Teaching Schoolwide Behavioral
Expectations in Non-Classroom
Settings in PBIS-NH Schools
TECBD Conference
November, 2006
Howard S. Muscott, Ed.D.
Co-Director, NH CEBIS
hmuscott@rivier.edu; 206-6891
www.nhcebis.seresc.net (handouts)
To Our PARTNERS, We Thank You!
NH Department of Education
Virginia Irwin, Robert Wells, Deb Grabill
NH Department of Health and Human
Joe Perry
Services, Bureau of Behavioral Health
APEX Initiative
JoAnne Malloy
Alliance for Community Supports
Gail Cormier
Granite State Federation of Families
Kathleen Abate, Linda Thomas
NAMI-NH
Michael Cohen
Developmental Disabilities Council
Alice Porembski
SERESC, Inc.
Antonio Paradis & Becky Berk
Rivier College
Charles Mitsakos
University of New Hampshire,
Keene State College, Plymouth State University
Granite State College
Mary Ford
PBIS Center, University of Oregon
George Sugai, Rob Horner
Illinois EBD Network
Lucille Eber
New Hampshire Connections
Dawn Marquis
Maryland PBIS
Susan Barrett
Agenda
1. Problem Behavior in Non-Classroom
Settings
2. Data-Based Decision Making
3. Features of Supervision on the
Playground
1.
2.
Move, Scan, Interact
Focus on Active Supervision
4. Supervision Self-Assessment Scale
School-wide Positive
Behavior Support
Systems
Classroom
Setting Systems
School-wide
Systems
PBIS Big Idea
Problem behavior in non-classroom
settings (hallways, cafeteria,
playground, common areas)
accounts for 50% of all problem
behavior in schools.
Source: Colvin, Sugai, Good, & Lee (1997)
Non-Classroom Settings
Common
Areas
Transitions
Hallways
Playground
Recess
50% of all
problem
behavior in
school
Cafeteria
Buses
Nonclassroom Settings
Adapted from Sugai & Colvin, 1996
 Particular times or places where supervision is
emphasized




Cafeteria, hallways, playgrounds, bathrooms
Buses & bus loading zones, parking lots
Study halls, library, “free time”
Assemblies, sporting events, dances
 Where instruction is not typically available
 Where ratio of adults to students is typically lower
than in classrooms (lightly staffed)
 Where supervision is typically shared or staffed by
non-certified staff
Decision-Making and Problem-Solving is
Thoughtful and Calculated
(Mann & Muscott, 2005)
Utilize an action-oriented decision-making system that
can apply to all levels of behavior




Begin with Outcomes (What do we want to achieve?)
or Key Questions (What do we want to know?)
Identify the scope a Problem (scope and context)
through the use of Data (Where we are now?)
Identify Action items to get to the outcomes (What do
we want to do?) (Strategic Plan) which creates
Structure so that follow through is an expectation
Monitor and Evaluate progress – Use Data to assess
your progress (Did it work?)
Adapted from Horner (2003)
Goals of Playground Supervision
1.
2.
3.
4.
5.
To provide an opportunity for physical exercise,
social development, and fun
To keep students safe
To provide an opportunity for students to learn
and engage in appropriate playground behavior
that increases the likelihood it will occur in the
future
To get students on and off the playground in an
efficient and effective manner and back to class
ready to learn
To respond to problem behavior in a way that
decreases the likelihood it will occur in the future
PBIS-NH Supervision on the
Playground: Activity 1
1. What do you want to achieve on
your playground during recess next
year?
2. What do you want to know?
3. How will you know if you have
achieved success?
Data from PBIS-NH Schools
2003-04
 PBIS-NH elementary schools show playground as
second most common area for problem behavior
after classroom.
 PBIS-NH middle schools show hallways as second
most common area for problem behavior after
classroom.
 PBIS-NH high schools show hallways and office as
tied for second most common areas for problem
behavior after classroom.
 PBIS-NH multi-level schools show hallways ,
playground and cafeteria as tied for second most
common area for problem behavior after classroom.
Tag Gone Bad!
Thorntons Ferry Elementary School
 Playground was the location where most of the ODR
referrals come from
 Aggression/Fighting was the biggest problem behavior
by far
 Referrals were coming from many students rather than
a few
 SWIS data revealed highest levels of problem behavior
was coming from 1st and 2nd graders on the playground
at recess (214 ODRs August 03 through May 10, 2004)
 Observation and reflection discerned it was primarily
“tag gone bad” or lack of skills and appropriate games
Reducing Aggression on the Playground
Thorntons Ferry Elementary School
8/01/03 – 5/10/04
8/01/04 – 5/10/05
Thorntons Ferry ES
Merrimack NH
 September 2004 vs. September 2003
SWIS Data adjusted for number of
students
 Physical Contact 11 per 100 reduced to 6
(46%)
 Defiance/Disrespect/Noncompliance 18
per 100 reduced to 5 (73%)
Why the Improvement?
 Focused on teaching the playground expectations
rather than punishment
 Universal Team taught playground monitors
active supervision
 Universal Team developed and taught the
monitors and children Rules and Games for the
Playground
 Classroom teachers pre-corrected students by
reminding students of expectations before leaving
their classrooms each day for recess
PBIS-NH Supervision on the
Playground: Activity 2
1.
2.
3.
4.
5.
6.
Identify any data source you have for playground/
recess behavior for the 2005-06 school year.
How many instances of problem behavior are there?
(year, average per day, etc.)
What types of problem behaviors are more prevalent?
Are there patterns for who exhibits the most problem
behavior? (grades, individual students, gender)
Are there certain times when more problem behavior
occurs?
Are there certain activities or games where more
problem behavior occur? (dodgeball, 4-square, tag,
swings, etc.)
Do You Need to Gather
More Information?
 An observation is planned for recess
 What
should we be looking for?
 Interviews with the supervising staff are
planned
 What
should we be asking them?
 More SWIS reports are available
 Which
ones should we generate?
Features of Effective Behavior Support
in Nonclassroom Settings
1.
2.
3.
Environmental Arrangements
Teaching Routines and Activities based on
Expectations from the Teaching Matrix
Active Monitoring and Supervision by adults
1.
2.
3.
Move
Scan
Interact
Positive Contacts
2.
Positive Acknowledgements
3.
Precorrections
4.
Corrections for rule violations
Self-Assessment
1.
4.
1. Environmental Arrangements
1. Create visuals and other arrangements to
support expected behavior
1.
2.
3.
4.
5.
6.
Behavior Matrix for location posted
Posted rules that go beyond the matrix on
equipment
Painted lines to line up
Green light on right side of hallway
Posters with procedure for lunch line
Storage spaces for equipment with visual cues
Playground Expectations
Amherst Street Elementary School
Playground  Follow
adult
directions
 Be a good
sport
 Use kind
words
 Play fair
 Follow
 Use
your
playground
Pledge
equipment
 Return
properly
everything  Report unsafe
you
behavior
borrowed
 Stay in the
 Walk
playground
quietly into
area
the
building
PBIS-NH Supervision on the
Playground: Activity 3
Review your playground/recess environment to
determine whether physical arrangements support
your program and develop an action plan for
addressing any that are lacking?
1.
1.
2.
3.
4.
Is the Behavior Matrix posted so students and faculty can see it?
Is there a need to posted rules or procedures that go beyond the
matrix on or nearby specific equipment or activity areas?
Are there visual supports such as painted lines to help with
procedures like lining up, playground boundaries, or a safety
line for standing near swings?
Are there storage spaces for equipment with visual cues that
help students keep equipment such as balls, jump ropes, etc.
organized?
2. Teaching Expectations from Matrix
for Routines and Activities
1.
Transition Routines
1.
2.
3.
4.
2.
Activity Routines
1.
2.
3.
Lining Up
Entering and exiting
Putting materials away
Signal for attention
Games
Activities (Get food, take out a book, etc.)
Special Routines
1.
2.
3.
Bus evacuation
Applause
Emergencies
Schoolwide Outcomes
Schoolwide
Teaching
Team
Data-Based
Decision
Making
Schoolwide
Recognizing
Assessing Effectiveness
PBIS-NH Supervision on the
Playground: Activity 4
1.
2.
3.
4.
5.
Review your teaching matrix for the key expected
playground/recess behaviors?
Does it include positive behaviors that are
replacements for the problem behaviors identified by
your data as most significant?
If so, identify the specific behaviors that should be
highlighted in the teaching rollout.
If not, create replacement behaviors that address
those problem behaviors, adapt your teaching matrix
and get it ratified by the universal team and faculty.
Design a teaching rollout for playground following
PBIS-NH guidelines.
3. Active Supervision by Adults
 Active supervision is a critical yet under-utilized
skill by adults in nonclassroom settings
 Involves 3 sub-skills: Scan, Move, Interact



Scan: Visually examine the entire environment
frequently noticing both appropriate and problem
behavior
Move: Physically move around the entire area in an
unpredictable pattern while visiting the problem areas
frequently
Interact: Elicit conversations with most of the
students while providing precorrections and
reminders as well as positive recognition
Tips for Scanning
Be Constant and Strategic
 Scanning Should Be Constant
 Constantly scan the environment with both your eyes and
ears by looking at each area for a few seconds
 Look at the big picture frequently
 Look at student behavior specifically
 Scanning Should Be Strategic
 Practice identifying actions and sounds that signal
problems
 Learn to recognize signs that precede problem behavior
 Students with sad or scared facial expressions or concerned
looks
 Games breaking up for no apparent reason
 Quick violent movements
Tips for Movement
Be Constant, Random and Strategic
 Movement Should be Constant
 Constantly move around to all areas of the playground
or those you have responsibility to supervise
 Movement Should be Random
 Movement patterns should be unpredictable so that
students can’t gauge when you will be in an area
 Movement should be Strategic
 Identify trouble spots on playground and move to them
more frequently
 Identify students or combinations of students who
engage in either more problem behavior or more
behaviors that are likely to result in more conflicts and
visit them more frequently
Tips for Interacting with Students
Be Positive, Specific and Brief
 Interactions Should Be Positive
 Provide positive contacts
 Provide positive recognition
 Provide frequent recognition for students exhibiting expected
behaviors
 Interactions Should Be Specific
 Use specific language from the teaching matrix when recognizing
students
 Use precorrections to support positive behavior
 Focus on student behavior, not individual students
 Interactions Should Be Brief
 Keep interactions short and to the point so that you can interact with
most students during the period
 Continue to visually scan the environment during interactions
Provide Positive Contacts
Smith & Sprague (2004)
 Be
friendly and helpful in general
 Constantly smile and wave at students as
you move and scan
 Be proactive
 Provide at high rate
 Short in duration (5-10 seconds)
 Non-conditional for specific behaviors
 Delivered mostly to groups not
individuals
Positively Recognize
Expected Behaviors
 Provide specific, verbal recognition using
words from the teaching matrix
 Provide recognition at a 4:1 ratio or better of
positive to corrective contacts
 Provide a recognition as quickly after the
expected behavior as possible
 Focus positive attention on problem routines
 Recognition as many students as possible
 Provide additional recognition based on your
schoolwide plan
Recognition Systems
Muscott & Mann (2006)
 Step 1: Specific verbal praise paired with
visible acknowledgement given at high rates.
 Step 2: Specific verbal praise paired with
visible acknowledgement given
intermittently.
 Step 3: On-going random verbal praise
connected to broad expectations and
designed to enhance climate and
Highly visible periodic “attention grabbing:
celebrations of success
SW Recognition Planning Matrix
Muscott & Mann (2006)
In which strategic location will the behaviors be recognized?
What specific behaviors will be recognized in that location?
What is the visible acknowledgement?
How often should it be given?
Who will be recognizing the students?
When should the recognition start?
When should the next step begin?
What, if anything, happens to the visible recognition after it
is earned?
9. How will we ensure that staff practice giving out recognition
prior to implementation?
10. How will we know staff is implementing according to the
plan?
11. Are there any special circumstances?
1.
2.
3.
4.
5.
6.
7.
8.
Use Precorrections to
Support Positive Behavior
 Quick reminders of expected behaviors that
occur prior to the expected behavior
 Group
or Individual
 Focus on key errors to pre-alert students
 Only one line leader please
 5 minute reminder prior to the end of recess
 Go up the ladder on the slide only
 Use visuals and concrete examples in
addition or verbal reminders
Responding to Problem Behavior:
Consequences or Corrections for
Minor Rule Violations
 Follow schoolwide procedures
 Handle minor rule violations quickly, quietly,
neutrally, and with positive follow-up
 Respectful,
non-critical, non-argumentative
 Resolve privately if possible
 Focus on behavior, not student
 Use 2-minute rule – If the issue cannot be
resolved in 2-minutes, refer to support staff or
follow school procedure
Responding to Problem Behavior:
Consequences or Corrections for
Major Rule Violations
 Follow school procedures for major rule
violations
 Be
businesslike, neutral, disengage
 Resolve privately if possible
 Focus on behavior, not student
 Follow 2-minute rule, refer or get help
 If successfully resolved, acknowledge student
 Precorrect for next time
 Follow group and individual plans when they
exist
Supervision Self-Assessment Scale
Sugai & Colvin, 2004
 Informal self assessment regarding
critical features of non-classroom
management with action plan
 Available on www.pbis.org website
Features of Active Supervision for
Playground Monitors
Muscott (2006)
1.
2.
3.
4.
5.
Playground monitors know the schoolwide and
playground expectations and can state them.
Playground monitors contribute to the teaching of
playground expectations to students in rollout or
booster activities.
Playground monitors contribute to the teaching of
the safe use of equipment to students in rollout or
booster activities.
Playground monitors help new students learn the
playground expectations and safe use of equipment.
Playground monitors move continuously and
unpredictably throughout area making their
movements obvious, positive, and interactive.
Features of Active Supervision for
Playground Monitors
Muscott (2006)
Playground monitors scan the playground frequently with your
head up, maintaining eye contact and with an overt body
position.
7. Playground monitors engage in frequent and varied positive
interactions with most of the children on the playground. These
quick, noticeable, public and developmentally appropriate
interactions should include social positives and schoolwide
acknowledgements. They should be individualized,
informative, and sincere.
8. Playground monitors provide at least 4 positive for each
negative student contact.
9. Playground monitors handle minor rule violations quickly,
privately, neutrally, then follow-up with a positive interaction.
10. Playground monitors handle major violations quickly, by the
book using school procedure, and in a business-like manner.
They disengage quickly and precorrect for the next occurrence
if possible.
6.
PBIS-NH Supervision on the
Playground: Activity 5
1.
2.
If you have supervisory responsibilities on the
playground or other non-classroom environment,
rate yourself on the Supervision Self-Assessment
Scale and identify areas in need of further skill
development.
If you don’t list the people who have supervisory
responsibility on the playground and develop an
action planning for how you might proceed to help
them gain the knowledge and skills of systematic
supervision.