42
Discouraging Inappropriate Behavior
The goal of any reinforcement system is not to manage or control behavior, but to
help students improve their behavior and move students to intrinsic motivation and
reinforcement. Most of the time when students are not using expected behaviors it is
because of two reasons: 1. Students lack the skills or they have not had the opportunity to
practice the skills, or 2. Students are not motivated to engage in the expected behavior or
they don’t understand why it is important. This is why it is important to develop
procedures that discourage inappropriate behavior that focuses on teaching and helping
students to LEARN the desired behaviors. Many students only get recognized when they
misbehave and therefore the misbehavior is often reinforced through increased attention.
There are also students who act out in class to avoid challenging academic tasks. When we
fail to examine the causes of the misbehavior we often miss an opportunity to provide the
correct intervention for the student. PBIS strives to provide logical consequences for
behavior and works toward the goal of addressing unwanted behavior through
environmental redesign, curriculum redesign, modification of behavior, and function based
behavior support.
Objectives:
At the conclusion of this chapter, you will be able to:

Define minor and major rule violations.

Design a system of supports that will address student misbehavior.

Identify staff-managed responses for minor inappropriate behavior that include redirecting, re-teaching, choice, and processing with students.

Develop the process to manage major rule violations to include the procedure for
office referrals.

Develop a process to monitor and document minor inappropriate behaviors.
Major Rule Violations
Major rule violations are often referred to as serious behaviors that warrant an
immediate office referral or chronic behaviors not responding to other interventions.
Major rule violations and other behaviors warranting an office referral should be defined
by each building with clear definitions to help staff to be consistent in using office referrals.
(see Office Managed Behaviors worksheet) Once these behaviors are defined the District
Referral Form should be reviewed with staff noting the importance of documenting specific
information that the administrator will need in order to process the referral. It is also
Draft 3-13-13
43
important to identify what staff can expect after they complete an office referral for a major
rule violation. By identifying the possible consequences or resolutions that will follow the
office referral, buildings with a large staff and several administrators will have a better
understanding of how the process works as well as it will help the entire staff work
together to establish a consistent process. Building staff should also identify who will be
entering the due process data, how the information will be shared with the staff member
submitting the referral and where the documentation will be stored for future reference.
There are also major rule violations that are District managed. These are major rule
violations that the building administrators will typically refer to the Department of Student
Services which include the following: weapons, sexual assaults, possession of
drugs/alcohol, major thefts/vandalism (over $250), physical assaults resulting injury,
serious threats, fireworks or possession of explosive devices, arson, bomb threats or
pulling a fire alarm. These behaviors may result in a student being removed from a
building for an extended period of time through a long term suspension, mandatory
reassignment to a different building or an expulsion.
Minor Rule Violations:
Minor misbehavior can take away from valuable instructional time and negatively affect a
school’s climate. The minor staff-managed behaviors include all of the expected behaviors
you have in your school building that are not major, office-managed behaviors. It is equally
important that the “minor” behaviors be addressed or else they may continue to the point
they get worse. The key to managing minor rule violations is responding quickly, calmly
and consistently. Staff should work together to determine which minor rule violations are
teacher-managed and develop a process used to document these behaviors on a Minor
Incident Report form and have a continuum of interventions and specialized services
available for teachers and staff to access.
Problem Behavior Definitions:
Major/Minor: When determining the distinction between a major versus minor behavior
building staff should consider the following:
- intensity of behavior
- frequency and rate of the behavior (how often it happens within a timeframe)
- duration of the behavior (how long it lasts)
- the intent of the behavior to the extent that it is evident
- the direction of the behavior (who or what the behavior is directed toward)
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44
- safety issues
- the result of the behavior itself when the result of a minor behavior is severe enough that
it requires a higher level of response.
Refer to the Major/Minor Definition Worksheet and Samples below and in the Appendix when
defining the problem behaviors for your building’s PBiS Plan.
Level
Definition
Major Law violating
District behavior
Behavior
Examples
Dangerous
weapons
Substance
possession,
vandalism, theft,
sexual assault, 1st
or 2nd Degree
physical assault
Majors Serious ruleviolating
behavior that
disrupts
teaching &
learning, puts
student or
others at risk
of harm, &
requires
administrative
active
Repeated
noncompliance,
serious
aggression,
skipping class,
directed profanity,
harassment,
serious threats,
tobacco,
destruction of
property,
suspicion of use of
illegal substances.
“Third” minor in
24 hours.
Draft 3-13-13
Procedures
Involvement
Immediately report event
to administrator
Follow district/state
policies and procedures
Document event
Student, parent,
law enforcement,
school & district
administrators,
school staff
Signal that school ruleviolating behavior
observed
Restate
desired/appropriate
behavior
Direct/escort student to
office/administrator
Document event with
office discipline referral
form
Enter data into system
Student, staff
person, parent,
school
administrator
45
Signal social behavior
Minors Rule violating Disruptions,
of Note risk behavior tardies, dress code error has been made
which
violations, teasing, Restate/reteach
appropriate behavior
requires onProvide positive
going
reinforcer for next display
monitoring
of appropriate behavior
Document event with
minor incident report or
office discipline referral
form
Enter data into system for
office referrals.
Minors Rule violating Minor disruptions, Signal social behavior
error has been made
behavior
off task,
Restate/reteach
which does
appropriate behavior
not require
Provide positive
on-going
reinforcer for next display
monitoring,
of appropriate behavior
but needs to
Document behavior on
be retaught
minor discipline form
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Student, staff
person,
homeroom
teacher
Student, staff
member
46
Example of Definitions/Consequences
MINOR MISBEHAVIORS
Types of Negative Behavior:

Classroom Disruption
o Disrupting or attempting to disrupt the normal operations of a classroom or
distracting the learning of classmates.
o Examples: talking, getting out of seat without permission, whistling, passing
notes, calling out, other noises that interfere with learning, etc.

Disruptive Classroom Transition
o Delaying progression from one activity to another by not following directions
quickly or completely.
o Examples: talking out, delaying next activity, walking around without
permission, not prepared for next activity, needing more than one reminder
to complete task, etc.

Disruptive transition between settings
o Loud or inappropriate movement while moving from one location to another.
o Examples: getting out of line, talking while in line, playing in the bathroom,
stomping feet, squeaking shoes, disturbing others, touching items on the
walls, leaving area unclean or in disarray, etc.

Inappropriate Items at school
o Possession of items that have been designated as inappropriate at school.
o Examples: toys, trading cards, electronics, candy, gum, video games, etc.

Inappropriate talk about/or to others
o Making negative comments or encouraging other to speak negatively about
another person.
o Examples: put downs, gossiping, name calling (i.e. stupid/dummy), talking
about relatives, clothes/appearance, academic competence, teasing, etc.

Inappropriate Playful Behavior
o Engaging in rowdy/playful behavior without the intent of causing harm.
o Examples: pushing, tripping, throwing objects, chasing, hitting, etc.

Non-directed Inappropriate Language
o Using a curse word or inappropriate language that is not directed at another
person.
o Examples: cursing after dropping something or stubbing toe, etc., mumbling
after being given directions (e.g. "this sucks", "freakin", "crap", etc.)

Inappropriate Physical Contact
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47
o
o
Intentional inappropriate physical contact.
Examples: pulling, shoving, pulling clothes, hand holding, hugging, invading
personal space, etc.

Eating or Drinking without permission
o Eating or drinking without permission of the teacher.
o Examples: chewing gum, eating candy, sneaking snacks during instruction or
work sessions, drinking, etc.

Uncooperative Behavior / Not Following Directions
o Passive non-compliance with the request of the teacher.
o Examples: not following directions, not doing work as asked (includes
homework), not answering when spoken to, not responding to directions or
prompts, etc. This includes: cheating using notes, copying off another paper
or sharing answers with someone.
Behavior Consequences
First Steps:
- Verbal correction and review rules
- Model appropriate behavior
- Change seat location
- Child writes explanation to parent
- Make restitution
- Loss of classroom privilege
- Time out/Safe Seat
- Silent lunch
-Detention with teacher
Minor Incident Report will be started on the first offense.
Next Step:
Minor Incident Report is sent home for students in Kindergarten - 1st grade with 3
offenses the same day. For 2nd - 5th grade, form is sent home when students have 3
offenses in a week. Minor Incident is noted and a Minor Incident Referral is sent to
the office for students in grades 6-12 for students who have 3 offenses with the same
teacher in one week. A Minor Incident Log will be sent home for students in Grades
7-12 when a student has two or more MIR referrals a week.
Elementary: If Level 1 behaviors continue after two Minor Incident Reports have
been sent home in one week, behaviors are considered chronic and are seen as Level
2.
Secondary: If Level 1 behaviors continue with the same teacher after a Minor
Incident Log is sent home and the teacher sends a second MIR Referral to the office
the same quarter, behaviors are considered chronic are seen as Level 2.
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48
MINOR MISBEHAVIORS OF NOTE
Types of Negative Behavior:

Classroom Disruption
o Student receives Level 1 Classroom Discipline Form two times within a week
and misbehavior continues.
o Examples: See Level 1 behaviors.

Teasing
o Intending to mock or make fun of another person, either name calling or
physical gestures.
o Examples: using derogatory language, or playfully teasing on matters of
appearance, weight, behavior, abilities, etc.

Rude/Disrespectful Language
o Use of inappropriate language that is directed at another person.
o Examples: Argumentative, yelling shut-up, etc.

Rude/Disrespectful Actions
o Disrespectful actions that are directed at another student or teacher.
o Examples: openly defiant, slamming doors/chairs, spitting on someone,
pulling hair, scratching/pinching, etc.

Cheating
o The act of lying, deception, fraud to create an unfair advantage.
o Examples: copying off of someone's paper, cheating using notes, sharing
answers, plagiarism, forging signatures, etc.
Behavior Consequences
First Steps:
- Verbal correction and review rules
- Model appropriate behavior
- Change seat location
- Child writes explanation to parent
- Make restitution
- Loss of classroom privilege
- Time out in classroom
- Silent lunch
- Time out (with work) in another teacher's room
- Call to parent
- Develop student contract
- Develop daily communication plan with parent
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49
- Increase supervision
- Develop plan with parent
Minor Incident Report will be sent to the office on the first offense. If student
only has one or two offenses within a week, the form will be filed but not sent
home.
Other potential approaches to minor misbehaviors or minor misbehaviors
of note:
- Assign peer helper
- Reward positive behaviors
- Consult with team/guidance counselor
- Enlist help of Home School Coordinator/Administration
- If behaviors may be the result of academic concerns talk with counselor
and/or complete a referral
to the Student Assistance Team.
- If behaviors may be the result of academic concerns, make sure all additional
supports
are being accessed (tutoring/Intervention team, etc.)
Next Step:
Minor Incident Form is sent home for parent signature for students in
Kindergarten - 1st grade who have 3 offenses within a day. For 2nd - 5th grade,
form is sent home for signature when students have 3 offenses in a
week. (Teachers will be asked to determine if there are patterns that need to be
addressed.)
Elementary: If Level 2 behaviors continue after one Minor Incident Report (for
Level 2 behaviors) has been sent home in one week, behaviors are considered
chronic and are seen as Level 3.
Secondary: If Level 2 behaviors continue with the same teacher after a Minor
Incident Log is sent home and the teacher sends a second MIR Referral to the
office the same quarter, behaviors are considered chronic and seen as Level 3.
MAJOR MISBEHAVIORS
Types of Negative Behavior:

Chronic Level 2
o Student receives Minor Incident Report for Level 2 behaviors and problems
continue.
o Examples: Any Level 2 behavior (including chronic Level 1).
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50

Discrimination
o Actions or statements intended to be offensive of one's race, gender, religion,
heritage, color, perceived sexual orientation, and/or disability.
o Examples: slurs which are written or spoken.

Stealing
o The removing of someone else's property from their personal area or being
in possession of something found that does not belong to you.
o Examples: Taking another student's snack or personal possession from their
desk/book bag/etc., taking school property without permission.

Targeted Bullying/Harrassment
o Repeated intentional tormenting of a student through verbal, written, or
physical harassment or other more subtle methods or coercion like using
inappropriate/demeaning language, causing the victim to feel threated or
unsafe.
o Examples : calling someone hurtful names on a regular basis (2 or more
times), convincing a student to give money or valuables away, cyberbullying,
convincing classmates to isolate or pick on another student.

Possession of Weapons/Illegal Substances
o Having possession or being under the influence of tobacco, drugs, or alcohol,
or having an instrument of any kind or a look alike weapon, with or without
the intent to use.
o Examples: having knives, fireworks, poppers, lighters, box cutter or any
realistic look-a-like weapon.

Assault of Another Student/Fighting
o A student making intentional physically aggressive contact upon another
with or without injury.
o Examples: fist fights, shoving match, continuous kicking, spitting on another
person.

Pulling a False Fire Alarm
o Intentionally pulling the fire alarm.
o Examples: pulling the fire alarm.

Intimidation/Use of Profanity or Obscene Gestures Toward Adults and/or
Students
o Student delivers a message (verbalized, written, drawn, or gestured) towards
another that conveys an act of intended injury or harm, cursing, gang
paraphernalia.
o Examples : cursing directed at another student or adult, passing along
threats, gestures at another student, threatening to beat someone up, calling
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51
an adult names, saying "shut-up" to an adult, flipping off, grabbing own body
parts, profanity.

Assault on School Personnel
o When a student shows aggression towards school personnel.
o Examples: throwing things at an adult, hitting, kicking, spitting, biting.

Vandalism
o Participating in an activity that results in destruction of property of a
significant value.
o Examples: ripping books, writing on bathroom stalls or walls, coloring on
floors, desks or walls, damaging fixtures in the bathroom or classroom,
misuse of toilet paper, paper towels or teacher belongings.
Behavior Consequences
For Major Misbehaviors or Chronic Minor Misbehaviors of Note:
Student receives a Behavioral Referral that is sent to office or the student is
immediately escorted to the office with an office referral AND the teacher’s Minor
Incident Log is attached to the referral for behaviors that have been repeated or
significantly disrupted the learning environment.
Monitoring Minor Misbehavior
The same approaches used to help students when they struggle academically should be
used when students are behaving inappropriately. Inappropriate behavior is a teaching
opportunity because it is an opportunity to clarify and re-teach expectations. The first step
is to identify the problem for the student.
1. Be brief but specific and disengage quickly. A specific description of the
inappropriate behavior and then stating the expectation will help students know
exactly what is expected.
2. Be respectful. Making quiet contact in close proximity to the student is the best way
to secure the student’s attention.
3. Consequences are not punitive and they should be individualized.
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52
4. Give consistent feedback:
–When showing displeasure, focus on the behavior, not on the student.
–Deliver unhappy feedback privately, when possible.
–Move quickly and calmly to control misconduct.
–Try to avoid stopping the lesson to address misbehavior.
–Pick your battles carefully.
-Provide the student with choices if re-directing or re-teaching has not been
effective.
5. Use corrective feedback
–Tell student what is wrong and what to do instead.
–Use only if it changes behavior.
-Present feedback calmly and consistently.
–Match the severity of the consequences with the severity of the behavior /
infractions.
-Hold an individual student conference if more in depth problem solving is
needed.
6. Develop consequences for rule violations
–Consider a hierarchy of consequences.
-Review the consequences with students as needed.
-Document the behaviors and consequences.
Sometimes students don’t respond to the staff efforts to teach and/or correct their
behaviors so it is important that each school building have a continuum of interventions
and specialized services. This is why it is very important that staff document information
on minor student misbehaviors for two reasons: 1-The data can assist staff in monitoring
the effectiveness of their intervention strategies, and 2-Looking at building wide minor
data can help staff identify specific skills or areas that require more focus on teaching the
skills, supervision or other interventions. Each school will want to define when the
decision to document and monitor minor behavior should occur. Minor misbehaviors that
are typically documented include the following: 1) The student’s behavior is resulting in
loss of instructional time for the student or their classmates, or 2) The misbehavior is
occurring frequently and the student is not responding to a teacher’s efforts, or 3) the
intensity of the misbehavior is increasing.
A minor incident report or classroom discipline form should be designed to be easy
and quick for staff to use to document the behaviors they are addressing in the classroom
for each student.
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53
A sample minor incident report is below:
Minor Inappropriate Behaviors
Student Name:
Date
/Ti
me
Location
Teacher/Grade:
Behavior
Possible
Motivation
Strategy
Consequence
Comments
Continuum of Planned Responses
Consequences, both positive and negative, should be specific, logical and arranged
hierarchically.
Positive consequences:
When using positive consequences they should be based on reinforcement
procedures that are designed to acknowledge and promote student compliance with rules
and procedures. Reinforcement that acknowledges positive behaviors can increase the rate,
intensity, duration and positive reinforcement will encourage appropriate behavior.
Positive reinforcers consist of any of the following examples: social reinforcement such as
praising and acknowledging a student’s behavior; activity oriented reinforcement such as
special privileges, jobs, computer time; material reinforcement such as tangible items like
stickers; or tokens that can be exchanged for other reinforcers.
Negative Consequences:
Negative consequences should be designed to reduce the intensity and frequency of
noncompliance. The purpose of a negative consequence is to decrease the occurrence of
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54
problem behavior and to teach the desired replacement behaviors. Similar to positive
consequences, negative consequences should be connected to the classroom rules. A
hierarchy of consequences should be planned from the least intrusive (e.g. error correction
with rule reminder) to the most intrusive (e.g. office referral). Options include rule
reminders, changing seats, time-out in class, time-out out of class, phone call home, lunch
detention, office referral. It is important to keep in mind, however, that negative
consequences alone are not an effective strategy. They must be used in conjunction with a
comprehensive management system that is based on the proactive practices of
reinforcement, positive student teacher interactions, and effective classroom management
strategies such as active supervision. All negative interactions with every student should
be in the structure of positive corrective feedback. For example: “Let’s work on being to
class on time tomorrow by only stopping to talk to one friend on the way to class.” Or
“Instead of yelling out our answer, let’s raise our hand calmly and I will make an effort to
call on you.” When carefully designed and implemented with consistency, behavior
management procedures can prevent many problem behaviors from occurring
Instruction may be the most critical element when it comes to fostering appropriate
student behavior. By using engaging, structured instructional methods teachers can
improve student task engagement and reduce the occurrence of problem behaviors.
Increasing the opportunities to respond (OTR) is an effective way to increase student
engagement in instruction. Examples of strategies teachers can use to increase student
opportunities to respond, engagement and time on task include the following: Peer
Tutoring, Computer Assisted Instruction (CAI), Choral Responding, and Response Cards.
Putting It All Together
Darch and Kame’enui (2004) recommend teachers develop a 180-day plan for
classroom management that consists of 3 phases across the course of the school year.
During phase one, (the first 3 months in the fall) the focus is teaching and reinforcing rules
and routines. During phase two (typically the winter months), the focus shifts to quality
instruction, instructional management, efficient scheduling and reinforcement to move
students to mastery of behavioral and academic skills. During phase 3 (the spring months)
teachers reteach and use interventions as needed. In combination, the universal classroom
management practices discussed can prevent the occurrence of disruptions and other
problem behaviors in the classroom and create a proactive environment to promote both
academic and behavioral competence. Because these practices function to prevent
problem behaviors through an instructional approach, they are positive and proactive. As a
comprehensive package, behavior, instructional, and environmental management
contribute to the development of an effective, efficient classroom environment.
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55
Next Steps
1.
With staff input define major and minor rule violations.
2.
Minor incident report has been developed and reviewed with staff.
3.
Staff managed interventions have been defined.
4.
Office managed process has been developed and the District Referral Form has been
reviewed with staff.
5.
Building process for documentation has been developed and shared with staff.
Benchmarks of Quality
Benchmark
Problem behaviors
are defined.
Major/Minor
behaviors are clearly
differentiated.
3 Points
Written
documentation exists
that includes clear
definitions of all
behaviors listed.
2 Points
1 Point
0 Points
All of the behaviors
are defined but some
of the definitions are
unclear.
Not all behaviors are
defined or some
definitions are
unclear.
No written
documentation of
definitions exists.
Most staff are clear
about which behaviors
are staff managed and
which are sent to the
office. (i.e. appropriate
use of office referrals)
Those behaviors are
clearly defined,
differentiated and
documented.
Some staff are clear
about which behaviors
are staff managed and
which are sent to the
office. (i.e. appropriate
use of office referrals)
or no documentation
exists.
Specific
major/minor
behaviors are not
clearly defined,
differentiated or
documented.
There is evidence that
all administrative staff
are aware of and use
an array of
predetermined
appropriate responses
to major behavior
problems.
Procedures exist for
tracking classroom
behavior problems.
Evident in most
classrooms
(>75% of classrooms).
Evident in many
classrooms
(50-75% of
classrooms).
There is evidence that
some administrative
staff are not aware of,
or do not follow an
array of
predetermined
appropriate responses
to major behavior
problems.
Evident in only a few
classrooms
(less than 50% of
classrooms).
Classrooms have a
range of
consequences interventions for
problem behaviors
that are documented
and consistently
delivered.
Evident in most
classrooms
(>75% of classrooms).
Evident in many
classrooms
(50-75% of
classrooms).
Evident in only a few
classrooms
(less than 50% of
classrooms).
An array of
predetermined
appropriate
responses to major
(office-managed)
problem behaviors.
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56
Staff use referral
process (including
which behaviors are
office managed vs.
which are teacher
managed) and forms
appropriately
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Almost all staff know
the procedures for
responding to
inappropriate
behavior, use forms as
intended and fill them
out correctly. (can be
identified by reviewing
completed forms, staff,
surveys, etc..)
Many of the staff
know the procedures
for responding to
inappropriate
behavior, use forms as
intended and fill them
out correctly.
Some of the staff
know the procedures
for responding to
inappropriate
behavior, use forms as
intended and fill them
out correctly.
at least 90% know/use
at least 75% know/use
at least 50% know/use
Few staff know the
procedures for
responding to
inappropriate
behavior, use forms as
intended and fill them
out correctly OR
evaluations are not
conducted.
less than 50%
know/use