School-Wide Positive Behavior
Support: All Settings
Terry Bigby, Ed.D.
Brandi Schumacher, M.S.
Based on the work of Brandi Simonsen, UConn
& George Sugai, UConn
School-Wide Positive Behavior
Support: All Settings
• What do I expect my students to do in all
settings?
• How do I get them to do it?
• What happens if they don’t do it?
Designing School-Wide Systems for Student
Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
1-5%
5-10%
80-90%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
1-5%
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
SW PBS Practices
SCHOOLWIDE
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Common purpose & approach to discipline
Clear set of positive expectations & behaviors
Procedures for teaching expected behavior
Continuum of procedures for encouraging
expected behavior
Continuum of procedures for discouraging
inappropriate behavior
Procedures for on-going monitoring &
evaluation
CLASSROOM-WIDE
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SECONDARY/TERTIARY INDIVIDUAL
NONCLASSROOM SETTINGS
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Positive expectations & routines taught
& encouraged
Active supervision by all staff
– Scan, move, interact
Precorrections & reminders
Positive reinforcement
Classroom-wide positive expectations taught &
encouraged
Teaching classroom routines & cues taught &
encouraged
Ratio of 6-8 positive to 1 negative adult-student
interaction
Active supervision
Redirections for minor, infrequent behavior
errors
Frequent precorrections for chronic errors
Effective academic instruction & curriculum
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Behavioral competence at school & district
levels
Function-based behavior support planning
Team- & data-based decision making
Comprehensive person-centered planning &
wraparound processes
Targeted social skills & self-management
instruction
Individualized instructional & curricular
accommodations
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
School-Wide Positive Behavior Support:
All Settings
1) Maximize Structure
2) Post, Teach, Review,
Monitor, & Reinforce
3) Establish A Continuum of
Strategies Acknowledge
Appropriate Behavior
4) Establish A Continuum of
Strategies to Respond to
Inappropriate Behavior
1) Maximize Structure
A) Physical Arrangement of the environment
* Minimize crowding and distraction
B) Develop predictable routines
* Teacher Routines
* Student Routines
C) Teach Student Routines
* Lesson Components
Minimize crowding & distraction
Design environment to elicit appropriate
behavior:
– Arrange furniture to allow easy traffic flow.
– Ensure adequate supervision of all areas.
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Move
Scan
Interact
Remind/Precorrect
Positively Acknowledge
– Designate staff & student areas.
– Seating arrangements (group work, individual work)
Teacher Routines
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Greeting students
Attention signal
Giving directions
Assigning class work and homework
Providing feedback
Providing correction
Escorting students to bus, cafeteria, etc.
Collecting student work
Keeping records
Student Routines
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Entering the room
Beginning the school day
Sharpening pencils
Requesting assistance
Independent work
Passing in papers
Putting things away
Ending the school day
Making up missed work
“Routines” Lesson Components
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Definition of procedure
Description of skill components
Model/demonstrations
Role play/behavioral rehearsal
activities
I write in my journal.
I work at calendar time.
I go to the big group.
I see the schedule for today.
2) Establish/Post, Teach, Review, Monitor, &
Reinforce Positively Stated Expectations
• Establish behavioral expectations/rules.
• Teach rules in context of routines.
• Review or remind students of rule prior to entering
natural context.
• Monitor students behavior in natural context &
provide specific feedback.
• Reinforce using verbal and nonverbal responses
Clearly Define Expected
Behaviors
• Set of “expectations”
• State positively and succinctly
• Keep to five or fewer
Process
1. List problem behaviors
2. Identify “replacement behaviors” {what do
you want them to do instead}
3. Identify “general” set of replacement
behaviors
Sample Expectations
All Settings
Safe
•Keep hands, feet
& objects to
yourself
•Walk
Respectful
•Positive Language
•Listen
Responsible
•Follow Directions
•Do your work
Activity:
• Identify common misbehaviors in your
school.
• Identify what you want your students
to do instead, in other words, identify
“replacement behaviors.”
• Identify a general set of behaviors for
the class.
Teaching Behavior….
Teach,
practice,
and give feedback
all day,
every day,
all school year.
Procedures for Teaching
Expected Behaviors
• Social skill instruction
– teach the expectation
– demonstrate the skill
– students practice the skill
– review and test the skill
• Embed in curriculum
• Practice, Practice, Practice
Review or remind students of rule
prior to entering natural context.
Give Precorrects
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Precorrects function as reminders
Opportunities to practice
Prompt for expected behavior
Especially helpful before teacher anticipates
behavior learning errors
Monitor actively at all times
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Move continuously
Scan continuously & overtly
Interact frequently & positively
Positively reinforce rule following behaviors
Reinforce using verbal and
nonverbal responses
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Positively interact with most students
during the day
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Vary type of contact
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Physical, verbal, visual contact
Vary by individual & group
Mix instructional & social interactions
3) Establish a Continuum of Reinforcement
Strategies to Acknowledge Appropriate
Behavior
• Identify the “expectation” the student met
and the specific behavior they displayed
• Deliver Reinforcement
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Tangible to Intrinsic
External to Internal
Frequent to Infrequent
Predictable to Variable
3 Types of Contingencies
• All for One
– Whole group works for one reinforcer
• One for All
– One student works for a classwide reinforcer
• To Each His Own
– One student works for an individual reinforcer
Behavior Contract
• Operationally define the behavior
• Provide a clear description of the reinforcer
• Identify the outcomes if the student doesn’t
meet the expectations
• Special Bonuses?
Establish a Token Economy
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Determine and teach the Target Skills
Select the tokens
Identify back-up reinforcer(s)
Identify the number of tokens required to
purchase the reinforcer(s)
• Define how & when Tokens are Exchanged
• Define the decision rule to change/fade the
plan
• Determine how the plan will be monitored
(What data will you collect?)
4) Establish a continuum of strategies
to respond to inappropriate behavior(s).
• Error Corrections
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Quick
Specific
Tell what to do
Move on
• Planned Ignoring
– Only of behaviors supported by adult interaction
• Time Out
– Removal from reinforcing setting to one that is
NOT reinforcing
Manage minor (low intensity/frequency)
problem behaviors positively & quickly
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Signal occurrence
– State correct response
– Ask student to restate/show
– Disengage quickly & early
Follow procedures for chronic
problem behaviors
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Be consistent & business-like
– Precorrect for next occurrence
– Follow SW procedures for major
behavioral incidents
– Develop individualized plan for
repeated incidents
In Summary
1) Create a regular, predictable, positive
learning environment.
2) Teach, review, monitor, and reinforce
appropriate behaviors - View problem
behaviors as learning errors.
3) Establish a continuum of strategies to
acknowledge appropriate behavior.
4) Look at the function of behavior and
determine how to respond to inappropriate
behavior.
References
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Colvin, G., & Lazar, M. (1997). The effective elementary classroom: Managing for
success. Longmont, CO: Sopris West.
Colvin, G., Sugai, G., & Patching, W. (1993). Pre-correction: An instructional strategy
for managing predictable behavior problems. Intervention in School and Clinic, 28, 143150.
Darch, C. B., & Kameenui, E. J. (2003). Instructional classroom management: A
proactive approach to behavior management. (2nd ed.). White Plains, NY: Longman.
Jones, V. F. & Jones, L. S. (2001). Comprehensive classroom management: Creating
communities of support and solving problems (6th ed.). Boston: Allyn & Bacon.
Kameenui, E. J., & Carnine, D. W. (2002). Effective teaching strategies that
accommodate diverse learners (2nd ed.). Upper Saddle River, NJ: Merrill.
Latham, G. I. (1997). Behind the schoolhouse door: Eight skills every teacher should
have. Utah State University.
Latham, G. (1992). Interacting with at-risk children: The positive position. Principal,
72(1), 26-30.
Martella, R. C., Nelson, J. R., & Marchand-Martella, N. E. (2003). Managing disruptive
behaviors in the schools: A schoolwide, classroom, and individualized social learning
approach. Boston, MA: Allyn & Bacon.
Paine, S. C., Radicchi, J., Rosellini, L. C., Deutchman, L., & Darch, C. B. (1983).
Structuring your classroom for academic success. Champaign, IL: Research Press.