Team Workshop for Preparation Phase
SW-PBS Teams:
Session 5 – Discouraging Inappropriate Behavior
MO SW-PBS Training
MU Center for SW-PBS
College of Education
University of Missouri
Working Agreements
Be Respectful
• Be an active listener—open to new ideas
• Use notes for side bar conversations
Be Responsible
• Be on time for sessions
• Silence cell phones—reply appropriately
Be a Problem Solver
• Follow the decision making process
• Work toward consensus and support decisions of the group
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Roles and Responsibilities
• Quality Control
• Resource Manager
Please do not take.
• Recorder
Tools needed pen,
Handouts/paper, green highlighter
• Reporter
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Announcements
• SAS: Window is January 19th to March 30th
• Requirement: Goal is for 80% or more of staff
to complete the survey
• Continue to upload Monthly Minutes and
Data to MOODLE
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Big 5 Data
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Let’s Practice
•
•
•
•
Sign into MOODLE> www.edplus.org
Using the directions on your handout
Login in using your username and password
Data Managers, Secretaries and
Administrators can Select the Data and
Meeting Minutes Upload Course
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Review Activity:
Categorizing Feedback
Time to test your knowledge
• Number off into groups of 6.
• Sort the cards according to the following 3
categories:
•
•
•
Specific Positive Feedback
Corrective Feedback
Ineffective Feedback
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Review Activity: Recognition
System Progress Check
On the chart paper provided describe the following
components of your Recognition System
• Name of Reinforcement you plan to distribute in order to
increase the likelihood of Staff providing Specific Positive
Feedback to students
• Describe the criteria for distributing the reinforcements to
students
• The targeted goal
• How you plan to celebrate the students demonstrating the
Schoolwide Expectations
• Be prepared to Share a short summary with the whole
group.
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Schoolwide Recognition System
Monitoring Your Progress
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Session 5 Outcomes
At the end of the session, you will be able to…
 Explain the purpose of the Self Assessment Survey
( SAS).
Develop a clear understanding of the role of teaching
in response to social errors.
Demonstrate how to utilize the Guiding Hand
Strategies for responding to inappropriate behavior.
Develop a menu of consequences
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Self-Assessment Survey ( SAS)
What:
• Is an annual assessment used to identify the staff perception of the
• Implementation status
• Improvement priority for school-wide, classroom, non-classroom and
individual student systems
When:
• Annually
Who:
• All school staff are encouraged to take the survey
• At least 80% recommended for reliable results.
How:
Grade Level accountability
Blue Jean Friday
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The SAS In Depth
Examines the status and need for improvement of
four behavior support systems:
• (a) School-wide discipline systems
• (b) Non-classroom management systems (e.g.,
cafeteria, hallway, playground
• (c) Classroom management systems
• (d) Systems for individual students engaging in
chronic problem behaviors.
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Self-Assessment Survey (SAS)
Completing the SAS
• Go to www.pbisapps.org <copy link and email
to all staff
• Each staff member completes the survey by
• Ranking “Current Status” and “Priority for
Improvement” for each item.
• Click “Submit Survey” when finished
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Survey results are summarized and
used for a variety of purposes
including:
1.
2.
3.
4.
5.
Annual action planning,
Internal decision making,
Assessment of change over time,
Awareness building of staff, and
Team validation.
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Accessing the Results
• When the survey window has closed PBIS
Assessment summarizes the individual
responses
• Schools can obtain this report summary 24
hours after window closes
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Activity: Reviewing the SAS
Questions for Clarity
 Read through the questions
 Put an * by items you want to make sure you
stress to your staff
 Place a ? next to items you need further
clarification on.
 Be prepared to participate in whole group
dialogue.
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Action Planning: Preparing to
complete the SAS
Complete the Self-Assessment
Survey(SAS)
Access the survey at
https://www.pbisapps.org
Email link to all staff
Who
When
At least 80% of
staff participated
Ongoing Monitoring’ component of your Universal Support Checklist.#1
Team and staff complete and discuss the PBIS Assessments to monitor and guide development
and implementation.”
MO SW-PBS
Session 5 Outcomes
At the end of the session, you will be able to…
 Explain the purpose of the Self Assessment Survey
( SAS).
 Develop a clear understanding of the role of
teaching in response to social errors.
Demonstrate how to utilize the Guiding Hand
Strategies for responding to inappropriate behavior.
Develop a menu of consequences
MO SW-PBS
Activity: Defining Discipline
• Individually reflect on your beliefs about
discipline and write down your definition in
the book provided.
• Share your definition with a shoulder partner.
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Discipline is Defined as an
Act of Teaching
dis•ci•pline n.
1. teaching to act in accordance with rules;
2. activity, exercise, instruction, or a regimen that
develops or improves a skill; training.
Random House Unabridged Dictionary
dis•ci•pline (fr. Latin disciplina; teaching, learning)
Instruction that corrects, molds or perfects
character and develops self-control.
Webster’s New Collegiate Dictionary
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“Discipline is
training that is
expected to
produce a specific
character or pattern
of behavior.”
~ Gary Pinkel
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What are two primary reasons some
students fail to use expected behaviors?
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Reasons for Inappropriate
Behavior:
1. Skill Deficit–absent skill levels or insufficient
opportunity to learn and practice the expected
behavior
2. Performance Deficit– a lack of motivation to
perform the preferred behavior due to
inefficient or ineffective reinforcement of
correct performance of the behavior
*Either problem–absent skill or lack of motivation–requires more
teaching and practice to resolve.
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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
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Correcting Social Errors Through Teaching
• Maintains a positive learning climate
• Restores order to the environment so that
learning can occur.
• Interrupts the inappropriate behavior,
preventing practice of that behavior.
• Gives the child a chance to learn to be
successful.
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The Steps to Respond to Academic Errors are
Similar to those for Responding to Social Errors
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Discussion: Perceptions of Discipline
With your team discuss . .
• What discipline means for staff in your
building.
• Do they view inappropriate behavior as a
teaching opportunity?
• Will the staff’s perception of discipline
impact developing a System for Discouraging
that includes a teaching approach?
MO SW-PBS
Component
Action Planning
GOALS
STEPS, TIMELINE, RESOURCES, AND
COMMUNICATION
WHO IS RESPONSIBLE
EVALUATION MEASURE/
EVIDENCE
REVIEW STATUS
A = Achieved & Maintain
I = In progress
N = Not achieved
Sem 1
6. Discouraging Inappropriate Behaviors
Provide PD to staff on viewing social/behavioral
errors as opportunities to correct and teach the
appropriate replacement behaviors and use
instructional strategies
Checklist #1
MO SW-PBS
Provide PD and practice on the Guiding Hand
strategies
Provide PD and time for teachers to develop a menu
of consequences
Sem 2
Session 5 Outcomes
At the end of the session, you will be able to…
 Explain the purpose of the Self Assessment Survey
( SAS).
 Develop a clear understanding of the role of teaching
in response to social errors.
 Demonstrate how to utilize the Guiding Hand
Strategies for responding to inappropriate behavior.
Develop a menu of consequences
MO SW-PBS
Addressing Challenging
Behaviors
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Responses to Inappropriate Behavior:
How’s that
working for you?
• Why are you doing that?
• 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!
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, 1995
The Acting-Out Child: Coping With Classroom Disruption
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
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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
White, 1975
problem behavior.
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Prevention is Key
When inappropriate behaviors occur, assess
antecedent events first and ask the following
questions:
• 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!
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You are setting students up for
success with proactive steps
1-5 in the palm of your hand.
Master steps 1-5 thoroughly
first, using them consistently
then move on to steps 6-10 if
needed.
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A Continuum of Responses
Less
Disruptive
More
Severe
Staff
Managed
(Minor)
Office
Managed
(Major)
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Why a Continuum of Responses?
• Provides staff certainty and consistency in
how to respond
• Employs readily available specific
strategies for responding
• Provides clarity regarding which
behaviors are handled by administration
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When Responding to Inappropriate
Behavior your approach is Crucial
•
•
•
•
•
Calm( body language & tone)
Consistent
Brief
Immediate
Respectful( Dignity always intact)
MO SW-PBS
Begin with the Least Disruptive
Strategies on the Continuum
The Actions that can minimize
the misbehavior before it gets
out of hand and requires more
extensive intervention are:
• Proximity Control
• Signal or Non-Verbal Cue
• Ignore/Attend/Praise
Unobtrusive • Carried out quickly during instruction
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200
Managing Inappropriate Behavior
Using Indirect Strategies
Proximity
Control
The strategic placement/movement by the teacher in order
to encourage positive behavior. The teacher is a source of
protection and strength, helping the student to control
impulses.
Signal or
Non-verbal
Cue
Non-verbal techniques such as sustained eye contact, hand
gestures, picture cues, etc. suggesting that the teacher is
aware of the behavior and prepared to intervene if it
continues.
Ignore/Attend
/Praise
Uses the power of praise or positive feedback. The teacher
praises an appropriately behaving student in the proximity
of the inappropriately behaving student. The praise serves
as a prompt. When the student exhibits the desired
behavior, attention and praise are then provided.
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200
Activity: Managing Inappropriate Behavior
Read-Reflect-Teach : Workbook page 200
• Number off by 3s in your team.
• Read the technique associated with your number.
• Teach your team how to use the technique and
offer examples of its use, sharing when it might be
most appropriate.
• #1 – Proximity Control
• #2 – Signal or Non-verbal Cue
• #3 – Ignore/Attend/Praise
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200
Discouraging Inappropriate Behavior
Direct Strategies
A continuum of direct error correction strategies for inappropriate behaviors
that continue or do not respond to basic management techniques.
•
•
•
•
Re-Direct
Re-Teach
Provide Choice
Student Conference
• Direct Interaction using language from the matrix
• Match to frequency & severity of behavior • Done privately
• Increase rates of teaching and praise
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201
Re-Direct
• Julia is talking to the student beside her instead of working
on an independent writing assignment.
• Quietly walk to Julia and say, “Remember to be responsible
by following directions and starting on your writing task.
Thank you.” Walk away to give Julia time to comply.
• The teacher assigns work on p. 182 in the math book.
Austin takes out paper and begins drawing.
• Quietly walk to Austin and respectfully say, “Please, follow
directions by getting out your math book and opening to p.
182. You can finish drawing at the end of the day. Walk
away to give Austin time to comply.”
MO SW-PBS
Re-Teach
• Julia continues to talk after the teacher redirects her to begin
working.
• The teacher returns to Julia and quietly says, “Please show me how
you will follow directions by first getting out your writing materials.
Now show me how you work quietly. Please let me know if you
need help.” Thank Julia after she begins working.
• Austin gets out his book, but continues to draw.
• The teacher returns to Austin and quietly says, “Thank you for
getting out your book. Now remember, to complete your work,
clear your desk of everything but the book and math notebook,
begin working right away and continue working until done. If you
need help, raise your hand.” (Pause and look away to give Austin
time to comply.)
MO SW-PBS
Provide Choice
• “Julia, you are having difficulty working by Suzy
today. So I am going to give you 2 choices to help
you complete your work. You can choose to work
at the writing center or in the independent work
zone. I’ll be back in a few seconds to hear your
decision.”
• “Austin, you are having difficulty starting your
writing assignment . You can choose to write the
the assignment or use the computer to type your
assignment. I’ll be back in a few seconds to hear
your decision.”
MO SW-PBS
A Word of Caution About Choices
Be sure your choice is a choice not a threat or
ultimatum intended as a consequence.
This is a NOT Choice to Offer:
Would you like to do your work here or go to the
office?
MO SW-PBS
Student Conference
“Julia, you have been really working hard on math skills as well as keeping yourself
organized. I am really proud of how are you have been working to improve. I noticed
that you were having trouble getting started on your writing task as directed? Can
you tell me what the writing expectations are? (If Julia can tell you, provide specific
positive feedback. If not, restate the steps, one at a time:
Let’s go over the expectations:
1)
Use a voice level of zero so you can hear the directions.
2)
Get out needed materials.
3)
Think about what you will write, and create a graphic organizer.
4)
Ask for help if you need it to finish the work.
“ What are some other strategies you might use in the future that will help you be
able to follow directions to complete writing assignments. ( Discuss some other
options) Have Julia commit to using some of the strategies and determine a signal that
will be a good reminder for her .
MO SW-PBS
Student Conference
“Austin, several times today you have been drawing during work time.”
Austin, can you tell me the steps you need to follow when you’re
directed to work on an assignment? (If Austin can tell you the steps,
provide specific positive feedback. If he cannot, restate the steps one
at a time.) When you follow directions to start and finish work, you can
get done what you have to do quickly and then move on to things you
enjoy. You may also have less homework. Austin, tell me what you will
do next time you are given an assignment. (Austin responds)
How can I help you to do that? (Austin 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?
Thanks for listening. You did a nice job accepting some feedback.
going to be watching to see if I can catch you on-task.”
MO SW-PBS
Activity: Responding to Inappropriate Behavior
Read-Reflect-Teach : Workbook page 201
• Number off by 4s
• Read the strategy associated with your number.
• Teach your team how to use the strategy and offer
examples of its best use.
• #1 – Re-Direct
• #2 – Re-Teach
• #3 – Provide Choice
• #4 – Student Conference
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201
Discussion: Managing Inappropriate Behavior
Discuss with your team:
• Which of these strategies do you already use and
want to continue?
• What could you add to your tool box?
• What behavior(s) might you need to eliminate
when managing inappropriate behavior?
• Which of these techniques are staff currently
using?
• How will you share these strategies with staff?
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Reflect for a moment on how many
speeding tickets you have had?
Are you a habitual speeder like
the Flash?
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Are an angelic driver like me?
Line Up
Lowest to Highest
Materials you will need to bring with you:
Guiding Hand, Behavior Scenarios, Observation
Feedback and a pen.
Count off into trios
Time to Practice
• Number off 1-3
• 1’s Choose a scenario and act it out.
• 2’s Practice using the strategies from the
Guided Hand in response to the student’s
behavior.
• 3’s Will observe and provide feedback.
• Rotate roles until everyone has had the
opportunity to practice utilizing the strategies
from the Guiding Hand.
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Would you speed if this was a
consistent consequence?
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“When everyone handles infractions with
consistent feedback, students learn that
what happens when they misbehave is
procedure not personal.”
Bob Algozzine, 2000
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Keep in Mind
“He who angers you, conquers you!”
~E. Kenny
“It is always important to remember that “if you
inadvertently assist the student to escalate, do not be
concerned; you will get another chance to do it right
the next time around.
~Colvin, 1989
MO SW-PBS
Resource: MO SW-PBS Teacher Tools
Practice
Research
Definition
Examples
Implementation
Monitoring
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Component
Action Planning
GOALS
WHO IS
RESPONSIBLE
EVALUATION
MEASURE/
EVIDENCE
REVIEW STATUS
A = Achieved & Maintain
I = In progress
N = Not achieved
Sem 1
Provide PD to staff on viewing
social/behavioral errors as
opportunities to correct and
teach the appropriate
replacement behaviors and
use instructional strategies
Checklist #1
6. Discouraging Inappropriate Behaviors
STEPS, TIMELINE,
RESOURCES, AND
COMMUNICATION
Provide PD and practice on the
Guiding Hand strategies
Provide PD and time for
teachers to develop a menu of
consequences
MO SW-PBS
Sem 2
Session 5 Outcomes
At the end of the session, you will be able to…
 Explain the purpose of the Self Assessment Survey
( SAS).
 Develop a clear understanding of the role of teaching
in response to social errors.
 Demonstrate how to utilize the Guiding Hand
Strategies for responding to inappropriate behavior.
 Develop a menu of consequences
MO SW-PBS
Consequences: Responses that Occur
Following Behavior
A–B–C
Antecedent
Conditions or
circumstances that
alter the probability
of a behavior
occurring.
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Behavior
Consequence
An observable The resulting event or
act. What the
outcome that occurs
student does. immediately following
The actions or the behavior. Impacts
reactions to the future occurrence of
antecedents.
the behavior.
A
Antecedent
• Establish positively stated
rules to clarify expected
behavior.
• Establish procedures to
• Teach the rules and
procedures and provide
opportunities to practice
the rule in all settings.
B
C
Behavior
Consequence
Engage in
• Use tangibles and
appropriate behavior
specific positive
feedback to recognize
students who engage in
appropriate behavior.
• Correct and re-teach
students who engage
in inappropriate
behavior.
• Provide additional
consequences for
students who do not
respond to re-teaching.
MO SW-PBS
Using Consequences to Discourage Problem Behavior
Basic Understandings
1. Consequences are not punitive; consequences
paired with teaching of the alternative or desirable
behavior can heighten behavior change.
2. Keeping tolerances low and responding swiftly to
minor misbehavior supports your expectations and
maintains a positive environment.
3. It is not so much the size or severity of the
consequence but the certainty that a response
will occur that promotes behavior change.
MO SW-PBS
Consequences for Inappropriate
Behavior
• Menu of mild responses that can readily be used
• Should be instructional; help the student to learn or practice the
desired behavior
• Relevant or Logically connected to infraction
• Individually selected; matched to the frequency & severity of the
behavior
• Easy to implement; occur in setting of the problem
• Invite the student to take responsibility
for his/her behavior
• Maintain student’s dignity
• Mildly aversive, require effort and
leave little incentive to repeat problem
behavior
MO SW-PBS
Possible Consequences
•
•
•
•
Restitution
Make up missed work
Teach others
Temporary removal
from activity until
learning occurs
• Workbook page 204
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• Phone call to parents
• Loss of privilege
• Contract
• Office referral
• Parent conferences
Restitution
• Restitution permits the student to help to
restore or improve the school environment by
directly addressing the problems caused by
the student’s inappropriate behavior.
• Restorative practices work to address the
needs of those harmed and works to put right
the harm through restorative processes
MO SW-PBS
Activity: Identifying Appropriate Consequences
Think-Write-Share
Think of one of the problem behaviors you
address each day; select the related nonclassroom area or classroom activity for that
behavior–one for which you have clarified
expectations. With a neighbor or small group,
brainstorm a list of possible consequences for
inappropriate behaviors. Be specific and list as
many as possible
MO SW-PBS
Discussion: Responding to Inappropriate
Behavior
With your team, reflect on what you have heard:
• How does this information change your thinking
about the use of consequences?
• What current practices used in your school need to
be changed or adjusted?
• How can you help staff to re-think their use of
consequences?
• How can you use this information to create an
effective menu of consequences for your school?
MO SW-PBS
Action Planning
Component
GOALS
STEPS, TIMELINE, RESOURCES, AND
COMMUNICATION
WHO IS RESPONSIBLE
EVALUATION MEASURE/
EVIDENCE
REVIEW STATUS
A = Achieved & Maintain
I = In progress
N = Not achieved
Sem 1
6. Discouraging Inappropriate Behaviors
Provide PD to staff on viewing
social/behavioral errors as opportunities
to correct and teach the appropriate
replacement behaviors and use
instructional strategies
Checklist #1
MO SW-PBS
Provide PD and practice on the Guiding
Hand strategies
Provide PD and time for teachers to
develop a menu of consequences
Sem 2
Recap
Because you have the power to …
• Be preventive
• Clear expectations/rules
• Rules taught
• Rules prompted (pre-correct)
• Builds Relationships
• Specific Positive Feedback
• Active Supervision
• Consistent response to misbehavior
MO SW-PBS
Next Session:
•
•
•
•
•
Preparation Phase Session 6
Define what constitutes staff managed and office-managed
behaviors
Finalize your Office Referral Form to include all essential data
fields.
Develop and clarify procedures to collect and report office
discipline referrals (ODR’s)
Develop effective system of supports to address the full range
of inappropriate behaviors ( complete the behavior level
chart to meet the needs defined for your school)
Analyze results of the Self Assessment Survey to inform
Action Plan.
MO SW-PBS
Please complete and bring the
Evaluation forms, Universal Checklist
and all materials to the front table