POSITIVE BEHAVIOUR FOR
LEARNING
School-Wide Positive Behaviour for Learning
Effective Classroom Management
Module 1: Antecedent Strategies
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Classroom Management Practices:
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Acknowledgements
Office of Special Education Programs (OSEP) Centre on Positive
Behavioral Interventions and Supports (PBiS)
Professor George Sugai, The Centre for
Behavioral Education & Research, University of
Connecticut
Professor Tim Lewis, Dean for Research &
Graduate Studies at The University of MissouriColumbia
Missouri School-Wide Positive Behavior
Support, MO SW-PBS (Missouri Department of
Elementary and Secondary Education)
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SW-PB4L
Subsystems
Classroom
Non-classroom
Family
Essential Classroom
Behaviour Student
Management
Practices
4
What “kind” of students can display
problematic behaviour?
All students. Students with/without labels who are in general/ special
education can display problematic behaviour. This is not a special
education issue. It is an education issue.
We need to learn more about
the 5 CRITICAL FEATURES of
effective classroom management
to be able to help all students
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Evidence Based Practices in Classroom Management
1. Maximise structure and predictability
2. Establish, teach, review, monitor, evaluate and reinforce a
small number of positively stated expectations
3. Maximise academic engaged time (i.e., actively engage
students in observable ways)
4. Establish a continuum of strategies to acknowledge
appropriate behaviour
5. Establish a continuum of strategies to discourage
inappropriate behaviour
Simonsen, Fairbanks, Briesch, Myers, & Sugai (2008). Evidence-based practices in classroom management:
Considerations for research to practice. Education and Treatment of Children, 31, 351-380.
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Classroom Management:
Self-Assessment Revised (2008)
7
Simonsen, Fairbanks, Briesch, Myers & Sugai, 2008
What Do We Know?
Classroom Management & Students…
“Non-compliant behavior in the classroom has
been the overall highest ranking reason for
office discipline referrals for grades 1-12”
(Colvin, 2009, p. 7-8)
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What Do We Know?
Students who display non-compliant behaviour
are at risk for escalating and long-term negative
outcomes such as:
– peer rejection, off-task behaviour, low academic
achievement,
– involvement with antisocial peer groups, drop out,
and crime,
– ineffective relationships, inability finding and
keeping employment and serious mental health
issues
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The Good News!
When Teachers know and use positive & preventative
management
strategies
many of the
commonly
“In
the realm
of education
research
reported minor classroom behaviours can be avoided
effective classroom management is tied to
(Scheuermann & Hall)
student success with a confidence
approaching
absolute”
The
same behaviours
that reduce classroom
disruptions are associated with increased student
(Sprick, Knight, Reinke & McKale, 2006, p. 201)
learning
(Brophy & Evertson)
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Effective Classroom Management
“The goal of effective classroom management is
not creating “perfect” children, but providing
the perfect environment using research-based
strategies that guide students toward
increasingly responsible and motivated
behaviour.”
(Sprick, Knight, Reinke & McKale, 2006, p. 185)
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ABC’s of Understanding
Behaviour Patterns
• What happens before the behaviour occurs? What
is the
•A
= ?trigger? (A or antecedent)
• What is the behaviour (B)?
• B=?
• What happens after the behaviour occurs? What is
•C
=
?
the outCome? (C or outCome/ Consequence)
ABC
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Antecedent Strategies
for Preventing Problem Behaviour
Class-wide Practices
•
•
•
•
Establish clear classroom expectations & rules
Provide predictability in the environment
Use effective instruction and commands
Arrange seating so that it is appropriate to the
instructional activity
• Use a brisk pace of instruction
• Present material that is appropriately matched to
student instructional level & prior knowledge
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Why Use Antecedent Strategies?
•
•
•
Increases student engagement with learning
Limits time for inappropriate behaviour
Antecedent approaches focus on
Allows for high rates of positive, specific
structuring
the
environment
to
feedback
prevent problems & enhance motivation
• Improves student perception of and preference
for assignments they consider difficult
(Heward, 1994; Kern & Clemens, 2007)
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Why Use Antecedent Strategies?
• Feasible and easy to implement
• Effective for students in general or special
education
• Do not require significant modification to
existing instruction
• May foster improvements in student–teacher
relationships
(Jolivette, Wehby, Canale & Massey, 2001; Kern and State, 2009)
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Antecedent Strategies
1. Maximise structure & predictability
2. Establish, teach, review, monitor, & evaluate
positively-stated expectations
3. Maximise academic engaged time
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1. Maximise Structure
• Develop Predictable Routines
– Teacher routines
– Student routines
• Design Environment to . . .
(a) elicit appropriate behaviour &
(b) minimise crowding and distraction
–
–
–
–
Arrange furniture to allow easy traffic flow
Ensure adequate supervision of all areas
Designate staff & student areas
Seating arrangements (groups, carpet, etc.)
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Physical Layout
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Have you maximised structure in your
classroom?
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20
Assess
1. I maximised structure and predictability in my
classroom.
a) I explicitly taught and followed
predictable routines.
Yes
No
a) I arranged my room to minimise
crowding and distraction.
Yes
No
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2. Establish, Teach, Prompt, Monitor, &
Evaluate a small number of positively
stated expectations
• Establish behavioural expectations/ rules
• Teach rules in context of routines
• Prompt students of rule prior to entering natural
context
• Monitor students’ behaviour in natural context &
provide specific feedback
• Evaluate effect of instruction - review data, make
decisions, & follow up
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Establish Behavioural Expectations
• A small number (i.e., 3-5) of positively stated
rules. Tell students what we want them to do,
rather than telling them what we do not want
them to do
• Publicly post the rules/ expectations
• Should match School-Wide expectations
• Construct rules/ expectations based on need in
the classroom
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Expectations within Routines Matrix
Routines
Rules
Entering
Classroom
Seat Work
Small Group
Activity
Leaving
Classroom
Be Safe
Be
Respectful
Be
Responsible
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Classroom
Routines
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Teach Rules in the Context of Routines
• Teach expectations directly
– Define rule in operational terms—tell students what
the expectation/ rule looks like within routine
– Provide students with examples & non-examples of
rule-following within routine
• Actively involve students in lesson (game, roleplay, etc.) to check for their understanding
• Provide opportunities to practice rule following
behaviour in the natural setting
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Prompt and Pre-Correct
• Prompt or remind students of the expectations
• Provide visual prompts (e.g., posters, illustrations)
• Use pre-corrections
“verbal reminders, behavioral rehearsals, or demonstrations
of rule-following or socially appropriate behaviors that are
presented in or before settings where problem behavior is likely”
(Colvin, Sugai, Good, Lee, 1997)
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Monitor & Evaluate Student Behaviour
• Active Supervision
– Move
– Scan
– Interact
Reinforce
Correct
• Collect data (and use to make decisions)
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Assess
2. I posted, taught, reviewed, monitored and reinforced a
small number of positively stated expectations
a) I operationally defined and posted a small
number of expectations (i.e., school wide rules)
for all routines and settings in my classroom.
Yes
No
b) I explicitly taught and reviewed these
expectations in the context of routines.
Yes
No
c) I prompted or pre-corrected students to
increase the likelihood that they will follow the
expectations
Yes
No
d) I actively supervised my students
Yes
No
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3. Maximise Academic Engaged Time
Actively engage students in observable ways
1. Activity Sequencing
2. Offering Choice
3. Opportunities to Respond
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Instructional Classroom Management
Among the best behaviour management tools we have in
the classroom are providing:
• Effective Instruction delivered with fidelity
• High rates of student participation
 Using research-based curriculum
• Tasks that promote high rates of accurate responses
 90% success rate or better
The most frequent re inforcers in the classroom should be
academic success and teacher feedback
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Instruction Influences Behaviour
• Pacing
• Sequence activities so preferred activities
follow more demanding activities
• Student choice
• Opportunities for student responses
Acquisition vs Practice
• Student feedback from teacher
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Antecedent Strategies
for Preventing Problem Behaviour
1. Activity Sequencing
– Intermingle easy with more difficult
– Simple requests prior to more challenging
2. Offering Choice
– Type, order, materials, who, place, use of time
3. Opportunities to Respond
– Track students called on
– Guided notes
– Response cards . . .
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1. Activity Sequencing
Task Interspersonal
Behavioural Momentum
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What is Activity Sequencing?
Thinking about and altering the manner in which
instructional tasks, activities or requests are
ordered in such a way that promotes learning
and encourages appropriate behaviour.
(Kern & Clemens, 2007)
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Why Consider Activity Sequence?
• Increases task performance
• Decreases disruptive behaviour
• Improves student perception of & preference
for assignments they consider difficult
(Kern & Clemens, 2007)
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Why Consider Activity Sequence?
• For some students presenting difficult tasks backto-back often sets the occasion for frustration,
failure and problem behaviour.
• Varying the sequence of tasks may not be
necessary for average students, but can be very
important for students who are at-risk for
learning or behaviour concerns
(Darch & Kame’enui, 2004)
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Strategies for Effective Activity
Sequencing
• Intermingle easy/ brief problems among longer
or more difficult tasks (task interspersal)
(Kern & Clemens, 2007)
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Strategies for Effective Activity
Sequencing
•
Deliver 3 to 4 simple requests prior to a more
difficult task (behavioural momentum)
The theory behind the strategy is once a student is
cooperating and engaged in one task (the simple
requests), there is more chance of the student
cooperating and engaging in the task that immediately
follows (the more difficult activity) (Colvin, p.46, 2009)
(Kern & Clemens, 2007; Colvin, 2009)
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Activity Sequencing: Examples
• Read examples 1 & 2
• Next, with your partner identify the activity
sequencing strategy used …
– task interspersal or
– behavioural momentum
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Classroom Application
of Activity Sequencing
• In spelling or vocabulary lists include 3-5 simple, fun
words such as student names, sports teams or holiday
related terms, etc.
• During a writing activity ask students to draw a simple
stick figure at the end of each sentence or paragraph
• Let’s think of another example . . (NZ input)
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Using Sequence in Your Classroom
List several of the activities
students complete in your
classroom….
Identify ways you could use sequencing in each
activity…
• Intermingle easy/brief among more difficult tasks
• Provide simple requests prior to more difficult tasks
1.
2.
3.
4.
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2. Offering Choice
Type, Order, Materials,
Whom, Place &Time
44
Why Provide Choice?
“Providing opportunities for students to make
choices has been demonstrated to be an
effective intervention in preventing problem
behaviour and increasing engagement”
(Kern and Clemens, 2007, p. 70)
45
Why Provide Choice?
“Providing students with the opportunity to
make choices may not sound like an
instructional practice. However, research
indicates offering choices, especially during
academic tasks, not only increases student
engagement and reduces disruptive behavior,
but can also improve response accuracy.”
(Scheuermann & Hall, 2008, p. 294)
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Why Provide Choice?
•
•
•
•
•
Feasible & easy to implement
Effective
Teach learners to become self-determined
Enables them to better control their environment
Allows opportunity for more frequent positive
attention and feedback from teachers
• May foster improvements in student-teacher
relationships
(Jolivette, Wehby, Canale & Massey, 2001; Kern and Clemens, 2007;
Kern and State, 2009; Morgan, 2006)
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Strategies for Offering Choice
Examples of Class-wide choice:
• The content you teach is NOT negotiable but the type
• ofType
of taskor
orways
activity
assignment
of completing it can be
is likely to enhance
• negotiated
Order for&completing
tasks student participation
Kinds ofstudents
materials
thatdoes
will be
• Allowing
choices
NOTused
change the
• amount
Whomoftowork
workstudents
with are expected to complete
and does NOT change the essential components of
• the
Place
work & Hall, 2008)
taskto
(Scheuermann
• Choice of how to use time
48
Offering Choice: Example
• With a partner read the example
• Identify & keep a tally of the types of choices
this teacher offered
• After a few minutes be prepared to share your
responses
49
Steps for Using Choice in the Classroom
1) Create a menu of choices you would be willing to
provide to students
2) Look through your menu before planning each lesson
3) Decide what types of choice are appropriate for the
lesson & where they fit best in the lesson
4) Provide choices as planned while teaching the lesson
5) Solicit student feedback and input
(Kern and State, 2009, p. 5)
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Create a Menu of Choice Options
Type of tasks:
Order of tasks:
Kinds of materials:
Whom to work with:
Place to work:
Choice of how to use time:
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Offering Choice
Remember . . .
• Every lesson does not have to include all of the
choices on your list, but if each lesson you teach
provides at least one opportunity for choice, students
are likely to benefit
• When you incorporate choice, start small (offer 1 or
2 choices). You can then expand the number & type
of choice options you will incorporate into your lessons
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3. Opportunities to Respond (OTR)
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What is OTR?
A variation of 4 key components:
1.
2.
3.
4.
Teacher instructional talk
Prompts given to students
Wait time for the response
Specific feedback for correct responding
**Can be provided individually or to whole class
(Stichter, Lewis, Richter, Johnson & Bradley, 2006)
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Opportunities to Respond (OTR)
ANTECEDENT
BEHAVIOUR
CONSEQUENCE
Teacher Provides:
Prompts
&
Wait time
Student Responds:
Read
Write
Verbal Answer
Motor/Gesture
Teacher Provides:
Specific,
Positive
Feedback
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Why maximise OTR?
Demonstrated to significantly increase on-task behaviour
• When students are productively engaged in their work
there is less chance of problem behaviour
(Colvin, 2009, p. 48)
• When students are required to sit for long periods of
time without the opportunity to respond or participate,
it increases the likelihood that problems will occurespecially for at-risk and high-risk students
(Colvin, 2009, p.48)
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Opportunities to Respond Example
57
Optimal Rates of OTR
1.
2.
3.
4.
Teacher talk = 40-50% of the instructional period
Prompts = once per 3.5 minutes (on average)
Wait time = 3 or more seconds
Feedback = ratio of 4 positive to 1 corrective
*Focus = Is the teacher creating opportunities for
students to DO something rather than just
being passive recipients?
(Sprick et al., 2006; Stichter et al., 2006)
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OTR: Example
• Read the classroom vignette
• Determine how many opportunities to
respond were provided to students during the
instructional period
• Identify whether each opportunity was an
individual or whole class response
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Ways to Increase OTR
A. Track Students Called On
B. Guided Notes
C. Response Cards
D. Class-wide peer tutoring
E. Computer-assisted instruction
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A. Track Students Called On
• Are all students called on?
– Think of ‘doable’ ways to do this. . .
It is important that students experience high rates of
– Use a seating chart & mark off when a student is
success. Think about whether a student can correctly
called on to answer an academic question.
answer the question before calling on him or her.
– Draw students’ names from a jar
– Increases individual responding
– Allow “phone a friend” if student does not know
answer
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B. Guided Notes
• Opportunity to Respond is an instructional question,
statement or gesture made by the teacher seeking
_______________________.
• Rate of teacher instructional talk is ___% of an
instructional period.
• Optimal rate of prompts is ___ average per minute.
• Effective wait time is ___ or more seconds.
• Three common strategies to increase OTR are:
1.
2.
3.
Tracking students called on
Guided __________
Response ________
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C. Response Cards
• Cards, signs, or items simultaneously held up by all
students to display their responses
• Types of response cards:
– Preprinted cards with standard answers:
• yes/no, true/false, agree/disagree,
– Preprinted cards with multiple answers:
• letters, numbers, parts of speech, characters in a story
– Write-on cards or white boards w/dry erase marker
• Easy to manipulate, display and see
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Use of Response Cards
• Teach, Model and Practice the Routine
– Teacher gives question and wait time
– Teacher gives cue for students to show answer
– Students show response
– Teacher gives feedback about correct answer
– Students put down card and prepare for next
question
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Use of Response Cards
•
•
•
•
•
Maintain lively pace
Short time between questions
Give clear cues
OK to look at classmates’ cards
Specific, positive feedback for correct answers
and use of cards
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Methods of Student Engagement
Individual Response Boards & Cards
Clicker, Buzzers, Computer
Gestures
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Response Card Practice
• Routine:
– I will ask a question and give you time to think.
– I will say “Answer”
– Show your card with your answer toward me.
– Hold card up until I say “Cards down”.
– Place card on table and put eyes on me.
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Antecedent Strategies for
Preventing Problem Behaviour
1. _____________________________
– Simple requests prior to more challenging
– Intermingle easy with more difficult
2. ______________________________
– Type, order, materials, who, place, use of time
3. ______________________________
– Track students called on
– Guided notes
– Response cards
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Assess
3. I actively engaged students in observable ways
a) I provided a high rate of opportunities to
respond during my instruction.
Yes
No
b) I engaged my students in observable ways
during teacher directed instruction (i.e., I use
response cards, choral responding, and other
methods)
Yes
No
c) I used evidence-based methods to deliver my
instruction
Yes
No
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References
•
•
•
•
•
•
•
Carnine, D.W. (1976). Effects of two teacher-presentation rates on off-task behaviour,
answering correctly, and participation. Journal of Applied Behavior Analysis, 9, 199206.
Colvin, G. (2009). Managing noncompliance and defiance in the classroom: A road
map for teachers, specialists, and behavior support teams. Thousand Oaks, CA:
Corwin Press.
Colvin, G., Sugai, G., Good, R.H., & Lee, Y. (1997). Using active supervision and
precorrection to improve transition behaviors in an elementary school. School
Psychology Quarterly, 12, 344—363.
Council for Exceptional Children, (1987). Academy for effective instruction: working
with mildly handicapped students. Reston, VA: Author.
Darch, C. B. & Kame’enui, E. J. (2004). Instructional classroom management: A
proactive approach to behavior management. Upper Saddle River, NJ: Pearson.
Gunter, P., Hummel, J., & Venn, M. (1998). Are effective academic instructional
practices used to teach students with behavior disorders? Beyond Behavior, 9, 5-11.
Heward, W.L. (1994). Three low-tech strategies for increasing the frequency of active
student response during group instruction (pp.283-320). In R. Garner, III, D.M. Sainato,
J.O., Cooper, T. E., Heron W.L., Heward, J., Eshleman, & T.A. Grossi (Eds.) Behavior
analysis in education: Focus on measurably superior instruction. Pacific Grove, CA:
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Brooks/Cole.
References
•
•
•
•
•
•
Jolivette, K., Wehby, J. H., Canale, J., & Massey, N. G. (2001). Effects of choicemaking opportunities on the behaviour of students with emotional and behavioral
disorders. Behavioral Disorders, 26 (2), 131-145.
Kern, L. and Clemens, N.H. (2007). Antecedent strategies to promote appropriate
classroom behavior. Psychology in the Schools, 44(1), 65-75.
Kern, L. and State, T. M. (2009). Incorporating choice and preferred activities into
classwide instruction. Beyond Behavior, 18(2), 3-11.
Morgan, P. L. (2006). Increasing task engagement using preference or choice-making:
Some behavioral and methodological factors affecting their efficacy as classroom
interventions. Remedial and Special Education, 27 (3), 176-187.
Powell, S. & Nelson, B. (1997). Effects of choosing academic assignments on a
student with attention deficit hyperactivity disorder. Journal of Applied Behavior
Analysis, 30 (1), 181-183.
Scheuermann, B. K. and Hall, J. A. (2008). Positive Behavioral supports for the
classroom. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
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References
•
•
•
•
•
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D. & Sugai, G. (2008). Evidencebased practices in classroom management: Considerations for Research to practice.
Education and Treatment of Children, 31(3), pp. 351-380.
Skinner, C.H., Smith, E.S., & McLean, J.E. (1994). The effects on intertribal
interval duration on sight-word learning rates of children with behavioral disorders.
Behavioral Disorders, 19, 98-107.
Skinner, C.H., Belfior, P.J., Mace, H.W., Williams-Wilson, S., & Johns, G.A. (1997).
Altering response topography to increase response efficiency and learning rates.
School Psychology Quarterly, 12, 54-64.
Sprick, R. S., Knight, J., Reinke, W.M., & McKale, T. (2006). Coaching Classroom
Management: Strategies for Administrators and Coaches. Eugene, OR: Pacific
Northwest.
Stichter, J. P., Lewis, T. J., Richter, M., Johnson, N. J. & Bradley, L. (2006).
Assessing antecedent variables: The effects of instructional variables on student
outcomes through in-service and peer coaching professional development models.
Education and Treatment of Children, 29(4), 665-692.
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