Core
Feature
I. Classroom
Systems
PBIS Implementation Goal
42. Classroom rules are defined for each of the school-wide expectations
and are posted in classrooms.
43. Classroom routines and procedures are explicitly indentified for
activities where problems often occur (e.g. entering class, asking
questions, sharpening pencil, using restroom, dismissal)
44. Expected Classroom routines are taught.
45. Classroom teacher uses immediate and specific praise.
46. Acknowledgement of students demonstrating adherence to
classroom rules and routines occurs more frequently than
acknowledgment of inappropriate behaviors.
47. Procedures exist for tracking classroom behavior problems
48. Classrooms have a range of consequences/interventions for
problem behavior that are documented an consistently delivered.
Objective
• Identify actions for a school-wide team to
improve the quality of classroom
management throughout their school
Positive Behavioral Interventions &
Supports (PBIS)
• Whole-school universal preventive
intervention
• Applies behavioral, social learning,
organizational behavioral theories
• Targets general population
• Requires a shift from punitive to preventive
Horner, R. H., Sugai, G., Todd, A. W., & Lewis-Palmer, T. (2005). School-wide positive behavior support. In L. Bambara
& L. Kern (Eds.), Individualized supports for students with problem behaviors: Designing positive behavior plans (pp.
359-390). New York: Guilford Press.
SWPBS
Practices
Classroom
Non-classroom
Student
Family
Big Idea
• We often assume green zone is in place
everywhere
– But what about the classroom?
– How is PBIS being used in the classroom to prevent
yellow zone behaviors?
– By fortifying the green zone, we can reduce need
for yellow zone
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
27
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Classroom
Supports
FEW
•SW Expectations linked to class rules
~5%
and routines
•Behavior Basics
•Evidence Based Practices
•Feedback Ratio
•Wait time
•Opportunities to Respond
•Self Management
•Academic Match
•Working with Families
•Transitions
•Using Pre-corrections
•Active Supervision
•Data Collection and Using Data to
Guide Decisions
•ODR, MIR
•Self Assessment
•Peer Coaching
•Good Behavior Game
ALL
•Data Collection and Progress
Monitoring at T3
•Working with Families
•Role on the Individual Support Tea
•Building Behavior Pathways and
Hypothesis Statements
SOME
•Working with Families
•Deciding to increase Support
•Progress Monitoring
•Using the Daily Progress Report
• Working with Students using CICO
•Working with Students using “CICO
Plus” Academic or Social Instructional Groups
•Using Data to Guide Decisions
•Working with T2 Teams
9.2 - Locations: K-6
60%
50%
40%
30%
% Group ODRs
Mean % ODRs
20%
10%
0%
9.3 - Locations: 6-9
70%
60%
50%
40%
30%
% Group ODRs
Mean % ODRs
20%
10%
0%
Today’s Questions
How important is classroom management?
How can teachers ‘grow the green’? How can we
identify areas of strengths using the Classroom
Management Self Assessment?
Classroom behavior support practices blend with
school-wide systems
As a team, how will you work to make all
classrooms effective settings?
In a Well-Managed Classroom
• Students are actively involved in their work
• Students know what is expected of them and
are generally successful
• There is relatively little wasted time,
confusion, or disruption
• The climate of the classroom is work-oriented,
but relaxed and pleasant
In Well Managed Classrooms Students:
• Follow a predictable
schedule
• Perform with high rates
of academic engagement
• Experience high rates of
academic achievement
• Respond with high rates
of compliance
• Follow a schedule with
high rates of student
managed behavior
• Use problem solving
structures
• Follow smooth and efficient
transitions
In Classrooms that were Ineffective
Wehby, Symons, &Shores (1995)
•
Less than half of student’s hand raises or correct academic responses were
acknowledged by teachers
•
About 26 “to do” statements per hour
•
Less than 2 praise statements per hour
•
64% of “to do” statements were social in nature
•
Most academic work consisted of independent seatwork
•
Inconsistent distribution of teacher attention
•
Compliance to a command generally resulted in the delivery of another
command
What the Research Says about
Classroom Management
• Linked with positive student outcomes (academic and
behavior)
• Increased risk of preventing more serious problems among atrisk kids
• Supports all students in the prevention of possible current and
future behavior problems.
• Strong management signals to kids that the class is a safe place
to learn.
• Well managed classrooms are rated as having more positive
climates.
(Aber et al., 1998; Mitchell, Bradshaw & Leaf, 2009)
What the Research says about
Classroom Management
• Greater student engagement (Morrison, 1979)
• Friendlier peer interactions and helpful
behaviors, more attentive, less aggression
(Susman, Husten-Stein & Friedrich-Coffer, 1980).
• Teachers experience greater efficacy (Woolfolk,
2002)
– Increased student achievement
– Creative and flexible instructional delivery
– Teacher longevity
Evidence based practices in classroom
management
•
Maximize structure in your classroom.
–
•
Routines, Environment
Post, teach, review, monitor, and reinforce a small number
of positively stated expectations.
–
•
Teaching matrix for the classroom
Actively engage students in observable ways.
–
•
Think beyond the worksheet
Establish a continuum of strategies to acknowledge
appropriate behavior.
–
•
Contingent and specific
Establish a continuum of strategies to respond to
inappropriate behavior.
–
Error correction, planned ignoring, time away from activity
(Simonsen, Fairbanks, Briesch, & Myers Sugai, in preparation)
10 Key Features of Classroom Management
• Review each feature
• Consider a system for taking this information
to the whole faculty
• Build a “measure” of school-wide classroom
management
– Use this measure for action planning and
continuous improvement
1. Behavioral Expectations:
Invest in Appropriate Behavior
• Define and teach 3-5 expectations for your
classroom early in year.
•
•
•
•
•
Positively stated expectations
Easy to remember
Posted in the classroom
Consistent with School-wide rules/expectations
Taught Directly
– Positive and negative examples
• Examples:
– Be safe, Be responsible, Be respectful
– Respect others, Respect property, Respect self
The Value of Classroom Expectations
• Rules serve as a framework for guiding both
student and teacher behavior throughout the
year
• Communicate teacher expectations
• Provide basis for teacher to “catch the students
being good”
• Facilitate communication (teacher-student,
student-student)
• Personalize school-wide expectations
Activity: Classroom Expectations
List your classroom expectations.
Are your classroom rules:
Linked to school-wide expectations
Specific and observable
Taught, posted, reviewed
What might you do to adjust your classroom
expectations?
Effective Classroom Procedures (Newcomber & Lewis)
List Classroom Rules:
1.
2.
3.
4.
5.
Are they observable, measurable, positively stated, with no question about meaning?
Do the rules coincide with school-wide expectations?
Identify Procedures for Teaching Classroom Rules:
How and when will they be taught?
Record dates taught &
reviewed
Identify your attention signal:
Date taught
Determine your daily/hourly schedule
Is your schedule posted?
2. Establish a Predictable Environment
• Define and teach classroom routines
•
•
•
•
•
•
•
•
How to enter class and begin to work
How to predict the schedule for the day
What to do if you do not have materials
What to do if you need help
What to do if you need to go to the bathroom
What to do if you are handing in late material
What to do if someone is bothering you.
Signals for moving through different activities.
– “Show me you are listening”
• How to determine if you are doing well in class
• Establish a signal for obtaining class attention
• Teach effective transitions.
Designing Classroom Routines
Routine
Desired
Behavior
Entering Class
Walk in, sit
Instruction on
down, start work board
Obtaining class
attention
Orient to teacher, ?
be quiet
Getting Help
?
during seat work
Signal
?
Classroom Routines Matrix
Routine
1
2
3
What do you
expect?
What is the
signal?
Activity: 12 min
Identify Routines
What are 3 routines common across
classrooms in your school?
Complete the matrix for your classroom
 (or a classroom you know well)
What is a PROCESS you might use with your
faculty to define and share effective
examples?
Teach Students to Self-Manage
• Once students know the routines, allow
routine initiation to be prompted by normal
events (the bell… completion of an
assignment)… rather than rely on teacher
prompts.
• Teach self-management
– The target behavior
– The self-management behavior
– Prompts
– Consequences
3. Active Supervision
•
•
•
•
Move
Interact
Acknowledge
Pre-correct
• Proximity makes a difference
Activity: Pre-correction.
Define a routine with higher than typical
problem behavior.
How might you use pre-correction with this
routine?
What would you do?
When would you do it?
How would you know if it was being effective?
4. Establish a “positive environment”
• Five instances of praise for every correction.
• Begin each class period with a celebration.
• Your first comment to a child establishes behavioral
momentum.
– Engelmann, Mace, “interspersed requests”
– Behavioral priming
• Provide multiple paths to success/praise.
• Group contingencies, personal contingencies, etc
Increasing Positive Interactions
• 1 (negative) to 5 (positives)
– Remind yourself of the “debt”
• Specific vs. general praise
• Identify specific times to provide praise
– Before certain lessons – your reminder
– During transitions – students’ reminder
Increasing Positive Interactions
• Use individual conferences to provide specific
praise
• “Search” for reinforceable behaviors
• Reduce attention to misbehavior and
increase time rewarding positive behaviors
• Increase positive interactions and use
noncontingent positives
Our Good Day Classroom Plan

Good Day
Now
What happens on a
Good Day?
How often does it
happen ?
To have all materials
What can I do to make it a
Good Day?
Model for each other

All
Seldom


Mrs. Clarke

Seldom

Create class incentive
program
Model for each other

All

Sometimes

Follow class rules and
routines- encourage one
another

All



We smile and greet each other

Sometimes


We encourage one another

Sometimes

We work together to earn extra
recess time
Say hello and smile when we are
in other areas of the building
Get acknowledgement from our
teacher



Help?


Get all things together
the night before
Who can
We write
assignments in
planner
Reminders in
calendar
All

Almost always
Action
Model for each other
Activity: Classroom Acknowledgements
What is a Student
Behavior that you
Value
1.
2.
3.
How is student
behavior
acknowledged?
Is recognition
benefiting one
student, group,
whole class, whole
student body?
5. Design a Functional Physical Layout for
the Classroom
– Different areas of classroom defined for different
activities
• Define how to determine “what happens where”
– Traffic patterns
– Groups versus separate work stations
– Visual access
• Teacher access to students at all times
• Student access to relevant instructional materials
– Density
– Your desk
Questions for Planning Physical Space
• How many students will you have in the room at one
time?
• How should your pupil’s seats be grouped?
• What kinds of activities will be taking place in your
classroom?
• Do any students need to be isolated? If so, is it for
certain activities or for most of the day?
• How is movement in the classroom to be regulated?
• What can you do to create a sense of well-being and
safety for your students in your classroom?
Physical Space
• Divide Classroom into defined areas
• Locate areas within easy access of any external
requirements (e.g. sink, light)
• Separate incompatible activities
• Limit barriers that hinder supervision
• Keep aisles and pathways are clear and don’t pass
through work areas
• Avoid large open spaces that invite inappropriate
physical activities
• Locate the Teacher’s desk: out of the way
Classroom Arrangements
Desks in rows
Desks in a horseshoe
Classroom Arrangements
Desks in clusters
Desks in circles
6. Maximize Academic Engaged Time
•
•
•
•
Efficient transitions
Maximize opportunities for student responses
Self-management
Active Supervision
• Move
• Monitor
• Communication/Contact/Acknowledge
Wong: The 4 kinds of time at school
• Allocated Time
100%
– Total time kids are in class
• Instructional Time
90%
– Total time you can observe a teacher teaching
• Engaged Time
75%
– Total time a student is involved in the learning
• Academic learning time 35%
– Time during which a student can demonstrate
their learning.
Techniques for maximizing academic
engagement during teacher-led
discussions
•
•
•
•
•
•
Provide ample opportunities to respond
Two minute pause
Think-write or draw
Outcome starter sentence
Reaction diagram
Compare/contrast diagram
Maximize Academic Engaged Time:
Instruction Influences Behavior
• Pacing
• Opportunities for student responses
• Acquisition vs Practice/Performance
• Student feedback from teacher
• Student choice
• Sequence activities so preferred activities
follow more demanding activities
Activity:
• Count opportunities for student responses
during a 20 min teaching lesson.
– Elementary
– Middle
– High School
7. Ensure Academic Success:
Match Curriculum to Student Skills
• Failure as a discriminative stimulus for
problem behavior.
Kent
– 70% success rate.
McIntosh
– Young learners versus experienced learners
– How can we teach with success and still teach the
required curriculum?
• Monitor and adapt
– Maintain instructional objective, but adjust the
curriculum/instruction
– The art of curricular adaptation (strategies)
• Have fun
Instruction Influences Behavior
• Pacing
• Opportunities for student responses
• Acquisition vs Practice/Performance
– Joe Wehby
– Phil Gunter
• Student feedback from teacher
• Student choice
Jorge
• Sequence activities so preferred activities
follow more demanding activities
8. Establish an effective hierarchy of
consequences for problem behavior
• Do not ignore problem behavior
– (unless you are convinced the behavior is
maintained by adult attention).
• Establish predictable consequences
• Establish individual consequences AND group
consequences
• Define the school-wide “rule” for what is
managed in the classroom and what is sent to
the office
Activity
Define the school-wide rule for what should
be managed in the classroom versus what
should be sent to the office.
Any behavior that places the student or others at risk.
Any major behavioral violation
Any behavior that requires more than 1 min of teacher
time pulled from instruction for all.
Decreasing Negative Interactions
• Determine if aspects of the environment
(physical setting, schedule, organization, social
situation) are contributing
• Use “pre-corrections” to prevent the
misbehavior
• Praise other students for doing things the “right
way”
Consequences for Problem Behavior
• Applied consistently
• Immediate feedback
• Pre-determined plan for major, minor, repeat
violations
• Plan consistent with school-wide plan
• Consequence linked to context
Reasonable and Logical Strategies
Student Behavior
Common response
PBIS response
Chews Gum
Teacher sends student ???
to the office
Turns in a sloppy
paper
Teacher refuses the
paper
???
Walks in noisily
Teacher ignores
behavior
???
Reasonable and Logical Strategies
Student Behavior
Common response
Chews Gum
Teacher sends student Dispose of gum,
to the office
writes paper on the
issue
Teacher refuses the
Redoes the paper
paper
Turns in a sloppy
paper
Walks in noisily
Teacher ignores
behavior
PBIS response
Walks in again quietly
Reasonable and Logical Strategies
Student Behavior
Common response
PBIS response
Passes paper in
incorrectly
Teacher deducts 10
points
???
Arrives late
Teacher sends student ???
to the office
Does not bring text
book or pencil
Student sits at their
desk without a pencil
or textbook
???
Reasonable and Logical Strategies
Student Behavior
Common response
PBIS response
Passes paper in incorrectly
Teacher deducts 10 points
Passes paper in again
correctly
Arrives late
Teacher sends student to
the office
Misses instruction and has
to get help from a peer
Does not bring text book
or pencil
Student sits at their desk
without a pencil or
textbook
Student has to borrow one
from the teacher for .50
cents (classroom money)
Strategies for Intervening
• Proximity
– Adult presence and supervision
• Gentle verbal reprimand
– Short, very brief disruption, clear
– State positive rather than negative (accusative)
• Discussion
– Most effective if discreet and occurs later
• If not, you leave class waiting; misbehaving student can get rewarded;
student will likely be defensive; your own frustration
Strategies for Intervening (cont)
• Praise someone else
– Descriptive praise, but avoid embarrassment
– Best for younger children who are eager to please
• Restitution
– Repair damage but don’t hold grudge
– Reparation is not punishment
• Use sincerity
– How their behavior is affecting others (& you)
– Keep emotions in check
Strategies for Intervening (cont)
• Family Contact
– Be objective and descriptive, not judgmental
– Suggest that family discuss the situation later and
communicate expectations
• Don’t imply child should be punished
– Create partnership with parent to support child
• Humor
– Best when used selectively with older students
– Avoid sarcasm, embarrassing, or making joke of
child or situation
9. Vary modes of instruction
•
•
•
•
•
Group lecture
Small group
Independent work
Integrating Activities
Peer tutoring
10. Teacher has System to Request
Assistance
• Teacher should be able to identify need for
assistance and request help easily.
– Teacher request for assistance form
– Three times each year when teacher is prompted
to identify students needing extra support.
Request for
assistance form
Models for implementing new skills (or
support with existing
• Consultation and feedback can be effective
in increasing effective teaching practices
(Sheridan & Welch, 1996)
• Peer coaching as a way to support
implementation of new skills
– Conduct observations of each other
• Teacher teams
– Invite feedback (during challenges)
– Ask for help!
Effective Classroom Procedures (Newcomber & Lewis)
List Classroom Rules:
1.
2.
3.
4.
5.
Are they observable, measurable, positively stated, with no question about meaning?
Do the rules coincide with school-wide expectations?
Identify Procedures for Teaching Classroom Rules:
How and when will they be taught?
Record dates taught &
reviewed
Identify your attention signal:
Date taught
Determine your daily/hourly schedule
Is your schedule posted?
Building Systems to Support Best
Practices in the Classroom
• How will staff get assistance for students who
need more support?
• Easy to complete
• Clear Process – Who gets the completed form?
• When should I hear back?
Building Systems to Support Best
Practices in the Classroom
• How will staff get skills?
“If you don’t feed the teachers, they will eat the
children”
Leadership Team will:
– Conduct needs assessment- make professional
development decisions based on results
• Self assessment, Classroom Check-up
• EBS Self Assessment – Classroom
• Walk through
Develop system to present best practice and
encourage teacher engagement and
implementation
– Develop Annual Training Calendar
– Created timelines for implementation of
each feature
• Weekly skill and/or feature mini-lessons
• Cool Tools
– Time for grade level collaboration related to
the lesson
• Time and resources for after school work sessions
(voluntary)
Adapted from Lori Newcomer, Ph.D.
University of Missouri
• Dedicated time during staff meetings
How will staff get feedback
• Create small learning communities
– Ability for teachers to observe each other
– Get access to data- performance feedback
Team builds structure- Van Acker
• Grade level teams provide support
• buddy system
• core master teachers
Data System
• Observation, Take Data, Provide Feedback
• Periodic self-assessment for progress monitoring and
fidelity check
Classroom Management Self-Assessment
Sugai, Colvin, Horner & Lewis-Palmer
Effective Classroom Management Practices
Current Status
Not In Pl
Partial
In Place
0
1
2
DEFINING AND TEACHING BEHAVIORAL EXPECTATIONS
1. Classroom behavioral expectations defined and taught (consistent with school-wide expectations)
ESTABLISHING ROUTINES & EFFECTIVE LEARNING ENVIORNMENT
2. Classroom routines defined and taught
a) Signal established for obtaining class attention
b) Self-management
3. Physical layout is functional and minimized crowding
a) Classroom activities have locations
b) Teacher able to monitor whole class
c) Traffic patterns established
FEEDB ACK
4. Active supervision of classroom
a) moving through classroom, scanning, interacting
5. Positive environment established
a) 5 positive comments to every correction/negative
b) First comment is positive/ celebrations
MAXIMIZING STUDENT ENGAGEMENT
6.
7.
8.
Maximize academic engagement
a) Opportunities for student responses (0.5/min)
Promote academic success
a) Academic success rate matches level of learning
b) Curricular adaptations available to match student ability
Vary modes of instruction
ADDRESSING PROBLEMATIC BEHAVIOR
9.
Hierarchy of responses to problem behavior
a) Do not ignore moderate/intense problem behavior
b) Specific feedback for social/academic errors
c) Responses to problem behavior allow instruction to continue
10. System available to request behavioral assistance
Summary Score
Total Points = ______ X 100% =
20
%
Activity
Assume you are the faculty for the whole
school.
Independently rate your own classroom
If you do not have a classroom rate the classroom you
know best.
Produce a “Mean” for the school by taking the
mean of your classrooms.
Identify the one element of the self-assessment
that would make the biggest difference. Identify
one action to be completed within the next three
months of school that would improve that
element.
Building Systems to Support Best
Practices in the Classroom
• How will staff get skills?
• How will staff get feedback – build ongoing
structure- buddy system, assigned core master
teachers
• Develop Training Calendar of PD-orientation,
annual staff development days, staff meetings
• Develop Access for Teacher Support- Request for
Assistance
• Communication to Staff Support “Team”
• Can District/Admin deliver Time and Resources?
Classroom Management is a
School-wide Consideration
• PBIS School team provides support
– Clear delineation of office-managed versus
classroom-managed problems
– Training on effective teaching and behavior
support strategies
– Access to evidence-based strategies
– Materials for implementing interventions
– Easy way for teachers to request secondary and
tertiary interventions assistance
Response cost…
…a procedure in which a specific amount of
available reinforcers is contingently withdrawn
following a response in an attempt to decrease
behavior. Response cost is often used with token
economy programs. The response cost must be
less than the total amount of number of reinforcers
available (i.e., never go in the hole). Response
cost procedures are often referred to as “fines.”
Working together in a peer
coaching relationship
• Communicate effectively
• Listen more…
– Develop inner silence
– Clarify
– Communicate your understanding
– Practice listening
Data is your friend
Data is not a four letter word
Use Data to Examine Classroom
System: Tools to help
How do you know PBIS is in place?
• Collect data
– Are rules being followed?
– If there are errors,
• who is making them?
• where are the errors occurring?
• what kind of errors are being made?
• Summarize data (look for patterns)
• Use data to make decisions
Resources on Classroom Management
• CHAMPs: A proactive and positive
approach to classroom
management
–
Sprick, R. Garrison, M., & Howard, L. (1998). Pacific
Northwest Publishing.
• Coaching Classroom Management:
Strategies and Tolls for
Administrators and Coaches
–
Sprick, R., Knight, J., Reinke, W.M., & McKale, T. (2006).
Pacific Northwest Publishing.
Classroom Check-up
• A consultation model designed to increase
behavior management
– Conduct observations
– Assess critical classroom variables
• Positive to negatives
• Number of disruptions per 5 minutes
• Percent of on-task kids
– Provide feedback
– Collaboratively design individualized intervention plan
– Teachers self-monitor/ and are receive ongoing feedback and
support
(Reinke et al., 2008)
Classroom Check-Up Observation Form
Step 1
•
•
•
•
Opportunities to respond
Correct academic responses
Disruptions
Ratio of Interactions
– Specific praise
– General praise
– Reprimands
Classroom Check-Up Observation Form
Step 2
For the next 5 minutes, focus on a different student
every 5 seconds.
Record a “+” symbol to indicate on-task or engaged
behavior and a “–” symbol to indicate off-task
behavior. When each student has been observed,
begin the progression again.
Continue until 5 minutes has elapsed.
1
+
2
+
3
+
4
-
5
+
6
+
7
+
8
+
9
+
10
+
11
+
12
+
13
+
14
+
15
-
16
-
17
+
18
+
19
+
20
-
21
-
22
+
23
+
24
+
25
-
26
-
27
+
28
+
29
+
30
+
31
+
32
-
33
-
34
+
35
+
36
+
37
-
38
-
39
-
40
+
41
+
42
-
43
-
44
-
45
-
46
+
47
+
48
+
49
+
50
+
51
+
+
52
+
53
+
54
+
55
+
56
+
57
+
58
+
59
+
60
+
Divide the number of on-task (+) marks by the total number of marks (60).
Time on task (academic engagement) =__________ percent.
44 /60 = 73%
Sample
CCU Feedback Form
• Calculate your data/tallies
• Fill into the feedback columns (by looking at the
benchmarks)
• Choose ONE goal!
• Watch your students succeed!
• A few notes
– These are determined by ideal research conditions
– Special education considerations
Classroom Management: Self Assessment
Classroom Management Practice
I have arranged my classroom to minimize crowding and distraction
Rating
Yes No
1.
I have maximized structure and predictability in my classroom (e.g., explicit
classroom routines, specific directions, etc.).
Yes
No
1.
I have posted, taught, reviewed, and reinforced 3-5 positively stated
expectations (or rules).
Yes
No
1.
I provided more frequent acknowledgement for appropriate behaviors than
inappropriate behaviors (See top of page).
Yes
No
1.
I provided each student with multiple opportunities to respond and participate
during instruction.
Yes
No
Yes
No
Yes
No
I ignored or provided quick, direct, explicit reprimands/redirections in
response to inappropriate behavior.
Yes
No
I have multiple strategies/systems in place to acknowledge appropriate
behavior (e.g., class point systems, praise, etc.).
Yes
No
In general, I have provided specific feedback in response to social and
academic behavior errors and correct responses.
Yes
No
1.
1.
1.
1.
1.
1.
My instruction actively engaged students in observable ways (e.g., writing,
verbalizing)
I actively supervised my classroom (e.g., moving, scanning) during instruction.
Overall classroom management score:
10-8 “yes” = “Super”
7-5 “yes” = “So-So”
# Yes________
<5 “yes” = “Improvement Needed”
Simonsen, Sugai, Fairbanks, & Briesch, 2006
http://www.pbis.org/pbis_resource_detail_page.aspx?Type=4&PBIS_ResourceID=174
• Develop system to present best practice and
encourage teacher engagement and
implementation
– Weekly skill and/or feature mini-lessons
– Time for grade level collaboration related to the
lesson
– Time and resources for after school work sessions
(voluntary)
– Created timelines for implementation of each feature
– Periodic self-assessment for progress monitoring and
fidelity check
– Planned booster session
University of Missouri
Lori Newcomer, Ph.D.
A few cautions and adaptations
to practices
Response Cost
Response cost…
…a procedure in which a specific amount of
available reinforcers is contingently withdrawn
following a response in an attempt to decrease
behavior. Response cost is often used with token
economy programs. The response cost must be
less than the total amount of number of reinforcers
available (i.e., never go in the hole). Response
cost procedures are often referred to as “fines.”
Response Cost-AKA The Chart!
Top 5 cautions when using ‘the chart’
5. Be sure to build in forgiveness
4. Never let a student get ‘in the hole’
3. Teach the behavior
2. Better to climb for positive behaviors
(not really response cost)
1. PBIS Standards of Practice
– Techniques that do not cause pain or humiliation
or deprive the individual of basic needs
(2007). PBS standards of practice: Individual level. Available for download from
http://apbs.org/whatsnew.html#standards_of_practice.
Resources
• Coaching Classroom Management: Strategies and Tolls for
Administrators and Coaches
– Sprick, R., Knight, J., Reinke, W.M., & McKale, T. (2006). Pacific Northwest
Publishing.
• CHAMPs: A proactive and positive approach to classroom
management
– Sprick, R. Garrison, M., & Howard, L. (1998). Pacific Northwest Publishing.
– Function Based Thinking: A systematic way of thinking
about function and its impact on classroom behavior.
Beyond Behavior (in press)
• Hershfeldt, P.A., Rosenberg, M.S., & Bradshaw, C.P.
• Good Behavior Game Implementation & Procedures Manual
– Anderson, C,M. & Rodriguez, B.J.