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Maximizing Effectiveness Using Positive Behavior Support Methods in the Classroom: Monitor and Evaluation.

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Presentation on theme: "Maximizing Effectiveness Using Positive Behavior Support Methods in the Classroom: Monitor and Evaluation."— Presentation transcript:

1 Maximizing Effectiveness Using Positive Behavior Support Methods in the Classroom: Monitor and Evaluation

2 2 Objectives Understand the importance of monitoring and evaluating current systems Identify which systems are working and which systems need additional supports Understand how to support classroom PBS within an existing school-wide system

3 3 Monitoring and Evaluation of Outcomes Decreases in problem behavior Increases in positive behavior Achievement of broader goals Durability of behavior change Increase in academic achievement

4 4 Monitor, Evaluate, and Modify the Program Students succeed academically –75% of students are successful academically Decision making is based on on-going assessment Modify interventions for students as needed Provide support for faculty/staff as needed

5 Positive Outcomes of Successful Classroom Positive Behavior Support Positive OutcomesExamplesDocumentation Significant reduction in problem behaviors Disruptive behaviors do not interfere with teaching and learning No more than once per hour Frequency counts of target behaviors Students are engaged more Never more than 2-3 students off-task at a time Length of time engaged Students are completing assignments/task No more than 10% of students have incomplete assignments Improvement in academic performance Grades % of students completing assignments

6 Positive Outcomes of Successful Classroom Positive Behavior Support Positive OutcomesExamplesDocumentation Students are following classroom expectations and routines Students do not need consistent reminders Review and re-teach rules and expectations before problem behavior begins Students are able to self- report the expectations when they are asked Teacher comments are positive 4-1 ratio of positive to negative comments Teacher observations A small number of students need individualized support No more than 1-15 percent of students need individualized support Individualized Behavior Support Plans Insert measures Individualized data collection (per student)

7 7 Durable Classroom Support Practices within the school community that link classroom behavior support –Classroom expectations match school-wide expectations –Classroom expectations are aligned with school’s mission statement Classroom PBS should become a natural part of the school-wide operations in order to directly sustain long-term change You will want your efforts to last!

8 8 Primary Practices Should Include Ongoing classroom assessment Feedback Teaming and collaboration Classroom/team/grade level meetings to increase consistency Built in support for teachers Support from administrators and district level personnel

9 9 Assessment Tools Initial Classroom Assessment –Assessment for the “whole” class Not specific to individual students –Allows you to look at and assess all three areas of your classroom Behavior Curriculum Ecological –Pre and Post Assessment

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17 17 Florida’s Positive Behavior Support Project Contact: Heather Peshak George, Ph.D. Project Coordinator Phone: (813) Fax: (813) Website:


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