NC PBIS Module One
Resources
NC PBIS Module 1 Resources
Revised September 2011
check for updates at www.ncpublicschools.org/positivebehavior/
Resources Contents
TIPS Model ....................................................................................................................................... 4
TIPS Worksheet ................................................................................................................................ 5
Four key Elements of PBIS............................................................................................................... 6
PBIS Continuum ............................................................................................................................... 6
School Improvement ......................................................................................................................... 7
Sample of Implementation Inventory ............................................................................................... 8
School-wide Evaluation Tool (SET) ................................................................................................. 9
ODR Spreadsheet ............................................................................................................................ 10
Triangle Data .................................................................................................................................. 11
Meeting Minutes & Action Plan ..................................................................................................... 12
Coach’s Meeting Checklist ........................................................................................................... 13
TIPS Meeting Foundations Checklist .......................................................................................... 14
Self-Assessment Survey.................................................................................................................. 15
Catawba Springs Elementary Behavior Matrix .............................................................................. 17
Gamewell Middle Expectations Matrix .......................................................................................... 18
Mountain Heritage High Behavior Matrix ...................................................................................... 19
Oak Grove School Wide Behavior Expectations Matrix ................................................................ 20
Warren County High Behavior Expectations Matrix...................................................................... 21
Lesson Plan Examples .................................................................................................................... 22
Social Skills Lesson Plan Form ...................................................................................................... 27
NCWISE Incident Types .............................................................................................................. 28
Discipline Referral Process Examples ............................................................................................ 29
Referral Form Examples ................................................................................................................. 32
School-wide Consequence Continuum ........................................................................................... 35
PBIS Long Term Action Plan ......................................................................................................... 36
Selected References ............................................................................................................................ 37
Schoolwide Formal Recognitions ................................................................................................... 37
School-wide “Quick” Acknowledgements ..................................................................................... 37
Classroom Reward Systems ............................................................................................................ 37
Staff Reward Systems ..................................................................................................................... 37
Bibliography ....................................................................................................................................... 38
Resources
3
TIPS Model
4
NC PBIS Initiative
TIPS Worksheet
Date: ___________ School: ________________
Enrollment: ________
ODR Absolute Value: Majors only _________ Minors only: _______
Primary Problem Statement
Problem Statement elements
Who ___________________________________________________
What __________________________________________________
Where _________________________________________________
When _________________________________________________
Why ___________________________________________________
Precision Problem Statement
Solution options
Prevent: reduce probability of future or
continued problem behavior
Teach: increase probability of positive
behavior change
Acknowledge: Provide positive
feedback when expected behavior
occurs
Correct: Specific feedback to increase
probability of improved behavior after
error
Extinction: reduce reward for problem
behavior
Safety: remove occurrence or
possibility of injury or harm)
Action Planning
 For solutions to be implemented, who will do what by when?
 Evaluation Planning
 Goal Setting (what will it look like when you can say there is no longer a problem?)
 Data Collection (gather additional information)
 To measure outcomes
 To measure fidelity of implementation
Resources
5
Four key Elements of PBIS
PBIS Continuum
6
NC PBIS Initiative
School Improvement
School Improvement
Whole School
Effective
Classroom
School
Culturally
Organization
Responsive
Instruction
Struggling Students
Effective
Culturally
Instructional
Progress
Individuals
Responsive
Monitoring
Practices
ConsiderPractices
EC
ation for
Behavioral
Universal
Eligibility Related Specially
Group Strategies
Positive School
Services
Design/
Designed
Climate
Instruction
Differentiated
Mental Health
FBA/BIP
Behavior
Assistance
Instruction
Interventions
Effective Staff
Mental
Focused
Positive
Health Services
Development
Research-based
Classroom
Academic Instruction
Management
Data Based
Ongoing
Decision
Classroom Coaching
Screening
and
Making
and Consultation
Assessment
Parent and
Community
Partnerships
Resources
7
Sample of Implementation Inventory
School-Wide PBIS
Implementation Inventory Online
Six-Digit School ID (######)
(XX)
School Name
Date (mm/dd/yyyy)
District
STATE
Regional Coordinator
Month and Year PBIS was first implemented
2010, enter Aug-2010].
(Mmm-yyyy) [Example: If PBIS was first implemented in August of
Person Completing Form
This inventory is an assessment that schools can use to evaluate levels of implementation of school-wide positive behavior
support .
The inventory is organized to assess current implementation of a school-wide system of Positive Behavior Support along a
continuum (universal, secondary, and tertiary) and across a) practices, b) system support, and c) data collection and
decision making. The inventory focus on the degree to which key features are in place (not at all, partial and full).
To complete the inventory:
a. Evaluate the degree to which each system feature (left hand side of survey) is implemented (i.e., Not at all = 0; Partial = 1;
Full = 2) in your building. Move cursor or use "Tab" key to include response for each item.
b. Use the scoring guide to list and total the subscale categories.
c. An average is calculated for each subscale
A team can determine its level of implementation based on the subscale scores. This information can be used to
determine strengths and weaknesses in implementation practices, as well as an indication of readiness to increase
capacity by focusing on implementation features at the next level.
Scale Score Guidelines Level Subscale:
Start-Up = School-wide total < 70%
Level 1= School-wide total equal to or greater than 80%
Secondary total less than 80%
Level 2 = School-wide total equal to or greater than 80%
Secondary total equal to or greater than 80%
Tertiary less than 80%
Level 3 = School-wide total equal to or greater than 80%
Secondary total equal to or greater than 80%
Tertiary equal to or greater than 80%
Level 4 = Maintenance, 80% on all Level Subscales and Feature Subscales (i.e., Practices, Systems
& Data)
MU-PBS Implementation Inventory (Lewis & Newcomer, 2005) used, modified, and reprinted electronically with permission.
Alternate Form: [http://www.ncpublicschools.org/docs/positivebehavior/data/requirements/team-inventory.xls]
Implementation Inventory Online [Developed by C. Dane Hughes and Bob Algozzine, 2008] Version 5.5 (10/15/2010)
8
NC PBIS Initiative
School-wide Evaluation Tool (SET)
www.ncpublicschools.org/positivebehavior/data/requirements/
School-wide Evaluation Tool
(SET)
Overview
Purpose of the SET
The School-wide Evaluation Tool (SET) is designed to assess and evaluate the critical features of schoolwide effective behavior support across each academic school year. The SET results are used to:
1.
2.
3.
4.
5.
assess features that are in place,
determine annual goals for school-wide effective behavior support,
evaluate on-going efforts toward school-wide behavior support,
design and revise procedures as needed, and
compare efforts toward school-wide effective behavior support from year to year.
Information necessary for this assessment tool is gathered through multiple sources including review of
permanent products, observations, and staff (minimum of 10) and student (minimum of 15) interviews or
surveys. There are multiple steps for gathering all of the necessary information. The first step is to identify
someone at the school as the contact person. This person will be asked to collect each of the available
products listed below and to identify a time for the SET data collector to preview the products and set up
observations and interview/survey opportunities. Once the process for collecting the necessary data is
established, reviewing the data and scoring the SET averages takes two to three hours.
Products to Collect
1. _______
2. _______
3. _______
4. _______
5. _______
6. _______
7. _______
Discipline handbook
School improvement plan goals
Annual Action Plan for meeting school-wide behavior support
goals
Social skills instructional materials/ implementation time line
Behavioral incident summaries or reports (e.g., office referrals,
suspensions, expulsions)
Office discipline referral form(s)
Other related information
Using SET Results
The results of the SET will provide schools with a measure of the proportion of features that are 1) not targeted
or started, 2) in the planning phase, and 3) in the implementation/ maintenance phases of development toward
a systems approach to school-wide effective behavior support. The SET is designed to provide trend lines of
improvement and sustainability over time.
Resources
9
ODR Spreadsheet
http://www.ncpublicschools.org/positivebehavior/data/requirements/
10
NC PBIS Initiative
Triangle Data
www.ncpublicschools.org/positivebehavior/data/requirements/
Resources
11
Meeting Minutes & Action Plan
___________________ PBIS Team Meeting Minutes and Problem-Solving Action Plan Form
Date:
Today’s Meeting
Next Meeting
Team Members (bold are present today)
Time:
Today’s Agenda Items
01.
02.
03.
Administrative/General Information and Issues
Information for Team, or Issue for Team to
Address
Location:
Facilitator:
Next Meeting Agenda Items
Minute Taker:
Data Analyst
Potential Problems Raised
01.
02.
03.
01.
02.
03.
Discussion/Decision/Task (if applicable)
Who?
By When?
Problem-Solving Action Plan
Precise Problem Statement, based on review of
data
(What, When, Where, Who, Why)
Solution Actions (e.g., Prevent, Teach, Prompt,
Reward, Correction, Extinction, Safety)
Implementation and Evaluation
Goal with Timeline,
By When?
Fidelity & Outcome Measures,
Updates
Who?
Evaluation of Team Meeting (Mark your ratings with an “X”)
Yes
1. Was today’s meeting a good use of our time?
2. In general, did we do a good job of tracking whether we’re completing the tasks we agreed on at previous
meetings?
3. In12
general, have we done a good job of actually completing the tasks we agreed on at previousNC
meetings?
PBIS Initiative
4. In general, are the completed tasks having the desired effects on student behavior?
If some of our ratings are “So-So” or “No,” what can we do to improve things?
Our Rating
So-So
No
TIPS Coach’s Fidelity Checklist
Coach’s Meeting Checklist
TIPS Coach’s Fidelity Checklist
Team: _________________________
Date: ____________
Before the Meeting
Checked in with Team Facilitator and:
___ Asked if s/he is prepared to assume Facilitator responsibilities
___ Provided technical assistance concerning the above as needed and possible
___ Reminded to review previous meeting minutes with team, at start of meeting
Checked in with Team Data Analyst and:
___ Asked if s/he is prepared to assume Data Analyst responsibilities
___ Reminded/assisted to prepare data summary (SWIS/DIBELS/OAKS) for meeting to review
progress of existing problem and any other potential problems that are noticed.
___ Provided technical assistance concerning the above, as needed and possible
Checked in with Team Minute Taker and:
___ Reminded him/her to prepare meeting minute form
___ Asked if s/he is prepared to assume Minute Taker responsibilities
___ Reminded to review previous meeting minutes from laptop/projector with team at start of
meeting
___ Provided technical assistance concerning the above, as needed and possible
During the Meeting
___ Attended the meeting until team becomes fluent with TIPS as a system
___ Provided the least amount of feedback and guidance required to ensure that team uses the
TIPS model and doesn’t get “off track;” refer team to Problem-Solving “Mantra” if
necessary; responsibility for the meeting should rest with Facilitator, Data Analyst, Minute
Taker, and other team members
After the Meeting
___ Requested electronic copy of completed Meeting Minutes and Problem-Solving Action Plan
form
___ Provided feedback to Facilitator on quality of meeting; provide suggestions and technical
assistance for improvement as needed
Resources
13
TIPS Meeting Foundations Checklist
School/Team:
Date:
Completed?
Yes
No
Checklist Item: The PBIS Team has:
Tasks Required for Completion
1. a member assigned to serve the role of Facilitator
2. a member assigned to serve the role of Minute Taker
3. a member assigned to serve the role of Data Analyst
4. a member assigned to serve as a backup in case the Facilitator,
Minute Taker, or Data Analyst is absent
5. a printed team roster that includes (a) the name of each team
member; (b) each team member’s role, as applicable; (c) each
team member’s email address; (d) team norms
6. set its meeting schedule for the entire school year (date,
meeting start time, meeting end time, location)
7. ensured meetings will be held in a location that guarantees
access to the Internet
8. guaranteed access to a computer that allows Internet access
(including access to SWIS database) for use at each meeting
9. guaranteed access to a LCD projector for use at each meeting
(or some other method that ensures team members can see SWIS
and other relevant data at team meeting)
10. As applicable, at least two team members who have the
technical skills to:
a. connect the LCD to the computer
b. connect the computer to the SWIS database
c. produce the SWIS ODRs per day per month and the “Big 4”
reports/graphs
d. produce SWIS “Custom Reports” on request
e. project the computer screen’s image for all team members
to see via the LCD within 5 minutes of the start of a
meeting
f. access and open the current electronic version of the
Meeting Minutes and Problem-Solving Action Plan form,
and complete the form during a meeting
g. email an electronic copy of the completed Meeting
Minutes and Problem-Solving Action Plan form to each
team member within 24 hours of the close of the meeting
14
Initiative
Any tasks assigned get copied to the meeting minutes of theNC
nextPBIS
meeting
as a follow up item
Meeting Agenda Item: Meeting Foundations
Tasks: What, by whom, by when
Who/ By When
Self-Assessment Survey
******** School
******* School
District
School Year
Number of Responses
Date Completed
**-**
73
**/**/20**
Current Status
Feature
Improvement
Priority
In Place Partial Not
System: Schoolwide
High Medium Low
100 %
0%
0 % 1. A small number (e.g. 3-5) of positively and clearly stated student
expectations or rules are defined.
0%
0%
100 %
100 %
0%
0 % 2. Expected student behaviors are taught directly.
0%
2%
98 %
94 %
6%
0 % 3. Expected student behaviors are rewarded regularly.
0%
4%
96 %
94 %
6%
0 % 4. Problem behaviors (failure to meet expected student behaviors) are defined
clearly.
0%
8%
92 %
93 %
7%
0 % 5. Consequences for problem behaviors are defined clearly.
0%
8%
92 %
92 %
8%
0 % 6. Distinctions between office v. classroom managed problem behaviors are
clear.
0%
8%
92 %
90 %
10 %
0 % 7. Options exist to allow classroom instruction to continue when problem
behavior occurs.
0%
10 %
90 %
97 %
3%
0 % 8. Procedures are in place to address emergency/dangerous situations.
0%
10 %
90 %
100 %
0%
0 % 9. A team exists for behavior support planning & problem solving.
0%
4%
96 %
99 %
1%
0 % 10. School administrator is an active participant on the behavior support team.
0%
0%
100 %
97 %
3%
0 % 11. Data on problem behavior patterns are collected and summarized within
an on-going system.
0%
2%
98 %
96 %
3%
1 % 12. Patterns of student problem behavior are reported to teams and faculty for
active decision-making on a regular basis (e.g. monthly).
0%
4%
96 %
100 %
0%
0 % 13. School has formal strategies for informing families about expected student
behaviors at school.
0%
0%
100 %
84 %
15 %
1 % 14. Booster training activities for students are developed, modified, &
conducted based on school data.
2%
19 %
79 %
99 %
1%
0 % 15. School-wide behavior support team has a budget for (a) teaching
students, (b) on-going rewards, and (c) annual staff planning.
0%
0%
100 %
93 %
7%
0 % 16. All staff are involved directly and/or indirectly in school-wide interventions.
0%
2%
98 %
99 %
1%
0 % 17. The school team has access to on-going training and support from district
personnel.
0%
0%
100 %
97 %
3%
0 % 18. The school is required by the district to report on the social climate,
discipline level or student behavior at least annually.
0%
2%
98 %
Not
System: Nonclassroom
High Medium Low
In Place Partial
95 %
5%
0%
1. School-wide expected student behaviors apply to non-classroom settings.
0%
4%
96 %
96 %
4%
0%
2. School-wide expected student behaviors are taught in non-classroom
settings.
0%
8%
92 %
94 %
6%
0%
3. Supervisors actively supervise (move, scan, & interact) students in nonclassroom settings.
0%
17 %
83 %
93 %
7%
0%
4. Rewards exist for meeting expected student behaviors in non-classroom
settings.
0%
14 %
86 %
Resources
15
93 %
7%
0%
5. Physical/architectural features are modified to limit (a) unsupervised
settings, (b) unclear traffic patterns, and (c) inappropriate access to & exit
from school grounds.
2%
8%
90 %
96 %
4%
0%
6. Scheduling of student movement ensures appropriate numbers of
students in non-classroom spaces.
0%
11 %
89 %
88 %
11 %
1%
7. Staff receives regular opportunities for developing and improving active
supervision skills.
2%
13 %
85 %
97 %
3%
0%
8. Status of student behavior and management practices are evaluated
quarterly from data.
0%
9%
91 %
99 %
1%
0%
9. All staff are involved directly or indirectly in management of non-classroom
settings.
0%
10 %
90 %
Not
System: Classroom
In Place Partial
High Medium Low
100 %
0%
0%
1. Expected student behavior & routines in classrooms are stated positively
& defined clearly.
0%
4%
96 %
96 %
4%
0%
2. Problem behaviors are defined clearly.
0%
8%
92 %
99 %
1%
0%
3. Expected student behavior & routines in classrooms are taught directly.
0%
8%
92 %
95 %
4%
1%
4. Expected student behaviors are acknowledged regularly (positively
reinforced) (>4 positives to 1 negative).
2%
10 %
88 %
89 %
10 %
1%
5. Problem behaviors receive consistent consequences.
0%
24 %
76 %
99 %
1%
0%
6. Procedures for expected & problem behaviors are consistent with schoolwide procedures.
0%
8%
92 %
89 %
11 %
0%
7. Classroom-based options exist to allow classroom instruction to continue
when problem behavior occurs.
0%
21 %
79 %
91 %
9%
0%
8. Instruction & curriculum materials are matched to student ability (math,
reading, language).
0%
27 %
73 %
82 %
18 %
0%
9. Students experience high rates of academic success (> 75% correct).
2%
36 %
62 %
97 %
3%
0%
10. Teachers have regular opportunities for access to assistance &
recommendations (observation, instruction, & coaching).
0%
10 %
90 %
94 %
6%
0%
11. Transitions between instructional & non-instructional activities are
efficient & orderly.
0%
15 %
85 %
In Place Partial
Not
High Medium Low
System: Individual
92 %
7%
1%
1. Assessments are conducted regularly to identify students with chronic
problem behaviors.
0%
16 %
84 %
90 %
10 %
0%
2. A simple process exists for teachers to request assistance.
0%
17 %
83 %
86 %
14 %
0%
3. A behavior support team responds promptly (within 2 working days) to
students who present chronic problem behaviors.
0%
26 %
74 %
92 %
8%
0%
4. Behavioral support team includes an individual skilled at conducting
functional behavioral assessment.
0%
13 %
88 %
83 %
17 %
0%
5. Local resources are used to conduct functional assessment-based
behavior support planning (~10 hrs/week/student).
0%
21 %
79 %
82 %
18 %
0%
6. Significant family &/or community members are involved when appropriate
& possible.
0%
30 %
70 %
78 %
19 %
3%
7. School includes formal opportunities for families to receive training on
behavioral support/positive parenting strategies.
4%
35 %
60 %
92 %
8%
0%
8. Behavior is monitored & feedback provided regularly to the behavior
support team & relevant staff.
0%
17 %
83 %
16
NC PBIS Initiative
Catawba Springs Elementary Behavior Matrix
Catawba Springs Elementary,
COLT Behavior Matrix
Playground
Be
C
ooperative
Be
S
afe
Be
E
ngaged
Be
S
uccessful
Resources
Cafeteria
Restrooms
Hallways
Buses
Classroom
• Play Fairly
• Be a team
player
• Follow the
game rules
• Play safely
• Stay in
assigned areas
• Enter and exit
building calmly
• Use good
manners
• Use quiet
voices
• Take turns
• Turn water
off
• Walk quietly
• Respect
hallway
displays
• Follow bus
rules and
school rules
• Stand in line
orderly and
quietly
• Clean up your
area
• Sit properly
• Wash hands
with soap
and water
• Walk on the
right side of
the hall
• Seat to seat, • Use materials
back to back,
and equipment
feet to floor
properly
• Remain seated • Walk
until the bus
completely
stops
• Actively
participate
• Follow
directions
• Follow adult
directions
• Follow rules
without
reminders
• Demonstrate
self control
• Respect the
bus driver
• Be a problem
solver
• Be prepared
• Follow directions
• Keep hands
and feet to
yourself
• Use quiet
voices
• Stay in
assigned seat
• Make good
choices
• Show Respect
• Produce quality
work
• Include
everyone
• Demonstrate
good
sportsmanship
• Enter and
exit quietly
• Keep the
restroom
clean
• Use polite
• Allow for
comments
privacy
• Respect
• Follow
personal space
bathroom
of others
procedures
17
• Respect the
ideas of others
• Work together
Gamewell Middle Expectations Matrix
Expectations
Cafeteria
Movement
Classroom
Rest Rooms
Bus
Assemblies
Be
Responsible
Have lunch
number ready
Maintain inside
voice
Stay to the right
Walk directly to
appropriate
destination
Have all materials
needed for class
Use a calm voice and
appropriate body
language and always
raise your hand before
speaking
Use facilities
properly
Treat doors,
partitions, and
sinks with care
Be at bus stop
on time
Act appropriately
to be a role
model to others
Respect
Keep hands and
feet to yourself
Be polite to all
Cafeteria staff
and teachers
Walk quietly so
others can
continue to learn
Follow adult directions
the first time
Treat others as you
would like to be treated
Be honest
Allow the
privacy of others
Follow driver
directions and
speak nicely
Applaud
appropriately
to show
appreciation
Achieve
Follow
directions and
procedures
Follow directions
and procedures
without
reminders
Silent during all
practice drills
Listen with eyes and
ears
Give your best effort
and make good choices
Be aware of raised hand
for silent queue
Flush toilet
Wash hands
Go directly to
your bus after
school and
promptly find
your seat.
Remain seated and
quiet
Be alert for signal
to be
silent
Value
Keep lunch area
clean
Keep all areas
free of trash and
litter
Keep track of your
belongings
Value the property of
others
Report any
vandalism
Report any
vandalism to
your driver
Be an active
listener.
Keep eyes and ears
on presenters
Excel
Only one trip
through lunch
line
Work toward
“Free Seating
Friday”
Be a role model
to
others
Arrive on time
Set goals to make better
grades
Complete task in
a timely manner
Use only at
teacher
appointed times
Keep bus
clean
Appropriate
behavior
leads to more
assemblies
18
NC PBIS Initiative
Mountain Heritage High
School Behavior Expectation
Matrix
Mountain Heritage High Behavior Matrix
Community
Leadership
Integrity
Maturity
Belonging
Hallway/
Breezeway
Leave No Trace
Keep Moving Be On Time
Use Appropriate
Language
Keep Hands To
Yourself
Walk On Right –
Use Green Doors
Cafeteria
Be Polite! Please
and Thank You
Set a Good
Example
Wait Your Turn
Leave No Trace
“Mix It Up”
Restrooms
Keep Graffiti Free
Promote health
Respect Others’
Privacy
Keep It Clean
Report Problems
Buses
Sense of
Ownership
Respect All
Riders and Driver
Use Appropriate
Language
Be Safe
Seat to Seat
Back to Back
Parking Lots
“Pitch In”
Be Polite and
Alert
Respect Other
People’s
Property
Travel Safely
Right Place
Right Time
Gym/ Locker
Room
Participate and Do
Your Best
Speak Up for
Yourself and
Others
Hands Off
Others’ Property
Demonstrate
Sportsmanship
Report Problems
Classroom
Follow School and
Classroom Rules
Challenge
Yourself
Do Your Own
Work
Communicate In
A Positive Way
Respect Diversity
Show School
Spirit
Close the Gap
Turn It Green
Positively
Get and Stay
Do The Right
Community
Give Back
Show Mountain
Represent MHHS
Involved
Thing
Pride!
Rules and consequences indicated in the Yancey County Students Rights and Responsibilities Handbook are still in effect.
Resources
19
Auditorium
Actively
Participate
Set Good
Example
Respect
Property
Be Courteous To
All
Oak Grove School Wide Behavior Expectations Matrix
Expectation
We
Respect
Ourselves
We
Respect
Others
We
Respect
Learning
We
Respect
Property
20
Classroom
Specials/
Resource
Be my
best.
Be on
Task.
Be
prepared.
Be my
best.
Be on task.
Be
prepared.
Listen and
follow
directions.
Share
materials.
Move
carefully.
Keep
hands, feet
and objects
to myself.
Listen.
Share.
Listen to
instructions
.
Give your
best.
Use
materials
properly.
Help keep
room clean.
Listen to
instructions
Do/Give my
best effort.
Help
others.
Use
equipment
materials
and
furniture
properly.
Hallway
Walk and
move
carefully.
Cafeteria
Practice
good
manners.
Stay on
the right.
Give
others
proper
space.
Clean up
after
myself.
Keep
hands,
feet and
objects to
myself.
Be quiet
in
hallways.
Listen to
adult’s
directions.
Talk in
quiet/
indoor
voices.
Keep
hands
and feet
to
myself.
Clean up
after
myself.
Playground
Play
safely
Share
equipment
Keep
hands and
feet to
myself.
Include
others.
Assemblies
Community
Bathrooms
Remain
seated on
the floor in
my own
space.
Be a good
listener.
Raise hand
for help.
Use
properly.
Wash
hands.
Throw trash
in trashcan.
Leave.
Sit quietly.
Listen.
Give
appropriate
applause.
Enter/Exit
the
building
quietly.
Follow
playground
rules.
Enter/Exit
silently.
Be ready to
participate
Ask
appropriate
questions.
Share.
Use
equipment
properly.
Clean up
after myself.
Keep hands
and feet to
myself.
Keep
hands, feet
and objects
to myself.
Talk in quiet
indoor
voices.
Keep clean.
Use
equipment
properly.
Car Pool
Listen and
follow
directions
Stay in line.
Remain
silent.
Remain
quiet.
Keep
hands, feet
and objects
to myself
Follow
adult’s
directions.
Follow
carpool
procedures
Stay under
covered
walkways.
Keep
hands and
feet to
myself.
NC PBIS Initiative
Bus
Field Trips
Stay
seated.
Listen to
adults.
Stay with
adults.
Listen.
Move
carefully.
Stay
seated
Follow
direction
s.
Talk in
quiet
indoor
voices.
Follow
bus
procedur
es and
bus
rules.
Clean up
trash.
Follow
bus
procedur
es.
Keep hands
& feet to
myself.
Participate
with my
group.
Follow adult
directions.
Ask
appropriate
questions.
Listen to
adults.
Clean up
after myself.
Follow bus
procedures
Be
responsible
for my
property
Emergency
Situations
Stay calm.
Listen to
adult’s
directions.
Be silent.
Before/
After
School
Be my best.
Be on task.
Stay calm.
Listen to
adult’s
directions.
Stay
together.
Listen and
follow
directions.
Share
materials.
Move
carefully.
Follow
adult’s
directions.
Remain
silent.
Listen to
instructions.
Stay silent
when
others are
talking.
Keep
hands and
feet to
myself.
Use
equipment
properly.
Help keep
room clean.
Warren County High Behavior Expectations Matrix
Speak at
moderate
volumes.
BEFORE/AFTER
BATHROOM
SCHOOL
Keep
restrooms
Promptly enter
clean and free
and exit premises of writing on
walls and
doors.
Use bathroom
Displays of
for the
affection are
intended
prohibited.
purpose.
This is a
You must be with smoke/drug
a staff member.
free
environment.
Leave
Join a club or
bathroom
attend a tutorial.
clean.
Pay for all
items.
Be in your
assigned area.
EXPECTATIONS CLASSROOM HALLWAY CAFETERIA
Respect yourself
and others.
Address staff
and peers with
respect.
Keep your
hands to
yourself.
Use cafeteria
time to eat.
Demonstrate
personal
responsibility
One person
speaks at a
time
Get to class
on time.
Clean up
after
yourself.
Follow school
policies and rules.
Wear headgear
in authorized
areas only.
Keep
belongings
with you.
Follow staff
instructions.
Contribute to a
positive school
environment.
Focus on
learning.
Be honest.
Do your own
work.
Resources
Use
appropriate
language.
Have a hall
pass is
mandatory
at all times.
The bathroom
is not a class.
21
Lesson Plan Examples
Reed Elementary School Cool Tools: Expectation: I Am Safe
Skill:
Keep bodies calm in line
Context: All settings
Introduction:
1. “Today we are going to talk about BEING SAFE at our school and how to keep our
bodies SAFE when we are walking or waiting in line.”
2. “Where does our class walk or wait in line in our school?” Discuss and post student
responses; supply specific answers for all settings: cafeteria, halls, playground, and all
other settings where students walk or wait in line.
3. Ask students to identify the best way to walk SAFELY, keeping bodies calm in line
Stay to the right, eyes forward to look where you are going, keep voices quiet, and keep
body to self.
4. Have students repeat the following verbal rehearsal rhyme in unison:
“When walking down the hall, I’ll hold my head straight.
When walking down the hall, I’ll keep a steady gate.
To my side my hands will stay, as I take the shortest way.
When about the school I go,
I’ll keep my voice down low.”
Repeat the rhyme enough times until the group can perform rehearsal sentences fairly
well.
Teacher Model:
Demonstrate BEING SAFE by walking in a line keeping body calm, thinking aloud each
step.
Model BEING SAFE by walking in a line keeping body calm while repeating the verbal
rehearsal rhyme.
Model again and ask students if you did it right. Have students identify all the skills
demonstrated to BEING SAFE by walking in a line keeping body calm.
Role Play:
Example: Marquesha walked down the hall hugging her library book, keeping her feet
and voice as quiet as possible.
Non-Example: Marcus jumped from the top of the step to the bottom making a loud
noise and knocking into Kaitlin.
Example: James was still excited after playing basketball on the playground so he put his
hands in his pant pockets to keep his body calm while walking into the cafeteria.
Student Examples: Ask students to role play a real-life example and discuss.
Review:
Tell students you are going to pretend the classroom is a hallway. Identify a route to
travel. Provide feedback about BEING SAFE by walking in a line keeping body calm.
Travel the route in the classroom repeating the rhyme above. Provide feedback about
BEING SAFE by walking in a line keeping body calm.
3. Take students into the hallways to practice BEING SAFE by walking in a line keeping
body calm. Provide feedback and praise for BEING SAFE.
Practice Throughout the Day:
Before going into the hallways, provide this precorrect “Remember to BE SAFE by
walking in a line keeping body calm as you walk to the gym.”
22
NC PBIS Initiative
Positive feedback to students: Give a thumbs up sign and quietly state “You are doing a
great job of BEING SAFE and keeping your body calm. Way to go!”
Before leaving the classroom, repeat the rehearsal rhyme.
When students return to class ask them to report how they were BEING SAFE by
walking in a line keeping body calm.
Homework:
Have students draw a picture of themselves BEING SAFE by walking in a line keeping
body calm.
Related Literature:
The Very Quiet Cricket by Eric Carle
Quick as a Cricket by Audrey Wood
Retell the fable of the Tortoise and the Hare and discuss how the Tortoise won the race using his
SAFE body.
Other Activities:
Hokey Pokey—use this game to have students practice controlling various body parts.
Head, Shoulders, Knees and Toes—this is a great activity for practicing controlling the speed of the
actions as each labeled part is touched. Try going as slow as a sloth!
Mother-May-I—play this game and have the Mother only say “yes” to SAFE movement requests.
Hall Line Up Song (to the tune of If You’re Happy and You Know It)
Put your toes in a row
And then we’ll go (clap, clap)
Put your toes in a row
And then we’ll go (clap, clap)
Put your toes in a row
Turn your voice off and we’ll go.
Put your toes in a row
And then we’ll go. (clap, clap)
Establish stopping places along the route to different places in the building. The students walk to the
designated spot and then stop until the teacher tells them to walk to the next spot. Teacher walk in
the middle of the line and flow to the back and the front of the line as needed.
Lansdowne High School
Resources
23
Respect
Responsibility
Readiness
Lesson #3 - Responsibility
Objective: Students and teachers will be able to identify and assess “responsible” behavior in
school settings in order to better implement the Viking Code of Conduct.
Distribute Drill: Responsibility
You may use this script to explain responsibility to your students.
“I’d like to focus on the second “R” of the Three R’s. Let’s talk about the word
‘responsibility.’ What are some ways you can show responsibility?”
[Discuss and write student responses on the overhead or chalkboard.]
“What are some ways people show that they are not responsible?”
[Discuss and write student responses on the overhead or chalkboard.]
[Optional] “Let’s do some role-playing. Could I please have four volunteers?”
[Choose four students and ask them to stand at the front of the classroom. Ask the four students to
pretend to be working on a group project together. Ask the students to demonstrate what
“responsible” students would look like. Discuss with the class what behaviors the “responsible”
students exhibited. Next, ask two of the volunteers to demonstrate what irresponsible students would
look like. Discuss with the class what behaviors the “irresponsible” students exhibited.]
“The last thing I’m going to do is assess how well you understood what responsibility means.”
[Pass out the assessment.]
“This worksheet has ten different actions on it. Read each action carefully and decide if it is an
example of responsibility. If it is an example of responsibility, put a plus (+) sign next to it. If
it’s not an example of responsibility, put a minus (-) sign next to it.”
[Discuss the assessment with the students when they have completed it.]
“You did a great job learning about responsibility. Please make certain you show responsible
behaviors in all of your classes today.”
24
NC PBIS Initiative
Lansdowne High School
Respect
Responsibility
Name:__________________________
Readiness
Date:_________________________
Drill: Responsibility
Directions: Read the following story carefully then respond to the prompt.
“Who was on the phone, Mom?” Jen asked.
“That was my boss. One of my co-workers called in sick, so I have to go to work,” Jen’s
mom replied.
“Aw, Mom, I thought we were going out for pizza.”
“Well, Jen, we’ll have to wait until tomorrow. I’m only going in for four hours, and
besides, we can use the money.”
“I know, Mom,” Jen said, “but I was really looking forward to that pizza.”
“Tomorrow we’ll go. I’m leaving in a few minutes, and I have some things to tell you
before I go. First, I don’t want any of your friends over.”
“But, Mom!” Jen protested.
“Jen, your sister hasn’t been feeling well. I want you to make dinner for both of you,
and then I want you to make certain your sister sleeps for the rest of the evening.”
“The rest of the evening?!” Jen protested again.
“Yes, so that means you have to keep quiet as she sleeps. No TV or stereo. Jen, I’m
counting on you. Your sister needs her rest.”
“Okay, Mom. I’ll cook dinner and stay quiet for the rest of the night.”
“Thanks, honey. I’ll be home at 10:30. Have a good night.” Jen’s mom kissed her goodbye then left.
A few minutes after Jen’s mom left, the phone rang. It was Jen’s best friend Louisa.
“Hi, Jen,” Louisa said. “What’s up?”
“Not much,” Jen replied. “I’m babysitting my sister.”
“Oh yeah? Your mom’s not home? I’m coming over. You can hear my new J. Lo CD.”
Describe what Jen will do for the rest of the evening if she is being responsible.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_____________________________________________________________________________
Resources
25
Lansdowne High School
Respect
Responsibility
Name: _______________________
Readiness
Date: _______________
Can You See Responsible Behavior?
Directions:
Read each of the actions carefully. If the action shows responsible behavior, put a plus (+) sign next
to it. If the action does not show responsible behavior, put a minus (-) sign next to it.
1. _____ setting your alarm clock at night
2._____ making breakfast for your sister
3. _____ arriving at school 10 minutes late
4. _____ washing the dinner dishes
5. _____ forgetting to study for a test
6. _____ remembering your class schedule
7. _____ not being able to recall your locker
8. _____ coming to class with a pencil
9. _____coming home past your curfew
10. _____not keeping a promise
26
NC PBIS Initiative
Social Skills Lesson Plan Form
Expectation:
Skill:
Context:
Introduction:
Teacher Model:
Role Play:
Example
Nonexample
Example
Student Example
Review:
Practice throughout the Day:
Homework:
Resources
27
NCWISE Incident Types
Unacceptable Behavior
18 UB: Unlawfully setting a fire (G.S. 14-277.1)
19 UB: Communicating threats (G.S. 14-277.1)
21 UB: Affray (G.S. 14-33)
22 UB: Disorderly conduct (G.S. 14-288.4(a)(6))
23 UB: Extortion
24 UB: Fighting
25 UB: Harassment - verbal
26 UB: Hazing
27 UB: Aggressive behavior
28 UB: Honor code violation
29 UB: False fire alarm
30 UB: Truancy
31 UB: Dress code violation
32 UB: Inappropriate language/disrespect
33 UB: Insubordination
34 UB: Gambling
35 UB: Falsification of information
36 UB: Theft
37 UB: Bus misbehavior
38 UB: Harassment - sexual
39 UB: Property damage
40 UB: Inappropriate items on school property
41 UB: Possession of tobacco
42 UB: Disruptive behavior
44 UB: Assault on student
45 UB: Assault - other
46 UB: Possession of counterfeit items
47 UB: Use of counterfeit items
51 UB: Possession of chemical or drug
paraphernalia
52 UB: Bullying
58 UB: Other School Defined Offense
59 UB: Being in an unauthorized area
60 UB: Cell phone use
61 UB: Disrespect of faculty/staff
63 UB: Excessive display of affection
64 UB: Excessive tardiness
65 UB: Immunization
66 UB: Leaving class without permission
67 UB: Leaving school without permission
68 UB: Mutual sexual contact between two students
69 UB: Other
70 UB: Use of tobacco
71 UB: Assault on non-student w/o weapon & not
Unacceptable Behavior (Continued)
72 UB: Assault on student w/o weapon & not resulting in serious
injury
73 UB: Skipping class
74 UB: Cutting class
75 UB: Skipping school
77 UB: Physical exam
78 UB: Late to class
79 UB: Gang activity
80 UB: Discrimination
86 UB: Possession of Student's Own Prescription Drug
90 UB: Violent assault not resulting in serious injury
91 UB: Misuse of school technology
92 UB: Repeat Offender
93 UB: Robbery
Reportable Offense
3 RO: Assault on school personnel not resulting in a serious injury
5 RO: Possession of controlled substance in violation of law cocaine
6 RO: Possession of controlled substance in violation of law marijuana
7 RO: Possession of controlled substance in violation of law - Ritalin
8 RO: Possession of a firearm or powerful explosive
9 RO: Possession of a weapon (excluding firearms and powerful
explosives)
17 RO: Possession of controlled substance in violation of law - other
20 RO: Alcohol Possession (G.S. 18B)
43 RO: Bomb threat
48 RO: Use of alcoholic beverages
49 RO: Use of controlled substances
50 RO: Use of narcotics
53 RO: Burning of a school building (G.S. 14-60)
54 RO: Sale of controlled substance in violation of law - cocaine
55 RO: Sale of controlled substance in violation of law - marijuana
56 RO: Sale of controlled substance in violation of law - Ritalin
57 RO: Sale of controlled substance in violation of law - other
87 RO: Possession of Another Person's Prescription Drug
88 RO: Distribution of a prescription drug
Persistently Dangerous
1 PD: Assault resulting in a serious injury
2 PD: Assault involving the use of a weapon
4 PD: Homicide
10 PD: Robbery with a dangerous weapon
12 PD: Rape
13 PD: Sexual offense
14 PD: Sexual assault not involving rape or sexual offense
15 PD: Taking indecent liberties with a minor
16 PD: Kidnapping
resulting in serious injury
28
NC PBIS Initiative
Discipline Referral Process
Examples
Resources
29
30
NC PBIS Initiative
IS THE INCIDENT MAJOR?
Resources
31
Referral Form Examples
Time Out of Class Form
Name: ______________________________
Time: ________
Date: _____________
Teacher: ____________________________
Grade: K 1 2 3 4 5 6 7 8
Referring Staff: _____________________
Location:
 Playground
 Cafeteria
A
 Hallway
 Classroom
 Library
 Bathroom
 B  C
 Arrival/Dismissal
 Other ________
Others involved in incident:  None  Peers  Staff  Teacher  Substitute
Minor Problem Behavior









Inappropriate language
Physical contact
Defiance
Disruption
Dress Code
Property misuse
Tardy
Electronic Violation
Other ______________
Possible Motivation
Major Problem Behavior
 Abusive language
 Fighting/ Physical
aggression
 Defiance/Disrespect
 Harassment/Bullying
 Dress Code
 Inappropriate Display Aff.
 Electronic Violation
 Lying/ Cheating
 Skipping class
 Other _______________










Obtain peer attention
Obtain adult attention
Obtain items/activities
Avoid Peer(s)
Avoid Adult
Avoid task or activity
Don’t know
Other ________________
Nurse
School Counselor
Administrative Decision/Time Out of Class = ___________




Loss of privilege
Time in office
Conference with student
Parent Contact




Individualized instruction
In-school suspension (____hours/ days)
Out of school suspension (_____ days)
Other ________________
What activity was the student engaged in when the event or complaint took place?
Whole group instruction
Small group instruction
Individual work
Working with peers
Alone
1-on-1 instruction
Interacting with peers
32
Other: Please identify below
NC PBIS Initiative
Student: ___________________________ Grade: ___
Date: ___/___/___
Race: ___
M/F
Reported by: ______________________School __________________
EC
504
Time Incident Occurred: _______AM / PM
Student’s NCWISE #: _____________
Incident#_________
PRE-INTERVENTION USED (MUST BE COMPLETED BY STAFF):
Gender:
LEP
INCIDENT NARRATIVE (MUST BE COMPLETED BY STAFF):
POSSIBLE MOTIVATION:
avoid adults
avoid peers
avoid
tasks/activities/work
LOCATION:
bathroom/restroom
Bus
bus loading zone
Cafeteria
Classroom
obtain adult attention
obtain items/activity
obtain peer attention
field
gym/P.E.
hallway
library
office area
OTHERS INVOLVED:
none
teacher
peers
staff
substitute
other
parking lot
special event/assembly/trip
other:
THE FOLLOWING AREAS ARE FOR ADMINISTRATIVE USE ONLY:
Unacceptable Behavior
044 assault on a student
Reportable Offense
possession controlled
019 communicating threats 045 assault - other
005
substance/cocaine
possession of counterfeit
possession controlled
021 Affray
046
006
items
substance/marijuana
possession controlled
022 disorderly conduct
047 use of counterfeit items
007
substance/Ritalin
023 Extortion
052 bullying
008 possession of firearm
other school defined
024 Fighting
058
009 possession of weapon
offense
being in an unauthorized
possession of controlled
025 Harassment
059
017
area
substance/other
026 Hazing
060 cell phone use
020 possession of alcohol
027 aggressive behavior
61 disrespect of faculty/staff 043 bomb threat
excessive display of
029 false fire alarm
63
048 use of alcoholic beverages
affection
030 Truancy
64 excessive tardy
049 use of controlled substances
leaving class without
031 dress code violation
66
050 use of narcotics
permission
032 inappropriate
67 leaving school without
053 burning a school building
Resources
33
language/disrespect
033 insubordination
68
permission
mutual sexual contact
between students
falsification of
information
69
other
042 disruptive behavior
70
use of tobacco
035
038 harassment - sexual
71
039 property damage
040
inappropriate items on
school prop
041 possession of tobacco
72
assault on non-student
without weapon
and not resulting in
serious injury
assault on student without
weapon and
not resulting in serious
injury
skipping class
skipping school
selling controlled
substance/cocaine
selling controlled substance/
055
marijuana
selling controlled
056
substance/Ritalin
057 selling controlled substance/other
054
036 Theft
73
037 bus misbehavior
75
PERSISTENTLY DANGEROUS
001 assault resulting in serious injury 013 sexual offense
002 assault involving use of a weapon 016 kidnapping
assault on school personnel
robbery with
003
010
without serious injury
dangerous weapon
004 death by other than natural causes 012 rape
robbery without dangerous
011
14 sexual assault-no rape
weapon
INCIDENT ACTION -ADMINISTRATIVE DECISION
Apology
loss of privilege
bus suspension
detention
in-school suspension # of days
conference with student
______
parent conference __phone
out-of-school suspension ___ #
__letter
of days
Action First Day:
expulsion
34
015 adult taking indecent
liberties with a minor
referred to counselor
time in office
time out
other:
NC PBIS Initiative
School-wide Consequence Continuum
Level
1
2
3
May use
Level 2
interventi
ons
4
May use
Level 3
interventi
ons
5
6
Resources
Disciplinary Options
Classroom Level interventions/consequences
Teachers use the following interventions to help the students change behavior in the classroom. If these
interventions are successful, referral to the school administrator may not be necessary.
Warning
In-class time out
Letter of apology
Reinforcement of appropriate behaviors
Loss of privileges
Written reflection about incident
Use of Student Problem-Solving worksheet
Before or after school detention
Seat change
Behavior contract
Parent contact
Mentoring
Teacher conference with student
Other conference between any involved parties
Confiscation of item
Appropriate when Level 1 intervention/consequence has been ineffective.
Teachers use the following interventions to help the students change behavior in the classroom. Referral
to the school administrator may be necessary. (May use Level 1 interventions)
Parent/guardian involvement
Parent contract
Phone call/ letter to parent or guardian
Parent or guardian accompany student to school or
classes
Referral to school counselor
Conflict resolution
Referral to Behavior Intervention Specialist
Peer mediation
Confiscation of item
Class or schedule change
Conference with parent or guardian
Restricted activity
Behavior agreement between teacher/student
In-school intervention (ex: work assignment,
Teacher and/ or administrator conference with
behavior essays, transportation restriction
student and/or parent
Lunch Detention
Loss of parking privilege
Appropriate when Level 2 intervention/ consequence has been ineffective.
Office referral required
Alternative Programs (SOAR, Tobacco Awareness,
Behavior Intervention Services, After School,
Parent/ guardian notification required
FLIGHT)
Referral to school social worker
Search of individual, possessions, lockers, desk or
Detention
vehicle
Restitution
Metal detector scan or canine search
In-school suspension
Suspension (1-5 days)
Restricted activity
Appropriate when Level 3 intervention/ consequence has been ineffective.
Office referral required
Alternative Programs
Parent/ guardian notification required
Referral to the Alternative school-based program
Suspension (6-10 days)
Modified school day
Appropriate when Level 4 intervention/ consequence has been ineffective
Office referral required
Parent/ guardian notification required
Criminal charges possible
Extended Suspension (10 days)
Referral to the Alternative school-based
program
Appropriate when Level 5 intervention/ consequence has been ineffective
Office referral required
Parent/ guardian notification required
Long term suspension as levied by the
Superintendent or designee
Referral to Alternative school-based program
These levels of consequence are levied only by the
Superintendent/ Designee.
35
PBIS Long Term Action Plan
LEA________________________
School______________________________________
School
Year_________________ PBIS Coach______________________________________
Action Step/
Critical
Feature
36
Activity
Who
When
Evaluation /
Outcome
NC PBIS Initiative
Selected References
Walker, H.M., Ramsey, E. & Gresham, F. M. (2004). Heading off disruption how early
intervention can reduce defiant behavior and win back teaching time. American Educator,
27(4), 6-11.
Schoolwide Formal Recognitions
Horner, R., & Goodman, S. (2009). Using Rewards within school-wide pbis. Proceedings of the
Maryland team training,
www.pbis.org/common/pbisresources/presentations/2_UsingRewards.ppt
Metzler, C. W., Biglan, A., Rusby, J. C., & Sprague, J. R. (2001). Evaluation of a comprehensive
behavior management program to improve school-wide Positive Behavior Intervention &
Support. Education and Treatment of Children, 24(4), 448-479.
Luiselli, J. K., Putnam, R. F., Sunderland, M. (2002). Longitudinal evaluation of behavior support
intervention in a public middle school. Journal of Positive Behavior Interventions, 4(3), 182188.
School-wide “Quick” Acknowledgements
Metzler, C. W., Biglan, A., Rusby, J. C., & Sprague, J. R. (2001). Evaluation of a comprehensive
behavior management program to improve school-wide Positive Behavior Intervention &
Support. Education and Treatment of Children, 24(4), 448-479.
Sprague, J., Walker, H., Golly, A., White, K., Myers, D. R., & Shannon, T. (2001).Translating
research into effective practice: The effects of a universal staff and student intervention on
indicators of discipline and school safety. Education and Treatment of Children, 24(4), 495511.
Classroom Reward Systems
Lewis, T. J., Powers, L. J., Kelk, M. J., & Newcomer, L. L. (2002). Reducing the problem behaviors
on the playground: An investigation of the application of schoolwide Positive Behavior
Intervention & Supports. Psychology in the Schools, 39(2), 181-190.
Skinner, C. H., Williams, R. L., & Neddenriep, C. E. (2004). Using interdependent group-oriented
reinforcement to enhance academic performance in general education classrooms. School
Psychology Review, 33, 384-397.
Lohrmann, S. & Talerico, J. (2004). Anchor the boat: A classwide intervention to reduce problem
behavior. Journal of Positive Behavior Interventions, 6(2), 113-120.
Individual Student Reward System
Metzler, C. W., Biglan, A., Rusby, J. C., & Sprague, J. R. (2001). Evaluation of a comprehensive
behavior management program to improve school-wide Positive Behavior Intervention &
Support. Education and Treatment of Children, 24(4), 448-479.
Crone, D. A., Horner, R. H., & Hawken, L. S. (2004). Responding to Problem Behavior in Schools:
The Behavior Education Program. New York: The Guilford Press.
Staff Reward Systems
Sprague, J., Walker, H., Golly, A., White, K., Myers, D. R., & Shannon, T. (2001).Translating
research into effective practice: The effects of a universal staff and student intervention on
indicators of discipline and school safety. Education and Treatment of Children, 24(4), 495511.
Resources
37
Bibliography
Action for Children North Carolina (2007). Short-Term Suspensions; Long-Term Consequences; Real
Life Solutions. Retrieved from http://www.ncchild.org/action/images/stories/ShortTerm_Suspensions;_Long-Term_Consequences;_Real_Life_Solutions.pdf
Advancement Project/Civil Rights Project, (2000, February). Opportunities suspended: The
devastating consequences of zero tolerance and school discipline. Cambridge, MA: Author.
Adams, C.D., Hillman, N., Gaydos, G.R. (1994). Behavioral difficulties in toddlers:
Impact of socio-cultural and biological risk factors. Journal of Clinical Child Psychology,
23(4), 373-381.
Akin-Little, K., Eckert, T., Lovett, B., & Little, S. (2004). Extrinsic reinforcement in the classroom:
Bribery or best practice. School Psychology Review, 33, 344–362.
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