MO SW-PBS Classroom Module
Instructions
• This module is designed to provide the slides and
materials needed to teach staff, students and families
about a SW-PBS Classroom topic. Notes have been written
to assist with the presentation.
• Handouts needed are shown by a star on the slide.
• If you have not done so, it is recommended you share
module “Overview of Effective Classroom Practices”
before presenting this module on a Discouraging
Inappropriate Behavior.
Delete this slide before beginning your session.
MO SW-PBS Classroom Module
Instructions (continued)
• There is a Content Acquisition Podcast (CAP) available on the
Missouri Schoolwide Positive Behavior Support website:
http://pbismissouri.org/educators/effective-class-practice
The CAP shares much of this same content in a video
format.
• There is also a videotape showing examples of discouraging
inappropriate in the classroom on the MO SW-PBS website.
Feel free to show the video to add to this module.
• More information is available in the Classroom chapter of
the May 2014 MO SW-PBS Team Workbook (available on the
MO SW-PBS website) about the topic. Content about the
first four classroom modules are also embedded within
chapters 3 – 6.
Delete this slide before beginning your session.
MO SW-PBS Classroom Module
Instructions (continued)
• Follow-up activity suggestions are on the last
slide. These are ideas your school/team might
review prior to this presentation to present
how you plan to expand the learning past this
inservice session.
• Call your Regional Consultant if you have
questions.
• Good luck!
Delete this slide before beginning your session.
Note to Presenter
This Module on Discouraging Inappropriate Behavior may be presented
as a whole (approximately 2 hours) OR Divided into 2 sessions
1. Instructional Approaches for
Discouraging Inappropriate Behavior
Outcomes:
• Explain to others the role of
teaching in response to
student social errors.
2. Responding to Minor Misbehavior
Outcomes:
• Use respectful strategies for
staff-managed “minor”
inappropriate behavior.
• Use additional
consequences to respond to
“minor” inappropriate
behavior.
Delete this slide before beginning your session.
Prerequisites for This Classroom
Module
• This module addresses only “minor” inappropriate behavior
which staff are expected to address; responses to “major”
inappropriate behavior are NOT addressed in this module.
• This module is written with the assumption these points
have been previously addressed and are therefore not
covered in this module:
– Your staff have discussed and agreed on the difference between
minor (staff managed) and major (office managed) behaviors.
– Your Office Discipline Referral (ODR) form has been reviewed to
address all the necessary important factors (page 193 MO SWPBS Team Workbook).
– Staff are using your school’s process to accurately record
behavioral incidents using your ODR form.
Delete this slide before beginning your session.
Handouts
• These handouts are needed to complete this
module:
– Discouraging Inappropriate Behavior Teacher Tool
– Effective Re-directs
– Practice Selecting Techniques to Effectively
Address Inappropriate Behavior
Delete this slide before beginning your session.
Discouraging Inappropriate Behavior
in the Classroom
Discouraging Inappropriate Behavior Teacher Tool
MO SW-PBS
Effective Classroom Practices
1.
2.
3.
4.
5.
6.
7.
8.
Classroom Expectations
Classroom Procedures & Routines
Encouraging Expected Behavior
Discouraging Inappropriate Behavior
Active Supervision
Opportunities to Respond
Activity Sequencing & Choice
Task Difficulty
Three Levels of Implementation
A Continuum of Support for All
Academic Systems
Behavioral Systems
Tier Three
Tier Three
• Individual Students
• Assessment-based
• High Intensity
• Individual Students
• Assessment-based
• Intense, durable procedures
Tier Two
• Some students (at-risk)
• High efficiency
• Rapid response
Tier Two
• Some students (at-risk)
• High efficiency
• Rapid response
Tier One
Tier One
• All students
• Preventive, proactive
• All settings, all students
• Preventive, proactive
Outcomes
At the end of the session, you will be able to…
• Explain to others the role of an instructional approach
when responding to student social errors.
• Use respectful strategies for staff-managed
inappropriate behavior.
• Use additional consequences to respond to “minor”
inappropriate behavior.
MO SW-PBS
185
Instructional Approaches for
Discouraging Inappropriate Behavior
186
“Punishing students doesn’t teach them the
right way to act.”
George Sugai, 2005
MO SW-PBS
Reasons for Inappropriate Behavior:
1. Skill Deficit–lack of skill levels or
insufficient opportunity to learn and
practice the expected behavior
2. Performance Deficit– a lack of motivation
to perform the preferred behavior
Either problem–lack of skill or lack of
motivation–requires more teaching and
practice to resolve.
MO SW-PBS
186
Punishment Is Not the Solution
Punishing problem behavior without a positive, proactive,
and instructional approach results in increased:
• Aggression
• Vandalism
• Truancy
• Dropouts
Mayer & Sulzer-Azaroff, 1990; Skiba, Peterson, & Williams, 1997
MO SW-PBS
186
Prevention is Key
When inappropriate behaviors occur, assess
setting or antecedent events and ask:
• Do we have clear expectations?
• Have they been thoroughly taught?
• Are we consistently using strategies to
encourage desired behaviors?
The best defense is always a great offense.
MO SW-PBS
Discipline is Teaching
dis•ci•pline (fr. Latin disciplina; teaching, learning)
Instruction that corrects, molds or perfects
character and develops self-control.
Webster’s New Collegiate Dictionary
MO SW-PBS
The Role of Teaching
When it comes to discipline, it does not make
sense for educators to use the criminal justice
model first, before employing what they were
professionally prepared to use----teaching
and mentoring approaches.
Forest Gathercoal, 2004
MO SW-PBS
Responding to Errors
Academic
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•
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Identify error
Re-teach correct response
Model/demonstrate
Provide guided practice &
feedback
• Provide independent
practice
• Monitor
• Provide feedback
MO SW-PBS
Social Behavioral
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•
•
•
•
•
•
Identify the error
Re-teach expected behavior
Model/demonstrate
Practice
Monitor
Provide encouragement
Correct and re-teach as
needed
The Power of Correcting Social Errors
• Upholds the importance of expectations.
• Restores order to the learning
environment.
• Interrupts the inappropriate behavior,
preventing practice of that behavior.
• Capitalizes on the teachable moment.
• Gives the child a chance to learn to be
successful.
MO SW-PBS
187
The Power of Correcting Social Errors
Continued
• Increases probability of future correct
behavior.
• Decreases future time out of
learning/instruction.
• Demonstrates care and concern by the
adult.
• Builds relationships with students.
• Maintains a positive learning climate.
MO SW-PBS
187
Discussion: Instructional Approaches
With a partner, reflect on what you have heard:
• How does this teaching approach to student
inappropriate behavior align with your present
thinking?
• Do you view inappropriate behavior as a teaching
opportunity?
MO SW-PBS
Outcomes
At the end of the session, you will be able to…
 Explain to others the role of an instructional approach
when responding to student social errors.
• Use respectful strategies for staff-managed
inappropriate behavior.
• Use additional consequences to respond to “minor”
inappropriate behavior.
MO SW-PBS
Strategies to Address
Staff-Managed Behavior
198
Staff-Managed Behavior
All staff are expected to manage any inappropriate
behavior that runs counter to your expectations
and is not listed as office-managed. This includes
any or all behavior that runs counter to:
•
•
•
•
School-wide expectations
Non-classroom expectations or procedures
Classroom expectations or procedures
Any other socials skills you have adopted
MO SW-PBS
Managing “Minor” Behavior:
Non-Examples
• “How many times do I have to tell you to work
quietly?”
• “Didn’t I just tell you to get started?”
• “Why are you talking while I‘m talking?”
• “Do you want me to send you to the office?”
• “What do you think you are doing?”
• “Quit it right now…stop being so antsy!”
• “If you don’t stop bothering others you will have to
go to the Safe Seat.”
MO SW-PBS
“The single most commonly used but least effective
method for addressing undesirable behavior is to
verbally scold and berate a student.”
Alberto & Troutman, 2012
High rates of teacher attention to inappropriate
behavior is prevalent in our schools. This attention for
misbehavior exceeds attention to appropriate
behavior, and contributes to the continuation of much
problem behavior.
White, 1975; Beaman & Wheldall, 2000
MO SW-PBS
General Considerations When
Responding to “Minor” Misbehavior
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•
•
•
•
•
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Consistency
Active supervision
Pre-Corrects
Calm, immediate response
Specific, yet brief then disengage
Quiet, respectful interaction with student
Refocus class, if needed
MO SW-PBS
198
Strategies to Manage Minor Behavior
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•
•
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Proximity
Signal Non-verbal Cue
Ignore/Attend/Praise
Re-direct
Re-teach
Provide Choice
Student Conference
MO SW-PBS
200
Proximity
The strategic placement/movement by
the teacher to encourage positive
behavior. The teacher is a source of
protection and strength, helping the
student to control impulses. Praise the
student when he/she follows the expected
classroom rules or procedure.
MO SW-PBS
200
Signal Nonverbal Cue
Non-verbal techniques such as sustained eye
contact, hand gestures, a handclap, finger
snap, clearing one’s throat, etc. suggesting
that the teacher is aware of the behavior
and prepared to intervene if it continues.
Praise the student when he/she is following
the classroom rules or procedure
MO SW-PBS
200
Ignore, Praise, Attend
Uses the power of praise or positive feedback.
The teacher praises an appropriately behaving
student in the proximity of the student who is
not following the class rules or procedures. The
praise serves as a prompt to the student who is
not following the classroom rules. When the
student exhibits the desired behavior, attention
and praise are then provided.
MO SW-PBS
200
Re-Direct
Brief, clear, private verbal reminder of the
expected behavior. A re-statement of schoolwide and non-classroom behavior, or
classroom procedure.
MO SW-PBS
201
Effective Re-Directs
“Janice, it is time to be responsible and start
working on your math assignment.”
“Frank, please be respectful and listen to Jamal.”
“Right now we are all being safe and sitting
criss-cross.”
“If you want to share a thought Tim, you need to
be respectful and raise your hand.”
MO SW-PBS
Activity: Practicing Effective Re-directs
• The handout has common minor classroom
misbehaviors on the left.
• Write a re-direct that is brief, clear and restates the classroom rule or procedure the
student should follow.
• Be prepared to share with the group.
Effective Re-directs Worksheet
MO SW-PBS
Re-Teach
• Builds on the re-direct by specifically
instructing the student on exactly what
should be done.
• Review the expected rule or procedure.
• Tell, show and give student an immediate
opportunity to practice.
• Recognize the student for following the
classroom rules and procedures.
MO SW-PBS
201
Re-Teaching Example
Jason has not started the independent assignment.
You re-teach by saying: “Jason, you need to be
responsible by being on-task (the class rule). This
means your desk is clear of everything but your book
and notebook and you begin working right away,
continue working and raise your hand if you need
help (tell and show). Let me see you practice being
on-task (practice).” (Pause for his reply and while
Jason gets out book & notebook and starts work).
“Nice job being responsible. It looks like you are
ready to be on-task. Raise your hand if you need
help.”(specific positive feedback)
MO SW-PBS
201
Provide Choice
• A statement of two alternatives–one the
teacher thinks will be the preferred or
desired behavior and one the teacher
thinks may be a less preferred option.
MO SW-PBS
201
Choice or a Threat???
Non-examples of Choice
• “Bertha you can get to work or go to the
safe seat”.
• “Samson, you can keep your hands to
yourself or go to the office”.
• “Percy, you can put your cell phone away
or you can get a detention”.
MO SW-PBS
201
Choice Examples
• “McKenzie, you can get on-task and begin
your work now or you can do it when we
have our special activity”.
• “Lynn, you can work quietly here at your seat
or you can work quietly in the student office.
Which would you prefer?”
• “Percy, you can put your cell phone in your
pocket for the remainder of the hour or on
my desk. Which one will help you be a
responsible learner?”
MO SW-PBS
201
Student Conference
• A lengthier re-teaching or problem solving
opportunity
• The behavior of concern is discussed
• Desired behavior is taught directly and
explicitly
• Students practices
• A plan to use the desired behavior in the
future is made
MO SW-PBS
201
Student Conference
“Max, I know you were upset because the group didn’t include you. You
responded by calling them names and saying, ‘You said I could play.’
A respectful way to handle this is to just walk away and report to an adult.
If you can do that, you won’t get into arguments and someone might be able
to help you join the group. Yelling and name calling doesn’t help solve the
problem. Do you understand?
Max, let’s think of some things you could say to ask to join a group. How
about, ‘Hey guys, can I join your game?’ or ‘Who would like to start a new
game with me?’
Still someone might tell you ‘No.’ So, the next time someone tells you can’t
join their group, how will you handle it?
That’s great, Max. Let me know if I can help you with that.
MO SW-PBS
Student Conference
“Jason, several times today you have been off-task, talking with neighbors or drawing.
When you are given an assignment, you need to get your materials out quickly, clear
your desk of other things, begin working immediately, and keep working until finished.
If you have a question, raise your hand and wait quietly. If you can go on with your
work while waiting that is even better.
When you stay on-task, Jason, you can get done what you have to do quickly and then
move on to things you enjoy. You may also have less homework. Does that make
sense?
Jason, tell me what you will do next time you are given an assignment. (Jason
responds)
How can I help you to do that? (Jason responds) You’re going to have another
opportunity to practice this later this afternoon. Do I have your commitment to do
what we’ve talked about, Jason?
Thanks for listening. You did a nice job accepting some feedback, Jason. I’m going to
be watching to see if I can catch you on-task.”
MO SW-PBS
Activity: Practice Selecting Techniques
Using Handout answer the following questions for
each scenario:
• Which technique or strategy is the best response
for each scenario?
• Why?
Practice Selecting Techniques to Effectively Address Inappropriate Behavior
MO SW-PBS
192
“When everyone handles infractions with
consistent feedback, students learn that
what happens when they misbehave is
procedure not personal.”
Algozzine, Wang & Violette, 2011
MO SW-PBS
Outcomes
At the end of the session, you will be able to…
 Explain to others the role of an instructional approach
when responding to student social errors.
 Use respectful strategies for staff-managed
inappropriate behavior.
• Use additional consequences to respond to “minor”
inappropriate behavior.
MO SW-PBS
Using Additional Consequences
203
Consequences: Basic Understandings
• Consequences are not punitive.
• Consistency, not size is important.
• Consequences should be selected
individually.
• Warning systems promote chronicity.
• Logical consequences are often more
effective.
MO SW-PBS
203
Some Possible Consequences for Minor
Misbehavior
• Being detained for teaching
• Planning or problem
solving
• Extra practice of
social/behavioral skill
• Make up missed work
• Restitution
• Mediation essay
• Teach others
• Phone call to parents
• Alteration of activity
• Temporary removal from
activity until learning occurs
• Make amends to others
• Loss of privilege
• Contract
• Parent conferences
• Send note home
204
How to Transition
1. When you hear teacher’s signal, begin transition in 3-5
seconds
2. Put materials away quickly and get what is needed for
next activity
3. Move quietly and quickly
4. Keep hands and feet to self
5. When ready (new materials, new location), give
teacher your full attention
MO SW-PBS
205
Menu of Consequences
Classroom Transitions
• Go back to seat and do again until reach criterion
• Re-teach procedure with class; practice several times
• Delayed start to activity and related outcomes (less time
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•
•
•
•
•
for work in class = homework, delay in getting out to
recess, lunch, etc.)
Individual re-teaching or conference
Role-play/practice at selected time
Group or individual instruction just prior to next transition
Behavior plan or mediation essay
Reflection checklist
Self-monitoring
MO SW-PBS
205
Science Laboratory
1. Work with assigned partner
2. Participate; do your share of work
3. Stay at your work station except
when getting supplies
4. Raise your hand for assistance
5. Follow all instructions carefully
6. Talk should be quiet and work related
7. When finished, double check your worksheet,
then read references for today’s lesson
MO SW-PBS
205
Menu of Consequences
Science Laboratory
• Re-direct or re-teach
• Loss of/reduced participation points
• Return to desk (individual, pair or entire group) briefly for reteaching; try again (may result in more work to do at home, or
delay in preferred activity, etc.)
• Loss of privilege to participate for this period; do alternative
written assignment
• Being detained after class for re-teaching or conference
• Group or individual instruction just prior to next lab activity
• Behavior plan or mediation essay
• Reflection checklist
MO SW-PBS
205
Chronic Minor Misbehavior
• Repetitive misbehavior means the current response
is not helping the student learn the expectations, just
like repetitive academic errors signals the student
has not learned the material.
• Is it a skill deficit or a performance deficit?
• Chronic minor misbehaviors may require problemsolving with other staff and parents or an office
referral.
MO SW-PBS
Summary: Responding to “Minor” Behavior
• Address misbehavior consistently and quickly, while still minor.
• Use the strategy that is the least intrusive yet still appropriate for
the frequency or severity of behavior.
• If efforts to re-teach are not resulting in behavior change, consider
including an additional consequence.
• Always pair a consequence with teaching the desired behavior.
• When problem behavior occurs, increase rate of positive feedback;
maintain a 4:1 ratio.
• When problem behavior occurs, increase teaching (lessons and precorrects).
• Chronic behaviors may require problem-solving with other staff and
parents or an office referral.
MO SW-PBS
“Unfortunately, most of the practical techniques
used by teachers to respond to acting-out children
are only of limited effectiveness and some, such as
reprimands, arguing, and escalated hostile
interactions, can actually strengthen the behaviors
they are intended to suppress or terminate.”
Hill Walker, 2000
MO SW-PBS
Questions
MO SW-PBS
For More Information
• Missouri Schoolwide Positive Behavior
Support
websitehttp://pbismissouri.org/educators/eff
ective-class-practice
Follow Up: Discouraging
• Insert expectations your PBIS leadership team and/or administrator
have for each teacher to outline their menu of consequences which
focus on re-teaching.
• Insert how your school will follow up:
– Debrief when office referrals are made to review strategies used for
prevention and correction
– Periodic check-in with individual teachers who have had no office
referrals.
• Insert how your school will celebrate if the outcomes of the follow
up are positive.
Delete this slide if your school will not do any follow up activities.
MO SW-PBS
References
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Alberto, P. A., & Troutman, A. C. (2012). Applied behavior analysis for teachers (8th ed.). Upper Saddle
River, NJ: Pearson.
Algozzine, B., Wang, C., & Violette, A.S. (2011). Reexamining the relationship between academic
achievement and social behavior. Journal of Positive Behavior Interventions, 13(1), 3-16.
Beaman, R., & Whildall, K. (2000). Teachers’ use of approval and disapproval in the classroom. Educational
Psychology, 20(4), 431-446.
Costenbader, V., & Markson, S. (1998). School suspension: A study with secondary school students. Journal
of School Psychology, 36, 59–82.
Gathercoal, F. (2004). Judicious Discipline (6th edition). San Francisco, CA: Caddo Gap Press.
Lewis, T. J. & Sugai, G. (1999). Effective behavior support: A systems approach to proactive schoolwide
management. Focus on Exceptional Children, 31(6), 1-24.
Mayer, G.R., & Sulzer-Azaroff, B. (1990). Interventions for vandalism. In G. Stoner, M.R. Shinn, & H.M.
Walker (Eds.), Interventions for achievement and behavior problems (monograph). Washington, DC:
National Association of School Psychologists.
Skiba, R.J., Peterson, R.L., & Williams, T. (1997). Office referrals and suspension: Disciplinary intervention in
middle schools. Education & Treatment of Children, 20(3), 295-316.
Sugai, G. (2005). School leadership team training reference materials. Center on Positive Behavioral
Interventions and supports: University of Oregon.
Walker, H. M. (2000). Investigating school-related behavior disorders; lessons learned from a thirty-year
research career. Exceptional Children, 66(2), 151-161.
White, M. A. (1975). Natural rates of teacher approval and disapproval in the classroom. Journal of Applied
Behavioral Analysis, 8(4), 367-372.