Positive Behavioral
Interventions and Supports
Non-Classroom Supervision
Northwest AEA
March 24, 2011
Major portions of the following material were
developed by: George Sugai and Rob Horner
OSEP Funded Technical Assistance Center
www.pbis.org
In conjunction with
The Iowa Department of Education
Objectives
 List
four components of active
supervision
 Describe to a colleague one or more
features of each component of active
supervision
 List the five steps to teaching routines
 Provide two examples of nonclassroom interventions.
What is a non-classroom
(common) area?

Any area of the
school not under
the direct and
consistent
supervision of
one adult.
Classroom vs. Non-classroom

Classroom
 Teacher
directed
 Instructionally
focused
 Small # of
predictable students

Nonclassroom
 Student
focused
 Social emphasis
 Large # of
unpredictable students
Non-classroom Settings





Events in non-classroom settings affect
classroom activities.
Administrators must be continuously diligent.
Planned teaching activities for desired behaviors
must occur.
Active supervision by all staff is key.
All staff should be involved
 Recognizing
appropriate behavior
 Delivering clear and consistent consequences for
behavioral errors
What are your behavioral
expectations?
Cafeteria
 Playground/choice areas
 Hallways
 Arrival & dismissal times
 Bathrooms
 Fieldtrips

Does everyone know these
expectations?

Lunchroom and Playground Supervisors

Volunteers

Teachers

Students
Knowing the Expectations is
good but isn’t enough
Active Supervision
Four Major Components of
Active Supervision
1.
Movement and Scanning
2.
Using positives to reinforce expected behavior
3.
Dealing with inappropriate and challenging
behavior efficiently
4.
Monitoring, analysis, and planning
Keep close
proximity with
most students
Move around
through all
areas
Movement and Scanning
Scan all areas
frequently
Talk to kids and
recognize
appropriate
behavior
Keep the 4:1
Rule in mind
Make it positive
Use the
acknowledgement
systems
Pre-Correct
Before problem
behavior
occurs
Address problem
behaviors quickly
and consistently
Dealing with Inappropriate
Behavior
Be respectful
Use a calm
voice and body
language
Pre-Correcting Problem Behavior

“Pre-” means before; “-Correct” means after

“Pre-Correction” means anticipating problem
behavior and intervening beforehand

Problem behavior is prevented

Expected behavior replaces problem
behavior
Efficient Correction Procedures

First - Least Disruptive

More Intrusive Measures If behavior Persists

Make correction and then focus on student(s) nearby exhibiting the
expected behavior.

Deliver the penalty or loss of privilege in a matter-of-fact manner

Do not argue with the student about the details of the penalty

WALK AWAY……………... WALK AWAY
Do we have a
problem?
When is the
problem occurring?
Monitoring, Analysis,
Planning
Where are the
problems occurring?
What are the
problems?
Basics
“Supervision Self-Assessment”
YES or NO
Source: Non-Classroom Management:
Self-Assessment (Sugai & Colvin, 2004)
Did I have at least 4 positive for
each negative student contact?

Have more positive student contacts than
negative

Use variety of contact forms
Did I move continuously throughout
area?

Obvious

Positive

Interactive

Unpredictable
Did I scan frequently ?

Head up

Make eye contact

Overt body position
Did I positively interact with most
students?

Variety of interaction types
 Social




positives & SW acknowledgements
Variety of students
Quick
Noticeable
Publicly appropriate
Did I handle minor rule violations
efficiently?

Quickly

Privately

Neutrally

Follow-up with positive
Did I follow school-wide procedures
for handling major rule violations?
Quick
 By the book
 Business like
 Disengage
 Precorrect for next occurrence

Do I know my school-wide
expectations?
Positively stated
 Small in number
 Easy
 Comprehensive
 Defined

Did I positively acknowledge at
least 5 different students for
displays of SW expectations?
Individualized
 Informative
 Sincere

“Readers’ Digest” Guide
7-8 “yes” = Super Supervision
 5-6 “yes” = So-So Supervision
 <5 “yes” = Improvement Needed

What if that isn’t enough?
You developed the expectations,
you have taught/retaught the
expectations, you have trained
supervisors who are actively
supervising…and you are still
having problems.
Evaluate Routines

Are they clear?

Have they been taught?

Are they followed consistently by
supervisors?
What are some student
routines/rules for these settings?







Playground
Cafeteria
Dismissal
Arrival
Hallways
Bathrooms
Fieldtrips

Examples
 Getting
help
 Communicating with
peers & adults
 Leaving the area
Teaching Behavioral Routines
1. State behavioral expectations
2. Specify student behaviors (steps)
3. Model appropriate student behaviors
4. Students practice appropriate behaviors
5. Reinforce appropriate behaviors
What if that isn’t enough?
You developed the expectations, you have
taught/retaught the expectations, you have
trained supervisors who are actively
supervising, you have taught
routines…and you are still having
problems.
Do we have a
problem?
When is the
problem occurring?
Monitoring, Analysis,
Planning
Where are the
problems occurring?
What are the
problems?
Start with the data

Features of Problem
 What
behavior occurs?
 Where
 When
is behavior most likely?
is the behavior most likely?
 Who
is most likely to perform the behavior?
 Why
do students continue to perform this behavior?
Look for the smallest change
with the biggest effect





Boost Acknowledgements and Rewards
Change the physical environment where
problem behaviors occur
Change scheduling when/where problem
behaviors occur
Pre-Correct, Prompt, Remind students of
expectations prior to entering a non-classroom
setting.
Re-teach expectations for some students
Examples of
Non-classroom Interventions
(Re-teaching) Bus Line

At one Iowa PBIS elementary school,
SWIS data showed a problem with
students in line for the bus. The
teachers developed a funny skit
involving teachers to demonstrate both
inappropriate behavior and appropriate
behavior.
(Schedule Change): MS
Lunch Schedule
At one middle school there were on-going
problems in the cafeteria during lunch
across all three grade levels. The staff
noticed the lunch room was very crowded
and determined that they could break the
50 minute lunch period for each class into
“first” lunch and “second lunch”, thus
reducing the number of students in the
cafeteria for lunch in half.
(Schedule Change)
Playground

At another PBIS elementary school,
SWIS data showed a problem on the
playground with a group of students.
They arranged an alternate recess for
this group and provided physical skills
assistance from the PE teacher and
social skills assistance from the
classroom associate.
(Re-teaching) High School
Their PBIS motto is : Be in the Right
Place, at the Right Time, doing the
Right Thing, with the Right People.
After reviewing the school’s SWIS data,
they determined that most ODRs were
generated from the hallways/common
areas.
(Re-teaching) High School
They had their afternoon speech and drama
classes create short skits using the improper
behaviors and the proper behaviors as they related
to their "Rights" in the Hallways. During the
scheduled speech/drama class, each skit was
presented to the rest of classes meeting that
period. To accommodate all the students, they
divided the audiences into three groups and had
them rotate through three centers in a class period.
The other centers reviewed handbook changes
and expectations in the cafeteria.
(Pre-Correction)
Entering School Following
Recess
One PBIS school reminds the early
elementary age students of the hallway
expectations as they are lined up at the
end of recess. Students must
demonstrate line behavior before entering
the building.
(Pre-teaching)
Video
At another Iowa PBIS school teacher have
a DVD available to review behavioral
expectations across all non-classroom
settings. Teachers are encouraged to use
the DVD to pre-teach expectations in
specific settings where there students are
experiencing more problem behaviors.
(Boosting Rewards)
Getting To Class On-Time
Sixth graders at one middle school were having
a problem being in the halls after the bell rang.
They developed a system to monitor the
percentage of students coming to each class on
time each day. At the end of the quarter the
team with the highest percentage of students
arriving to class on time earned pizza and a
movie.
(Increased Supervision/Boosted
Rewards) -- High School Lunch
This high school was having difficulty with
chaotic and disorganized lunch lines. Monitors
were appointed during lunch time to specifically
award “front of the line passes” to students
displaying expected lunchroom behavior. One
student is chosen to go to the front of the line
and that student can choose someone else to go
with them.
Action Planning for Active
Supervision

What needs to be done?

When will it be done?

Who will do it?

How does it become part of your discipline
system?
References


Colvin, G., Sugai, G., Good, R., & Lee, Y. (1997). Effect
of active supervision and precorrection on transition
behaviors of elementary students. School Psychology
Quarterly,12, 344-363.
Sugai, George and Colvin Geoff. Non-Classroom
Management: Self-Assessment. Center on Positive
Behavioral Interventions and Supports, University of
Oregon, 2004.