects)
Students read expectations
before entering hallway
Teacher posts own PROWL
chart
Students write their own
PROWL expectations
Review guidelines from card
ring often
PROWL expectations on their
desk
Point out specific PROWL
behaviors student is doing
Use SWIS data to help
student set own goals










Students help to write class
expectations
Sign PROWL chart to hold
students responsible to the
“contract”
Individual chart to track
PROWL tickets
Question students “Are you
Prowling?” “Which Prowl
behavior are you NOT
following?”
Point out those who are
Prowling – “I like the way ____
is Prowling.”
Student role play (video tape
it)
Setting goals for PROWL
tickets
Singing the PROWL song at
group time
Each day discuss one letter at
a time – act it out.
Choose one expectation a day
and “catch” students doing it
throughout day to earn a














ticket (they don’t know which
one was chosen)
Posting tickets on a graph
Whole group discussions
Focus on one area of need
each week
Each day focus on one letter
Morning work - Write two
sentences for one letter a day
Have students name a PROWL
element to line up
100’s chart with corresponding
reinforcements
Probability experiment with
PROWL tickets
Make word problems using
PROWL tickets
PROWL skits/Charades
Student-made PROWL posters
Pass the basket around to pod
making good choices (final pod
at end of day gets ticket)
Count tickets by 2’s, 5’s, 10’s
Estimation activity
Tiered Interventions:
Tier One Example: Dillard Drive Middle, Raleigh, NC
Tier One Interventions
Conference with
student
Verbal
warning/redirect
Loss of privilege
Time away in another
class
Student calls or
emails parent
Change seating
Time out in classroom
Write an apology
note
Do an alternative
assignment
Use social stories
Assign work to be
done during lunch or
at home
Restitution-use
custodians, too
Conference with
student, parent,
administrator and
team teachers
Clean up in the
classroom
Working lunch
Work with a peer
helper
Tiered Interventions:
Tier One Example: Garner High School, Garner, NC
Tier One Interventions
Proximity control
Conference with
student
Re-teach
expectations
Restitution
Loss of privilege
Parent contact
Self-monitoring
Establish class
routines
Use attention signal
Use pre-corrects
Use reinforcement
system
Model effective
communication skills
Activity: Tier One Interventions
Using the expertise at your table, create a
list of effective tier one/early stage
interventions you could use in the classroom.
 There is chart paper available.
 Choose one person to be the spokesperson.

Tiered Interventions:
Tier Two: Classroom Middle Stage Responses
Middle stage responses are used when early responses do not work and
require prior planning.
Restitution: Student actively repairs the damage caused.
•
Physical repair: Student tries to help repair property or work of a
peer.
•
Verbal repair: Student uses “I” statements to genuinely apologize for
behavior to individuals hurt by the behavior.
Loss of privilege: A privilege that is not being used responsibly is temporarily
removed.
Time owed: Student completes work or tasks missed due to misbehavior on
their own time.
Time out: The student is separated briefly from the group to reflect and calm
down.
Antiseptic Bouncing: Time out without saying time out.
Tiered Interventions:
Tier Two Example: Lake Myra Elementary, Wendell, NC
Discuss with PLC
Refer to PBS team
Refer to Counselor
Behavior contract
20%
of the
Students
Receive
Secondary
Strategies
Social skills classes
Refer for mentor
Refer to administration
Check in buddy
Goal setting system
Define acceptable alternative
Seek possible professional
development for staff member
Activity: Tier Two Interventions

With your table mates, create a list of effective tier
two/middle stage interventions that can be used in
the secondary classroom.

Chart paper is available.

Choose one person to speak for your group.
Tiered Interventions:
Tier Three: Late Stage Responses




Late stage responses are used when repeated attempts
at early and middle stage responses are ineffective.
These responses need to be planned in collaboration with
parents, administrators and other site-based resources.
Each student requiring late stage responses should have a
specific individualized behavior plan based on the
function of the behavior.
While plan is in place, use de-escalation strategies to
avoid further conflict when necessary.
Tiered Interventions:
Tier Three Example: Lake Myra Elementary School,
Wendell, NC
Refer to SST
Modified Behavior Contract
FBA/BIP
De-escalation of Conflict Strategies
Refer to administration for Central
Office Assistance
5%
of the
Students
Receive
Tertiary
Strategies
Activity: Tier Three Interventions

In your group, create a list of tier three/late stage
interventions that are appropriate for your students
and effective in changing behaviors.

Chart paper is available.

Choose one person to speak.
Responding to Problem Behavior: Review






Consequences and punishment are not the same thing.
Effective consequences change behavior over time.
Logical consequences are designed to remedy the
problem while maintaining student dignity.
When problem behavior occurs, strive to use the least
intrusive intervention possible.
Move up the continuum of responses when necessary.
Create individualized plans for students requiring the
most support.
HOW DO WE START THE
PROCESS?
Look at Data



If the current classroom plans are working, in other
words, there are few or no behavior problems in the
classroom setting, then there is no reason to change.
Ask teachers to collect data for a couple of weeks,
specifically noting which students were on red (or
the worst step) at the end of each day. What
patterns are noticeable?
Turn and talk: What other data could be useful?
Start the Conversation





Engage in discussion about progressive
consequences with the faculty as a whole, or on
grade level or department teams.
Are the systems working?
Do students feel respected?
Are students with chronic behavior patterns getting
the help they need?
Turn and talk: Would staff and student surveys help
guide this conversation?
Add to Current Practices


Encourage teachers to add a positive reinforcement
system to their classroom practices. Once positive
reinforcement is being used with consistency,
teachers may find the need for a progressive
consequence system diminishes.
Turn and talk: What are the drivers and restrainers
for developing classroom reward systems?
Use School-Based Expertise


Have PLCs or grade level teams work together to
develop a pyramid of interventions for classroom
behavior. These interventions should be focused on
helping students learn to change behavior over
time.
Turn and talk: What would be the main difference
between the consequences used across grade levels?
Alter Current Practices


If there is strong resistance to stop the use of
progressive consequence systems, then work with
teachers to consider how to add a component of
learning to the progression, and to ensure that
respect and dignity is considered for each student.
Turn and talk: How could a teacher quickly alter the
current system to add instruction and confidentiality?
Final Activity