Lori Lynass, Ed.D.
Jinna Risdal MA, NCC.
TEACHER – Updated Job Requirements
• Expert in Numerous Subjects
• Computer Programmer/Copy Machine
Technician
• Surrogate Parent
• Emergency Medical Technician
• Theatrical Performance Abilities
• Behavior Analyst
• Can Go Seven Hours Without Using
Bathroom
Effective Teachers:
• Spend more time promoting responsible
behavior than responding to irresponsible
behavior (Beaman & Wheldall, 2000; Walker
& Gresham, 2004).
• Recognize that misbehavior occurs for a
reason, and they takw that reason into
account whne deciding how to respond
(Alberto & Troutman, 2006; Scheuermann &
Hall, 2008)
Characteristics of a Well Managed Classroom
• Students are deeply involved with their
work.
• Students know what is expected of
them and are generally successful.
• There is relatively little wasted time,
confusion or disruption.
• The climate is work-oriented but relaxed
and pleasant
The Challenge
• Exclusion and punishment been the most
common responses to conduct disorders in
schools.
– Rose, (1988); Nieto, (1999); Sprick, Borgmeier, & Nolet, (2002)
• Exclusion and punishment have been found to
be ineffective at producing long-term reduction
in problem behavior
– Costenbader & Markson (1998)
We Lack Consistency and We
Spend Too much Time Being
Reactive
Ever Heard These?
• “Lantana, you skipped 2 school days, so we’re
going to suspend you for 2 more.”
• “Phoebe, I’m taking your book away because
you obviously aren’t ready to learn.”
• “You want my attention?! I’ll show you
attention...let’s take a walk down to the office &
have a little chat with the Principal.”
PBIS objective….
Redesign & support teaching &
learning environments that are
effective, efficient, relevant, & durable
–
–
–
–
Outcome-based
Data-guided decision making
Evidence-based practices
Systems support for accurate & sustained implementation
In Your Classroom
You can have a child within every level.
What does your
Classroom Look like?
Even students with
EBD fall within the
triangle.
A Comparison of Approaches
to
Academic and Social Problems
We Assume:
• Student learned it wrong
• Student was (inadvertently)
taught it the wrong way
Next We:
• Diagnose the problem
• Identify the misrule/ re-teach
• Adjust presentation. Focus on
the rule. Provide feedback.
Provide practice and review
Finally We Assume:
• Student has been taught skill
• Will perform correctly in future
We Assume:
• Student refuses to cooperate
• Student knows what is right and has
been told often
Next We:
• Provide a “punishment”
• Withdraw student from normal
social context
• Maintain student removal from
normal context
Finally We Assume:
• Student has “learned” lesson and
will behave in future
•
Colvin, 1988
Change in Practice – How Staff
Members Interact with Students
Every time any adult interacts with any student,
it is an instructional moment!
PBIS emphasizes…
– Teaching behaviors like we teach academics
– Modeling and practicing expected behaviors
– Reinforcing expected behaviors
– Precorrecting to ensure positive behaviors are
displayed
Is Tier One in Place in the
Classrooms?
• Classroom-wide positive expectations taught,
encouraged & reinforced and match school-wide
expectations
• Teaching classroom routines & cues taught &
encouraged
• Ratio of 4-5 positive to 1 negative adult-student
interaction
• Do Staff Agree with and Understand Classroom and
Office Managed Behaviors
• Active supervision
• Redirections for minor, infrequent behavior errors
• Frequent pre-corrections for chronic errors
• Effective academic instruction & curriculum
Structure the Classroom
for Success
Vision
Organization
Classroom Management
Instructional Management
Response to Problem
Behaviors
Creating the Vision:
When you know where you are headed,
you can guide students to their own
success.
Human Behavior:
• Serves A Function
• Is Taught and Learned and Thus Can
Be Retaught and Changed
……Yes, For Some Students This Can Be a
Longer Process.
……And Yes, Our Behavior Has to Change
Too.
The Three Variables of
Behavior
• Conditions – What is prompting or
enabling the behavior?
• Behavior – What is the person doing?
• Consequences – What is encouraging
or discouraging the behavior?
Understanding the Impact of
Culture on Behavior
Culture Defined
• The word culture implies the integrated
pattern of human behavior that includes
thought, communication, actions,
customs, beliefs, values and institutions
of a racial, ethnic, religious or social
group.
Acceptability of Behavior
Across Settings
Ethnicity and Behavior
• A minimum of 18 studies have shown
disproportionately poorer educational outcomes for
African-American, Hispanic-American, and NativeAmerican students compared to White students
• These studies document:
– African-American students: disproportionately high rates of
discipline referrals, high rates of special education
referrals, low academic achievement
– Hispanic-American students: disproportionately low rates
of discipline referrals in elementary schools, higher rates of
discipline referrals in middle schools, high rates of
depression, low academic achievement
– Native-American students: disproportionately high rates of
special education referrals, low academic achievement
Poverty & Behavior
• Children living in poverty face social
conditions over which they have little
control. It is not their choice where they
live. It is not their choice that their parent
may be unemployed or disabled. They
often have the feeling they want or need to
escape this environment and do better; but
they feel they have no control over the
nature and quality of their lives.
Poverty & Behavior
• Students in poverty may not complete
assignments, not study for tests, or not come to
school prepared to learn because of poverty
related circumstances in the home environment.
• These children may be unable to concentrate or
focus. They may be unwilling or unable to interact
with peers and/or adults in school in an effective
manner. These issues not only have an impact on
the learning of the child of poverty but can also
impact the learning of other children.
Gender and Behavior
• Male Students Are:
– Disciplined more often than female
students.
– Receive harsher punishments for the same
offenses.
– Are more often referred to special
education.
– Are acknowledged and called on less than
female students.
10
Minutes
Culture, Services and
Your School
• What are the culturally, linguistically, racially
and ethnically diverse groups within the
geographic locale served by your school?
• To what degree are these groups accessing
services at your school?
• How can your school better serve these
populations?
Motivation
The greatest behavior management tool
is engaging instruction & positive
feedback that is obtainable
by the student.
And… Teacher Relationships Matter!
Motivation and Behavior
A student who is misbehaving is
more motivated to do so.
Motivation
• “Most people are motivated by a mix of
intrinsic and extrinsic factors, so we
must increase both of these” - Sprick
• Thinking about your job. What are the
factors that motivate you for this both
intrinsically and extrinsically?
Expectancy X Value
• Expectancy multiplied by Value = Motivation
– Expectancy is the degree to which the student
expects to be successful at the given task.
– Value is how much the student values the reward
for the success.
– This applies for both academics and behavior.
Establish Guidelines for
Success: Expectations
Respect
Responsibility
Safe
Kind
Integrity
Establish Guidelines for
Success: Expectations
• Establish 3-5 all encompassing
guidelines or expectations for you class.
• If there are established school-wide
expectations, then ideally these would
also be your classroom expectations.
• Guidelines are known, posted, modeled
taught and re-taught.
Clear and Consistent
Expectations
When Considering
Expectations:
• Think of the common misbehaviors you see – do
these expectations address those?
• What are the cultures represented in your classroom
and how would they define these? What are the most
important expectations in those cultures?
• How will you make these developmentally
appropriate?
10 Minutes
Creating Expectations
• Discuss 3-5 possible expectations with a
partner(s).
• What are the considerations before solidifying
your expectations?
– Schoolwide expectations
– Culture
– Grade/Ages of Students
• If you have expectations – do they need to be
clarified with teachers?
Classroom Rules/Guidelines
• Rules build from expectations.
• Before you develop rules, consider the misbehaviors
you think will most likely occur.
• Consider grade level and development.
• Who will have input into your rules?
• Are they measureable and observable?
Classroom Behavior Matrix
Activity:
Expectation:
Participate
Respectfully
Act
Responsibly
Follow
Directions
Be Safe
Group
Work
Do your share
of the work
Cooperate w.
others
Put away all
materials used
Clean your
area
Look & Listen
Complete
Directions
Use
materials
Correctly
KYHFOTY
Seat
Work
Silent
Reading
Science
Period
Lining Up
Behavior Matrix
Respect
for Self
Respect
for Others
Respect
for
Property
Be Here,
Be Ready
Starting the Day
Transition
Math
Independent
Work
Make sure you
are ready to
learn
Need Help?
Ask to use
Restroom, get
drink
Tell yourself
you are good at
MATH
Give it a try and
know it is okay
to make
mistakes
KYHFOTY
Level One Voice
Be on Task,
0-1 talking level
Listen to others
KYHFOTY
0 talking level,
permission
needed
Jacket and
Backpack
hung up
Lunch boxes
in bin
Put work away,
appropriately
Place used
material where
it belongs
Calculator Care,
All chair legs on
floor
Use materials
appropriately
and put away
material when
done
Homework in
bins and be on
time
Sharpen,
replace pencil
End in
appropriate
location
Sitting
Appropriately,
Ready to
discuss Math
Work on Your
work and work
somewhere you
can finish Math
15 Minutes
Establishing Guidelines
• What are the main activities and transitions
that students in your setting will engage in?
• Begin to complete the “Mapping Schoolwide
Expectations” template.
Teaching Expectations
3 Step Process for
Communicating Expectations
• 1. Teach you expectations before the
activity or transition begins.
• 2. Monitor student behavior.
• 3. Provide feedback during and at the
conclusion of the activity.
Cycle Begins
Again for New Activity
Teaching Expectations
• Define and offer a rationale for each expectation
• Describe what the behavior looks like and sounds like
• Actively involve students in discriminating between
non-examples and examples of the expectations
• Have students role play the expected behaviors
• Re-teach the expectations often
• Reinforce desired behavior
Washbrun S., Burrello L., & Buckman S. (2001). Schoolwide behavioral support. Indiana University.
Teaching the
Expectations
Video of Two Schools
http://www.schooltube.com/video/310a7d73ce81fee
ab669/HNMS-PBISTardies
5 Minutes
Teaching Your Expectations
• What will you need to do to be ready to teach
the expectations in your classroom?
• Who else needs to be involved in this
process?
Reinforcing Desired Behaviors
Celebrate the
Behaviors You Want
To See More!
Reinforcement & Motivation
• Build Positive Relationships With
Students
• Provide Positive Feedback
• Provide Intermittent Feedback
• Strive to Provide a High Rate of Positive
Interactions
Build Positive Relationships!
Research indicates that students have a higher
achievement and engage in fewer problem
behaviors when they have a positive
relationship with the teacher (Cameron &
Pierce, 1994; Smith & Lewis, 2004).
Meet the Students At The
Door Each Day if Possible!
Reinforcement Systems:
Rationale
• Focuses attention on desired behaviors
• Increases the repetition of desired
behaviors
• Fosters a positive class climate
• Reduces amount of time spent on
discipline
• Increases instructional hours
Ratio of Interactions
• Follow the ratio of interacting at least 5x
more when a student is behaving
appropriately.
• For every 1 negative comment, strive to
make 5 positive ones.
Characteristics of Effective
Praise
• Good praise follows the “if-then” rule.
– Make sure students are doing exactly what
you want them to be doing.
– Praise them within 1 or 2 seconds after the
behavior occurs.
– If it is an on-going behavior, praise during
the behavior.
Giving Positive Feedback
• Positive feedback needs to be sincere and should be
informative.
• State, expectation meet and behavior that is meeting
the expectation.
“Ibraheem, nice job on raising your hand and being
respectful of the learning of others.”
“Sally, thank you for showing responsibility by cleaning
up after finished.”
Reinforcement
• Plan for Reinforcement by Considering:
– Individual Reinforcement Options
– Group Reinforcement Options
– What will be the Criteria for Earning
Reinforcement?
– How will Reinforcement be Managed?
INCENTIVES
• Short-term
– Classroom dollars
• Front of lunch line
• Choose story
• Electronic Lunch
• Student of the day
• Eat lunch with you
• Call home, note home
– Caught being good
• Students nominate
fellow students
• Long-term
– Fall fun day
• Pizza
• Skating
– Spring May day
• Barbeque
• Rock climbing slide
• Dance
• D.J.
• Face painting
• Softball game
55
Desired Behaviors Reinforced
Washington High
Franklin Pierce School District
Tomcat Tickets
Reinforcement
15 Minutes
With a Partner Discuss • Plan for Reinforcement by Considering:
– Individual Reinforcement Options
– Group Reinforcement Options
– What will be the Criteria for Earning
Reinforcement?
– How will Reinforcement be Managed?
LUNCH
New Students
• How will you communicate expectations to
new students and provide them with needed
support?
–
–
–
–
–
Teach Individually
Reteach Class * Northstar Way Example
Create a Video
Pair them up with another student
Schoolwide “Newcomers Club”
Classroom Environments: How
To Get Organized
Has Anyone Had One of These Classes?
Organization
“When you have well-organized routines and procedures
for your classroom, you model and prompt organized
behavior from your students”
•
•
•
•
•
•
Arrange a Efficient Daily Schedule
Create a Positive Physical Space
Use a Consistent Attention Signal
Design Effective Beginning and Ending Routines
Manage Student Assignments
Manage Independent Work Periods
THE DAILY SCHEDULE
An effective schedule applies the premack principal:
• Provides variety so students stay focused
• Considers teacher’s ability to present various activities
• Considers maturity level of students
-Write down your schedule of subjects
-Balance types of activities (group work and independent work)
-Avoid having an activity run too long
* Prepare for problematic times of the day *
Teach students what you expect and how they can meet those
expectations
For Each Scheduled
Activity Consider:
• What will Happen Before Instruction
• During Instruction
• After instruction
Effective and efficient beginning and ending procedures
create an invitational and supportive atmosphere, and
communicate that time will not be wasted
• Review Expected Behavior
Sample Daily Schedule
8:45-9:15
9:15-10:00
10:00-10:45
10:45-11:00
11:00-11:05
11:05-11:45
11:45-12:00
12:00-12:30
12:30-12:45
12:45-1:30
1:30-1:45
1:45-2:15
2:15-2:45
2:45-3:05
Opening Group/ Goal Reviews
Choice Time
Reading
Recess
Quick Check-In
Math
Math Games
Lunch
Silent Reading
Science
Structured Choice
Music
History
Goal Review/ Clean-up/Buses
Sample Daily Schedule Block Class, Math
•
•
•
•
•
12:30 - 12:40 Warm-up
12:40-12:55 Direct Instruction (I Do)
12:55-1:10 Guided Practice (We Do)
1:10-1:30 Independent Work (You Do)
1:30-1:45 Group Activity Applying
New Concept
• 1:45-1:50 Pack-up, Transistion
10 Minutes
Daily Schedule
• Using the form provided, sketch out a
sample daily or class schedule that
employs the Premack Principal.
• Is this different than your current
schedule?
PHYSICAL SPACE
• Arrange the physical space in a way that promotes positive
student/teacher interactions and reduces the possibility of
disruptions
• One of the most effective behavior management strategies a
teacher can implement is to circulate throughout the room as much
and as unpredictably as possible
• Pay attention to temperature, lighting, aromas, and noise (Jensen,
2005)
• Do you need a “Break” space?
Layout of the Classroom
Affects Learning
 Many studies have identified teacher
interaction with students as being connected
to student seating location. Those students
seated in the front of the room and down its
center (action zone) are more likely to receive
attention from the teacher.
 Students facing an instructional area have
easier access to it; those with their backs to
instruction can avoid participation.
 The arrangement of the classroom should
allow teachers access to interact with every
student.
Possible Arrangements
Evertson, & Poole, 2006
ATTENTION
SIGNAL
• On the very first day of school, you must teach the
students what the signal is and how you expect them to
respond
-Can be given at any location in the room
-Can be used outside of the classroom
-Visual and auditory
-”Ripple effect”
- Example: “Class, your attention please” …then move
right arm from 9:00 to 12:00…wait for students to stop
talking and raise their hands
Implement Effective
Instructional Practices
• Have an engaging style of presentation.
• Actively involve students in lessons and
provide opportunities to respond.
• Have clear objectives and evaluate progress.
• Ensure high rates of students success
through differentiated instruction.
• Provide students with immediate performance
feedback.
Beginning, Transition &
Ending Routines
• Opening, transition
and dismissal
routines that are
welcoming, calm,
efficient, and
purposeful
demonstrate to
students that you
care about every
minute of class time
Critical Instructional Practices for First Five
Minutes of the Day
One day I said, "Justin, why are you
always late to class?"
And he said, "Because, nothing happens
during the first five minutes in this
class!"
BEGINNING ROUTINES
Effective and efficient beginning and ending procedures create an
invitational and supportive atmosphere, and communicate that time
will not be wasted
• Meet students at the door
• Prepare an activity that students can work on the first few minutes of
class while you take attendance
• Have a procedure prepared for
- students who are tardy
- students who do not have materials
- students who have been absent
*Inform students of these procedures during the first couple of days of
school!
ENDING ROUNTINES
• Leave enough time at the end to ensure things end
on a relaxed note
• Have procedures for wrapping up the day/class
period
•
Provide feedback on things they are doing well and
things they need to work on
• Have a procedure for dismissal
Manage Assignments &
Work Periods
• Be Sure Assigned Work Can Be
Completed Independently, Provide
Assistance or Modify Work.
• Keep Independent Work Times
Developmentally Appropriate.
• Provide Guided Practice First.
• Develop System For Getting Help.
• Teach & Review Expected Behavior.
Monitor Your Progress
• Monitor the Following:
– Students meeting expectations
– Reinforcement
– Consequences
– Tardies
– On-Task Behavior
– Ratio of Positive/Negative Interactions
– Family/Student Satisfaction
Responding to
Problem Behaviors
Classroom
Assessment
10 Minutes
• Take 10 minutes and complete the
provided assessment.
• What are the areas you could focus on?
10 Minute Break
Motivation
The greatest behavior management tool
is engaging instruction & positive
feedback that is obtainable
by the student.
And… Teacher Relationships Matter!
Motivation and Behavior
A student who is misbehaving is
more motivated to do so.
Motivation
• “Most people are motivated by a mix of
intrinsic and extrinsic factors, so we
must increase both of these” - Sprick
• Thinking about your job. What are the
factors that motivate you for this both
intrinsically and extrinsically?
Expectancy X Value
• Expectancy multiplied by Value = Motivation
– Expectancy is the degree to which the student
expects to be successful at the given task.
– Value is how much the student values the reward
for the success.
– This applies for both academics and behavior.
Reactive and Aversive Solutions
often Yield More Problems
•
•
•
•
•
Creates environments of control
Triggers & reinforces antisocial behavior
Shifts accountability away from school
Devalues child-adult relationship
Weakens relationship between academic &
social behavior programming
Reactive responses are
predictable….
When we experience aversive
situations, we select interventions that
produce immediate relief
– Remove student
– Remove ourselves
– Modify physical environment
– Assign responsibility for change to student
&/or others
Discouraging Problem
Behavior
• Clearly defined problem and context
– e.g., hat in class, tardies, transitions, etc.
• Precorrection/preventive strategy
– for identified risk times or settings
• Consistent procedures
– e.g, all staff, settings, minor behaviors
• Teaching Opportunity
– focus on appropriate expectation
Correction Procedures
• Analyze and Adjust the Implementation
of Your Basic Management Plan
• Analyze and Adjust the Strategies You
Are Using to Build a Positive
Relationship
• Analyze the Misbehavior and Develop a
Function Based Intervention
• Have You Reviewed Desired Behavior?
Consequences to behavior
We need to have an agreed upon
continuum for managing behavior, that
is enforceable and reasonable.
We also need to understand the function
of the behavior, and individualize the
response at times. (One size does not fit all)
Responding to
Level One Behaviors
• Acknowledge students exhibiting expected behavior
• Secure attention & redirect student to expected
behavior
• Provide choice between expected behavior and staffmanaged consequence
• Deliver staff-managed consequences consistently
• Do not make Mountains out of Molehills
• Avoid escalating problems
• Follow through with office-managed consequences
• RETEACH and REINFORCE
Teach Correction Procedures
for Level One Behaviors
• Teach Students How You Will Respond
and Be Consistent
– I will make eye contact
– I will move closer to you
– I will ask you “Are you with me?”
– I will point to the in class “Break Space”
– I will hand you the Buddy Room Form
Responding to
Problem Behavior
15 Minutes
• What will be your step by step process
for handling minor problem behaviors?
• Could you staff agree on a school-wide
system?
Vignettes of Minor Problem
Behavior
• Off Task
• Minor Aggression
10 Minutes
Turn and Talk
In one scenario, the situation gets out of
control because the teacher takes John's
disrespectful behavior personally and
reacts angrily.
• Describe what you might do to remedy that
same situation?
• What has worked for you in the past that
has helped to de-escalate a student and
keep other students on-task?
Keep in mind…
An effective correction system
will work for most students and
staff, most of the time
It won’t be perfect…there will
always be the top of the triangle
to keep us humble.
Red Zone –
The Final Frontier
• We all share this story……
• What can we really do?
– Be in youth’s shoes.
– Build a relationship.
– Set clear limits.
– Monitor frequently.
– Reinforce desired behaviors.
– Work with your student support team.
Mirror, Mirror- Neurons
“Neural Wi-Fi”
Cause & Effect, Logic
are “High Road” aspects
of social interaction
The frontal lobe does not fully
develop until the mid-twenties
Mirror neurons pick
up on others’
emotional states,
assist with empathy
and compassion,
along with survival
Fight, Flight, or Freeze and
Mirroring are “Low Road” aspects
of social interaction
Emotions and the Brain
Secondary Version
of Daily Progress
Report Card
Student:___________________ Date:____________ Goal:_________
Checked in
Yes
No
Checked out
Yes
No
Parent
Signature
Yes
No
Reading
Math
Expectation
Tough
Time
OK
Good
Way to
Go!
Expectation
Tough
Time
OK
Good
Way to
Go!
Be
Safe
1
2
3
4
Be
Safe
1
2
3
4
Show
Respect
1
2
3
4
Show
Respect
1
2
3
4
Be
Responsible
1
2
3
4
Be
Responsible
1
2
3
4
Social Studies/Science/Art
Specialist
Expectation
Tough
Time
OK
Good
Way to
Go!
Expectation
Be
Safe
1
2
3
4
Be
Safe
Show
Respect
1
2
3
4
Show
Respect
Toug
h
Time
OK
1
2
3
1
2
3
4
2
3
4
1
2
3
4
1
Be
Be
Responsible
Responsible
Way to Go! (4): Met expectations with positive behavior.
Good (3): Met expectations with only 1 reminder or correction.
OK (2): Needed 2-3 reminders or corrections.
Tough Time (1): Needed 4 or more reminders or corrections.
Parent Signature:______________________
Teacher: ___________
Comments:
Comments:
Goo
d
Way
to
Go!
4
DAILY TOTAL_______
Classrooms with poor behavior
management produce
negative student outcomes
– Classroom management linked to the
number of students at risk for EBD
(National Research Council, 2002)
– Poor classroom management place
students at risk of current and future
behavior problems (Aber, Jones, Brown,
Chaudry, & Samples,1998; Ialongo,
Poduska, Werthamer, & Kellam, 2001)
Final Thoughts
Upcoming PBIS
Trainings/Events
• PBIS Coaches Competencies Training Series - Sept 16th, – ESD
113, Olympia
• Fall PBIS Coaches Institute – Oct 21st, ESD 105 in Yakima
– Tier 1, 2, 3 and Data Strands
• 10th Annual NWPBIS Network Conference – Feb 29th- Mar 2nd
Portland
– Skill Building and General Sessions on a variety of PBIS/RTI
Topics
• www.pbisnetwork.org
Thank You!
Lori Lynass, Ed.D.
lynassl@gmail.com
www.pbisnetwork.org
www.soundsupportsk12.org